Who am I?
Where am I going? And what difference does it make?
“Their Eyes Were Watching God” is an epic feminist manifesto. But it also appeals to anyone who is in search of who they are. In this era of the “authentic self” this novel is a virtual user’s manual for that very thing. Men and women will connect to Janie’s quest for authentic self and for the ability to make her own choices.
“Narrative of the Life of Frederick Douglass” is the story of humanity. One goal of the slave narrative was to assert the African’s humanity. Douglass’ narrative addresses the important question what it means to be human and who gets to decide that for anybody. This text is a way to get students talking not just about the history of slavery, but about the importance of education, and self-awareness.
It is impossible to come away from these stories not realizing the trauma of growing up black and female in Packer’s world. The stories resonate with the complexities of race, gender, and class and the way Packer’s characters must maneuver each one with stealth and grace and sometimes violence. Packer provides an unflinching perspective on the many ways there are to be a black woman, from girlhood to adulthood.
Salvage the Bones is one of those texts that force the reader to see the world on the other side of their comfort zone. Esch is unflinching in her observations, forcing the reader to go along with whatever she shows them, and daring the reader to pass judgment. It is impossible to come away from this story not understanding that the world is a complex environment.
The Dao De Jing is attributed to Laozi, translated as “The Old Master,” a possibly fictitious legendary contemporary of Confucius. As such, the Dao De Jing is a response to Confucianism and its emphasis on social relations grounded in the family to create a harmonious cosmos. Daoism criticizes Confucianism here by claiming that the exclusive focus on proper social relations is an attempt to fix and concretize dao in a way that will ultimately backfire and miss the mark. While both Confucianism and Daoism emphasize wuwei (non-action), Daoism seems to expand the sage’s realm of focus beyond the merely societal to include nature and the entire cosmos. Later, Buddhism would combine its unique features with Daoism to produce Zen. This text is fascinating to anyone interested in texts as a way of being in the world.
Discussing The Odyssey is a productive way to begin an undergraduate education. Many first-year students see themselves in Telemachus, who is struggling to find his identity and to establish himself in the world as an independent person, worthy of respect and happiness. This text helps frame the transformative experience of beginning college through a narrative following the personal transformations of many characters. The text productivity raises questions about the conflict between safety and freedom, desire and devotion and helps students weigh their competing priorities as they begin their college journey.
In her imagery and in her diction, Dickinson captures the questioning nature of the human experience in her poetry. She grapples with questions of love, death, and eternity in a brutally honest way. Her poems appear to be incredibly straightforward, but there are multiple layers of meaning, and possible interpretations. The struggle and desire of a person trying to make sense of her place in the universe is palpable on the pages of Dickinson’s poetry. The poems are transformative because she captures beautifully, perfectly, and deceptively simply, the range of human emotion and wonder in her poetry.
There are many timeless questions addressed in this text. Part of the human experience is learning how to read the world around you, and to make decisions about relationships. Who is truthful, who is deceitful? Who is good, who is dangerous? Who is supportive, who is threatening? These decisions, in modern society, are also key when making decisions about love and marriage. In our lives, we all must confront our pride and our prejudice at some point and learn to see people for who they are.
This can be an intimidating text, especially for the non-Spanish speaker. Ask students to observe how they respond to the shift between Spanish and English throughout the text. Anzaldúa’s flow between languages is more than code switching. It is an enactment of mestiza consciousness. The same is true for the flow between genres in the text. Some students will feel empowered by Anzaldúa’s flow between languages and genres. Other students will feel they are missing something by not being able to interpret the Spanish sections. Other students may have a response to Anzaldúa’s counter narrative to U.S. narratives of exceptionalism, heroism, freedom, opportunity, and individualism.
Okonkwo is a man among men. Raised by a “weak” father, he is determined to undo the legacy of laziness his father left behind. Okonkwo works hard, has the best farm in the land, many wives and multiple children. He is, according to his village, a successful man. He is also one of the most feared men. His prowess on the battlefield is no less impressive. When he accidentally kills the son of a village elder, he is banished to the land of his mother for seven years. When he returns to his village, everything has changed. The colonialists have arrived and everything he knows about manhood and what it means to be a leader has changed. On one hand, he is angered and embarrassed by his village’s refusal to fight the colonial forces; on the other he is subject to the indignities of their rule on a daily basis. Ultimately he takes his own life.
The Metamorphosis is about human suffering and is a perfect novella to introduce students to Kafka’s work. While the story can be disorienting in the beginning, as the reader progresses, they can relate to Gregor’s situation. The story is a complex narrative with multiple layers that explores variety of human emotions and relationships including, fear, frustration, disappointment, love, loneliness, suffering, meaning of death, and disgust.
The Fire Next Time is a book about hate. The arc of these essays is about race, but more importantly, these essays are about hate and its destructive power. As first and second year students embark on their studies in these uncertain times, a lesson about the incendiary nature of hate will help anchor their emotions and attitudes about ideas they will encounter in their academic careers and their lives. There is always something to divide us, but here is a text that will help students understand why it is so important to aim for understanding.
The Republic is a book of liberation and transformation. According to Dr. Simon Blackburn, “If any books change the world, Republic has a good claim to first place.” The Republic is the foundational text of political science and moral philosophy. The questions it raises regarding the nature of justice and its relationship to the good life are important for all human beings to consider. It may be impossible to find a notable thinker in the western or Islamic world whose thought has not been shaped in some meaningful way by this text. Apart from its world historical significance, Republic is one of the most meaningful texts to read and discuss with students of all backgrounds.
These stories can introduce students to the Joycean epiphany, the moment at the end of the stories when a profound truth gets revealed to the characters. At the end of “A Painful Case,” Mr. Duffy “felt that he was alone.” The boy in “Araby” says, “I saw myself a creature driven and derided by vanity.” The boy’s realization is not so different from Jimmy Doyle’s realization of his “folly” at the end of “After the Race,” Little Chandler’s shame and remorse at the end of “A Little Cloud” as he sees the hatred in his wife’s eyes and understands his ineptitude in the domestic life he has chosen over his art, or even Gabriel Conroy’s in “The Dead” seeing himself as “a ludicrous figure, acting as a pennyboy for his aunts, a nervous wellmeaning sentimentalist, orating to vulgarians and idealizing his own clownish lusts, the pitiable fatuous fellow he had caught a glimpse of in the mirror.”
The emotional lives of these characters is the story’s most immediate concern and the text takes seriously the question of how we endure loss. As well, it is impossible to understand these characters fully without understanding the racial context of their lives. They grew up in Harlem, and they, as the narrator observes of his high school students, “were growing up with a rush and their heads bumped abruptly against the low ceiling of their actual possibilities” (328). The suffering that the narrator and Sonny endure is individual as well as generational.