Ellesia
Ann Blaque, Ph.D.
blaqueademics@live.com
|
EDUCATION: |
|
|
|
Ph.D. Wayne State University, English: African
American Literature |
|
|
|
M.A. Wayne State University, English: African
American Literature |
|
|
|
B.A. Temple University, English: African
American Literature; History |
|
|
|
FELLOWSHIPS: |
Graduate
Teaching Fellowship, 2001-2005 |
|
|
|
King-Parks-Chavez
Fellowship, 2002-2005 |
|
|
|
Ronald
McNair Post-Baccalaureate Achievement Fellowship, 1999-2001 |
|
PROFESSIONAL
EXPERIENCE
AUG 2009 to Pres. /
Asst. Professor, Africana & Ethnic Literatures:
In this tenure-track position I facilitate a 4/4 course load, three courses of which I have been given the liberty to design, including Ethnic American literature, the Black Novel, and Afro-Caribbean literature, all of which provide instruction on not only the characteristics of literature, but also the historical and social conditions that inspire the texts. In addition, I conduct courses in college composition, which center on the core rhetorical modes of writing and MLA citation. I am also currently serving on three departmental committees and a literary group, three university-wide advisory committees, and provide academic advising to at least 10 students per semester.
JUN 2007 to MAY 2009 /
Assoc. Professor, Literature: Palm Beach State College
In this
tenure-track position I facilitated multimedia courses in writing and
literature, which included American Literature before and after 1865, African
American Literature before and after 1900, and Introduction to Afro-Caribbean
Literature, which I brought to the Eissey campus. In composition courses, the topics generated
by the selected texts were utilized to expose students to the history corresponding
with their specific course topics. Teaching
a minimum 6/6 load did not inhibit my participation in several committees and
clubs, including the Curriculum, Diversity, and Holocaust committees, as well
as the chess club. During my stay at
PBCC I was fortunate to provide academic advising to dozens of students, three of
whom transferred to
OCT 2006 to MAY 2007 / Adjunct
Instructor: Camden County College-Blackwood
As an Instructor
for this community college I worked with remedial and first level students to
reach learning outcomes appropriate for college level writing. In this capacity I was able to use technology
in the classroom to improve students’ reading and communication skills and
broaden their respective knowledge bases to include critical analysis of
literature, history, and culture through purposeful research in their preparation
for first level literature courses.
MAY 2004 to AUG 2005 / Graduate Research
Asst.:
As a research
assistant I was responsible for designing an interactive, online survey
targeting Wayne State’s student body concerning their awareness of,
participation with, and interest in Africana Studies not only in their academic
experiences at the university, but also during their secondary schooling and
personal lives. This included, but was
not limited to, consulting with the department’s Chair with regard to the
logistics of the questionnaire, as well as the university’s technology center
to determine means of survey distribution and transmission, data receipt,
processing and analysis, and database design.
During the post-consult stage of the project, I was solely responsible
for composing the survey’s questions, receiving respondent data, analyzing data
received, and producing a final report of the findings to the department of
Africana Studies for use in making future curriculum decisions and designs.
SEP 2002 to MAY 2005 / Graduate
Teaching Asst.:
As a G.T.A., I
fully facilitated courses in the Humanities, specifically, composition, African
American Literature, intermediate writing, and special topics for upper level
students, including Hip Hop, the Harlem Renaissance, nineteenth-century black
fiction, and black drama produced during the Harlem Renaissance and the Black
Arts Movement. My responsibilities
included designing instructional materials for students, such as syllabi and
daily lesson plans for all courses taught, issuing all grades, providing one-on-one
instruction, maintaining office hours, participating in writing and teaching
seminars, and acting as an academic/curriculum advisor based upon students’
requests and needs.
SEP 1998 to AUG 2001 / English Tutor:
v
Alternative School Instructor:
In this position, I
instructed a small group of teens enrolled in an alternative school in reading,
writing and research. Participants not
only read nineteenth-century African American Literature, but also learned how
to navigate the Internet, conduct online research, and composing a research
paper using MLA style citation.
v
Assistant Web Designer/Department
of English
In this work-study position, I designed new instruction pages and updated
and/or altered existing pages for the ISLLC web site created to provide faculty
members access to national teaching resources.
