10 Sex Affirmative Books for English Language Arts

Following on from my previous post on the importance of affirmative sex education, here are 10 books English Language Arts teachers can reach for to open conversations about love, relationships, gender and sexuality.

These works were chosen because they treat sex with the openness, thoughtfulness, honesty and sensitivity it merits.

Photo by CHUTTERSNAP on Unsplash

Letters to a Young Poet by Rainer Maria Rilke

This brief, moving book touches an many aspects of life: education, self-discovery, solitude, family relationships, etc. but Rilke’s comments about love and sex shine. Don’t be satisfied with conventional definitions of what a relationship ‘should’ look like, he advises. Instead, seek to develop yourself as an individual so you can truly respect and cherish the individuality of another person. It is humane, wise, timely wisdom framed in sublime prose.

Get it here

Frankly In Love by David Yoon

This YA novel centers on Frank Li, the teenage son of Korean immigrants, who finds himself trying to navigate the challenges of new love while wrestling with contradictory cultural expectations. Fast, good-humored and, well, frank, it highlights the importance of being honest with oneself and others — in life and in love.

Get it here

Cool for the Summer by Dahlia Adler

With a nod to Demi Lovato, this novel explores how issues of class and privilege complicate the already complicated issues of love and sexual identity. Are Lara and Jasmine really falling in love, or are they just cool for the summer? And what happens if Lara chases the hunky Chase…? A touch frothy, but heartfelt and affirmative of love, wherever one finds it.

Get it here

Lawn Boy by Jonathan Evison

This Bildungsroman set in a well-to-do Pacific Northwest community hit home with me (though the community I grew up in wasn’t quite so well-to-do). In addition to being a welcome, thoughtful discussion of class, poverty and family tension, it has a romantic twist that is sure to get students talking.

Get it here

A Tree Grows in Brooklyn by Betty Smith

Smith’s beloved coming-of-age tale set in early 20th century Brooklyn is refreshingly forthright about sex. It handles both positive and negative aspects of love and sexuality (including an attempted sexual assault) with a calm directness that can set the tone for open, non-judgmental classroom conversations.

Get it here

Giovanni’s Room by James Baldwin

Baldwin is perhaps my favorite writer on sex; certainly, the rare (American) author who understands and treats sex as the physical act of love. This short novel is appropriate for older teenagers, say 16-18, and explores the tragic consequences of prioritising social conventions over human relationships. To paraphrase Baldwin, the protagonist’s problem isn’t his homosexuality, it’s that his capacity for love has been crippled by his anxiety about what people might think.

Get it here

Genderqueer: A Memoir by Maia Kobabe

Contemporary writers are creating a robust canon of books about gender identity and nonconformity. I love this graphic memoir for its matter-of-fact tone and authenticity. It highlights that gender identity is fluid and finding one’s path isn’t necessarily a linear journey — nor does it need to be.

Get it here

Persepolis 2: The Story of a Return by Marjane Satrapi

Lest you get the wrong impression about the back-to-back graphic memoir recommendations, let me quote one of my students when asked if he liked graphic texts: ‘No!’

He and I share the view that other people’s pictures get in the way of the (superior) moving pictures in our heads.

That notwithstanding, Persepolis 2 is an evocative, eye-level portrait of Satrapi’s struggles with language, culture, love and sexuality after she moved from Iran to Germany. This is a particularly strong choice for children who have immigrated or come from a cultural/familial context that distinguishes them from their classmates.

Get it here

Zenobia July by Lisa Bunker

For younger readers, this is a charming, uplifting novel about a trans girl coming into her own. Details like Zenobia stressing out about which restroom to use add verisimilitude and the plot touches on vital issues like deadnaming, cyberbullying and the importance of community without ever feeling preachy.

Get it here

When I Grow Up I Want to Be a List of Further Possibilities by Chen Chen

Sometimes, I read a book and think, wow, that was brilliant.

Sometimes, I read a book and think, wow, that was brilliant and I really want to be friends with the author.

