MyAmericanFuture

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Tuesday, February 16, 2016

February 16, 2016: AmericanStudying Non-favorites: Citizen Kane



[Each year for the last couple, I’ve followed up my Valentine’s series with a week AmericanStudying some things of which I’m not as big a fan. Please share your own non-favorites for a crowd-sourced airing of grievances this weekend!]
On two very American problems with one of our most important films.
Since its release in 1941, Orson Welles’ Citizen Kane has consistently been defined as one of the most innovative and significant American films; in recent decades it has almost always occupied one of the top spots in film critics’ and scholars’ lists of the best American films (or even best films period) of all time. There’s no doubt that Welles’ film pioneered a number of film techniques that quite simply changed the game when it came to filmmaking, on technical as well as story-telling levels, and I both defer to and (based on my limited knowledge) agree with my more informed FilmStudiers on those aspects of Kane. But at the same time, D.W. Griffith’s Birth of a Nation (1915) was also a pioneering and innovative film, and yet one that featured a deeply troubling set of themes and perspectives on which film scholars and historians can now agree. I’m not arguing that Kane is anywhere near as problematic as Birth (I know of few mainstream American films that are), but Welles’ film has at least a couple prominent—and telling—flaws nonetheless.
For one thing, Citizen Kane represents one of the most overt cultural depictions of the Great Man theory of history I’ve ever encountered. It’s true that Welles’ Charles Foster Kane, a media tycoon modeled in large part on William Randolph Hearst, is far from an idealized hero, but that’s not what the “Great” in the Great Man theory implies—indeed, the theory suggests that both the strengths and weaknesses of these singular and influential historical figures have been the dominant forces in our communal stories. They’re “Great” in the sense of size and significance, and Kane embodies those qualities: his life at every stage, from the most inspiring to the most corrupt, exercises an over-sized influence on his society and world. The problem with that narrative isn’t just that it reinforces the egotism and delusions of grandeur of men like Hearst (and contemporary ones like, y’know, the Donald), but also and most importantly that it portrays American history as a battleground between a few towering figures, rather than the far messier, more democratic, and most of all more accurate concept of encounters and conflicts and connections between cultures and communities. Men like Hearst were part of that history to be sure, but as participants within it, as we all are.
[SPOILER ALERT for Kane in this paragraph.] And then there’s that sled. I know that the film’s final revelation, that the great mystery of Kane’s dying word that drives the movie’s investigations into his life turns out to be just a nostalgic longing for a long-lost childhood toy, is likely meant to be ironic, and could be read as undercutting the narratives of Kane’s Greatness. But I have to admit that to my mind the Rosebud reveal undercuts the film itself at least as much. So someone on his death bed was thinking back to his life and longing for the simpler pleasures of childhood? A man who seemingly had everything was missing a symbol of what he had lost along the way? For one thing, Captain Obvious approves. And for another, the answer to Kane’s mystery humanizes the character in only the most superficial ways—again, it’s an obvious and certainly universal way to imagine self-reflection and –definition, but it elides a deeper examination of the historical and social forces that have truly defined Kane’s life and identity, and that a different mystery plot (such as that at the center of John Sayles’ far superior film Lone Star, for example) could open up for viewers. Great but frustratingly limited—that defines both Charles Foster Kane and Orson Welles’ film about him.
Next non-favorite tomorrow,
Ben
PS. What do you think? Pushback on this post, or other non-favorites you’d share?

