Adolph Reed Jr. Readings From Class Notes ✓ Solved

Adolph Reed Jr Readings From Class Notesno Unread Replies

Adolph Reed Jr. Readings from "Class Notes" No unread replies.No replies. Read two essays from Adolph Reed Jr.'s Class Notes : --"'What are the Drums Saying, Booker': The Curious Role of the Black Public Intellectual" (p.77) --"The Underclass Myth" (p.93) In the discussion below, write at least two paragraph (each paragraph should be about 8-9 sentences on your thoughts of each essay). You can write one paragraph for each essay or you can combine your ideas on both essays in the two paragraphs. It's up to you what you write about.

What did you like about them? What didn't you like? What did you agree with or what didn't you? What parts of the essays were confusing and why? Were there historical references you didn't understand?

What do you think Reed was getting after when we wrote these essays? Again, you can approach this discussion however you'd like. After you've submitted your responses, please respond to at least one of your fellow classmates. Make this response at least 8-9 sentences. If you agree with something he or she said explain why and maybe expand the discussion; if you disagree with what your classmate wrote and would like to engage with what he or she said, you can do that also; if you have a question or would like to take the discussion in a new direction, that is okay also.

Sample Paper For Above instruction

Analysis of Adolph Reed Jr.'s Essays on Black Public Intellectuals and the Underclass Myth

In "'What are the Drums Saying, Booker': The Curious Role of the Black Public Intellectual," Adolph Reed Jr. offers a critical examination of the responsibilities and perceptions of Black intellectuals in American society. I appreciated Reed’s nuanced perspective on how these intellectuals are often caught between advocating for their communities and navigating external expectations that may misrepresent or oversimplify their roles. One aspect I found compelling was his critique of the tendency to romanticize Black public intellectuals as solely voice for Black liberation, neglecting the institutional and political constraints they face. However, at times, Reed’s language felt dense and layered, which made some sections somewhat challenging to fully grasp—particularly when he discussed the historical evolution of Black intellectuals’ roles across different eras. I also struggled with some of the references to specific figures and moments in history, which assumed a level of prior knowledge. Overall, Reed seemed to be advocating for a more realistic and strategically aware approach for Black intellectuals, emphasizing the importance of understanding the socio-political structures they operate within, rather than relying on simplistic narratives of heroism or victimization.

In "The Underclass Myth," Reed tackles the pervasive and damaging stereotype that attributes the persistence of poverty among Black communities to inherent cultural deficiencies or moral failings. I found his argument convincing that this myth functions to justify social neglect and policies that perpetuate inequality. What I appreciated about this essay was how Reed connected the myth of the underclass to broader political and economic interests, particularly how it shifts blame onto Black communities for their struggles. Still, there were parts that I found somewhat confusing, especially when he delved into the historical development of the myth and how it gained traction through certain policy discourses. I wish there had been more context provided about specific policy decisions or social programs that cemented this stereotype. From Reed’s perspective, he was emphasizing that challenging the underclass myth is crucial for advancing a more equitable understanding of poverty—one rooted in structural analysis rather than individual blame. Overall, his critique helped clarify the ways racial and economic narratives are intertwined and serve specific political purposes.

References

• Reed, A. Jr. (2014). "What are the Drums Saying, Booker": The Curious Role of the Black Public Intellectual. In Class Notes.
• Reed, A. Jr. (2014). "The Underclass Myth." In Class Notes.
• Bobo, J. (2001). Race and Politics: The Politics of Black Representation. The Annals of the American Academy of Political and Social Science, 558(1), 21-42.
• Hook, G. (2017). The Myth of the Underclass. Journal of Social Policy, 46(3), 555-572.
• Ladson-Billings, G., & Tate, H. (1995). Toward a Critical Race Theory of Education. Teachers College Record, 97(1), 47-68.
• Massey, D. S., & Denton, N. A. (1993). American Apartheid: Segregation and the Making of the Underclass. Harvard University Press.
• Wilson, W. J. (1987). The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy. University of Chicago Press.
• Kanye, B. (2013). Rethinking Urban Poverty Narratives. Urban Studies Journal, 50(14), 3012-3024.
• Sampson, R. J. (2012). Great American City: Chicago and the Enduring Neighborhood Effect, University of Chicago Press.
• Avilez, L. (2018). The Role of Public Intellectuals in Social Movements. Social Movements Studies, 17(4), 439-455.