World in the Satin Bag

Science Fiction, Writing, and the Race Gap

I have recently been reading a unique book called Astrofuturism: Science, Race, and Visions of Utopia in Space by De Witt Douglas Kilgore (that name is a mouthful). One of the unique points he tries to make is that science fiction is, in some respects, racist; Kilgore does not argue that the fiction of writers like Clarke, or other more recent authors, supports racism, but that the very absence of people of color suggests, as he puts it, the extinction of non-white, non-European people. To put it differently, Kilgore makes the argument that science fiction in the past, and this is, I would argue, still true today, imagined the white European state as the continued dominant cultural pattern (think Star Trek, Star Wars, et al.). Plenty of other arguments are made in the introduction to Kilgore’s book, but this one is what struck me most. Kilgore’s take on race and how it has been perceived interests me because I have to lodge a disagreement. If RaceFail has taught us anything, it is that writing outside of one’s comfort zone is difficult, if not impossible, and that attempting to do so can lead you into a lot of trouble. One can attempt to write from a black perspective as a white male, but there have been few writers who have pulled off such a feat to the satisfaction of those most vehemently concerned with this issue. RaceFail pointed out the futility of writing PoC. But Kilgore takes all this a step further and hints at an intentional or unintentional extinction of non-white races by the fact that they are, for the most part, practically nonexistent (and when they are present, they rarely have good roles, and are, more or less, there to act as furniture, as if to say “see, we still exist”). This seems too simple. For example, to make such a claim, one must know the psychological conditions that produce these sorts of white-dominated works of fiction (some assumption is made on Kilgore’s part that all the things he has read have all been predominately about white people; for clarification, there is no assumption on Kilgore’s part that any particular author is racist, though some may be). How might where someone is raised influence one’s writing? Could we say that an author living in a predominately white area might automatically be inclined to write about white characters? And on the inverse, could we say that an author living in a more mixed place may be more inclined to write about characters of various races? They say “write what you know,” and I have to be honest in saying that I only just recently began to understand what it is like to live in a place where white is not the dominant color. Coming from California, my exposure to people of other races was limited, particularly in Santa Cruz. There were Hispanics and blacks and Japanese and Chinese, and a few Indians too. Mostly, however, Santa Cruz and all the places I had visited in California were populated mostly by white people. But here, in Gainesville, the story is different. I only realized how different when I actually came here and saw it with my own eyes. In looking back at my writing, this absence of exposure does show up in my fiction. It was never intentional, but the world that I had lived in did not make easy the process of writing about people considered different by skin color (I don’t agree with this, but dominant society does; I think race is a stupid concept anyway). Now, however, I imagine myself becoming more comfortable with the prospect of writing about characters of different colors. It’s not that I did not want to write such characters, but that I never knew how. You can’t tell someone “write a Chinese character now, and it has to be authentic” if that person is not comfortable with doing such things. We write in our comfort zones because those are the spaces we know well enough to remain close enough to reality to be accurate. But there is a lot of fear, too; after all, if you fail to properly portray a character of a certain race, you will have effectively committed career suicide. Once the mob knows you exist, it’s game over. Similar things happen if you don’t write PoC. Maybe this is isolated to myself, though. I can’t say. I know little about the biographical histories of science fiction writers, but I do know my own history. I write in my comfort zone because it’s what I know. I don’t presume to know the “black experience” or the “Japanese experience” or the “Irish experience.” I know my experience. That’s where I write from. And since that is true, then Kilgore would say that my futures are tinged with the extinction of people of other races. That seems unfair. Now it’s time for you all to chime in, because I like hearing your thoughts on things like this. Have at it!