When I Grow Up… is in the latter category. His poems about growing up as the child of immigrants, cultural tension, sexual identity, homophobia and the search for love are surpassingly deft, raw, funny, tragic, playful and defiant. They also communicate (don’t ask me how) a deep, fundamental good-personness. In a perfect parallel universe, Chen and I would go for drinks.

Get it here

What texts would you add to a literary discussion of love, gender and sexuality? Share in the comments or Tweet @CilaWarncke

Advertisement

Let’s Talk About Sex Education

Photo by Gaelle Marcel on Unsplash

Last year, for the first time, I taught about gender and sexuality in literature. My kneejerk reaction was, I can’t talk about sex to teenagers. Arrggh!

On reflection, this reaction had everything to do with my hangups (to use a good old-fashioned word) and nothing to do with my students’ needs.

This is a common problem in sex education, with the current brouhaha in the United Kingdom serving as an example.

British prime minister Rishi Sunak has, according to the Guardian, “asked the Department for Education to “ensure schools are not teaching inappropriate or contested content” in the subject of relationships, sex and health education… Sunak confirmed the review… after a Tory MP, Miriam Cates, said children were being exposed to sex education classes that were “age-inappropriate, extreme, sexualising and inaccurate”.”

Numerous Tory MPs are on board, one of their complaints being that young people are being taught about oral sex — a classic case of adult prudishness being prioritized over teen well-being.

Chambers et al. (2004) is quoted by Leung et al., 2019 saying Britain’s “value-led approach [to sex education] merely reflects the interests and principles of stakeholders, while overlooking the actual needs and wellbeing of youths.”

Sex ed in the internet age

Does anyone with two brain cells to rub together think not discussing oral sex, or any other sexual act, proclivity or topic, is going to prevent kids from knowing what it is, discussing it, watching it and even doing it?

Children are handed internet-connected screen devices almost as soon as their chubby baby fingers can hold them, in many cases.

Statista data show that 58% of British children own a smartphone by age 8; by age 12, that jumps to 93%. You can bet the farm they aren’t just using it to watch Sesame Street.

Sexuality isn’t a switch that flips at puberty. Sexual behaviors and curiosity are apparent in early childhood.

This might make grown-ups uncomfortable, but our discomfort isn’t useful. Parents and teachers have a duty to help kids navigate this vital part of life.

If we don’t step up, the internet will.

Student needs versus teacher discomfort

In an op-ed, 25-year-old journalist and editor Sasha Mistlan writes (re: Andrew Tate and the importance of proactive sex education): “My friends and I didn’t get any proper education about sex, consent or relationships until we were 13, by which time we had learned it all from internet porn and lads’ mags.”

How can educators ignore this need?

I am a literature teacher; the biology of the birds and bees are beyond my remit. But it isn’t the birds and bees that students need to know about.

They need models of relationships and ways of relating that affirm sexuality as an important (but not overwhelming), natural part of adult life, and of sex as a source of joy and connection. They need love stories with happy endings. They need, also, stories that are unhappy or ambiguous; stories that show mistakes and heartbreaks as a navigable part of human sexual experience, not reasons to drink poison.

However awkward I may feel, students need a safe space for curiosity and discussion. Because lord only knows, they are talking about sex outside the classroom.

Sex positive education

Does the phrase ‘sex positive education’ make you a little uncomfortable?

It does me.

But what does the alternative imply? Sex negative education doesn’t prevent young people from having sex.

Data from the worryingly puritanical United States show that even students who promise to abstain from premarital sex… don’t.

Research published by the American Academy of Pediatrics peer-reviewed journal Pediatrics found: “Five years after the pledge [to abstain from sex], 82% of pledgers denied having ever pledged. Pledgers and matched nonpledgers did not differ in premarital sex, sexually transmitted diseases, and anal and oral sex variables. Pledgers… did not differ in lifetime sexual partners and age of first sex. Fewer pledgers than matched nonpledgers used birth control and condoms.”

Scaring teenagers away from sex has never worked; ignoring sex in the hope teenagers won’t notice it is ludicrous.