This included, but was not limited to database design, logo alterations,
and front end web design.
v
Computer Technician: Allegheny
Alternative School
With the goal of
providing Internet access and technical training to alternative school students
in the North Philadelphia area, I organized and implemented a plan to construct
twenty-five computers with Internet capability using discarded parts donated to
the school. In addition, I composed a Beginner
Tool Kit designed to introduce students to the Internet and online research.
v
Temple Tutors: Gear-Up
Working with staff
members at the North Philadelphia YMCA, I tutored and mentored children ranging
in age from six to sixteen by assisting them with homework and reading
assignments during after school hours in an effort to improve their reading,
writing, and communication skills. In
addition, I often completed the weekly payroll for the program in for
MAY 1997 to AUG 1997 / Web Teaching
Asst.: Young Scholars
In this summer job I assisted two
TEACHING and PRESENTATION EXPERIENCE
v African American Literature, History,
and Life
·
Literature
and Poetry of The Black Atlantic
·
Slave
Narratives and Early African American Fiction
·
Nineteenth
Century Black Nationalist Prose
·
Black
Fiction and Poetry from the Nadir
·
Harlem
Renaissance Prose, Poetry, and Fiction
·
Black
Drama, particularly during the Black Arts Movement
·
Blaxploitation,
Urban, and American films, specializing in film derived from canonized American
literature
·
Black
Feminist Literature, Prose, and Theory
·
Hip
Hop Lyrics, Culture, and Discourse
v Afro-Caribbean Poetry, Prose, and History
·
Francophone
Social and Psychoanalytic Theory, and Negritude (Aimé Césaire, Léon Damas and
Léopold Sédar)
·
Trinidadian
Social Theory (C.L.R. James)
·
Caribbean
Poetry (Louise Bennett and Kamau Brathwaite)
·
Caribbean
Fiction (Edwidge Danticat, Derek Walcott, Jamaica Kincaid)
v
American
Ethnic Literature (Latino/a, Asian, and Native American literatures)
v
American
Literature before and after 1865
v
Nineteenth
Century American Literature and Social Women’s Movements
SELECTED PUBLICATIONS:
Chapters
“Blaque on Black: Teaching Race in
“‘I am More
than a Victim’: The Slave Women Stereotype as Inscribed by Black Men in
Antebellum Slave Narratives.” Blackberries and Redbones: Articulations of
Black Hair/Body Politics in Africana Communities.
Books (under review)
v Epic Connections: Inscriptions of the African
American Experience. 2 vols.
v Imagined Identities: Adapting White Notions of Black
Female Bodies in African American Literature before the Renaissance
Selected
Reference Articles
“Black
Nationalism.” The
“Black
Nationalism.” The Feminist Encyclopedia
of African American Literature. Betsy
Beaulieu, ed.
“Black Politicians.” The
“Black Power.” The
“College Courses in Hip Hop
Literature.” The
“Henry Dumas.”
African American National
Biography. Henry Louis Gates, Jr.,
and Evelyn Brooks Higginbotham, eds.
“Negro Exodus.” The
Anti-Slavery Encyclopedia. Jack
McKivigan, and Peter Hinks, eds.
“Gil Scott-Heron.” The
“Hip-Hop.” The
“
“
“Rap.” The
“Solomon Northup.” The
“The Lynching of Mary Turner.” The
Encyclopedia of American Race Riots.
Walter Rucker, ed.
WORKING PAPERS:
v
“I
am Sarah Bartman: Understanding the Origins of Black Female Stereotypes”
v
“Frederick
Douglass: Futurist Activist”
v
“Charles Chesnutt and the 19th Century Discourse
on Racial Equity”
v
“Black
Bulwarks: Redefining Myths of Utility in the American Home”
v
“Elements
of Empathy: The Character Balance of Slave Novels”
v
“David
Walker: Nineteenth Century Black Nationalism and Its Place in the Cycle of
Institutional Racism”
v
“Dispelling
the Myths: The Many Faces of Black Nationalism”
v
“From
Motown to Hockeytown: The Whitening of
v
“Garveyism
and Black Nationalism”
v
“Mr.
