Asynchronous Screening and Assignment on Egalité for All

Asynchronous Assignment (due on 4/20)

Instructions:

1. Watch the documentary Egalité for All: Toussaint Louverture and the Haitian Revolution

2. In the comment section down below, answer ONE of these questions (200-words minimum):

OPTION ONE

In which way the violence against French colonists and enslavers in the early and last stages of the revolution was a response to the conditions of slavery in the plantations and to colonial rule? (Suggested minutes: 15:20-23:23; 47:02-52:00)

OPTION TWO

Discuss the major role of Toussaint Louverture in the revolution (Suggested minutes: 9:20-11:08; 20:42-22:30; 23:26-29:00; 31:15-33:20; 36:15-41:15)

OPTION THREE

Respectfully interact with ONE of your classmates’ responses. Do you agree with their points and interpretations? Do you disagree? What other observations about Egalité for All do you want to bring to the discussion?

Asynchronous Assignment on An Unthinkable History (Pages 88-95)

Asynchronous Assignment

In the comment section down below  write a response (225-words minimum) to ONE of these prompts (due on 4/13):

OPTION ONE

Give your explanation of and expand on the following quote by Trouillot:

Claims about the fundamental uniqueness of humankind, claims about the ethical irrelevance of racial categories of geographical situ­ation to matters of governance and, certainly, claims about the right of all peoples to self-determination went against received wisdom in the Atlantic world and beyond. Each could reveal it­self in Saint-Domingue only through practice. By necessity, the Haitian Revolution thought itself out politically and philosophi­cally as it was taking place.  (Pages 88-89)

OPTION TWO

Why the public opinion in France (and even in Saint Domingue) rejected and/or doubted the news of the massive uprising?  What Trouillot means by interested parties engaging in a game of hide-and-seek with the news coming out from Saint Domingue? (Pages 90-92)

OPTION THREE

Trouillot analyses how international recognition of the revolutionary victories of Toussaint Louverture and later on of the major achievement of Haitian independence was extremely difficult to gain. Explain why? (Pages 93-95)

OPTION FOUR

Respectfully interact with ONE of your classmates’ responses. Do you agree with their points and interpretations? Do you disagree? What other observations about “An Unthinkable History” do you want to bring to the discussion?

An Unthinkable History (Pages 70-88)- Michel-Rolph Trouillot

Entry Question

Can you think of a current social issue to which there seems to be no solution, that is, it is extremely hard to conceive a world otherwise, beyond it?

Both a work of history and an argument about the epistemological challenges and political stakes of historical scholarship, Silencing the Past has become a foundational text for both Haitian studies and historiography broadly speaking. Here, Trouillot suggested that the Haitian Revolution was (and in many ways remains) an “unthinkable” event: that the idea of enslaved populations rising up and not only resisting slavery but also achieving self-determination and forging entirely new conceptual categories of freedom and equality was beyond the grasp of both observers and participants. How, he asks, can these unthinkable events be rendered into history? In his words, “How does one write a history of the impossible?”

-Yarimar Bonilla, “Burning Questions: The Life and Work of Michel-Rolph Trouillot 1949-2012”

There were doubts at times. But the planters’ practical precautions aimed at stemming individual actions or, at worst, a sudden riot. No one in Saint-Domingue or elsewhere worked out a plan of response to a general insurrection.

Although by no means mono­lithic, this worldview was widely shared by whites in Europe and the Americas and by many non-white plantation owners as well. Although it left room for variations, none of these variations included the possibility of a revolutionary uprising in the slave plantations, let alone a successful one leading to the creation of an independent state. (73)

The Haitian Revolution did chal­lenge the ontological and political assumptions of the most radi­cal writers of the Enlightenment. The events that shook up Saint-Domingue from 1791 to 1804 constituted a sequence for which not even the extreme political left in France or in England had a concep­tual frame of reference. They were “unthinkable” facts in the framework of Western thought. (82)

Oral presentation on “An Unthinkable History” (Pages 70-88)

Thiam, Fatou

Torres, Brian A

Vargas, Ricardo

Group Discussion

What is your understanding of these key concepts discussed by Trouillot: the west; Man; black; abolition and resistance?

