Understanding I Know Why the Caged Bird Sings: A Student Casebook to Issues, Sources, and Historical Documents

by Joanne Megna-Wallace

Overview

Maya Angelou's autobiography I Know Why the Caged Bird Sings was nominated for a National Book Award, yet in 1995 it topped the list of books most frequently challenged in schools and libraries. This interdisciplinary collection of documents and commentary explores the historical and social context, as well as the contemporary issues and controversies raised by Angelou's autobiography. A rich resource for teachers and students, it will help to enhance the reader's understanding of the historical and social forces that shaped Maya Angelou's experience--race relations in the pre-civil rights South, segregated schools, the African American church, and the African American family. It also examines the issue of childhood sexual abuse, the inclusion of which has been the basis of most of the challenges to the autobiography, and the issue of the work's censorship since its publication.

Product Details

ISBN-13:	9780313032103
Publisher:	ABC-CLIO, Incorporated
Publication date:	06/25/1998
Series:	Greenwood Press Literature in Context Series
Sold by:	Barnes & Noble
Format:	eBook
File size:	335 KB

About the Author

JOANNE MEGNA-WALLACE is Professor of Humanities at Bradford College in Bradford, Massachusetts, where she teaches French and women's literature. She is the author of articles on Maya Angelou, Jean-Paul Sartre, and Simone de Beauvoir. Her current interests include francophone and ethnic literatures, especially African American women's literature.

Table of Contents

Introduction
The Journey to Maturity and Self-Esteem: A Literary Analysis of Maya Angelou's I Know Why the Caged Bird Sings
Violence and Intimidation as a Means of Social Control: A Historical Overview of Race Relations in the South
From James P. Comer, "The Dynamics of Black and White Violence
From The Mob Still Rides: A Review of the Lynching Record, 1931-1935
From the Arkansas Gazette: "Young Negro Lynched at Lepanto" (1936) and "Negro Lynched by Mob at Crossett" (1932)
"Tech 'Er Off, Charlie," in Tom E. Terrill and Jerrold Herisch, eds., Such as Us: Southern Voices of the Thirties (1978)
Segregated Schools: An Institutional Method of Social Control
From Ina Corinne Brown, National Survey of the Higher Education of Negroes (1942)
From Charles S. Johnson, Growing Up in the Black Belt (1941)
From U.S. Department of the Interior, Bureau of Education, "The Public School System of Arkansas" (1923)
From Edward E. Redcay, County Training Schools and Public Secondary Education for Negroes in the South (1935)
From Charles S. Johnson, Growing Up in the Black Belt (1941)
The African-American Church
From Harry V. Richardson, Dark Glory (1947)
From Charles S. Johnson, Growing Up in the Black Belt (1941)
From Ralph A. Felton, These My Brethren: A Study of 570 Negro Churches and 1542 Negro Homes in the Rural South (1950)
From James H. Cone, The Spirituals and the Blues: An Interpretation (1972)
From U.S. Department of Commerce, Bureau of the Census, Religious Bodies: 1936 (1941)
The African American Family and Other Role Models
From Abram Kardiner and Lionel Ovesey, The Mark of Oppression: Explorations in the Personality of the American Negro (1951)
From New York Times: "Thousands in Harlem Celebrate Louis Victory" (1935)
From Eva Mueller and William Ladd, Negro-White Differences in Geographic Mobility (1964)
Child Sexual Abuse
From U.S. Department of Health and Human Services, Child Sexual Abuse: Incest, Assault and Sexual Exploitation (1981)
Censorship
From Attacks on the Freedom to Learn: 1996 Report (1996)
From Banned Books Week Resource Guide, 1997 (1997)
From Attacks on the Freedom to Learn: 1996 Report (1996)
From the [Alabama] Decatur Daily (1995-1996)
Bibliographic Essay
Chronology of Maya Angelou's Career
Index