Cassander L. Smith – författare

Race and Respectability in an Early Black Atlantic examines the means through which people of African descent embodied tenets of respectability as a coping strategy to navigate enslavement and racial oppression in the early Black Atlantic world. The term "respectability politics" refers to the way members of a minoritized population adopt the customs and manners of a dominant culture in order to gain visibility and combat negative stereotypes about their subject group. Today respectability politics can be seen in how those within and outside Black communities police the behavior of Black celebrities, critique protest movements, and celebrate accomplishments by people of African descent who break racial barriers.To study the origins of the complicated relationship between race and respectability, Cassander L. Smith shows that early American literatures reveal Black communities engaging with issues of respectability from the very beginning of the transatlantic slave trade. Concerns about character and comportment influenced the literary production of Black Atlantic communities, particularly in the long eighteenth century. Uncovering the central importance of respectability as a theme shaping the literary development of cultures throughout the early Black Atlantic, Smith illuminates the mechanics of respectability politics in a range of texts, including poetry, letters, and life writing by Phillis Wheatley, Olaudah Equiano, and expatriates on the west coast of Africa in Sierra Leone.Through these early Black texts, Race and Respectability in an Early Black Atlantic considers respectability politics as a malleable strategy that has both energized and suppressed Black cultures for centuries.

As Spain and England vied for dominance of the Atlantic world during the sixteenth and seventeenth centuries, mounting political and religious tensions between the two empires raised a troubling specter for contemporary British writers attempting to justify early English imperial efforts. Specifically, these writers focused on encounters with black Africans throughout the Atlantic world, attempting to use these points of contact to articulate and defend England's global ambitions. In Black Africans in the British Imagination, Cassander L. Smith investigates how the physical presence of black Africans both enabled and disrupted English literary responses to Spanish imperialism. By examining the extent to which this population helped to shape early English narratives, from political pamphlets to travelogues, Smith offers new perspectives on the literary, social, and political impact of black Africans in the early Atlantic world.With detailed analysis of the earliest English-language accounts from the Atlantic world, including writings by Sir Francis Drake, Sir Walter Ralegh, and Richard Ligon, Smith approaches contact narratives from the perspective of black Africans, recovering figures often relegated to the margins. This interdisciplinary study explores understandings of race and cross-cultural interaction and revises notions of whiteness, blackness, and indigeneity. Smith reveals the extent to which contact with black Africans impeded English efforts to stigmatize the Spanish empire as villainous and to malign Spain's administration of its colonies. In addition, her study illustrates how black presences influenced the narrative choices of European (and later Euro-American) writers, providing a more nuanced understanding of black Africans' role in contemporary literary productions of the region.

Teaching with Tension is a collection of seventeen original essays that address the extent to which attitudes about race, impacted by the current political moment in the United States, have produced pedagogical challenges for professors in the humanities. As a flashpoint, this current political moment is defined by the visibility of the country's first black president, the election of his successor, whose presidency has been associated with an increased visibility of the alt-right, and the emergence of the neoliberal university. Together these social currents shape the tensions with which we teach.Drawing together personal reflection, pedagogical strategies, and critical theory, Teaching with Tension offers concrete examinations that will foster student learning. The essays are organized into three thematic sections: ""Teaching in Times and Places of Struggle"" examines the dynamics of teaching race during the current moment, marked by neoconservative politics and twenty-first century freedom struggles. ""Teaching in the Neoliberal University"" focuses on how pressures and exigencies of neoliberalism (such as individualism, customer-service models of education, and online courses) impact the way in which race is taught and conceptualized in college classes. The final section, ""Teaching How to Read Race and (Counter)Narratives,"" homes in on direct strategies used to historicize race in classrooms comprised of millennials who grapple with race neutral ideologies. Taken together, these sections and their constitutive essays offer rich and fruitful insight into the complex dynamics of contemporary race and ethnic studies education.

Teaching with Tension is a collection of seventeen original essays that address the extent to which attitudes about race, impacted by the current political moment in the United States, have produced pedagogical challenges for professors in the humanities. As a flashpoint, this current political moment is defined by the visibility of the country's first black president, the election of his successor, whose presidency has been associated with an increased visibility of the alt-right, and the emergence of the neoliberal university. Together these social currents shape the tensions with which we teach.Drawing together personal reflection, pedagogical strategies, and critical theory, Teaching with Tension offers concrete examinations that will foster student learning. The essays are organized into three thematic sections: ""Teaching in Times and Places of Struggle"" examines the dynamics of teaching race during the current moment, marked by neoconservative politics and twenty-first century freedom struggles. ""Teaching in the Neoliberal University"" focuses on how pressures and exigencies of neoliberalism (such as individualism, customer-service models of education, and online courses) impact the way in which race is taught and conceptualized in college classes. The final section, ""Teaching How to Read Race and (Counter)Narratives,"" homes in on direct strategies used to historicize race in classrooms comprised of millennials who grapple with race neutral ideologies. Taken together, these sections and their constitutive essays offer rich and fruitful insight into the complex dynamics of contemporary race and ethnic studies education.

With the publication of the 1619 Project by The New York Times in 2019, a growing number of Americans have become aware that Africans arrived in North America before the Pilgrims. Yet the stories of these Africans and their first descendants remain ephemeral and inaccessible for both the general public and educators. This groundbreaking collection of thirty-eight biographical and autobiographical texts chronicles the lives of literary black Africans in British colonial America from 1643 to 1760 and offers new strategies for identifying and interpreting the presence of black Africans in this early period. Brief introductions preceding each text provide historical context and genre-specific interpretive prompts to foreground their significance. Included here are transcriptions from manuscript sources and colonial newspapers as well as forgotten texts. The Earliest African American Literatures will change the way that students and scholars conceive of early American literature and the role of black Africans in the formation of that literature.

With the publication of the 1619 Project by The New York Times in 2019, a growing number of Americans have become aware that Africans arrived in North America before the Pilgrims. Yet the stories of these Africans and their first descendants remain ephemeral and inaccessible for both the general public and educators. This groundbreaking collection of thirty-eight biographical and autobiographical texts chronicles the lives of literary black Africans in British colonial America from 1643 to 1760 and offers new strategies for identifying and interpreting the presence of black Africans in this early period. Brief introductions preceding each text provide historical context and genre-specific interpretive prompts to foreground their significance. Included here are transcriptions from manuscript sources and colonial newspapers as well as forgotten texts. The Earliest African American Literatures will change the way that students and scholars conceive of early American literature and the role of black Africans in the formation of that literature.

Early Modern Black Diaspora Studies brings into conversation two fields—Early Modern Studies and Black Studies—that traditionally have had little to say to each other.