Georgia Dusk and The Stirrings of Discontent

on Wednesday, April 13, 2011
Georgia Dusk, Jean Toomer, as presented in the book, The New Negro: Voices of the Harlem Renaissance, edited by Arnold Rampersad, offers a unique perspective to an analysis of The Warmth of Other Suns, Isabel Wilkerson.  Looking specifically at the passage in the chapter, The Stirrings of Discontent,  I will analyze the imagery of lynching in Georgia Sun  as a historical representation of the reality of violence in the south as well as the site of lynching as a spectacle; a site of white entertainment.

The passage in The Warmth of Other Suns, The Stirrings of Discontent recounts the story of life in the south and the commonality of lynching during this time.  Quoting from the book, "All blacks lived with the reality that no black individual was completely safe from lynching." The South acted against the 14th Amendment violently and in doing so, denied Blacks equal protection and Black men and women were lynched based merely on accusations.  Governor candidate James K. Vardaman is quoted as saying "If it is necessary, every Negro in the state will be lynched" (Wilkerson, 39).  Putting a brief history of lynching into perspective, I can then begin to analyze the peom Georgia Dusk as a representation of the realities of lynching.

A lengthened tournament for flashing gold,
Passively darkens for night's barbecue,
A fest of moon and men and barking hounds,
An orgy for some genius of the South

It is easy to mistakenly read Toomer's representation of the south as a form of glorification, but once a critical analysis begins one can understand the deep rooted irony of his passages. The violence is masked by the beauty of the South and the imagery that he portrays in this passage. Reading this passage as a representation of lynching, we see that "Passively darkens for night's barbecue, a feast of moon and men and barking hounds," are a metaphor to a lynching taking place. In context to the rest Cane, the novel in which this poem was taken out of, we can understand the continuous repetition of sounds of hounds as a metaphor for lynching, as it is the audio cue for lynching in Blood Burning Moon (a short story in Cane) as well.  (My independent study last quarter dealt mainly with this text)

Analyzing the spectacle nature of lynching, as in lynching as a site of spectacle, even religious in nature, other theories outside the two books required are needed.  Specifically looking at Harvy Young's analysis of the Black body as a souvenier for lynching, both as it creates a fetished example, religious artifact (The Black Body as Souvenir in American Lynching Theatre Journal - Volume 57, Number 4, Dec 2005, pp. 639-657)  We can then argue that the act of lynching itself is both a ritual ceremony for those performing the lynching in which both subjugates Black people, the Black body, and creates a national consciousness of othering (the latter is pretty obvious).  Looking at an example of Warmth of Other Suns we see this ritualistic aspect manifest itself in the following passage:
Fifteen thousand men, women and children gathered to watch 18 year old Jesse washington as he was burned alive in Waco, Texas in May 1916. The crowd chanted "Burn, burn, burn!" as Washington was lowered into the flames.  One father holding his son on his shoulders wanted to make sure his toddler saw it.

"My son can't learn too young," the father said.

I say this is ritualistic in the sense that the passage exemplifies a mass gathering, chanting and the want for older generations to have the younger generations to learn "the ways."  It's set up as a ritualistic performance, a mass gathering watching the spectacle on the stage setting (the site of the lynching).  The flames act as a symbolic reclamation of whatever the psyche of the lynchers thought was lost and could be reclaimed through the flamed body. Not only that, the history of lynching as a site of being a fair or picnic (family fun!...) Yet, lynching carried on after the spectacle is over.  As Young explains in his article, The Black Body as Souvenir in American Lynching, souvenirs were taken from these events.  The most common, and commonly known, are postcards.  Photographers would take photographs of the victim which could be bought by individuals who attended the lynching. The were bought and widely distributed, often, even, traded in the same fashion as baseball cards.  However, physical souveniers were taken aswell, a body part, a toe, flesh, and was bottled or stored away.  Toes were used in a ritualistic sense in the same way that rabbit feet are used as "good luck charms"

Looking back now to the poem Georgia Dusk we can analyze the poem through the spectacle.  Toomer exemplifies the ritual in the following excerpt:

Meanwhile, the men, with vestiges of pomp,
Race memories of king and caravan,
High-priests, an ostrich, and a juju-man,
Go singing through the footpaths of the swamp.

