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“American Impotence” investigates a continuity between literary representations of masculinity and considerations of national identity in the works of five postwar novelists. In particular, I illustrate the manner in which Ralph Ellison’s Invisible Man, John Updike’s Couples, Robert Coover’s The Public Burning, Joan Didion’s Democracy and The Last Thing He Wanted, and Bret Easton Ellis’s American Psycho challenge the patterns of daily life through which a single figure is imagined to be the essential agent of American polity: namely, the self-made individualist, characterized by manly virtues like dominance, aggression, ambition, mastery, vitality, and virility. More specifically, this project examines the manner in which the iconicity of men helps sustain a narrative of “imperilled masculinity” that at once privileges an impossible identity, situated in the representative nucleus of postwar democracy, and forecloses other modalities of political life. Observing the full meaning of the word “potency,” I elucidate the interrelationships between narrative forms, masculine norms, and democratic practice. Ellison’s work ties the maturation of African American boys to the impossibility of full participation in civic life, for instance, while in Updike’s Couples the contradictions of virile manhood manifest in the form of a fatalism that threatens to undo the carefully cultivated social boundaries of early sixties bohemianism; in a variety of ways, The Public Burning and American Psycho represent the iconic nature of masculinity as a psychic threat to those men closest to it, while Didion’s female protagonists find themselves flirting with the promises of a secret agency linked to imperial adventures in Southeast Asia and Central America. In the cultural context of the Cold War, these novelists demonstrate how intensified participation in national fantasies of potency and virility is inevitably disempowering; as an alternative, this dissertation seeks to consider impotence as dissensus detached from the mandates of hegemonic masculinity.

“American Impotence” investigates a continuity between literary representations of masculinity and considerations of national identity in the works of five postwar novelists. In particular, I illustrate the manner in which Ralph Ellison’s Invisible Man, John Updike’s Couples, Robert Coover’s The Public Burning, Joan Didion’s Democracy and The Last Thing He Wanted, and Bret Easton Ellis’s American Psycho challenge the patterns of daily life through which a single figure is imagined to be the essential agent of American polity: namely, the self-made individualist, characterized by manly virtues like dominance, aggression, ambition, mastery, vitality, and virility. More specifically, this project examines the manner in which the iconicity of men helps sustain a narrative of “imperilled masculinity” that at once privileges an impossible identity, situated in the representative nucleus of postwar democracy, and forecloses other modalities of political life. Observing the full meaning of the word “potency,” I elucidate the interrelationships between narrative forms, masculine norms, and democratic practice. Ellison’s work ties the maturation of African American boys to the impossibility of full participation in civic life, for instance, while in Updike’s Couples the contradictions of virile manhood manifest in the form of a fatalism that threatens to undo the carefully cultivated social boundaries of early sixties bohemianism; in a variety of ways, The Public Burning and American Psycho represent the iconic nature of masculinity as a psychic threat to those men closest to it, while Didion’s female protagonists find themselves flirting with the promises of a secret agency linked to imperial adventures in Southeast Asia and Central America. In the cultural context of the Cold War, these novelists demonstrate how intensified participation in national fantasies of potency and virility is inevitably disempowering; as an alternative, this dissertation seeks to consider impotence as dissensus detached from the mandates of hegemonic masculinity.

Thesis (Ph.D.) -- McMaster University, 1999. / Includes bibliographical references (leaves 253-274). Also available via World Wide Web.

This diploma thesis deals with the criticism of communism in the novels of three African-American writers: Richard Wright Native Son and The Outsider, Chester Himes Lonely Crusade and Ralph Ellison Invisible Man. The main characters of their novels, mainly African-Americans, were directly confronted with racial prejudices, injustice during the Great Depression. These unfavorable living situations brought them to the Marxist Ideology. The Communist Party in USA was attractive for African-Americans because their program included the fight for racial equality. After the initial excitement of Marxist Ideology came indignation and disappointment.