World in the Satin Bag

Book Magnet Entry #1: Deviations: Covenant by Elissa Malcohn

The second entry for my Book Magnet Project is in! The magnet is on the left and is for the book Deviations: Covenant by Elissa Malcohn. The book was originally published by Aisling Press, which, unfortunately, is no longer in business. However, Ms. Malcohn informs me that Covenant and the rest of the books in the Deviations series can still be purchased through her website (or found at ManyBooks). There is a bit more about Ms. Malcohn, including her publishing history, at the end of this post. Now, to the image and information about Ms. Malcohn’s books:About the Deviations Series:Long ago the Masari and the Yata hunted together in peace, until the species they drove to extinction included those possessing nutrients necessary to Masari survival. The Yata then became the only source of those nutrients. Deviations tells how these peoples cope with the reality of being sentient creatures forced to play the roles of predator and prey, and how several of them try to thwart long-established conventions in the hope of overcoming their biological imperative. In Deviations love triumphs in the midst of death. The series focuses on the social, ethical, and spiritual dilemmas surrounding both the literal cannibalism of the societies involved and the many ways in which their different communities feed off each other. About Covenant:TripStone hates to kill her gods, but she must feed her people. An accomplished hunter in the Masari village of Crossroads, she is charged with the ritual slaying of the sacred Yata. Her comrade Ghost tries to end Masari dependence on Yata meat by performing experiments punishable by death. His jeopardy increases when he shelters a teenage runaway sickened by fasting. Their worldview shatters when they harbor a Yata woman raised to be livestock instead of a god. But Crossroads itself is imperiled. Hidden in the far woods, a secret Yata militia is preparing to alter the balance of power. About Elissa Malcohn:Ms. Malcohn was a John W. Campbell Award finalist in 1985 and her story “Moments of Clarity” (Full Spectrum, Bantam, 1988) reached preliminary ballot for a Nebula. More recently, three of her stories have appeared in publications that won awards in 2009: “Arachne” in IPPY Silver Medalist Riffing on Strings: Creative Writing Inspired by String Theory (Scriblerus Press); “Memento Mori” in Bram Stoker Award-winner Unspeakable Horror: From the Shadows of the Closet (Dark Scribe Press); and “Hermit Crabs” in Hugo Award-winner Electric Velocipede. “Hermit Crabs” is also on the recommended reading list in The Year’s Best Science Fiction, 26th Annual Edition. Ms. Malcohn also has fiction and poetry in the Oct./Nov. 2009 issue of Asimov’s. Aisling Press (small, indie) published the first edition of Covenant and was contracted to publish Appetite before it folded–all rights reverted back to Ms. Malcohn. ———————————————————- There you have it. If you have a promotional magnet for your sf/f (or related) book and want to take part in this project, send an email to arconna[at]yahoo[dot]com with the subject “Book Magnet Project.” Help me cover my fridge!

