“Wishy-washy liberalism” and “the art of getting lost” in Ivan Vladislavić’s &lt;i&gt;Double Negative&lt;/i&gt;

Dass, Minesh

doi:10.4314/eia.v44i3.1

Cited by 4 publications

(1 citation statement)

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“…In reality, '[t]he world does not become faceless or will not become unracialized by assertion'; therefore, avoiding the interrogation of racially problematic norms in literature 'is itself a racial act' (Morrison 1992: 46). Since pervasive present-day modes of thinking and behaviour render whiteness unseen (Dass 2017), 'whitely assumptions' seem to permeate legitimised discourse (Vice 2010: 326). Morrison (1989: 13) identifies deliberate absences in literary narrative, 'absences' that 'are so stressed they arrest us with their intentionality and purpose' .…”

Section: Reinforcing White Normality and Marginalising Blackness In School Instructionmentioning

confidence: 99%

Miseducation in South African Public Schooling: the case of To Kill a Mockingbird

Maqutu

Bellengere

2021

JDD

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A racial incident revolving around the teaching of To Kill a Mockingbird in a South African school has prompted this examination of how set works are implicated in the dissemination race-related beliefs. The way the book is taught, it is argued, cements the continuation of the alienation of blackness by affirming ubiquitous white normativity. It perpetuates the notion that the fault lies in an ‘existential deviation’ that inheres in black people. This examination highlights how, through the purposive propagation of white normality, the book exhibits anti-black sentiments. The sympathetic white psyche that subsists simultaneously with the continuing enjoyment of racial favouritism, is appraised. The stance of the book is confronted by noting the contrived largely absent voices of black people in the narrative. This book positions the black characters as props, for the absolution of the white protagonists (and by proxy sympathetic white people) during circumstances of the unremitting and deadly racial oppression.

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Section: Reinforcing White Normality and Marginalising Blackness In School Instructionmentioning

confidence: 99%