The West

The West was created somewhere at the beginning of the six­teenth century in the midst of a global wave of material and symbolic transformations. The definitive expulsion of the Mus­lims from Europe, the so-called voyages of exploration, the first developments of merchant colonialism, and the maturation of the absolutist state set the stage for the rulers and merchants of Western Christendom to conquer Europe and the rest of the world…

These political developments paralleled the emergence of a new symbolic order. (74)

What is Man?

Philosophers who discussed that last issue could not escape the fact that colonization was going on as they spoke. Men (Europe­ans) were conquering, killing, dominating, and enslaving other beings thought to be equally human, if only by some. (75)

In the horizon of the West at the end of the century, Man (with a capital M) was primarily European and male. On this single point everyone who mattered agreed… westernized (or more properly, “westernizable”) humans, natives of Africa or of the Americas, were at the lowest level of this nomenclature. (76)

The lexical opposition Man-versus-Native (or Man- versus-Negro) tinted the European literature on the Americas from 1492 to the Haitian Revolution and beyond. (82)

Black

By the middle of the eighteenth century, “black” was almost univer­sally bad. What had happened in the meantime, was the expan­sion of African-American slavery… Blacks were inferior and therefore enslaved; black slaves behaved badly and were therefore inferior. In short, the practice of slavery in the Americas secured the blacks’ position at the bottom of the human world. With the place of blacks now guaranteed at the bottom of the Western nomenclature, anti-black racism soon became the cen­tral element of planter ideology in the Caribbean.  (77)

The Enlightenment, nevertheless, brought a change of perspec­tive. The idea of progress, now confirmed, suggested that men were perfectible. Therefore, subhumans could be, theoretically at least, perfectible. More important, the slave trade was running its course, and the economics of slavery would be questioned in­creasingly as the century neared its end. Perfectibility became an argument in the practical debate: the westernized other looked increasingly more profitable to the West, especially if he could become a free laborer. (80)

Abolition

Behind the radicalism, of Diderot and Raynal stood, ultimately, a project of colonial management. It did indeed include the aboli­tion of slavery, but only in the long term, and as part of a process that aimed at the better control of the colonies. Access to hu­man status did not lead ipso facto to self-determination. (81)

The sole sustained campaign of the self-proclaimed Friends of the Blacks was their effort to guarantee the civil and political rights of free mulatto owners. (87)

Resistance

Resistance did not exist as a global phenomenon. Rather, each case of unmistakable defiance, each possible instance of resistance was treated separately and drained of its political content. (83)

Built into any system of domination is the tendency to proclaim its own normalcy. To acknowledge resistance as a mass phenomenon is to acknowledge the possibility that something is wrong with the system. Carib­bean planters, much as their counterparts in Brazil and in the United States, systematically rejected that ideological conces­sion, and their arguments in defense of slavery were central to the development of scientific racism. (84)

The evocation of a slave rebellion was primarily a rhetorical device. The concrete possibility of such a rebellion flourishing into a revolution and a modern black state was still part of the unthinkable. (85)

Enslaved Women and Subversion- Stella Dadzie

Entry Question

Do you have a particular life hack that helps you regain time for yourself, your loved ones, and the activities you care about?

Enslaved Women and Subversion: the Violence of Turbulent Women

In her chapter, Stella Dadzie presents a number of quotidian cases in which enslaved women presented opposition to slavery, subverted plantation hierarchies, resisted labor exploitation, and worked toward manumission (buying their freedom). Dadzie also looks at escapes, conspirations, and insurrections. Lastly, she examines how many enslaved women were conveyors of culture and spiritual and healing rituals. She considers these practices as forms of rebellion too because colonial and plantation systems were designed to discourage or fully eliminate African and Afro-descendants’ cultural knowledge.

Some examples from Dadzie’s chapter:

.refusing to do assigned tasks or going to strike (114-5)

.disobedience and negligence (119-21)

.physical or psychological retaliation (116)

.using domestic intimacy and sexual labor as a way to gain freedom (118-9)

.escapes (122-4)

.plotting and instigating rebellions (124-8)

.killing and poisoning their enslavers and overseers (128-30)

.learning new languages and European/colonial cultural practices while preserving theirs (130-2)

Oral presentation on “Enslaved Women and Subversion.”

