Why Not?: Embracing the Historical Design of African American Literature to Bolster Its Representative Use in the Classroom

ABSTRACT

Having grown up Black in America, the author reflects on his limited exposure to African American literature in school as well as his even more limited opportunity to see himself reflected in the mirrors of those texts. The article then extends into a framework for expanding the inclusion of African American texts in educators’ classrooms. Approaching the literature from a historical design perspective (concerning the purposes that gave the literature life and direction throughout its existence), the article divides African American literature into two groups – the texts that centre race and race matter and those that centre lives and lifestyles – in an effort to challenge educators’ understanding of both the literature and the people represented within it. The article acknowledges that, while perhaps different in design, both groups of texts speak to the humanity of African American students as the students exist both within and beyond the context of race.

KEYWORDS:

• race
• literature
• education
• African American
• representation
• mirrors

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Vincent Price

Vincent Price is a clinical instructor in the Department of Teaching and Learning at the University of Central Arkansas. He previously worked as a high school English and French teacher for seven years and holds a PhD in English Education. In addition to his university service, he works as an academic editor and writing consultant, helping graduate students and professionals sharpen their writing.