25 Feb Reflect on "Sonny's Blues" and another text (Hughes' short story or Brooks' poem): how do they reframe black boyhood and adolescence in the post-Harlem Renaissance era and pre-Civil Rights era
Order Instructions
Reflect on “Sonny’s Blues” and another text (Hughes’ short story or Brooks’ poem): how do they reframe black boyhood and adolescence in the post-Harlem Renaissance era and pre-Civil Rights era. To focus your reflection, you might think about how these literary representations relate to Baldwin’s response to the white philosopher on the Dick Cavett show (the clip you were assigned) or about the way black boys and teens are “adultified” in the dominant culture (which is described in the NPR link).
SAMPLE ANSWER
“Sonny’s Blues” by James Baldwin and “The Blues I’m Playing” by Langston Hughes both reframe black boyhood and adolescence in the post-Harlem Renaissance era and pre-Civil Rights era.
In “Sonny’s Blues,” Baldwin explores the struggles and complexities of growing up as a black boy in Harlem, grappling with issues of poverty, violence, and addiction. Through the character of Sonny, Baldwin showcases the difficulties that many black boys faced during this time, as they tried to find their place in a world that often seemed stacked against them. Additionally, Baldwin also touches on the themes of masculinity, identity, and the role of music as a means of expression and escape.
Similarly, in “The Blues I’m Playing,” Hughes uses music as a vehicle to explore the experiences of a young black boy growing up in the early 20th century. Through the character of Oceola Jones, a child prodigy pianist, Hughes highlights the challenges and obstacles that black boys faced in pursuing their dreams and passions. Additionally, Hughes also touches on issues of race and class, showcasing the ways in which these intersecting factors impacted the lives of black children and teenagers during this time.
These literary representations of black boyhood and adolescence are particularly relevant in light of the “adultification” of black boys and teens in the dominant culture, as described in this NPR article (Burton, 2017). This phenomenon, in which black children are often perceived as older and more threatening than their white counterparts, has serious implications for their well-being and life outcomes. Through their stories, both Baldwin and Hughes shed light on the experiences of black boys and teens during a time when this “adultification” was rampant, and offer powerful insights into the challenges and complexities of growing up in a society that was deeply divided along racial lines.
Furthermore, Baldwin’s response to the white philosopher on the Dick Cavett show speaks directly to these issues, as he eloquently articulates the ways in which black children are often forced to grow up too fast in a society that refuses to acknowledge their humanity (Baldwin, 1969). By exploring the experiences of black boys and teenagers through literature, Baldwin and Hughes offer a powerful counter-narrative to the dominant culture’s harmful stereotypes and perceptions, reframing black boyhood and adolescence as complex, nuanced, and worthy of respect and understanding.
References:
Baldwin, J. (1969, August 28). James Baldwin Debates William F. Buckley (1965) | The Dick Cavett Show. Retrieved from https://www.youtube.com/watch?v=oFeoS41xe7w
Burton, N. (2017, October 25). Study Finds Evidence Of ‘Stereoype Threat’ Surrounding Black Boys And Physicality. NPR. Retrieved from https://www.npr.org/sections/ed/2017/10/25/559554103/study-finds-evidence-of-stereotype-threat-surrounding-black-boys-and-physicality
Baldwin, J. (1957). Sonny’s Blues. Partisan Review, 24(5), 569-583.
Hughes, L. (1934). The Blues I’m Playing. Opportunity: Journal of Negro Life, 12(3), 75-76.