Mejia De La Cruz,Juan M

Peralta, Monica A

Siddika, Shamma

Group Discussion: chain reactions

How enslaved and (free) folk defy, rebel, and subvert exploitation and oppression on a daily basis?

Briefly discuss examples from Dadzie’s text, the short stories and the novel we read, and/or contemporary examples.

Asynchronous Assignment on Wages Paid (Part IV, V and VI pages 47-72)

Asynchronous Assignment

In the comment section down below  write a response (225-words minimum) to ONE of these prompts (due on 3/16 before class):

OPTION ONE

Describe the match between Mary and Mr. Johnson. How she uses Mr. Johnson’s fears, anger, prejudices, and/or violence in her favor?

OPTION TWO

How do you interpret the increasing presence of Jamaican creole in these last parts? How this linguistic factor transforms the short novel? Do you think it is a sign of a changing social structure?

OPTION THREE

Could the end of the story be considered a revolt against the plantation system? Yes? No? Explain by referring to the text.

OPTION FOUR

How do you interpret the title Wages Paid? Why do you think Carnegie choose that title? What systems of oppression presented by Carnegie in his novella are still present in our societies?

OPTION FIVE

Respectfully interact with ONE of your classmates’ responses. Do you agree with their points and interpretations? Do you disagree? What other observations about Wages Paid do you want to bring to the discussion?

Wages Paid (Parts III and IV pages 33-59)

 

Wages-Paid–J.-Carnegie

Recap: character analysis:

Mr. Johnson: a member of a plantocracy; educated man aware of the latest news from Europe and the Caribbean; immoral (see Césaire); attentive of appearances;  a pessimist and pioneer of the breeding system in Jamaica.

Johnson: cautious with Mr. Johnson; father to many children in the plantation; aware of the repercussions of the breeding system and of the role of women in the forced labor camp; had pride in some of his daughters; had fears of having to copulate one of his daughters or to render her to Mr. Johnson.

Mary: spiteful; focused on revenge against Johnson and Mr. Johnson; she used psychological means and seductive performance to achieve it; she accepted the violent cost of it;

Oral presentation on Wages Paid “Part III Lunch and Part IV Early Afternoon.”

Colon,Amanda A

Hunter,Tara

Part III: Lunch

Group Discussion

Group 1 and 2

How Cho Cho’s analyses the possibilities of rebellion by considering different generations of enslaved people (section VI 41-2)

Group 3 and 4

.How Johnson’s search for his daughter Alice demonstrates a different side of his life at the labor camp? What ideas he meditates on during his walk? How do you interpret the interaction between Johnson, Alice, and Abel? (45-47)

Part IV: Early Afternoon

How Mary achieved the first phase of her revenge against Johnson and Mr. Johnson?

Part IV (Section II 48)

Mary identifies Johnson and Mr. Johnson’s weaknesses: sex; Johnson’s daughter, Alice.

Part IV  (Section IV 49)

“Mary decides to work up a pretext to see Mr. Johnson and get the words  she wanted to his ears and let them stay there.”

“Dis food taste funny.”

Part IV (Section IV 52)

Mr. Johnson thought of how women could pressure men and “tear them apart in ways that were not necessarily physical.”

Part IV (Section VI 52-3)

Mary tells Mister Johnson that one of the enslaved women is “messin with your business.”

Part IV (Section X 53-54)

Mr. Johnson was frightened of poisoning. “Heavy damage in terms of loss of life.”

“She had upset Mr. Johnson, turned the tables on him without his really knowing, while he was feeling that he was in control.”

Part IV (Section XIV 55)

“Mary sneaked that in, nicely, slyly, under Mr. Johnson’s anger. She had successfully got it taken for granted that it was Johnson who was guilty…”

Part IV (Section XV 55)

Mary suggests that Johnson will poison the food again and that he is the one responsible for the spread of venereal diseases. She asks Mr. Johnson what is he going to do?

Part IV (Section XI 56)

“Mary had jolted him badly and caused him personal physical fear that his precarious world was falling.”

Part IV (Section XIII; XIV 56-7)

“You and Johnson really love woman”

“He realized that he was now talking to Mary like an equal.”