The best, bravest, least-comfortable option is to say: hey, sex is a huge part of life, however whenever wherever and with whomever you do it (or don’t), and it can be one of the most joyous parts of life, or one of the most damaging. Let’s talk about how to make it joyful, empowering, pleasurable, safe and beautiful.

Affirmative literature

As a literature teacher, I can do my part by teaching texts that articulate the delights and challenges of sexuality and sexual identity, and working with my colleagues in health, science and psychology to create a safe, affirmative atmosphere for conversations about love, sex and gender.

This requires making careful choices about what my students read. Many of the canonical ‘love stories’ of European literature are anything but — think Wuthering Heights or Romeo and Juliet where ‘love’ and violence are inextricably mixed.

The search for affirmative literature requires looking beyond the cano and seeking stories that reflect a variety of experiences, cultures, orientations and gender identities.

Next week, I’ll share a list of powerful literature that treats sex with the openness, thoughtfulness, honesty and sensitivity it merits.

Suggest your favorite teen-appropriate, sex-affirmative story, poem or film in the comments or Tweet @CilaWarncke

On Reading Aloud to Older Students

Reading aloud is like breast feeding: everyone agrees it is vital for the very young, but past a certain age it gets side-eye.

There is ample research on how reading aloud supports early literacy (Wiseman, 2010; Lennox, 2013, etc.).

What about reading to older students though?

Should story-time, like nursing, be confined to the earliest stages of life, or should it continue beyond the point kids can autonomously digest texts?

Photo by Annie Spratt on Unsplash

If primary function of reading aloud is to support literacy, research shows that reading to older learners “boosts their reading comprehension, increases their vocabularies, and helps them become better writers. In fact, students who are read to are more motivated to read themselves” (Blessing, 2005).

Zehr (2010) reported that, “teachers found by trial and error that reading aloud worked for adding interesting content or making literature come alive for students. And some educators say they read to their classes to model good reading, such as by asking comprehension questions as they go along.”

It is always gratifying when research supports my predilections, but I’ve been reading to older students — including adult learners — for as long as I’ve been teaching. Partly, it’s a failure of imagination: I loved being read to, cannot imagine anyone disliking it.

To be clear: my childhood pleasure in hearing books aloud had nothing to do with lack of independent reading skills. I could read by age four and would compete with myself to see how many pages I could read in a day. My record was 1,000. It was a 1,000 pages of the Paddington Bear series — not War and Peace — but the point is I read like a my life depended on it.

The pleasure of being read to was something else. Books I could (and did) read myself were still a joy to hear being read by my older sister, or one of my parents. We also tuned in to read-aloud radio programs, memorably The Hitchhiker’s Guide to the Galaxy and Jeeves and Wooster.

***

What makes reading aloud so marvelous? And why should it be part of every literature and language teacher’s repertoire?

To get another perspective, I interviewed Andie Yellott, a lifetime English teacher, former Johns Hopkins Center for Talented Youth Writing Program supervisor and parent of a child with dyslexia.

  1. Should reading aloud be continued beyond reading competence?
    Yes. Absolutely. When my son was in fourth grade, I would go in for one hour during lunchtime and read to his class. It was the highlight of the week, they told me. They loved it. They always wanted one more chapter.
  2. How did reading aloud support your son with dyslexia?
    He could not have gotten through school without me reading to him. I read everything, even the godawful high school health book. One of the advantages to reading aloud is you can stop and springboard off into other paths, other conversations, which you wouldn’t do if the kid was reading alone. And if you want a kid to do well on a standardized test, read, read, read.
  3. How did reading to your dyslexic son facilitate his communicative abilities?
    He’s got a huge vocabulary. I’d read to him, stop, ask what a word meant, try to figure it out contextually. Reading aloud to him made a difference. He thought he couldn’t write; now, he’s one of the best writers I know.

Like Yellott, I’ve had lots of student enthusiasm for reading aloud. It is more than just fun, though. Reading aloud supports specific skills, depending on whether the teacher or learner is reading aloud. Here are six benefits observed in my classrooms.