World in the Satin Bag

Quickie Movie Reviews (2009): Volume Seven

I’ve been watching a lot of movies lately. I’m not a huge movie person, to be honest (at least when it comes to being at home), but the library at the University of Florida has free DVD rentals, so I’m taking advantage for the time being. Here goes: Europa (Trier)A young American travels to post-war Germany to become a sleeper car conductor for the Zentropa company, and do some good in a country ravaged by war and occupation. Soon he finds himself caught in the middle of an underground militant group’s quest for revenge and the strange psychological world state of Europa.Pros: Bizarre, beautiful, and downright creepy. This is a powerful movie that is as brilliant as it is deep and meaningful. The visuals do some brilliant adjustments between b&w and color, to great effect. This is a must see.Cons: It might be difficult to grasp for some. If you’re a Michael Bay fan, then this is not for you. This is not action-packed, nor is it insanely suspenseful. It’s a deep, psychological film dealing, in unique ways, with the post-war condition, but in a way that never really happened (on the box it describes this as a futuristic past). This means that at times the story can drag. It is also rough around the edges as far as editing is concerned, though, perhaps, for good reason.Rating: 4/5Value: $8.00 Animania (the Documentary)A brief examination of Anime culture, walking through the basic concept to costumes to the acceptance of the movement and culture by mainstream society.Pros: It’s a geek fest for people who are already a part of the movement. Beyond that, it has nothing going for it. (Then again, it says “seriously funny” on the cover, so maybe they’re trying to make a joke of things?)Cons: This is in no way a well-thought or particularly adept attempt to document anything within Anime culture. I know; I’ve been to a couple Anime conventions myself, and this “documentary” tells us nothing that we didn’t already know about the people who go or dress up or are obsessed with Anime. It reinforces the stereotypes and fails to not only dig into actual Anime culture, both here and in Japan (and elsewhere), and completely misses the mark. Animania seems more like a media project for a convention rather than an honest attempt to actually work with the phenomenon of Anime culture. There really isn’t anything good to say about this. It’s just bad.Rating: 0.5/5Value: $1.00 Metropolis (Fritz Lang)This iconic film takes place in 2026 where the world is divided between those who live above the Earth in the massive city of Metropolis and those who live below, working on the machines that keep Metropolis running. A tale of love, betrayal, revenge, and fallen utopias, this is a must see for any science fiction enthusiast.Pros: As an astonishingly detailed film, it is no wonder why Metropolis is so influential. It has a fascinating story too.Cons: This is a silent film and does show its age. This may be problematic for most film lovers. Also, the story is a bit disjointed, not because parts of the film are missing, but because certain aspects of the film are rushed.Rating: 3/5Value: $9.00 (because it’s a classic) The Good, the Bad, and the Ugly (Extended Cut; Clint Eastwood)Taking place in the middle of the American Civil War, this western follow three interlinked characters who discover the existence of a “treasure” buried somewhere in an unknown cemetery. What follows is a long series of tricks, betrayals, lies, deceptions, and gun battles as the Good, the Bad, and the Ugly try to secure the treasure for themselves.Pros: A different kind of western that makes a game of creating mythological archetypes of its cast of main characters (from the Good, the Bad, and the Ugly). There is a good amount of action here, and much of what is iconic of westerns, at least as modern viewers know it today, seems to have been established here: drawn-out waits in duels, the iconic whistling music, etc. The characters are well-rounded. Quite entertaining.Cons: The extended cut is too long. Parts of the movie drag endlessly and the entire beginning loses a lot of its power by the time you get to the meat and potatoes. That said, the length does make for a more rounded film; none of the characters are short-changed here. But two and a half hours of this style of film is a lot to take in. There were also some audio track issues, but this may be due to the time and not the filmmakers.Rating: 3/5Value: $6.00 Let the Right One InThe critically acclaimed vampire film that puts all others to shame. Let the Right One In is about a young boy named Oskar in 1980s Sweden who lives a troubled life amidst bullies and a broken family. When he meets Eli, a mysterious, cold girl who moves in next door, he quickly befriends her and the two of them strike up a youthful “romance.” But the more Oskar gets to know Eli, the more he realizes that she is not a normal twelve-year-old girl…Pros: It is impossible to describe this movie in an effective way without giving away all the details. What I can say is that this is an absolute must see. Period. It is not only powerful, but brilliantly crafted, visually stunning for such a low budge film, and simply amazing. From the characters to the plot, Let the Right One in does everything a good movie should without resorting to the ridiculous nonsense of Hollywood.Cons: If you do not like blood, don’t see this movie. Let the Right One In is not gory, but there are a few scenes where blood is present. One of the things I appreciated about this film is that it did not resort to being disgusting in order to shock you into discomfort. Those few scenes where blood or a little gore were shown were done with class. To be honest,

World in the Satin Bag

Preliminary Cyberpunk Curriculum, and Other Considerations

I mentioned somewhere (maybe Twitter, though, to be honest, my online correspondence has largely become a blur in the last few months) that I am considering developing an independent study graduate course dealing with cyberpunk and capitalism. This interest follows my attempts to conceptualize cyberpunk as a genre and the pressing curiosity as to the capitalistic claims of the genre. With that in mind, I’ve started putting together a preliminary “reading list.” I am, of course, quite open to suggestions or modifications to this list. Your thoughts are most welcome here. So, here goes (new additions added at 7:12 PM on Sept. 28th, 10:17 AM on Oct. 1st, and 12:34 PM on Oct. 8th — more additions are on the way, I just haven’t been able to update yet). Novels:Neuromancer by William GibsonVurt by Jeff NoonDead Girls, etc. by Richard Calder (love him)Do Androids Dream of Electric Sheep? by Philip K. DickCrash by J. G. BallardThe Integrated Man by Michael BerlynThe Shockwave Rider by John BrunnerWhen Gravity Fails by George Alec EffingerMemoirs Found in a Bathtub by Stanislaw LemSpin State/Spin Control by Chris MoriartySpacetime Donuts by Rudy RuckerSnow Crash by Neil Stephenson Mirrorshades edited by Bruce Sterling Nova by Samuel R. Delany Moxyland by Lauren Beukes Babylon Babies by Maurice G. Dantec Theory, etc.:Postmodernism by Fredric Jameson The Communist Manifesto by Karl MarxMarx and Lenin (or works on them, at least)(This section is really where I need suggestions, particularly for books that are not Marxist critiques of capitalism) So, any thoughts?