Part IV (Sections XVIII; XIX; XX; XXI 58-9)

After being punished, Mary gives the final blow by suggesting that Johnson should have sex with Alice, Johnson’s daughter as a way to get revenge and supposedly to cure his venereal disease.

Wages Paid (Part I and II pages 17-28)- James Carnegie

Written by Jamaican author and intellectual, James Carnegie, and first published in 1976, Wages Paid is a short novel set on a sugar plantation in Jamaica during the 1800s. Mr. Johnson, the owner, commands the bodies of any of the women he wants. He also owns enslaved men as studs and women as breeders. In Carnegie’s story, Mr. Johnson suspects he may have caught the clap from Johnson, his main stud. Mary, the cook, who has created some space for herself through her skills, has reason to want to punish both Johnsons for the way they have treated her. The novella explores gender and sexual abuses in the context of slavery and the construction of masculinity.

Key Concept: Breeding systems

The practices of enslavers of forcing the reproduction of enslaved people to increase their profits. It included coerced sexual relations between enslaved men and women, forced pregnancies, and favoring women who could produce a relatively large number of children. The objective was to increase the number of slaves without incurring the cost of purchase and to fill labor shortages caused by the abolition of the Atlantic slave trade during the early nineteenth century.

Wages-Paid–J.-Carnegie

Oral presentation on the novella “Wages Paid: Part I Morning and Part II Mid-Morning”(Pages 17-39)

Buttigieg, Lourdes M

Cando, Kevin

Castro, Roky Baltasar

Plantation Society in Wages Paid (Part I 17-28)

.James Carnegie describes the plantation as a forced labor environment in which physical punishment and torture are daily occurrences. (17, 21, 27, 28)

.At Mr. Johnson’s plantation “privileges”  and rivalry exist between the plantation owners and the enslaved and among different enslaved people. Their roles in the plantation and within the breeding system, the proximity and service to Mr. Johnson, as well as gender and colorism were all factors that determined the hierarchy of the place. (18, 19, 20, 24, 25)

.Because of the breeding system in place, syphilis and other sexually transmitted diseases were common as well as gender and sexual violence. (18, 19, 22, 23)

Group Work

Wages Paid (Part II 28-39)

In groups describe the background and the physical, psychological, and emotional state of these characters:

.Mr. Johnson (I-V 28-31)

.Mr. Johnson (VI-X 31-33)

.Johnson (33-36)

.Mary (36-39)

Asynchronous Assignment on Midwives and/or Arrowhead by Yolanda Arroyo Pizarro

“Midwives” and “Arrowhead” present the exploitation enslaved women endured. As Jessica Marie Johnson argues slavery did not dehumanize the enslaved. “As human, enslaved Africans could be manipulated: their desires could make them pliable. They could be terrorized.” (83)  The stories of Ndizi and Tshanwe show how, as Johnson illustrates, slave traders “required the humanity of their slaves so that the atrocities they visited upon them would matter.” But just like Johnson, Arroyo Pizarro uses her narratives to portrait acts of rebellion and extreme survival.

Asynchronous Assignment

In the comment section down below  write a response (225-words minimum) to ONE of these prompts (due on 3/2 before class):

OPTION ONE

Johnson argues that “faced with impossible choices, African women, children, and men sometimes found other more devastating ways to be accountable to and for each other… The kinship that joined the enslaved together in the act of self-destruction, reveals practices that responded to and even defied the loss and dispossession of la traversée.” (“La Traversée” 94-5)

How Arroyo Pizarro shows this “self-destructive” kinship and accountability in “Midwives”?

OPTION TWO

Analyze how Arroyo Pizarro presents sexual labor in “Arrowhead.”

OPTION THREE

Discuss the different connotations, meanings, and transformations of the arrowhead in the same-named story.

OPTION FOUR

Write a poem based on the perspective of ONE of the central characters of Yolanda Arroyo Pizarro’s stories: Wanwe, Ndizi, or Tshanwe. Emphasize in the poem the way the character you choose reflects on slavery and how they keep a sense of dignity while facing oppression.

