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For most of my life, I took quiet to mean a kind of shortcoming. I had heard it used too many times as a description of how others saw me. But then I realized that in the work of writers I love deeply are many kinds of quiets—those of catharsis, of subversiveness, of gaping loss or simple, sensual joy. I came to think of quiet not as an adjective or verb or noun, but as a kind of technique.
The books I chose for the syllabus below expand how we think about black expression, intimacy, interiority, and agency; about black quietude. I began with the work of Kevin Quashie, whose voice, like a tuning fork, set a tone for my reading of other books. For the nonfiction books on this list, I looked for thinkers who are deeply attentive to the everyday. For fiction and poetry, I selected writers who allow us to glimpse more clearly our own selfhoods via the unknowability of others. In all cases, these are books that are richer for asking us to listen more deeply. We might return from each one dazzled, dazed even, but always with renewed, sharpened perception.
Kevin Quashie, The Sovereignty of Quiet: Beyond Resistance in Black Culture
Elizabeth Alexander, The Black Interior
Toni Morrison, Sula
Saidiya Hartman, Wayward Lives, Beautiful Experiments: Intimate Histories of Social Upheaval
Gwendolyn Brooks, Maud Martha
Natasha Brown, Assembly
Christina Sharpe, Ordinary Notes
Margo Jefferson, Constructing a Nervous System
Robin Coste Lewis, To the Realization of Perfect Helplessness
Lucille Clifton, Generations
Dionne Brand, The Blue Clerk
Grace Nichols, Lazy Thoughts of a Lazy Woman and Other Poems
M. NourbeSe Philip, She Tries Her Tongue, Her Silence Softly Breaks
Kathleen Collins, Whatever Happened to Interracial Love?
Zora Neale Hurston, Their Eyes Were Watching God
Victoria Adukwei Bulley is a poet, a writer, and an artist. She is an alumna of the Barbican Young Poets and recipient of an Eric Gregory Award. Quiet, her debut poetry collection, is a finalist for the T.S. Eliot Prize and the Rathbones/Folio award. It will be published by Alfred A. Knopf this month.
Every so often I have an opportunity to teach a section of Davidson College’s first year writing course, WRI 101. It’s the only required class that all Davidson students take, but each section is shaped around a different topic. In Fall 2018 topics will range from “Writing about Modern Physics and Technology” (Section A) to “Monsters” (Section Y). In between are classes devoted to democracy, medicine, Africa, and much more. In the past I’ve taught a WRI 101 course focused on graphic novels and another on toys and games. But this fall, I’m the guy behind Section Y, i.e. Monsters.
Why monsters? Because horror is the literary genre best-suited for our scary times. And to that end, I’ve decided to teach only 21st century works. This means I could leave behind the old standards like Frankenstein and Dracula that appear on almost every monster syllabus. I also decided that each of my works would somehow be reworking the genre. Here’s the list of major texts (which will be supplemented with key theoretical readings as well as short stories, games, and films like Get Out):
You can see from the list that I also leave behind the usual suspects synonymous with horror. The Stephen Kings and the like. Now more than ever it is critical to read, watch, and play horror coming from perspectives that are not CIS white males. The powerful race and gender implications of monsters come into sharp focus with this approach. I’ll share the syllabus when it’s finalized, but for now, here’s the course description:
Ghosts. Zombies. Vampires and werewolves. What is it about monsters? Why do they both terrify and delight us? Whether it’s the haunted house in Tananarive Due’s The Good House (2004), Kanye’s monster persona in My Beautiful Dark Twisted Fantasy (2010), the walking dead in Colson Whitehead’s Zone One (2011), Native American werewolves in Stephen Graham Jones’ Mongrels (2016), or even white suburbia in Get Out (2017), monsters are always about more than just spine-tingling horror. This writing class explores monstrosity in the 21st century, paying particular attention to intersections with race and gender. Through a sequence of writing projects we will explore a central question: what do monsters mean? Our first project asks students to reflect on the home as a space of monstrosity. Our second and third projects address the idea of the monstrous other. Our final project uses contemporary literary and media theory to understand how monsters expose the limits of what counts as human. Along the way, we’ll experiment with our own little Frankenstein-like compositional monsters.
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