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Definition of african art.assignment
Slavery and colonialism in africa
African Slavery First Hand Accounts
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The story of Sara Baartman intertwined with the larger societal view of the entire African people. European adventurers and theorists purposely drew up a negative definition of the black race that transposed them as being superior. For the Europeans, Africans were static in their growth and development, lacked culture, religion and moral values. In fact, such derogatory definition of the black race was based on the narrow-minded, Eurocentric attitude, and the lacked understanding of the African way of life. Consequently, Europeans’ actions demonstrated their main interest was to construct a profile that demeaned and degraded the character of all black people. This was portrayed in the story of Sara Baartman.
By the time Baartman arrived on
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The transcript made no mention of Baartman’s rights being explained to her. Although Baartman was interviewed alone, she clearly did not understand the process due a cultural and language barriers. She was still under the influence of her “captor” when she was interviewed in the home where she lived with her captor. Baartman presented her interviewers with a contract during her interview, which had been purportedly executed while she was still in the Cape. There is no mention of her signature being affixed on it. Since Baartman could not either read or write, she could not have signed the contract, which for with all intents and purposes, the contract was then null and void without her signature. At the beginning, it indicated that a number of promises were made to Baartman, including receiving a third of the money generated from her exhibitions, but it appears that at the time of the examination she had not gotten paid or her captor would send back with her money. The transcript further indicated that Baartman wanted to stay in England; had no desire to return to her family; was treated kindly; and had no complaints against her “Master.” However, the interviewers did not get a satisfactory answer when she was asked if she wanted to discontinue being exhibited. This was indicative of a person who had being mistreated, scared, oppressed, threatened and held against her will. The interviewer failed to ask Baartman how much she was paid by her captor when she was employed by them in the Cape since she purportedly worked as his “nursery maid.” The interviewer purposely omitted the usage of the word “slave” instead referring to Baartman as a maid. If Baartman was a slave, therefore she was the personal property of her captor and was likely taken to England without her consent. Since slavery was illegal in England, Baartman’s captor would have been in violation of the law. If the court had deemed
Consider your and the court’s response to the above question. Would your decision be different if it could be shown that, in a certain small,
Baartman was often compared to an ape because of her stature, in the text the author states, “The hottentot worked as a double trope. As a woman of color, she served as primitive primitive: she was both female and racial link to nature- two for the price of one.” (pg. 75) Because of Baartman’s race Europeans linked her to an animal who is apart of nature as opposed to a human being. Like wise, in Mastering the Female Pelvis, Sims and Harris depicted the slave women as inherently more durable than white women, they described the black women to be durable like a car, not in reference to a human being (272). Sims often argued that the slave women was able to endure excruciating pain because slavery “prepared” the women for the surgeries. In present day black women are still looked at as being strong women, but with that description comes negative. In society people often think that black women can endure any and everything that causes pain, as Dr. Kuumba once stated in class that her doctor compared her to an animal after giving her a shot. Comments like the ones made by Sims and Dunlop perpetuate the insecurities that black women have in
The black women’s interaction with her oppressive environment during Revolutionary period or the antebellum America was the only way of her survival. Playing her role, and being part of her community that is not always pleasant takes a lot of courage, and optimism for better tomorrow. The autonomy of a slave women still existed even if most of her natural rights were taken. As opposed to her counterparts
In Africans In America Terrible Transformation written by PBS (Public Broadcasting Service) writes an article stating the historical background of African Americans that were captured and enslaved from Western Africa from 1450-1750. About 200,000 Africans were transported to Europe Islands in the Atlantic. But after Columbus excursion, Slave traders found a new market for slaves: New World plantations. From this, they were used for the planting crops for the Europeans that were uneducated how farm such as, rice, cotton, tobacco, and sugar in the south. It wasn’t till the American Revolution where they protest against “enslavement” from the British and demands from American “liberty” for some hope of being free from bondage . After reading
Slavery is a term that can create a whirlwind of emotions for everyone. During the hardships faced by the African Americans, hundreds of accounts were documented. Harriet Jacobs, Charles Ball and Kate Drumgoold each shared their perspectives of being caught up in the world of slavery. There were reoccurring themes throughout the books as well as varying angles that each author either left out or never experienced. Taking two women’s views as well as a man’s, we can begin to delve deeper into what their everyday lives would have been like.
Concerning the nature of myths, one can often find that they are built on broad generalization lacking the premises necessary to make a solid conclusion. Such was the same myths, Pier Larson sought to disprove in his essay “The Student’s ‘Ten Commandments’.” Larson discuss damaging and caustic stereotypes that have worked their way throughout history to create a narrative that often subordinates Blacks when promulgated by a more affluent European society . One myth in particular appears to be quite troubling for its contradictory nature-that being the myth: all Africans are Black. Additionally, to be African is to be Black, Africans are not culturally diverse, and that Africans share one, essentially unified culture. Not only do I find these troubling for their outright abasement of African culture, which is plain to see, but rather for the duplicitous logic that lead to the creation of such myths, and why they remain so harmful when they are continued to be spread in contemporary.
It is well known that slavery was a horrible event in the history of the United States. However, what isn't as well known is the actual severity of slavery. The experiences of slave women presented by Angela Davis and the theories of black women presented by Patricia Hill Collins are evident in the life of Harriet Jacobs and show the severity of slavery for black women.
