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States that there has been a recent explosion in the publication of reference works in the field of African American studies which indicates the mature field of scholarship being achieved in this area. Provides a bibliographic guide for those wishing to identify and use research tools for studying African American literature.

Reading African American literature through the lens of American legal history broadly construed and reading American legal history through the lens of African American literature reshapes both texts of American experience and provides new readings of the literature and new perspectives on the law. Consequences for the understanding of each socially constructed “text” of reality proceed from examining their common narratival practices, specifically calling for a new periodization and taxonomy of African American literature and for a new “romantic” history of American law.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

THE VAST PORTIONS of land south of the United States, commonly known as Latin America, form a political, social and cultural structure which—with very few exceptions—owes its singularity to its spiritual ties with Spain and Portugal. Although sharp social and cultural contrasts among the Latin American nations do exist, the Spanish language is a formidable link which has helped to overcome many differences. Latin American literature, despite its very distinctive voices, proclaims in unison a literary wealth which ignores political and geographic boundaries. The development of modern Latin American literature springs from the modernista movement, which roughly spans the period between the late 1880's and the 1930's. The Nicaraguan Rubén Darío (1867–1916) is considered the focal point of this new literary school which led to “the discovery of the emotional life made by the romantic, the almost professional awareness of what literature and its latest fashions are” and “the pride of belonging to an Hispanic American generation which, for the first time, is able to specialize in art”. By the time Latin American literature reached European and North American shores during the late 1920's, a vigorous regionalist novel developed. Its basic themes were played against the background of the Argentinian pampa, the Venezuelan plains, the Andean mountains, the villages of revolutionary Mexico or the jungle of Brazil. In essence, this literature was concerned more with nature than with the social and cultural realities of city life. Writers sought to present exotic materials to the urban dwellers.

“A knowledge of different literatures is the best way to free one's self from the tyranny of any of them.” Jose Marti, Cuban writer, poet and statesman.

The purpose of this paper is to share my personal memories and emotions of my experience as an African American, a Woman of Color, teacher-peer, teacher-researcher, student and a colonized standard American English speaker, situated in English classrooms as white teachers teach African American literature from a white gaze. I concur with previous researchers on this topic, but from a fresh perspective that traditional educational spaces support racial-socio and linguistic hierarchies by avoiding authentic racial, social and cultural ways of knowing, thus allowing reproduction and perpetuating academic and social inequities targeted toward multilingual learners. Furthermore, I suggest that teachers must acquaint themselves with communities of color to become affective and effective to specifically facilitate multilingual classrooms.

This is an autoethnographic inquiry. It examines instances of culturally inexperienced white teachers teaching African American literature to middle school and high school multilingual learners. In adjacent, I share my personal memories and emotions of my experience as an African American, a woman of color, teacher-peer, teacher-researcher, student and a colonized standard American English speaker, situated in English classrooms as white teachers teach African American literature from a white gaze.

Undoubtedly, the white gaze influences marginalized persons. It does not merely attack who we be. It counter forms (e.g. influences) the views and ideas of the world around us. Gonzales (2015), shares in her autoethnography how educational practices are unjustly resistant to diversity. The racial-socio hierarchy uses every means necessary to deprive ethnicity (language, practices and beliefs). I did not verbally resist discrimination. Subsequently, some people of color may be guilty of having a slave gaze. I am very cautious and reluctant to use the term slave gaze. Nevertheless, I describe this as the opposite of having a white gaze. Slave gaze is someone who is colonized, dominated, submissive and feels unequal to whites and describes persons of color who have been conditioned to believe that whites are privileged and there is not much that we can do about it. I think this one way that Gonzales’ (2015); definition of double colonization can be extended, the racial-socio hierarchy in education forces marginalized persons to “redefine their identities within the dictates of yet another racial ideology” (p. 50). Undoubtedly, in re-identifying self-inflicts a counter-response to developing a substandard identity. Yet, I am certainly not the only person of color that is wary of challenging whiteness. Dismantling the master’s house will take more time. As white supremacist’s perceptions are embedded deep in the heart of education. Banishing false linguistic, cultural and racial ideologies equate to a mere few bricks of the master’s house. However, with non-traditional methods (e.g. getting to know the community in which the students live), renewed hearts and minds educators (together as a human race) can deconstruct and rebuild an education system fit for all learners.

This piece is an autoethnography of my experiences as a teacher teaching in multilingual classrooms. These are my original experiences and opinions.

This report has been part of the work of the Survey of Sources for American Studies in the United Kingdom, a research group which was established in October 1956 by the British Association for American Studies aided by a generous grant from the United States Information Service. The Survey decided that it could attempt two things of potential use to teachers of American History and American Literature in this country: firstly, to compile a Guide to manuscripts relating to America in Great Britain and Ireland; and, secondly (the matter of this report), to find out how adequate are the resources of libraries in the United Kingdom to support the teaching of American history and also of American literature in the universities.

In this section the different types of information source which constitute the management literature are allocated to categories according to their broad function. Within the four categories — tertiary, secondary and primary sources and research in progress, each type of information source will be looked at in terms of the information it supplies and the role it can play in literature searching.

The Bibliography of American Creative Literature was started in August 1938 under the auspices of the Works Projects Administration of the United States. At that time Dr. Luther H. Evans was in charge of the historical projects under the WPA. The University of Pennsylvania agreed to furnish the necessary space and certain of the supplies, and Mr. Edward H. O'Neill, a lecturer in English literature at the university, was placed in charge of the project. He remained in that position until the suspension of the work on 22 April 1942. At that time there had been spent upon this project about $150,000, and a force that varied from forty to sixty workers had been employed.