Photo by Photo by Tom Hermans on Unsplash

Teacher-led Reading

Improve pronunciation

Native and non-native speakers alike struggle with the whimsy of English pronunciation. In extreme cases, this can lead to students understanding spoken words but not being able to identify them in print, or vice versa. Reading aloud while students follow along in a text is a straightforward way to ensure that kids are matching the right groupings of letters to the sounds they hear. This is especially important for those who struggle with reading and/or are learning English as an additional language.

Build vocabulary

When students are reading independently it is difficult to gauge how well they comprehend individual words. Students may grasp the main idea of a text but miss important vocabulary. As Yellott said, reading aloud is an opportunity to identify and define unfamiliar words in context. While reading to my students, I pause frequently to check comprehension. If they don’t know a word, we search for context clues, then look up the definition to verify our deduction. This is also a great opportunity to reinforce knowledge of parts of speech, e.g. ‘this is the noun fly; what does it mean when we use it as a verb?’

Create community

Reading is too often solitary and functional, the vegetable kids have to eat before dessert. We need to remember: independently reading printed texts is a novelty. For most of homo sapiens‘ time on the planet, stories were oral. People gathered around fires, or beneath fearfully and wonderfully made cathedral ceilings, to listen to a bard/priest/storyteller. Being read to was the only way most people could experience books until the advent of mass public education, which wasn’t all that long ago.

Reading aloud in the classroom reclaims the power of the story to articulate fears, hopes and desires; to delve and reveal. Students who have a chance to respond verbally to a book: express how they feel, ask clarification questions and debate it with their peers, are axiomatically more engaged than those who skim it in lonely silence.

Learner-led Reading

Correct decoding errors

Even competent readers often make decoding errors such as ‘stared’ for ‘started’. If a student is reading silently, there is no chance to identify and correct these slips that, as they accumulate, affect comprehension. Younger and/or less able readers are more likely to make these mistakes, so reading aloud is an ideal tool to support their literacy.

Understand punctuation

If Emily Dickenson was right and “a word is dead./When it is said” then spare a thought for punctuation. Students can learn the function of commas, colons, etc. through direct instruction but that doesn’t automatically translate to competent — much less creative — usage in their writing. One of the best (only?) ways to understand the delicious possibilities of punctuation is to read aloud. By treating the punctuation as a kind of score — lift the voice here, pause, slow down, shout! — students develop the ear for punctuation that every good writer must have.

Improve verbal fluency and confidence

We tend to think of fluency in the context of learning an additional language, but it isn’t just language learners who need to practice this skill. Learning difficulties, lack of a richly verbal home life and shyness are a few of the reasons native speakers may struggle to express themselves fluently in their language. For students who struggle to articulate, whether because they are acquiring the language or for some other reason, reading aloud takes the pressure off of deciding what to say, and allows them to focus on how to say. Reading well-written texts gives students a chance to see how successful communication sounds; they can practice pronunciation, enunciation and tone without the risk of error. Ideally, they can inhabit the voice of the text and, in bringing it to life, experience the possibilities of their own voice.

Parting thought

In Sense and Sensibility the ‘sensible’ (i.e. sensitive) sister Marianne falls in love with Willoughby in part because “he read with all the sensibility and spirit” his rival lacked. In Jane Austen’s time, to read aloud well and fluently was a mark of refinement and good taste. As our world becomes more digitized, text-driven and fragmented, reading aloud is due a renaissance. Anyone can jab out a text; to read a book with eloquence and feeling, though? That’s magic.

How do you feel about reading aloud to older students? What benefits/challenges have you observed? Share in the comments or Tweet @CilaWarncke

PDX Indie Bookstores

Portland, Oregon has a well-deserved reputation as a bookish city. Its literary climate springs, in part, from its actual climate. During the months of interminable rain it is natural to retreat to bookstores and libraries, or curl up at home with a favorite volume. The city’s creative energy, fueled by coffee, craft beer and local wine, helps foment works of imagination by local writers. Harvest the fruit of their labors at these book stores.

