4/11 Class Notes

Today in class we continued our discussion on Homegoing. Dr. West noted that part one of Homegoing took place before the Civil War and part two takes place after the emancipation. This set the stage for Claire and Kelsie to present their historical context. Claire presented on the Great Migration (1915-1960). In her presentation, she highlighted the reasons why African Americans migrated from the southern states to northern and western cities. She noted two key factors that African Americans faced in the south that led to the migration, this included economic (ex. no job opportunities) and social (ex. lynching) conditions.

Kelsie presented on the racial caste system, the Jim Crow laws (1877-1965). Jim Crow was coined by a man named Thomas Dartmouth, who would put on a black face, and make racist remarks toward African Americans. Kelsie highlighted that before Jim Crow, many African Americans had federal rights and were able to run for office, and black men were able to vote and made strides in education reform (ex. Louisiana). This era was known as Reconstruction (1863-1877). However, as African Americans began to gain influence in the political arena and gain momentum economically, white supremacist groups such as the White League, Red Shirts and Ku Klux Klan (KKK) began to discriminate against African Americans through the legislation of the Jim Crow laws (1890s). Kelsie highlighted some of the Jim Crow segregation laws; they included laws relating to marriage, bathrooms and burial grounds (Kelsie noted how segregation even followed African American even to death). The Jim Crow era ended in 1964-1965 with the Civil Rights Act and the Voting Rights Act. However, despite the end of the Jim Crow era, Kelsie noted the presence of a “New Jim Crow (2010)”, that Michelle Alexander famously stated in her book The New Jim Crow. This new Jim Crow has a similar presence in the Jim Crow era in the 1890s, with legislation that leads to mass incarceration amongst African Americans.

Following the presentations, we broke off into groups to discuss questions that Rachel (a student doing her dissertation on Homegoing) presented. Next,  we discussed the questions as a class with Rachel and Dr. West. The first question was “How do the three stories we've read in Part 2 begin to disrupt our romanticized understanding of "emancipation?” Group one noted that despite African Americans migrating to the north and no longer being slaves, they were still treated inhumanly and this continued with the Jim Crow laws. This was seen specifically with Kojo’s story. In the beginning, we see that Kojo is living a happy life, with a family and a stable job. However, this is disrupted when his pregnant wife is taken away, “he began to think about what life would be like without his wife, the woman he had loved hard and long. Everyone had been keeping up with what was becoming known as the ‘Bloodhound Law.’” (126).  

The second and third question had similar responses.The second question was “What connections exist between the story that is unfolding in Africa and the one in the United States?” The third question was “What connections exist between H's story and the stories from Part 1? What significance might those connections have?” We examined the text through symbolism and a cross- continental lenses. The group noted that in H’s story when he is in the coal mine in Alabama how that paralleled to Esi in the dungeon in the castle in Ghana. Additionally, both H and Esi were outcast. H was a big man and labeled as dangerous. Whereas, Esi was unmarried, which was not custom in that culture. We noted how this generational symbolism was a common pattern throughout the book.

We then discussed the fifth question, “What connections exist between Willie's story and the stories from Part 1? What significance might those connections have?” The group noted the recurring theme of generational trauma. Dr. West highlighted how the “voice” was taken away. This was seen in part one when James pinches Effie’s tongue. This same theme was present when Willie lost her ability to sing when she and Robert moved to Harlem. However, the chapter Willie ends with Willie regaining her voice when she steps into the church to sing. Both examples represent the oppression and generational trauma and experiences that took place despite the different context.

Next, we talked about question four, “What connections exist between Akua's story and the stories from Part 1? What significance might those connections have?” We noted the connection of cultural superiority seen with the example of Effie using a tribal tradition (roots) to increase her fertility and James becoming angry and forbidding her to practice her tradition because it is not Christian. He states, “Now, Effia, I don’t want any voodoo or black magic in this place. My men can’t here that I let my wrench place strange roots under the bed. It's not Christian.” (23)  This same tension was seen in Akua’s story when the Missionary tried to get her mother Abena to repent by baptizing her until she drowned. The Missionary states, “She thrashed as I lowered her down into the water. She thrashed and thrashed and thrashed, and then she was still” (189). Rachel also highlighted the role of Missionaries in both Akua’s story and Effie’s story. Both were being protected and guarded by these missionaries for survival. Furthermore, we also noted the theme of fire and how in Akua’s story the theme of fire is mentioned in the beginning in Akua’s dream. She states, “the fire was shaped like a women holding two babies to her heart” (177). Effie’s story fire destroyed the family, one child was born out of the fire and the other child born out of the water. Dr. West noted in class to pay attention to the tensions between fire and water.

We concluded class by noting the multiple ways in which we can read Homegoing. Dr. West suggested reading the story one continent at a time (skipping every other chapter). In addition, Dr. West wants us to pay attention to the racial segregation and intimidation, and how it changes form (shape) throughout the book.