Zora Neale Hurston: Harlem Renaissance and Literary Contributions

Zora Neale Hurston and the Harlem Renaissance

Zora Neale Hurston:
Known for her flamboyant dressing style; referred to as a “macaw of brilliant plumage.”
Created controversy by wearing pants in public.
Rescued a book by British poet John Milton from the trash and became a fan.
Early Life:
Raised in Eatonville, Florida, an all-black town, which sheltered her from severe racial prejudice.
Encouraged by her mother’s motto, "jump at de sun," to pursue her dreams despite hardships.
Experienced familial upheaval at age 13 with the death of her mother.
By age 14, she was independent, working various menial jobs to support her education.
Education:
Took 12 years of trials before graduating high school.
Attended Howard University, known as the “Negro Harvard,” where she published her first story in 1921.
Won a scholarship to Barnard College, studied under renowned anthropologists like Franz Boas and Ruth Benedict
Graduated in 1928 as the first known African American graduate.

Collection of Folklore:
Returned to the South to document African American folklore, saying, "I had to go back, dress as they did…".
Published significant works in the 1930s and 40s:
- Mules and Men (1935)
- Their Eyes Were Watching God (1937)
- Dust Tracks on a Road (1942)
Legacy and Struggles:
Faced criticism from other African American writers for perceived insensitivity to racial issues.
By the late 1940s, her works fell out of print; she struggled to earn a living, at times working as a maid.
Died in a welfare home in 1960, buried in an unmarked grave.
Rediscovered in the 1970s through the efforts of authors like Alice Walker; now recognized as an influential figure in African American literature.

Key Themes and Concepts:
Identity and Race:
- Hurston describes the moment she realized her racial identity at age 13, highlighting the transition from Zora of Eatonville to a "little colored girl."
- Explores the desire for joy and creativity contrary to the sobering narratives often associated with racial identity.
Rhetorical Techniques:
Employs metaphors to illustrate feelings of color amidst a white majority (e.g., feeling like a “dark rock in a creamy sea”).
Uses repetition to emphasize her perspective on racial identity and personal agency.
Personal Reflections:
Shares her experiences at Barnard College, where her race felt pronounced among predominantly white students.
Reflects on the duality of her existence: feeling both included and excluded in various social contexts.

Imagery and Symbolism:
Hurston uses vibrant colors and lively descriptions to represent her inner feelings and cultural identity, declaring her joy in the midst of struggle.
The concept of the “brown bag of miscellaneous” symbolizes the complexity and value of individual experience beyond racial categorizations.
Contrast:
Offers insights into the differences in experience between whites and blacks, especially in social settings, emphasizing emotional disparities more than physical separateness.

Through her works, Hurston not only chronicled her own experiences but also celebrated the rich tapestry of African American culture and the individual resilience against racial prejudice.
Her contributions continue to serve as a significant reference in discussions about race, identity, and the African American experience.