Photo by Rumman Amin on Unsplash

Annie Bloom’s Books

http://www.annieblooms.com

This small but venerable indie bookstore in the heart of Multnomah Village, on the west side, has been dishing out literary goodness since 1978. It sells new books, with a focus on fiction, children’s and young adult, travel, current events, and cooking. Plus it is a great space to browse for magazines, art supplies, puzzles, and cards.

Broadway Books

http://www.broadwaybooks.net

503-284-1726

This Northeast Portland stalwart is particularly strong on stocking local writers. Subject matter is wide open, with offerings of fiction, non-fiction, poetry, graphic novels and more. You will find personalized material from local authors like Cheryl Strayed, who has the honor of a section dedicated to signed copies of her work.

Powell’s City of Books

http://www.powells.com

No mention of the PDX literary scene would be complete without a nod to Powells’s, City of Books. As the biggest thing in local literary retail it is a huge draw for both writers and readers alike, who can spend happy hours browsing its immense color-coded collections. I’ve been hanging out at Powell’s since I was a kid (when I gravitated to Nancy Drew mysteries and Marguerite Henry horse stories). Whatever you go looking for, you generally come out with something different, which is most of the fun of it.

Wallace Books

https://www.facebook.com/wallacebooks

The most adorably clapboard, overstuffed used bookshop imaginable, Wallace Books is a throwback to the eclectic, eccentric wonderful bookstores of my childhood. Its charming exterior beckons you in and its sprawling collection rewards languid browsing. Take your time.

What’s your favorite indie bookshop? Big it up in the comments!

13- Last Exit to Brooklyn Film Review

Though by no means a film buff, I love writing reviews. When the chance to review a DVD release of Last Exit to Brooklyn arose, I took it. Like the novel it is based on, it is harrowing, and worth it because it is.

Roger Ebert said in his 1990 review: “The movie takes place in one of the gloomiest and most depressing urban settings I’ve seen in a movie. These streets aren’t mean, they’re unforgiving. Vast blank warehouse walls loom over the barren pavements, and vacant lots are filled with abandoned cars where mockeries of love take place…. Most people hate movies like this. I think perhaps it is because no attempt is being made to force the characters and stories into comforting endings.”

Last Exit To Brooklyn DVD (18)

Dir: Uli Edel, 1989, USA/UK/Germany, 102 mins

Cast: Stephen Lang, Jennifer Jason Leigh, Peter Dobson, Burt Young

Last Exit To Brooklyn is set during the Korean War, in the early 1950s. The first characters you see are a trio of soldiers, cock-of-the-walking their way back to barracks after a night out. For a few, deceptive seconds this might be a war film, in the conventional sense. Then the real soldiers, fighting the real war, bowl on screen: a gang of roughneck wops, spoiling for action. A brief, brutal, beautifully choreographed beating later you’re in their world, to stay.

Based on the novel by Hubert Selby (author of Requiem For A Dream), the film is a raw, artful, unsparing look at raggle taggle Brooklyn life. The endless parade of soldiers who straggle through the film getting mugged, propositioned, beaten up, or otherwise damaged in their exchanges on this lawless patch are stand-ins for the audience – sucked into a world that is short on narrative arc and long on impulse, where the only constant is violence. At the centre of this universe of quicksand is Tralala (Leigh), a mouthy hooker with a finely tuned survival instinct, and her occasional partners in crime, Vinnie (Dobson) and Sal (Stephen Baldwin). Their buddy, Harry (Lang), is a shop steward, and head of the strike office, making free with his union expense account as the community struggles through a long strike against the bosses of the local metalworks.