Ryder: A Transition from Old to New Negro in the Work of Charles W. Chesnutt”
v
“Reporting
the Real: Literacy, Slave Narratives, and the Gothic”
v
“Sexual
Coercion and Nineteenth Century American Women”
v
“Slave
Rhetoric: Providing Acceptability to the Northern White Audience”
v
“The
Double-Voice Language of Empire”
v
“Victorian
Women: Character Representation an Empire in Charles Dickens’ Dombey and Son”
LECTURES and
PRESENTATIONS
v “Maria Stewart and Nineteenth Century Black Feminism.” Voices and Choices: Black History Month Series. Rohrbach Library: Kutztown University, Kutztown, PA 21 Feb. 2010.
v
“Charles
Chesnutt and the 19th Century Discourse on Racial Equity.” Human
Rights and the Humanities.
v
“Frederick
Douglass: The First Male Black Feminist.”
The Frederick Douglass Institute
Speaker Series. Rohrbach Library:
v
“I
am Sarah Bartman: Understanding the Origins of Black Female Stereotypes.” Seminar
in Women’s Studies.
v
“Using Contemporary Hip-Hop to Teach Africana Intellectual
Heritage.” English Teachers as
Spirit Guides: Directing Student in Artistic Quests. English Association of Pennsylvania State Universities. Shippensburg University, Shippensburg, PA. 23 Oct. 2009.
v
“
v
“From
Mammies and Jezebels to Bit*hes and Hoes: Black Male Rhetoric in the
Performance of Words and Images in Popular Rap Music Culture.” Fame
and Infamy: The 50th Annual M/MLA Convention.
v
“Sexual
Circumscription of Early Modern American Women in Edith Wharton’s The Age of Innocence.” Movies
of the Mind.
v
“Self-Esteem
and Reaching Your Goals.” 2008 Upward Bound Conference.
v
“Educating
Blaque: Obtaining a Ph.D. in African American Literature within American
English Departments.” The International Black Diaspora Conference:
Theorizing the Black Diaspora.
v
“From
Mammies and Jezebels to Bit*hes and Hoes: Performing Word and Image using
Cultural Icons of Black Female Stereotypes.”
The Sixth Annual Graduate
Humanities Forum Conference: Word and Image. The
v
“The
Truth about MOVE.” Lecture for the Ronald McNair Fellows at
v
“Resisting
the Slave Woman Stereotype: Critiques of Inscriptions by Black Men in Slave
Narratives” presented at The Black Body:
Imagining, Writing, and (Re) Reading conference at
v
“‘I
am More than a Victim’: The Slave Woman Stereotype in Antebellum Narratives by
Black Men” presented at the Seventh
Annual Joint Fellows Conference:
v
“Slave
Rhetoric: Providing Acceptability to the Northern White Audience through
Rhetorical Strategy When Articulating Physical and Sexual Abuse in the Slave
Narrative.” Annual Ronald McNair Scholar
Program SEAOP Conference,
v
“David
Walker and Bishop Henry Turner: Nineteenth-Century Black Nationalist Thought
within the Context of Double Consciousness.” Youth Opportunity Conference: Kiva Auditorium,
v
“Insurance
Redlining: The Back Door to Housing Discrimination.” Gear-Up Youth Conference: Kiva Auditorium,
ACADEMIC SERVICE
v
·
Student
Advising
·
Literature
Curriculum Group
·
Graduate
Program, Development, and Recruiting Committee
·
Temporary
Evaluation Committee
·
Frederick
Douglass Institute Advisory Board
·
Women’s
Studies Advisory Board
v
·
Holocaust
Committee, 2008-2009
·
Diversity
Committee, 2008-2009
·
Vice
Chair, Curriculum Committee, 2008-2009
·
Committee
of Learning Outcomes, 2007-2008
v
·
Curriculum
Committee, 2003-2005
·
Plagiarism
Committee, 2001-2003
PROFESSIONAL REFERENCES
Made available
upon your request.