Explores Hemingway's wide-ranging influence on writers from the Harlem Renaissance to the present day.

A shared language of American modernism : Hemingway and the Black Renaissance / Mark P. Ott -- Hemingway's lost presence in Baldwin's Parisian room : mapping Black Renaissance geographies / Joshua Parker -- Hemingway and Wright, Baldwin and Ellison / Charles Scruggs -- Knowing the recombining : Ellison's ways of understanding Hemingway / Joseph Fruscione -- Free men in Paris : the shared sensibility of James Baldwin and Ernest Hemingway / Quentin Miller -- Hemingway and McKay, race and nation / Gary Edward Holcomb -- Cane and In our time : a literary conversation about race / Margaret E. Wright-Cleveland -- Rereading Hemingway : rhetorics of whiteness, labor, and identity / Ian Marshall -- "Across the river and into the trees, I thought" : Hemingway's impact on Alex la Guma / Roger Field.

Teaching Hemingway and Race provides a practicable means for teaching the subject of race in Hemingway's writing and related texts--from how to approach ethnic, nonwhite international, and tribal characters to how to teach difficult questions of racial representation. Rather than suggesting that Hemingway's portrayals of cultural otherness are incidental to teaching and reading the texts, the volume brings them to the fore. Included in the collection are Marc Dudley's instruction on how students may recognize "multiple selves at work in a text"; Margaret E. Wright-Cleveland's approach to In Our Time, informed by American studies and women's studies; and Ross Tangedal's discussion of imperialism in Hemingway's two nonfiction books. Other topics addressed include questions of developing vigorous learning outcomes when teaching Hemingway, Hemingway's fascination with Latin America, teaching the Harlem Renaissance through Hemingway, discussing Hemingway's "Soldier's Home" and Langston Hughes's "Home" in tandem, discussing the black presence in The Sun Also Rises, and a means for comparing how Jean Toomer, Ernest Gaines, and Hemingway deal with the issue of race. This latest volume in the Teaching Hemingway series includes ten essays by leading scholars that place racial markers in their historical context, while also illuminating those connections for scholars, classroom teachers, and students. Readers will find it refreshing and enlightening to encounter essays that juxtapose Hemingway's work alongside Alain Locke's The New Negro and explore Hemingway's influence on Jean Toomer, Langston Hughes, Ralph Ellison, Ernest Gaines, and other black writers.

In his introduction to the foundational 1925 text The New Negro, Alain Locke described the “Old Negro” as “a creature of moral debate and historical controversy,” necessitating a metamorphosis into a literary art that embraced modernism and left sentimentalism behind. This was the underlying theoretical background that contributed to the flowering of African American culture and art that would come to be called the Harlem Renaissance. While the popular period has received much scholarly attention, the significance of editors and editing in the Harlem Renaissance remains woefully understudied. Editing the Harlem Renaissance foregrounds an in-depth, exhaustive approach to relevant editing and editorial issues, exploring not only those figures of the Harlem Renaissance who edited in professional capacities, but also those authors who employed editorial practices during the writing process and those texts that have been discovered and/or edited by others in the decades following the Harlem Renaissance. Editing the Harlem Renaissance considers developmental editing, textual self-fashioning, textual editing, documentary editing, and bibliography. Chapters utilize methodologies of authorial intention, copy-text, manuscript transcription, critical edition building, and anthology creation. Together, these chapters provide readers with a new way of viewing the artistic production of one of the United States’ most important literary movements.

Sasha' was the code name adopted by Harlem Renaissance writer Claude McKay (1889-1948) to foil investigations of his life and work. This work analyzes three of the most important works in McKay's career - the Jazz Age bestseller 'Home to Harlem', the negritude manifesto Banjo, and the unpublished 'Romance in Marseilles.

Examining the legacy of the Great War on African American culture, this book considers the work of such canonical writers as W.E.B. Du Bois, Langston Hughes, Nella Larsen and Alain Locke. It also considers the legacy of the war for African Americans as represented in film, photography and anthropology.

A fascinating history of Chicago’s innovative and invaluable contributions to American literature and art from the late nineteenth to the mid-twentieth century This remarkable cultural history celebrates the great Midwestern city of Chicago for its centrality to the modernist movement. Author Liesl Olson traces Chicago’s cultural development from the 1893 World’s Fair through mid-century, illuminating how Chicago writers revolutionized literary forms during the first half of the twentieth century, a period of sweeping aesthetic transformations all over the world. From Harriet Monroe, Carl Sandburg, and Ernest Hemingway to Richard Wright and Gwendolyn Brooks, Olson’s enthralling study bridges the gap between two distinct and equally vital Chicago-based artistic “renaissance” moments: the primarily white renaissance of the early teens, and the creative ferment of Bronzeville. Stories of the famous and iconoclastic are interwoven with accounts of lesser-known yet influential figures in Chicago, many of whom were women. Olson argues for the importance of Chicago’s editors, bookstore owners, tastemakers, and ordinary citizens who helped nurture Chicago’s unique culture of artistic experimentation. Cover art by Lincoln Schatz