Though a stunningly filmed late-night clash between police and strikers provides the visual epicentre of the film, social issues never eclipse the individual. Rather, the big picture stuff (war, labour disputes, family relationships) is backdrop to the intensely felt experiences of the characters. In sharp contrast to films that look back at the ‘50s through a spyglass of modern mores, Last Exit is perfectly self-absorbed. When shop boss Harry falls hard for a fey, selfish little queen called Regina (Bernard Zette) it would be easy for the film to make a statement about contemporary sexuality, or life in the closet. But it doesn’t, because the point is not what we think of Harry, but how he feels. Instead of glib commentary, there is real pathos. A theme that is repeated in the subplot of transvestite Georgette (Alexis Arquette) and her unrequited love for good-looking thug Vinnie (ringleader of the tormenters in the opening scene). Any kind of vulnerability can be fatal in Last Exit’s testosterone-fuelled landscape, especially for dainty queens, which makes Georgette’s flirtation watch-through-fingers stuff.

Frankly, it’s a miserable film. Yet so lovingly shot and acted you can’t help being drawn in. These are characters so small, sharp, closed and ugly they wouldn’t ever get an airing elsewhere, but the strong cast (including an excellent young Sam Rockwell) render them painfully alive. Leigh, in particular, pulls off an extraordinarily difficult role with power and panache. They elicit compassion when they shouldn’t and they provoke empathy at the unlikeliest moments. And while they’re trapped, you can leave, which gives this film its lingering, bittersweet edge.

Last Exit To Brooklyn

A short quarantine reading list

read

Photo by Lilly Rum on Unsplash

Even before a ton of ordure hit the propeller-style cooling device I’d only read three books this year.

Three. 

Since the age of six or seven I’ve been capable of reading three average-length books a day. Once, when I was about 9, I read 1,000 pages in a day, to see if could.

On another occasion (again, pre-teen) I read The Lord of the Rings trilogy in three days.

The point I’m sidling towards is that it is a sign of spiritual/ emotional/ logistical malaise when my word-consumption dips to such low levels. (The other obvious conclusion is I was backward as a kid, which is fair, but there were reasons.)

Being almost too far gone in anxiety to even read a book is new and unnerving. Books have always been a reliable portal away from the unappetitliche present, but the present present has got me so tied in knots I’m afraid to miss anything.

Initially, I tried to negotiate this in my usual Protestant, eat-your-beet-greens-they’re-good-for-you fashion. That is, I started a book about Palestine. If there is one thing more depressing than coronavirus, it’s the situation of Palestine. Reading about children getting shot with tear-gas canisters and all the other interminable head-fucking brutality of the Israeli occupation was enough to make me think that maybe enough humans are ugly enough that we all deserve to be wiped out by a virus.

Not reading material for these times.

After that failed effort, I didn’t read anything for a few days. Then my friend Nick emailed and it turned out I bought his book (presciently titled It Gets Worse) last year and forgotten to read it. That’s like discovering the bottle at the back of the cupboard you thought was cheap emergency plonk is a fantastic vintage meant for a special occasion.

This is a special occasion.

So, I’m (finally) on my way to having read four books this year. When I finish Nick’s book I may go back and reread his first, Bitter Experience Has Taught Me, because it’s nice to hear a friend’s voice — especially when it is funny, acid, and laden with anecdote.

After that, I’ll try Jane Austen, James Baldwin, Oscar Wilde and Primo Levi.

Disparate, yet equally essential.

All of these writers, including Ms Austen (whose reputation for daintiness is undeserved) exhibit rare levels of integrity, perspicacity and moral clarity. They took the world as it was, but refused to accept the supposed constraints of that relationship.

And they, one and all, write sentences so good I have to pause and let the wave of admiration/envy/admiration pass. Right now, it’s reading for pleasure, or not at all.

book2

Photo by bruce mars on Unsplash

 

 

 

 

 

Lit Crit: Tom Wolfe and the Art of Mau-Mau

I wrote this in 2009. Tom Wolfe is still a twit. Hence the re-blog. Enjoy!

The Wolfe in his lair

The Wolfe in his lair

Tom Wolfe’s famous new journalism is nothing but an abdication of the traditional journalistic ideal of objectivity. What makes him so beloved of white, middle-class, status-quo lovers is that he presents the ‘freaks’ of society exactly as they wish to see them. Peering out from his WASP bubble he offers no insight; only his own prejudice, funkily punctuated. Far from being revolutionary he is reactionary.

