an analysis of the symbols in Native Son" and a critical examination of the novel. (JB)

Presents a unit on Black American poetry by approaching it in five categories: slavery, acquiescence, integration, separatism, and militancy. (MM)

Points out problems with the methodology used for instruction in Zimbabwean (Rhodesian) literature classes. (DD)

Asserts that ethnic studies are interdisciplinary, and should be incorporated into all areas of learning to expand the students' world view. States that students must learn to judge the works of Black artists using an Afrocentric, not Eurocentric, model. Suggests ways of implementing the "Black aesthetic." (MM)

Examines the parallels between Ellison's "Invisible Man" and Hamilton's works. States that Hamilton is strong in elucidating the experience of growing up simultaneously black and American and that it is a continuing condemnation of our times when she must reiterate Ellison's words concerning the duality of nonwhite literature. (CRH)

Includes annotated bibliographies of young adult books written in the 1980s by Black authors. Selections intended to interest Black teenagers represent both historical and contemporary realistic fiction. (NKA)

Recommends the use of Charlotte K. Brooks' book "Tapping Potential" by English teachers who deal with minority students. Discusses how the book treats everything from language development to reading and writing to literary criticism from the Black aesthetic point of view. (NKA)