Harlem Renaissance and Black Intellectuals Study Notes

Harlem Renaissance and Black Intellectuals

  • Inspiration and Materials

    • Drawing inspiration from the culture of black communities, Harlem's black intellectuals produced literature that defied mainstream American norms.
    • Many writers hailed from the black middle class, influencing their perspectives and artistry.

  • Sociological Profile by Robert Bone

    • Research indicated that the parents of Renaissance novelists included:
    • 55% professional (e.g., doctors, lawyers)
    • 45% white collar workers (e.g., clerks, teachers)

  • Personal Experiences of Writers

    • Langston Hughes described his father's obsession with wealth, feeling disconnected from the materialistic values of success.
    • Despite achieving educational and economic success, these writers experienced social rejection and discrimination.
    • Harlem represented hope for a new identity, termed "New Negro," as coined by Alain Locke.

The Concept of the "New Negro"

  • Defining the "New Negro"

    • The New Negro symbolizes a collective rebirth of racial identity and pride among black citizens.
    • Alain Locke articulated that this awakening included diverse social roles: peasants, students, business professionals, artists, and outcasts.
    • Harlem was posited as a race capital where expressions of black culture were first taking root.

  • Role of Black Intellectuals

    • Black intellectuals were expected to lead this movement of self-acceptance and cultural celebration.
    • They needed to thoroughly embrace their identities to foster creativity and artistic expression.

The Challenge of Racial Identity

  • Hughes on Racial Denial

    • Hughes illuminated the struggle among black intellectuals who longed for acceptance within white artistic circles.
    • Example of denial: A young poet's desire to be recognized simply as a "poet" rather than a "Negro poet."
    • Hughes argued that this mindset limited artistic expression and authenticity.
    • He identified a metaphorical "mountain" that obstructed true Negro art:
    • The desire to conform to white standards, thus diminishing one's black identity.

  • Affirmation of Black Identity

    • Hughes emphasized the necessity of embracing one’s identity, stating, "I am a Negro—and beautiful!"
    • Recognizing the richness of black culture and celebrating the vibrancy of life over material pursuits.
    • He posited that the most authentic artists would emerge from the depths of their true self.

Seeking Identity through Poetry

  • Hughes’s Poetic Reflection
    • Hughes's musings on identity highlighted the duality of his existence:
    • Feeling distant from Africa while rooted in American experiences: Chicago, Kansas City, Harlem.
    • He acknowledged that though geographically separated from Africa, there lied a communal connection:
    • "…some vast mist of race."
    • Hughes explored his connection through his poem "I've Known Rivers."

"I've Known Rivers" - Poem Analysis

  • Themes and Imagery
    • Rivers as a metaphor for the timeless essence of black heritage and experience:
    • Reference to ancient rivers that symbolize the endurance of black culture and history.
    • Lines portraying personal engagement with rivers that hold emotional and cultural significance.

Jean Toomer's Journey and Identity

  • Toomer's Background

    • Toomer's mixed heritage: son of a white father and a mulatto mother, influenced by both races.
    • His upbringing in Washington, D.C. and brief teaching stint in rural Georgia.

  • Epiphany and Artistic Growth

    • Encounter with black folk culture led Toomer to write lyrical novel "Cane":
    • Descriptions of the land in Georgia celebrating black beauty and culture intertwined with a tragic history of slavery.

  • Character Study: Kabnis

    • Kabnis represents the disconnection felt by black individuals from their own ancestry:
    • Struggles with accepting his heritage, reflecting on Southern roots, but remains detached.
    • He struggles with his identity and the legacy of slavery that haunts him.

  • Toomer's Reflections on Identity

    • His experiences prompted existential questioning about his racial identity:
    • "What was I?"
    • Contributed to the complexity of being both a product of racial blending and an individual.

Zora Neale Hurston: Connection to Black Folk Culture

  • Background and Education

    • Hurston grew up in Eatonville, Florida, surrounded by black culture.
    • She pursued higher education at Howard University and later in New York.

  • Career Development and Focus

    • Moved to New York seeking a more vibrant literary scene to flourish as a writer.
    • Studied anthropology under Franz Boas, enriching her understanding of cultural aspects.

  • Major Work: Their Eyes Were Watching God

    • Explores themes of identity, gender dynamics, and personal agency through main character Janie's experiences.
    • Janie's relationship with Joe Starks reflects societal expectations and the struggles for individuality.

  • Complexity of Race and Gender

    • Hurston critiqued the notion that race defined her work:
    • Considered the "Negro Renaissance" to focus too heavily on racial issues rather than broader human experiences.
    • Proposed the existence of a gender mountain within the black community, influencing her perspective as both an artist and a woman.

Conclusion: Diverging Views on Race and Identity

  • Hughes, Toomer, and Hurston present divergent paths in navigating racial identity while embracing their black heritage.
  • Each writer's experience underscores the necessity of self-acceptance and cultural celebration within the broader dialogue of American literature.