His 1970 essay Mau-Mauing the Flak Catchers is Wagnerian. He plays every finely tuned instrument of white middle-American fear and loathing with masterful aplomb. It starts with a statement: “the poverty programme encouraged you to go in for mau-mauing.” You don’t know yet what ‘mau-mauing’ is, only that it is encouraged by “the poverty programme” – a vague bureaucratic entity endowed with a definite article. This is a beautiful piece of disinformation. There is not now, nor at any point in American history has there been, anything that could be described, accurately, as the poverty programme. Governmental attempts to succour, redistribute, endow, benefit, aid, or otherwise un-disenfranchise its economic laggards are desultory, peculiar, and limited. Wolfe knows this because he isn’t quite brave enough to give “poverty programme” the initial capitals called for by that “the”.

Over the next few paragraphs a rough sketch of “mau-mauing” begins to emerge. His breathless sentences tap-tap into the brain. The ones doing the mau-mauing are: “hard-to-reach hard-to-hold-hard-core hardrock blackrage badass furious funky ghetto youth.” Not like you and I, whispers beneath the shout. Them. People who mess everything up with their hard-to-hold hard-core hardrock. Hammering chunks out of language itself. I’ll show you how they do it, he beckons.

“There was one man called Chaser. Chaser would get his boys together and he would give them a briefing like the U.S. Air Force wing commander gives his pilots in Thailand before they make the raid over North Vietnam.” This, people, is war. Those furious funky ghetto youth are an invading army, they are braced and coming at you, in your suburban homes and Lay-Z boy recliners and apple-pie-and-ice-cream Sundays. Beware.

Chaser “used to be in vaudeville. At least that was what everybody said.” Old journalism couldn’t get away with substituting “that’s what everybody said” (Who is ‘everybody?’ When and where did they say it?) for fact checking. Did or did not Chaser used to be in vaudeville? Why not ask Chaser? That would ruin the rhythm. What matters is not where Chaser learned his gift of the gab but the image caught up in that word vaudeville. Cheap light entertainment. Minstrel shows. Something tacky, tawdry, archaic. Like Chaser, who “always wore a dashiki, over some ordinary pants and a Ban-lon shirt. He had two of these Ban-lon shirts and he alternated them.” Wolfe pulverises Chaser’s credibility with every phrase. He wears a dashiki over ordinary pants (he’s inauthentic) and he only has two shirts (he’s poor). By the time Wolfe describes him as a “born leader” the words hum mockery. Born leader to dumb ghetto youths too high on their blackrage badass to know you don’t follow men who alternate their shirts and might have been in vaudeville.

The putative ex-vaudevillian wing commander exhorts his troops: “when you go downtown, y’all wear your ghetto rags…see… don’t go down there with your Italian silk jerseys on and your brown suede and green alligator shoes and your Harry Belafonte shirts… And don’t go down there with your hair all done up nice in your curly Afro… you go down with your hair stickin’ out… and sittin’ up… looking like a bunch of wild niggers.”

Wolfe’s phrasing lingers in sweet, heavy warning notes. Ghetto rags are a fiction perpetrated by slick-shod, Italian silk jersey-wearing, chocolate-coloured con artists trying to separate the God-fearing white taxpayer from his money by mau-mauing the poverty programme. Don’t even consider for a minute there might be real poverty down in that ghetto. Turn your back and they’ll all be in their Harry Belafonte shirts sporting nice curly Afros. Be wise to their jiveass. If they look poor it’s because they want to look poor. Don’t be a sucker.

It isn’t just the shifty slick-talking bloods leeching on: “before long everybody in the so-called Third World was into it.” The “so-called” (like “everybody said” before it) permits the double-barrelled phrase: Third World. These people aren’t even from here. You, dear reader, belong to the First World. They come from somewhere else, belong somewhere else. They aren’t your problem, the “Chinese, the Japanese, the Chicanos, the Indians” and especially not the Samoans who “were like the original unknown terrors… everything about them is gigantic…. They’ll have a skull the size of a watermelon, with a couple of little squinty eyes and a little mouth and a couple of nose holes stuck in, and no neck at all. From the ears down, the big yoyos are just one solid welded hulk, the size of an oil burner.” Hang on a second and listen while the nuances whisper out of those words: a skull the size of a watermelon; little squinty eyes – like pigs; not even a nose but nose holes like a fright mask; big yoyos; one solid welded hulk. They might be vegetable, animal, monster, mineral or machine but they definitely ain’t human. Not like you and I.