Monday, February 15, 2016

February 15, 2016: AmericanStudying Non-favorites: To Kill a Mockingbird



[Each year for the last couple, I’ve followed up my Valentine’s series with a week AmericanStudying some things of which I’m not as big a fan. Please share your own non-favorites for a crowd-sourced airing of grievances this weekend!]
On what Harper Lee’s classic novel fails to do, and where it succeeds.
In this We’re History piece on the controversies or criticisms surrounding two of the most prominent books published in 2015, Harper Lee’s Go Set a Watchman and Ta-Nehisi Coates’ Between the World and Me, I argued that many of the unhappy responses to Lee’s sequel/prequel were driven by the ways in which the new novel changed the character of Atticus Finch. After all, Atticus has been one of the most beloved characters in American literature since To Kill a Mockingbird’s original 1960 publication (and even more so since Gregory Peck’s Oscar-winning portrayal in the 1962 film version), to the point where many parents have even named their sons Atticus in honor of the character. And Lee’s second novel didn’t just portray Atticus as having grown more conservative or racist with age, an all-too-common shift that would perhaps be easier for readers to accept—it also revealed that he had been affiliated with the Ku Klux Klan and other racist organizations throughout his life, radically revising the original novel’s depiction of his racial and social positions.
Or at least, that’s how the new Atticus and novel felt to many readers. I’ve long been troubled by the widely accepted narrative that To Kill a Mockingbird is one of America’s best novels about race and racism—not only because there there are so many better ones that should be much more widely remembered and read, but also and more importantly because (as I also argue in that We’re History piece) Mockingbird isn’t really about African American histories or identities at all. To be clear, Lee’s novel doesn’t necessarily pretend to be about those subjects—the book is first and foremost about narrator and protagonist Scout Finch’s maturation, and secondly about her relationship with her (in her young eyes) idealized and inspiring father; because her father is a white lawyer in a Jim Crow world where (as Lee erroneously depicts it) African Americans have no advocates from within their community, he ends up defending an African American man falsely accused of rape, but that’s a minor plotline within the frame of this secondary character. If readers have amplified that plotline into a defining American story of race and justice, something Lee’s novel quite simply is not, that’s ultimately more telling of the absence of fuller stories and histories of those issues from our collective memories.
If we were able to stop viewing Lee’s novel as one of our central literary portrayals of race, it would open up other and to my mind more productive ways of reading Mockingbird. For example, the novel is particularly interesting as a depiction of a young girl struggling with narratives of gender and social expectations, linking Scout to characters like Frankie from Carson McCullers’ The Member of the Wedding (1952) or Cassandra from Elizabeth Stoddard’s The Morgesons (1862). And, for that matter, to an African/Caribbean American young female protagonist like Selina in Paule Marshall’s Brown Girl, Brownstones (1959). Issues of race, along with region and class and religion and sexuality and other factors, certainly impact each of those protagonists’ experiences and identities, which would allow for a more nuanced analysis of such themes than the celebratory anti-racist narrative that has developed around Lee’s novel. So as usual—as always, I hope—I’m not arguing for abandoning this non-favorite text, but rather for reconsidering it in ways that would be more accurate and more productive than the idealizing vision we’ve held for so long.
Next non-favorite tomorrow,
Ben
PS. What do you think? Pushback on this post, or other non-favorites you’d share?

Saturday, February 13, 2016

February 13-14, 2016: Teacher Tributes: My Fiancé



[For this year’s Valentine’s Day series, I decided to share some of my blog’s early Tribute Posts on teachers I have loved. Leading up to this special weekend post on a very special teacher!]
Because of her job (as a middle school social studies teacher in a strong school system—which is to say, as someone who works with probably the most technologically connected, obsessed, and savvy cohort of students in the world), my fiancé wouldn’t want me to discuss any identifying details in this space. (This will probably be the least-hyperlinked post I ever write!) So I’ll try to keep this general while still identifying five ways this very talented and dedicated teacher I love (in a slightly different way from my other subjects this week, natch) inspires me:
1)      Her Innovations: She’s been teaching for over 15 years, but is the polar opposite of the teacher who brings the same yellowed lecture notes to class each day. Not only does she innovate from one year to the next, but I’ve seen her on numerous occasions figuring out a new way to present a topic, draw out her students, address an area that’s not quite working from one day to the next. And of course she’s having to do so across multiple sections of the same class that nonetheless have to engage different students (both individually and as communities) and thus might (read: do) require different innovations as well.
2)      Her Resiliency: We all have days or times or aspects of our jobs that present challenges or frustrations, knock us down a notch or five, throw us for a serious loop. But I’m here to say that middle school teaching in 2015 has many, many more such aspects than does college professing, or many other jobs I’ve been around. My fiancé has had more than her share (more than anybody’s share) of challenges added onto those. And all she does is come back better and more determined than ever, not because it’ll make the challenges go away but because she’s stronger than they’ll ever be.
3)      Her Compassion: I can’t begin to enumerate all the ways in which middle school students—as individuals, as peers, as family members, as citizens of communities—present challenges that go well beyond content and the classroom (although that too). No middle school teacher can ignore all those contexts, but I know for a fact that many choose to prioritize the content and the classroom, and to let students and families come to them for anything else. Fair enough, but my fiancé illustrates the power and potency of the opposite: of having concern and compassion for where her students are, in every sense, and for doing everything she can to meet and address each of them there (without losing any classroom rigor).
4)      Her Collegiality: This one’s simple to say but very hard to pull off: she cares about her colleagues and their success as much as she does her students and theirs. To quote Charles Dickens, may that be truly said of us, and all of us!
5)      Her Passion: What those four, and so many other, elements add up to is someone who cares so deeply and fully, someone who brings the same passion to her job that she brings to the rest of her life (which is to say, as my sons would put it, a googolplex amount). That’d be damn inspiring in any person and profession—but in a teacher, it’s infinitely more so.
Annual post-Valentine’s non-favorites series starts Monday,
Ben
PS. Teachers to whom you’d pay tribute? Other loves you’d share?