I suppose this is where my analysis gets a little tricky, for this passage can be read from an African consciousness perspective, but following the lynching metaphor, it can be read as a ritualistic experience of the lynching.

The College Experience

on Wednesday, April 6, 2011
I entered the University of California, Santa Barbara (UCSB)  in 2007.  I came in as a Film and Media Studies major as I was determined from my performance school background that a life of entertainment was for me.  I dreamt of becoming the next greatest director, changing my name from Victoria Hungerford to simply Victoria Ford and then further to Tori Ford...needless to say within two quarters I began to realize perhaps Film Studies was not the choice for me.

Relentless, I stuck with it, adding a second major: Theater with a directing emphasis. I was a person who previously resisted change and liked to finish things through, until I realized that these majors were not making me happy.  Early on I had no understanding to the why it made me unhappy.  Instead of critically analyzing my own reasons to my emotions, I shoved them deep down and found that the party lifestyle of Isla Vista was very good at doing this.

Then one glorious quarter I took a Feminist studies class.  JUMPING CATFISH BATMAN! I had an intellectual revelation.  It felt almost spiritual as if my wave was beginning to open and accept the one consciousness.  I had found my Super String Theory in a sense.  While I exaggerate my initial reaction to the framework of thought that Feminist Studies was giving me it is not to say that it wasn't profound.  I finally was beginning to find that "college experience" that I was hoping for.

I stayed Feminist Studies and Film Studies for awhile.  I had practically stopped taking film classes and concentrated mostly on classes that made me think outside the hegemony I was brought up in, it gave a new perspective to the world and actions around me.  I began to critically engage in my environment instead of just be in my environment.

It wasn't until I took Professor Batiste's special topic class: 191SB, Black Performance, that I entered Black Studies.  It was Spring quarter of my sophomore year and I was interested in the class based on a flyer that was sent through the Film Studies mailing list.  It seemed interesting enough and I wanted to take 18 units, a normal quarter load for myself.

Let me take a minute and say that this class was really difficult.  It was so difficult that it forced me to want to do my best in it because I felt like I was being challenged, I was dealing with theories and modes of thought that I had never experienced before in my college career.  I spent hours reading the rather thick reader and various text books.  I was beginning to understand a way of thinking about society outside Gender and sexuality.

While Feminist studies does teach about the intersections of identity, it has an emphasis on studying solely gender and sexuality.  Finally, I was beginning to understand the intersection of race and class with gender and sexuality.  The theories presented in this class got me hooked.  From Fanon's the mask, the Du Bois double consciousness, to Elam's notion of performance to transcend both space and time, my mind was whirling in theoretical discussions with knowledgable students and I finally felt like I was actually learning, engaging in intellectual discussion with individuals my age, and having a blast doing it.

That summer I decided to become a Black Studies major.  Who I was kidding? Film depressed me, the class sizes were too big and I was bored.  (I think my grades really reflected this).

As a multi-racial first generation born American I felt that Black studies not only was giving me the critical tools to analyze my own positionality in the world (of course, Feminist studies allowed me to think critically about gender & my own sexuality), it also opened up my eyes to a history that was never told to me.  BUCKING HORSE BATMAN!  The truth! (or a version of it, thanks Foucault!)

My studies have led me to a certain area of focus: Video Games.  I'm interested in studying the relationship female gamer "grrls" have with an online console platform such as the Xbox Live Network. I did a research paper over two quarters through the Feminist studies that looked at the following issues:


I looked at how females negotiate their gender during and after markers of sexual harassment on the Xbox Live Network during the multiplayer function of both Halo 3 and Halo Reach, popular first person shooter games.

I want to understand the gender gap in First Person Shooter games (and other "hardcore" video games) and find ways to change the gender gap both online and behind the scenes developing.
However, I see this as only scratching the surface of my entire study. I need to add a level of both race and class and see how these two things also affect the ways in which self identified female gamers engage in the the online culture of XBLN, specifically through the channels of FPS.

I'm a big geek/dork and totally comfortable with my love for comics, anime and video games. I think my area of study pretty much shows that.


Black Studies courses I have taken are the following:  Black Studies Special Topic 191SB, 1, 38A, 102, 4, 136, 128, 142, 3, 169CR, 199