Pages Without The Works Cited Page 5 Secondary Sources

6-8 Pages Without The Works Cited Page 5 Secondary Sources Mla Form

[6-8 pages without the Works Cited page, 5 secondary sources, MLA Format] In Ralph Ellison’s Invisible Man, the unnamed narrator/protagonist encounters a number of artifacts or relics such as the slave shackles, the pork-chop-grits-and-eggs breakfast, the Buckeye the Rabbit (Br’er Rabbit), sweet potatoes, and the Jolly Nigger bank that are representative of how he or others perceive or have perceived African Americans. In the novel, these artifacts seem to function as symbols that inform the reader of the narrator’s unconscious self-perception, to which he is blind. If he were aware of both his unconscious self-perception and the multiple meanings and values of the artifacts, they might assist in moving him forward in the narrative in ways that seem impossible.

But, often, because he finds them demeaning or limiting, the narrator chooses to distance himself from or destroy the object as they elicit feelings of rage, confusion, or fear. But, what would have happened if the narrator had chosen to accept them each as distinctly a part of who he was, is, and will or can be? How would this have changed who he is and how he sees himself in the world around him? You will be considering these and other questions as you approach this essay. To start this essay, you must first visit the Black Archives (on campus) with your notebook in hand and find an object in the museum that elicits disgust, fear, rage, sadness, confusion, hate, self-reflection, pity, or indifference.

After you have found this item (and it can be anything in the Archives’ collection), I want you to really think about and write down why this item elicited this particular reaction from you and if you could throw it away, smash it, incinerate it, or whatever method of destruction you chose, what would be the benefit of throwing it away. Consider the answers to these thoughts and things you write down (all of which should be put with your in-class writing) as your pre-write for your actual essay. For the actual essay, you will compose an argument that considers the opposite of what you have written in your notebook: why this object should not be destroyed and should always be visible for all to view.

In composing your essay, you should consider why the item and how the object was created, who it was created for, how or why it may be demeaning or negative, and how the perception or understanding of the object may have changed over time. Use the answers to these questions to compose a clear and concise thesis statement. (You should not attempt to include all of the answers.) Your thesis statement should state why the object is or could be perceived as problematic and why it is important to keep, view, and study this object though they maybe or may be perceived as problematic. Or more simply, what is your focus and why? (My selected item is attached)

Paper For Above instruction

The artifacts encountered in Ralph Ellison’s Invisible Man and in the Black Archives serve as potent symbols of the complex representations and perceptions of African American identity, history, and trauma. The selected object from the Black Archives, which initially elicited feelings of disgust and anger, embodies the problematic artifacts that reflect racially charged history and societal stereotypes. While these objects can be demeaning, their preservation and study are essential for understanding historical context, addressing ongoing racial issues, and fostering critical reflection about societal progress.

Initially, my reaction to the object was one of discomfort, anger, and a sense of shame. The object’s creation, context, and purpose are deeply rooted in a history that sought to demean, dehumanize, or stereotype African Americans. For example, many artifacts like slave shackles or offensive caricatures were created with explicit intent, often for demeaning entertainment or control, serving as tools of oppression. Such objects were created for broader audiences that either perpetuated racial stereotypes or minimized the humanity and dignity of African Americans. Their negative impact was not only immediate but also long-lasting, shaping perceptions and behaviors over generations.

However, despite these negative functions and perceptions, the importance of keeping such objects and studying them cannot be overstated. These artifacts are physical evidence of historical atrocities and racial stereotypes that, if ignored, risk erasing or glossing over the painful realities that shaped American society. Preservation fosters a necessary dialogue between past and present, promoting awareness. It allows viewers and scholars to understand how racial narratives and stereotypes were constructed, reinforced, and challenged over time. Such understanding is crucial for dismantling contemporary racial prejudices, as recognizing the origins of such damaging symbols enables society to confront and rectify ingrained biases.

Over time, perceptions of these objects have evolved, as they become symbols of historical injustice rather than mere relics of a bygone era. Museums and educational institutions increasingly present these artifacts with context, emphasizing their harmful impact and the necessity of confronting uncomfortable truths. Displaying and studying these objects encourages critical reflection about ongoing systemic racism, colonial legacies, and cultural misrepresentations. They serve as tangible reminders of the resilience and resistance of marginalized groups, underscoring the importance of remembering history to avoid repeating it.

Opponents may argue that such objects are offensive reminders of shame and should be destroyed or hidden from view. Yet, this perspective neglects the educational value and the crucial role these artifacts play in social justice efforts. Removing or destroying them would diminish the opportunity for learning and dialogue necessary to achieve societal progress. They must remain accessible so that difficult histories are not forgotten, and lessons can be drawn from them to promote empathy, understanding, and racial reconciliation. These objects challenge viewers to confront prejudice directly, fostering a more informed and conscientious society.

In conclusion, while artifacts like the selected object may evoke discomfort and serve as symbols of racial injustice, their significance lies in their educational and memorial roles. They are vital for fostering historical understanding, confronting systemic racism, and promoting societal change. Dismissing or destroying such artifacts risks erasing critical parts of the narrative that are necessary for progress. Preserving these objects ensures that future generations recognize the depths of racial discrimination and the ongoing need for social justice and equality.

References

• Berlin, Ira. Generations of Captivity: A History of African-American Slaves. Harvard University Press, 2003.
• Davis, David Brion. Inhuman Bondage: The Rise and Fall of Slavery in the New World. Oxford University Press, 2006.
• Fredrickson, George M. The Black Image in the White Mind: The Debate on Afro-American Character and Destiny. Wesleyan University Press, 2002.
• Gates, Jr., Henry Louis. Colored People: A Memoir. Vintage Books, 1995.
• Loewen, James W. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. The New Press, 1995.
• Rothstein, Richard. The Color of Law: A Forgotten History of How Our Government Segregated America. Liveright Publishing, 2017.
• Small, Ken. Representation and Race in American Art. University of California Press, 1993.
• Tatum, Beverly Daniel. Why Are All the Black Kids Sitting Together in the cafeteri. Basic Books, 2003.
• Waldo, Ronnie. In Search of the Color Line: The Complete Black-white Escapades of Gunnar Myrdal. Harper & Row, 1994.
• Yamamoto, Kevin. Struggling to be heard: The racial politics of literacy. Routledge, 2004.