A study of race and sexuality and their interdependencies in American literature from 1945 to 1955, Desegregating Desire examines the varied strategies used by eight American poets and novelists to integrate sexuality into their respective depictions of desegregated places and emergent identities in the aftermath of World War II. Focusing on both progressive and conventional forms of cross-race writing and interracial intimacy, the book is organized around four pairs of writers. Chapter one examines reimagined domestic places, and the ambivalent desires that define them, in the southern writing of Elizabeth Bishop and Zora Neale Hurston. The second chapter; focused on poets Gwendolyn Brooks and Edwin Denby, analyzes their representations of the postwar American city, representations which often transpose private desires into a public imaginary. Chapter three explores how insular racial communities in the novels of Ann Petry and William Demby were related to non-normative sexualities emerging in the early Cold War. The final chapter, focused on damaged desires, considers the ways that novelists Jo Sinclair and Carl Offord, relocate the public traumas of desegregation with the private spheres of homes and psyches. Aligning close textual readings with the segregated histories and interracial artistic circles that informed these Cold War writers, this book defines desegregation as both a racial and sexual phenomenon, one both public and private. In analyzing more intimate spaces of desegregation shaped by regional, familial, and psychological upheavals after World War II, Tyler T. Schmidt argues that “queer” desire—understood as same-sex and interracial desire—redirected American writing and helped shape the Cold War era’s integrationist politics.

This book examines the influences on the racial policies of the elite private universities in the South in the wake of World War II. As pressure to abandon segregation in higher education grew, the presidents and trustees of these institutions struggled-with both outsiders and with each other-to maintain their traditional leadership role in southern society while also joining the national mainstream. By the early 1960s, realizing finally that they could not have both, they grudgingly opened admissions to black students and thereby gave themselves a chance at national eminence.

Challenge the biases and beliefs at the root of disproportionality Although the Supreme Court’s landmark decision in Brown v. Board of Education recognized the detrimental effects of racist ideology in American education, disproportionality and inequality persist in our schools. Desegregating Ourselves offers educators a framework for examining and disrupting the deficit-based biases and belief systems that undergird our education system and continue to harm minoritized students. This groundbreaking book examines the root causes of persistent disproportionality, including systemic inequality, color blindness, deficit thinking, and poverty disciplining–all of which create barriers to success for marginalized students. Features include: An in-depth survey of race and racism in the American education system, its laws, and its policies, all of which perpetuate systemic inequality and harmful stereotypes A practical framework for developing cross-cultural skills and dispositions that challenge our biases and promote educational equity Concrete strategies for interrupting and replacing deficit-based thinking and prejudices Powerful reflections based on survey data from over 4,000 educators, which vividly illustrate how our beliefs manifest in schools and in our treatment of students Desegregating Ourselves is a critical guide for educators brave enough to address disproportionality by confronting the biases and belief systems that impact marginalized students. By learning to cultivate cross-cultural skills and dispositions, educators can realize the vision of educational equity for all students.

Moby-Dick's Ishmael and Queequeg share a bed, Janie in Zora Neale Hurston's Their Eyes Were Watching God imagines her tongue in another woman's mouth. And yet for too long there has not been a volume that provides an account of the breadth and depth of queer American literature. This landmark volume provides the first expansive history of this literature from its inception to the present day, offering a narrative of how American literary studies and sexuality studies became deeply entwined and what they can teach each other. It examines how American literature produces and is in turn woven out of sexualities, gender pluralities, trans-ness, erotic subjectivities, and alternative ways of inhabiting bodily morphology. In so doing, the volume aims to do nothing less than revise the ways in which we understand the whole of American literature. It will be an indispensable resource for scholars, graduate students, and undergraduates.

During the Cold War, national discourse strove for unity through patriotism and political moderation to face a common enemy. Some authors and intellectuals supported that narrative by casting America’s complicated history with race and poverty as moral rather than merely political problems. Southern Literature, Cold War Culture, and the Making of Modern America examines southern literature and the culture within the United States from the period just before the Cold War through the civil rights movement to show how this literature won a significant place in Cold War culture and shaped the nation through the time of Hillbilly Elegy. Tackling cultural issues in the country through subtext and metaphor, the works of authors like William Faulkner, Lillian Smith, Robert Penn Warren, Eudora Welty, Ralph Ellison, Alice Walker, and Walker Percy redefined “South” as much more than a geographical identity within an empire. The “South” has become a racially coded sociopolitical and cultural identity associated with white populist conservatism that breaks geographical boundaries and, as it has in the past, continues to have a disproportionate influence on the nation’s future and values.

Explores the neglected subject of Gothic B-movies in the Americas, Europe, Asia and Africa

This collection of essays explores the hotel as a site of modernity, a space of mobility and transience that shaped the transnational and transcultural modernist activity of the first half of the twentieth century. As a trope for social and cultural mobility, transitory and precarious modes of living, and experiences of personal and political transformation, the hotel space in modernist writing complicates binaries such as public and private, risk and rootedness, and convention and experimentation. It is also a prime location for modernist production and the cross-fertilization of heterogeneous, inter- and trans- literary, cultural, national, and affective modes. The study of the hotel in the work of authors such as E. M. Forster, Katherine Mansfield, Kay Boyle, and Joseph Roth reveals the ways in which the hotel nuances the notions of mobilities, networks, and communities in terms of gender, nation, and class. Whereas Mary Butts, Djuna Barnes, Anaïs Nin, and Denton Welch negotiate affective and bodily states which arise from the alienation experienced at liminal hotel spaces and which lead to new poetics of space, Vicki Baum, Georg Lukács, James Joyce, and Elizabeth Bishop explore the socio-political and cultural conflicts which are manifested in and by the hotel. This volume invites us to think of “hotel modernisms” as situated in or enabled by this dynamic space. Including chapters which traverse the boundaries of nation and class, it regards the hotel as the transcultural space of modernity par excellence.

"Busing, in which students were transported by school buses to achieve court-ordered or voluntary school desegregation, became one of the nation's most controversial civil rights issues in the decades after Brown v. Board of Education (1954). Examining battles over school desegregation in cities like Boston, Chicago, New York, and Pontiac, [this book posits that] school officials, politicians, courts, and the news media valued the desires of white parents more than the rights of black students, and how antibusing parents and politicians borrowed media strategies from the civil rights movement to thwart busing for school desegregation"--Provided by publisher.

This study collects the oral histories of residents of a single county in North Carolina who lived through the consequences of desegregation, examining the complex social and historical constructions of racial difference in education.