Harriet Jacobs, Frances E. W. Harper, and Anna Julia Cooper are three African American female writers who have greatly impacted the progress of "black womanhood." Through their works, they have successfully dispelled the myths created about black women. These myths include two major ideas, the first being that all African American women are perceived as more promiscuous than the average white woman. The second myth is that black women are virtually useless, containing only the capabilities of working in white homes and raising white children. These myths caused these women to be degraded in the eyes of others as well as themselves. In Jacobs' Incidents in the Life of a Slave Girl, Harper's Iola Leroy, and Cooper's A Voice From the South, womanhood is defined in ways that have destroyed these myths. As seen through these literary works, womanhood is defined according to one's sexuality, spirituality, beauty, identity, relationships, and motherhood.
The movie 'Ethnic Notions' describes different ways in which African-Americans were presented during the 19th and 20th centuries. It traces and presents the evolution of the rooted stereotypes which have created prejudice towards African-Americans. This documentary movie is narrated to take the spectator back to the antebellum roots of African-American stereotypical names such as boy, girl, auntie, uncle, Sprinkling Sambo, Mammy Yams, the Salt and Pepper Shakers, etc. It does so by presenting us with multiple dehumanized characters and cartons portraying African-Americans as carefree Sambos, faithful Mammies, savage Brutes, and wide-eyed Pickaninnies. These representations of African-Americans roll across the screen in popular songs, children's rhymes, household artifacts and advertisements. These various ways to depict the African ?American society through countless decades rooted stereotypes in the American society. I think that many of these still prevail in the contemporary society, decades after the civil rights movement occurred.
In this story it clearly shows us what the courts really mean by freedom, equality, liberty, property and equal protection of the laws. The story traces the legal challenges that affected African Americans freedom. To justify slavery as the “the way things were” still begs to define what lied beneath slave owner’s abilities to look past the wounded eyes and beating hearts of the African Americans that were so brutally possessed.
Harriet was never considered a good slave. After her head injury, a neighbor wanted to hire her as a nurse-girl, and her owner was more than willing to let her go. (Taylor 8). Harriet was required to “do all the housework, milk the cows, as well as to be at the side of the cradle every time the little darling cried.” (Taylor 8). Because she wasn't able to be at all places at all times, she was beaten and sent back to her owner with the recommendation, “She don’t worth the salt that seasons her grub.” (Taylor 8). Once Harriet was returned, her owner greeted her with “I will break you in!” (Taylor 8). “From early morn till late at night she was made to work, beaten and cuffed upon the slightest provocation.” (Taylor 8).
...to Abina’s testimony, agree with one another – continuously rewording the question, “How do you know that you were a slave?” “Because of this worldview, they [being the British] often believed that slaves could be legitimately described as “wards,” “apprentices,” ”foster” children, or even “wives,” and frequently declined to liberate them or to punish the owners unless physical abuse could be proved or the evidence was beyond dispute” (Getz and Clark, 2011, p. 111). In Abina’s case, abuse had not been present.
For my research, there was no specific parameter set on the range of dates in my research. The researched sources used in this set of bibliographies date between 1987 to 2003. These annotations will be found most useful by high school and post-secondary undergraduate students who are researching similar topics to the ones outlined in my study. The resources used are very intellectual, but not overly complicated or hard to understand. There were few limitations set towards the type of resources used, although Internet sources were avoided for the most part. Most of the resources used in this set of annotated bibliographies are articles, essays, and chapters from book-length studies, found mostly at the Queen Elizabeth II library. Trends that can be noticed in these entries are the main focal point, which the authors all seemed to cover, that is racism and the social-cultural problems created for young African American women. Many of the authors seemed to blame white culture, or the colourist culture for the problem of lost identity in black girls. They seemed to take the same direction in their articles, but many taking different routes in explaining and proving their point. These ideas seemed to be arranged by the stating that Pecola Breedlove is a lost little black girl, who because of her idea that being white would solve all her family and life problems, looses her true self. The authors would then blame the white culture for this deficiency in the young mind of an African American girl.
Next is John Henrik Clark, who refers to African America Studies as Africana Studies because he believes that Black tells you how you look, not who you are. He goes on to state that he calls African American Studies “a dilemma at the crossroads of history” (Clark 32). This is because European people knew history well enough to distort it and use it, as well as political weapons such as the gun and bible, to control the world. This is the reason why a look at African culture will show what Africana Studies are about or should be about. Africana Studies should embrace the Africans all around the world, in places like Africa, North and South America, the Caribbean Islands even those in Asia and the Pacific Islands. Clarke states that Africa is
In conclusion, women were considered property and slave holders treated them as they pleased. We come to understand that there was no law that gave protection to female slaves. Harriet Jacob’s narrative shows the true face of how slaveholders treated young female slave. The female slaves were sexually exploited which damaged them physically and psychologically. Furthermore it details how the slave holder violated the most sacred commandment of nature by corrupting the self respect and virtue of the female slave. Harriet Jacob writes this narrative not to ask for pity or to be sympathized but rather to show the white people to be aware of how female slaves constantly faced sexual exploitation which damaged their body and soul.