World in the Satin Bag

A Modest Proposal (For Literature Curriculum)

(This is a short “essay” I wrote for my pedagogy course. I’m putting it here because I think it might be of interest to you all. No, this is not an “academic” essay. It should be relatively accessible.) Canonical Chronicle: Thoughts of Pop Literature and Literature Curriculum One of the principal concerns I have with the present course of pre-college education in literature in the United States—and elsewhere—is the incessant reliance on teaching literature through the limited scope of the Western Canon. Perhaps in other parts of the world this canonical reliance shifts to accommodate different worldviews or interests, but the reliance is still there; thus, the United Kingdom, the United States, and Western Europe seemingly rely on the Western Canon, the Middle East, India, China, and other Asian nations possibly rely on the Eastern Canon, and those left out of this either have their own unique approaches to literature, no approaches whatsoever, or must adopt the educational perspective of other nations as a means of becoming part of the global atmosphere1. These narrowed approaches leave literature in a particularly nasty place: nowhere. How can literature possibly survive in our youth in such rigid, inflexible systems? True, the Western Canon does, on occasion, change, introducing new works of literature2, but these changes do not seem to have much influence on literature curriculum across the country. The same “staples” of literature—style, approved content, etc.—are invoked in these additions. As a science fiction enthusiast, it has long been an uphill battle—in the snow, during a blizzard—to make the case for popular literature as necessary for literature curriculum in pre-college education. I don’t push for any particular kind of popular literature, even though I see science fiction as one of the most relevant and valuable genres in existence. Instead, my criticisms of modern literature curriculum are with its inability to foster proper attitudes in students towards the process of reading. Standardized education has created a system that relies on repetition, rather than on relevance. As much as Shakespeare, Dickens, Twain, and Austen are important figures in our literary history, they do not hold the same influence on students today as J. K. Rowling, Dan Brown, Stephen King, and others. This isn’t to say that students are only influenced by pop-literature icons; some of these students may find themselves attracted to writers like Salman Rushdie, Amitav Ghosh, Margaraet Atwood, and others who have stormed onto the “literary fiction” scene in recent years, and who are largely unknown to the majority of present-day readers3. The point is that literature curriculum today is, I would argue, outdated in several ways: 1) in being focused on old, classic literature to the point of excess4; 2) in being largely unwilling to shift to more relevant literatures, such as those written by emerging and powerhouse writers of today; and 3) in being unable to accommodate the incredibly short-focused nature of pre-college students in “modern” culture. The result, based on personal experience as a former pre-college student and as the co-owner of a website for young writers, is that these rigid practices damage reading habits and perpetuate the relative assumption that literature has little meaning in our advanced, technology-driven society. Educational systems that are unable to see this are systems that fail students on a regular basis, creating learning conditions in which students do not see the value in what they are being taught. Why should a student learn about the crusades or world cultures or Charles Dickens when they fail to see the connection of that information to what matters to them now? Learning should be beneficial and self-replicating, rather than seen as a negative force or as simply a requirement that must be fulfilled because adults say so. What can be done about this? It took Ender’s Game by Orson Scott Card almost twenty years to make its way into high school classrooms, and yet it is not as frequently taught as books like 1984 by George Orwell or Brave New World by Aldous Huxley, both science fiction texts that, while fantastic and worthy of further study, are still a part of that “old/classical” world. Will it take just as long for books like Fight Club by Chuck Palahniuk, Harry Potter by J. K. Rowling, or Midnight’s Children by Salman Rushdie to work their way into pre-college curriculum? Will there have to be a tooth-and-nail fight to get these more relevant books (from the perspective of the students) into classrooms? Finally, there is the question of “how?” One approach, however chaotic, is the remarkably successful one adopted by Lorrie McNeill of Jonesboro, Georgia: The approach Ms. McNeill uses, in which students choose their own books, discuss them individually with their teacher and one another, and keep detailed journals about their reading, is part of a movement to revolutionize the way literature is taught in America’s schools. While there is no clear consensus among English teachers, variations on the approach, known as reading workshop, are catching on5. To be fair, the success is not all that surprising, particularly if you’re someone who actually went through the draining experience of high school English. I find it more surprising that schools are only now beginning to adopt such programs. Letting kids choose what they want to read, as opposed to forcing them only to read what is required by the system in place, produces results that are not only not surprising, but astonishingly obvious: kids actually want to read. Why? There are probably complicated answers to that, but the most obvious is: kids who get to make a choice have a higher likelihood of enjoying that choice. The concern, then, is with the process of changing our methods of teaching literature, of meeting the demands of students as they change with the future. The classics should still be upheld, even revered for how they have shaped our past, but mixing the old with the new is a way of creating an amalgamated pedagogical monster that does for reading, and literature

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