Subject-Driven Narrative Analysis: A Writing Module

This set of pages offers a lens into how I have used what Sylvia Wynter calls Black Autosociography (in relation to C.L.R. James’s writing) and black women’s history as a framework for how I think and approach narrative analysis in the classroom— from what students read to what they write.

My intention is to show how and why I have needed to dip out of composition/writing studies to frame this kind of alternative conversation and purpose for writing in my classrooms.  I am not suggesting that students need to be Black or take on Black perspectives in such classes, only that “Black Autosociography” and Black women’s history challenge the frames often used to discuss the personal or narration in writing.