Showing posts with label thomas sugrue. Show all posts
Showing posts with label thomas sugrue. Show all posts

Friday, April 4, 2014

"i am somebody ... in detroit"

Diana Ross and the Supremes were a Detroit-based group.
This past Wednesday, Robyn, Brandy and Alex presented their spoken word adaptations of popular songs invoking images of people of color in urban spaces. Robyn recasted Gladys Knight and the Pips' "Mr. Welfare," a song from the 1974 movie Claudine; Brandy recasted Diana Ross and the Supremes' 1967 hit "Love Child" and Alex recasted Stevie Wonder's 1974 hit "Living for the City" (though I had to read his words as he'd lost his voice).

What these songs have in common: they allow us to see some of the trials of black life after the Second World War. This is an issue we will closely study  next week after reading an excerpt from Thomas Sugrue's The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit. Sugrue essentially argues that the period from the 1940s through the 1960s sets the stage for the many-layered racial crises all-too apparent in today's cities. In saying this, he is pointing to a particular window in which we see how capitalism produces inequality and how African Americans disproportionately figure into such inequality. As Sugrue has written, the joblessness, desolate landscape, and racist housing patterns in Detroit since the war can be found in other Rust Belt cities, or urban spaces from the northeast to the Midwest that were once the industrial "backbone" of this country.

 While reading Sugrue, we will consider some of the candid words offered in the 1973 documentary Wattstax, which we watched this past Wednesday. I was pleased to see the students' response to this historical music festival in the Watts section of Los Angeles. This so-called "black Woodstock" opened the door for us to learn more about why Watts went up in flames in 1965. I was particularly intrigued by how this one movie creates opportunities for conversations about black on black crime, black love, and black pride.
Hip hop performer/actor Ice Cube has sampled B.B. King's music.

On Wednesday, we also discussed the first third of B.B. King's memoir, which provided a chance for us to see how King, an African American man from a rural area, pushes our thinking about black life before the postwar era. King was born in poverty in the Mississippi Delta in the early 20th century. He would eventually relocate to Memphis where he slowly made a name for himself as a dee jay and a musician (By the way, the Wattstax festival was organized by the Memphis-based Stax Records whose roster included the Staple Singers and Isaac Hayes). Though he would go on to make considerable money as a blues musician, King was not unacquainted with racism. While serving a term in the U.S. Army during the Second World War, he saw how German prisoners of war were given better treatment than black American soldiers by white Americans.  King was still able to see that "not all whites" were behind the lynchings of which he was aware in the South. 

That said, speaking of King, Wattstax and Cube, we will also want to remember that black migration during the 20th century was not only to the north, but to the Far West where African Americans did not experience the full promise of postwar wealth - especially in the defense industry. This reality sits uneasily against that portrayed on the late-1960s/early-1970s television series Julia, which finds Diahann Carroll (who starred in Claudine) playing a single widowed mother who works as a nurse in the California aerospace industry.  The show has  across time had a mixed response for a variety of reasons including the belief by some that the show's producers attempted to erase race from Julia's experiences.
Diahann Carroll also stars in the 1974 film Claudine.

As we move on to the second third of King's book, it is worth it for us to think about this as we consider the "underclass" thesis we earlier discussed. Another challenge before us: revisiting our interest in how the postwar growth and movement of the black upper and middle class seems to have resulted in a black  underclass. Can we observe King's life against the picture that Sugrue offers? Is King part of this postwar urban crisis narrative that Sugrue describes? How does he circumvent or find himself in this story of racial urban oppression? Certainly his music resonates with many artists who have focused on black urban life, among them Ice Cube who sampled King's  "Chains and Things" for his rap song "Bird in Hand." I hope my mention of Cube's sample on Wednesday helped the students reflect more on our earlier attention to Robin Kelley's Race Rebels: Culture, Politics and the Black Working Class. King said he turned to his guitar to cope with pain. Some hip hop performers appear to have done something similar.

That said, how does the narrative of  postwar urban life change (or stay the same) with the specific experiences of black women front and center as seen in Julia, scenes from Wattstax, and various songs and readings in mind -  high among the latter, the Daniel Monynihan 1965 report on the black family via the excerpt from the Joe Trotter, Earl Lewis and Tera Hunter edited collection?

Monday, April 8, 2013

postwar America..."a culture of joblessness" for urban African Americans



A film and a jazz performance - both available via YouTube. And excerpts from two historical readings. These were the tools before the class today as we sat down to learn more more about the hurdles of working class African Americans after World War II. To make the lesson more meaningful and to help the students see some of the things expected in their final papers, which are due on May 3, the class was split into two teams and asked to juxtaposed Thomas Sugrue's study on Detroit and Clarence Lang's research on St. Louis against the 1964 film "Nothing But a Man," which is partly set in 1960s Birmingham, Alabama. The goal: Write a thesis statement for a paper that analyzes the movie against the readings, which reveal the structural and social impact of failed New Deal initiatives on postwar African Americans. They were given the option to focus on one of the readings if it helped them to sharpen the ideas before them. To further push their thinking, the students were also asked to consider the life of jazz singer-actress Abbey Lincoln who stars in the movie. Lincoln's real-life political views and her early 1960s performances demonstrate, among other things, how black artists were aware of the postwar challenges facing African Americans  (Ivan Dixon, who stars opposite Lincoln in the film, was also a Civil Rights activist). While the theses revealed room for improvement (for example, the students failed to engage Abbey Lincoln's black freedom politics, something they have the option of exploring by next Monday for extra credit), I was pretty impressed with the results given how much they had to review and digest before writing in a two and a half hour class.  The thesis for Group A (Roosevelt, Aaron, Alexis and Lauria) went as follows: "Detroit's postwar urban crisis emerged as the consequence of two  important interrelated and unresolved problems in American history: 1)[the ways in which] capitalism generates economic inequality [and] 2) the ways in which African Americans ...[bear] disproportionately the impact [of this] inequality."


The thesis for Group B (Tiffany, Christin, Raven, Shariyah and Shanece): "Set in Jim Crow South during the postwar era, "Nothing But a Man" unveils the marginalization of blacks. Like the [Thomas] Sugrue and [Clarence] Lang readings, it demonstrates how behavior and values of poor or 'working class' [African Americans] manifest in a culture of joblessness...It does so in the following ways: 1) status ([Duff (Ivan Dixon), the protagonist] is a railroad worker; 2) social[ly] (He refuses to abide by Jim Crow laws, which leads to his joblessness [and] 3) mental[ly] (His inability to keep a job because of his attitude and behavior affect his marriage and self worth." To  read and hear what the students read and heard, click the links and clips above. Pay close attention to the lyrics in Lincoln's performance of "Driva Man" and consider them while watching "Nothing But a Man." The entire movie is available on YouTube.
Powerpoint used in today's class