La Traversée and Midwives- Jessica Marie Johnson and Yolanda Arroyo Pizarro

Entry question

What’s one thing from the readings you would like to discuss in class today?

“La traversée”

In the second half of her chapter,  Johnson proposes some key ideas about the Atlantic crossing:

.Slave Ships were the connecting tissue of the Atlantic world. They were part war machines, mobile prisons, and factories with complex racial-sexual landscapes. Ships were also cultural and political territories. (101)

.The captains describe African people as “naigres,” “neigresses” and “mulatresse” choosing not to differentiate race, or perceived racial mixture, ethnicity, or age or between the free and the enslaved. (101)

.Political tensions between African and European empires charted these women’s paths across the Atlantic. Slaving acts engaged in by ships captains, Company officials, and slaveowners, from instructions issued by investors to punishment delivered by captains and crew, transformed them from the women and girls they knew themselves to be in their home communities into Atlantic currency (they were fragments of the piece de Inde). (104)

.In the 1720s Les Cayes in Saint-Domingue (Haiti) became the center of commerce. It served as a way station for ships traveling between West Africa and Louisiana; it was a safe port of call where captains drew on Company resources to house, treat, and feed sick slaves and crew. On average, a slave or crew member died for nearly every day of travel. (101-2)

.Les Cayes outpost offered traders an opportunity to build illicit commercial networks with the British in Jamaica and with the Spanish in Cuba. Contraband sugar, slaves, cattle, subsistence products, and ideas circulated between the three colonies openly. (102)

.At African slaving ports slavery existed as one captive experience among others. Officials could not systematize difference on the basis of African ancestry and slave descent. In the Americas, this was not the case. Africans overwhelmingly arrived to live and die as slaves. (105)

Midwives

In “Midwives” Yolanda Arroyo Pizarro enters fully into the discussion of daily individual and collective rebellions.

“Midwives” examines the act of poisoning colonizers and enslavers, one of the most common acts of African rebellion in the Americas (89).  We see also literal and metaphysical escapes. Through Ndizi and the “army of midwives,” (85-6)  the reader gets to know the belief that death will bring metaphysical freedom (77-8). Just like in “Wanwe,” Arroyo Pizarro also pays attention to the personality, ideas, emotions, and skills of the enslaved women. For instance, via the relationship between Ndizi and the priest, Petro, we see the process of linguistic creolization in Puerto Rico and the Antilles.

Oral presentation on the essay “La Traversée” or the story “Midwives.”

Oseni, Kayode M

Tejada, Rosa J

Ally, Fazila

Group Discussion

.How language acquisition represents a tool for survival,  organizing, and rebellion in “Midwives”?

Asynchronous Assignment on La traversée (Pages 77-97) by Jessica Marie Johnson

Historian Jessica Marie Johnson in “La Traversée,” the third chapter of her book Wicked Flesh, looks at the ways the Atlantic crossing or middle passage “tore at gender, intimacy, and kinship as they existed on the African continent.” By analyzing primary trade documents, she presents how agents of trade companies, investors, and slaveowners “purchased fantasies of mastery that redefined African ethnicity, gender, and age in ways that reduced people to flesh.” Johnson argues that slave traders assumed that African women’s and girls’ bodies “existed to be used, exploited, and ultimately sold for profit.” This chapter also looks at resistance in the ships and how this “laid the foundations for what would become practices of freedom in the New World.” (97)

Asynchronous Assignment

In the comment section down below  write a response (225-words minimum) to ONE of these prompts (due on 2/23 before class):

OPTION ONE

Johnson argues that slave trading was a business that reduced humans with complicated genders to the base biological metrics of plantation production. Expanding on this idea, discuss the process of turning African captives into  “piéces d’Inde” and how this experience of commodification (objectification) offered an ungendered reading of human bodies. (Pages 80-82)

OPTION TWO

How African women and girls, in particular, were targeted for gendered violence? How Africans acted together in organized resistance against slave traffic, ship captains, and company officials in Senegambia? (Pages 82-85)

OPTION THREE

Describe the role of gender in the fight against captivity and torture aboard slave ships. (Pages 79, 92-95)

*Remember that as long as you are also discussing and analyzing ideas from the readings you can always react or build upon one of your classmates’ responses.*