The three novels discussed in this essay avoid the abstraction of ideology without resorting to oversimplification. William Faulkner's As I Lay Dying, Eudora Welty's Delta Wedding, and Ralph Ellison's Invisible Man are, among other things, the presentation of character in context. In chapters two, three, and four, I consider consecutively the character structures of the protagonists of the three novels in terms of the interaction between the individuals and the communally prescribed character structures of the traditional South which form their context. With Addie Bundren, Faulkner exemplifies the southerner's preference for stable, primary-colored individuality over the more mobile, versatile, inclusive "individuation" to which he objects because, from his traditional viewpoint, it leaves the individual isolated and alienated with no way of relating his world to the necessarily divergent worlds around him and no way of coping adequately with unforseen human events. Inheriting negation in place of tradition, Addie's death and burial leave the family in a bestially primitive state, existing without benefit of the accumulated experience of history. The traditional society, however, is not the only one that utilizes the experience of past generations. A perspective of the values and limitations of a family living according to southern traditions as it faces changes in conflict with its "individuated" members provides a literary view of the workings of a traditional milieu from the inside in Delta Wedding. Welty intimates that real life--the spontaneous action and reaction of an "individuated" being to present phenomena--is more powerful than the restraining and, because dated, erroneous traditions surrounding it. The protagonist of Ellison's Invisible Man moves from a culturally prescribed "preconsciousness" to the furthest extremes of "individuation". The acceptable ways of being black in the South offer so little possibility for the black man that his entire environment can be seen as a maze of traps placed by the culture between the individual and what twentieth-century democratic thought has come to define as basic human freedom. Falling first into the hands of racists, then paternalists, and finally--the most subtle trap of all--the complex and contradictory concepts of the nature of the black man as conceived by southern black men themselves, the Invisible Man exposes as he experiences the primary facets of southern racism. Breaking through these traditions, the Invisible Man does not attempt to become a white man with a black skin, but locates those elements of his black culture that are viable within the larger perspective of his liberated consciousness. Finally, Ellison posits the need for an "individuated" personality as prerequisite to the naming of the reality that forms its context. And, as Faulkner has shown with Addie Bundren, individuated being has insufficient scope for meeting existential exigencies if it is formed without the positive tensions of a broader than individual view--what Ellison calls "myth". As Welty shows, the southern myth is insufficiently inclusive to allow for universal survival through diversified compatibility. / Arts, Faculty of / English, Department of / Graduate

This thesis examines the politics of black identity in African American literature during what has come to be known as the ‘age of three worlds’. Across four chapters, I analyse texts by Ralph Ellison, Richard Wright, James Baldwin, and Lorraine Hansberry, exploring the way in which their writing plays out within and against the geopolitical exigencies of the Cold War and contemporaneous discourses of Civil Rights and black (inter)nationalism. In doing so, I explore the contrasting ways in which each of them displaces the binary logic that is typically seen as defining the 1950s, as a means of reconstituting both American and African American identity. Rejecting either/or identities, they all decentre prevailing notions of national and cultural identity by juxtaposing them with alternative spaces and temporalities, the result of which is a dual perspective that is simultaneously local and transnational. By extricating themselves, whether physically or intellectually, from a monolithic discursive framework, Ellison, Wright, Baldwin, and Hansberry recast the idea of double consciousness famously articulated by W. E. B. Du Bois in The Souls of Black Folk (1903). Instead of being a self-negating non-identity that serves as the psychological corollary to African Americans’ marginalised status, ‘two-ness’ is transmuted into a privileged vantage point that allows them to both intervene on the world historical stage as empowered modern subjects and renegotiate their relationship with the United States. What this two-ness amounts to, I argue, is a kind of dissonance. ‘Dissonance’, Duke Ellington claimed in 1941, names black people’s ‘way of life in America. We are something apart, yet an integral part’. The principle of introducing a ‘wrong’ note into a piece of music in order to generate new modalities of expression found in jazz is transposed into a social and literary context by the writers examined in this thesis. Each of them embodies and mobilises the socially grounded sense of being apart and a part alluded to by Ellington as a means of defamilarising normative notions of race, gender, and sexuality as they pertain to American-ness. In their place, they posit alternative forms of knowledge and politicised identity that reconstitute what it means to be both black and American in the middle of the twentieth century.

The written text, and approaches to reading it, serves well as an analogy for the classroom space as a “text” that teachers are able to compose; and students are able to read, interpret meaning(s) of, and make responses to and about (Rosenblatt, 1988). Researchers point to ways in which the classroom can be conceptualized as a text to be evoked, experienced, and read (Freire & Macedo, 1987; Powell, 2009; Rosenblatt, 1988; Spears-Bunton & Powell, 2009). The present study analyzed secondary data including: 10 transcripts of teacher talks and six self-reports retrieved from the program evaluation archives of DOR Foundation. The data described six teachers’ classroom experiences subsequent to professional development centered on Goma character education curriculum that was used during a summer youth program located in South Georgia. Goma, an acronym that stands for Goal, Objective, Method, and Attitude, is a character education paradigm derived from The Inclusive Community Building Ellison Model, the theoretical framework used for this study. The Model identifies conflict resolution as one of its five foci (Hunt, Howard, & Rice, 1998). Hunt (2006) conceived Goma as part of a 7-Step unitary process, also named the 7-Step pathway, to demonstrate how conflict resolution is accomplished within a variety of contexts. Analysis of the data involved: (a) a priori coding of teacher talks transcripts using the components of the Goma 7-Step pathway as coding categories, (b) emergent coding of teacher talks transcripts for the types of experiences teachers evidenced, and (c) emergent coding of teachers’ self-reports for categories of teachers’ instructional activities. Results of the study showed positive influence of Goma curriculum on participating teachers and their instructional practices. Teachers were shown to have had cognitive, instructional, emotional, and social experiences that were most evident when they reported changes in their attitudes toward their students, themselves, and their instructional practices. The present study provided implications for classroom teachers wherein all aspects of teachers’ instructional practices can be guided by principles of positive character; and can be used to help compose the kinds of “texts” that may likely contribute to a classroom character culture.

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