We know, now, who does the mau-mauing. Enter the flak catcher. This passage calls for subtlety. Tamp down the hard-hitting rhythm section, let the woodwinds carry the next segment through on their modulated breath. The “blacks, Chicanos, Filipinos, and about ten Samoans” confront (in all their oil-burner sized, “Day-Glo yellow and hot-green sweaters and lemon-coloured pants”-wearing glory) a single man who has that “sloppy Irish look like Ed McMahon on TV.” Read between them lines: you’ve never worn hot-green sweaters and lemon-coloured pants, but you sure as hell know what Ed McMahon on TV looks like. That’s someone you can recognise and root for. The levee holding back this colourful flood wears “wheatcolour Hush Puppies [and a] wash’n’dry semi-tab-collar shortsleeves white shirt.”

We know the bloods have “brown suede and green alligator” shoes at home; time to learn that “wheatcolour Hush Puppies… cost about $4.99, and the second time you move your toes, the seams split and the tops come away from the soles.” Don’t feel sorry for them. Don’t be a sucker. Look down again. The Samoans are wearing sandals and the straps “look like they were made from the reins on the Budweiser draft horses.” Dear god. Someone, or something, has to keep a check on these massive animals. Just as white America shifts anxiously on its sofa, half-hearing terrifying trampling feet Wolfe plays a silken note of assurance: “Nobody ever follows it up. You can get everything together once, for the demonstration… to see the people bury some gray cat’s nuts and make him crawl… but nobody ever follows it up.” They, the Third-Worlders. Huge. Threatening. Noisy. Ultimately harmless. Foiled not by the obfuscation of wheatcolour bureaucracy run by gray cats but by their own ineradicable indolence.

There is more to mau-mauing. Plenty more. A virtuoso teardown of sucker whites slices through the: “middle-class white intellectual women… with flat-heeled shoes and big Honest Calves” and their students who “would have on berets and hair down to the shoulders… and jeans, but not Levi’s… jeans of the people, the black Can’t Bust ‘Em brand, hod-carrier jeans that have an emblem on the back of a hairy gorilla” (Wolfe overlooks the subject-object confusion in his rush to hang the words black and hairy gorilla together).

He is wise to it, and he wants you to be wise too. Don’t get hoodwinked by those twinkling alligator shoes. “Boys don’t grow up looking up to the man who had a solid job… because there weren’t enough people who had such jobs.” Don’t think he’s gonna dwell on the whys and wherefores of there not being enough people who had such jobs, though. Your honour, the witness refuses to answer the question in the grounds that it may incriminate him. Slide fast to the details about “$150 Sly Stone-style vest and pants outfit from the haberdasheries on Polk and the $35 Lester Chambers-style four-inch-brim black beaver fedora” and the men wearing them who slid into neighbourhoods peopled by “the bums, the winos, the prostitutes with biscuits & gravy skin, the gay boys, the flaming lulus, the bike riders” and got “a grant of nearly $100,000”. That’s what happens when civilisation gets mau-maued by the Third-World; the ghetto youth get their grasping – “hanging limp at the wrist with the forefinger sticking out like some kind of curved beak” – hands on “a $937,000 grant from the Office of Economic Opportunity.”

Any do-gooder, white middle-class intellectual fool who thinks any of this makes a difference ought to think again. Give them jobs? What for? “The jobs themselves were nothing…. You got $1.35 an hour and ended up as a file clerk or stock-room boy in some federal office… all you learned was how to make work, fake work and malinger out by the Xerox machine.” Moreover, Wolfe can explain why “Nevertheless, there was some fierce mau-mauing that went on over summer jobs”. Not because the community needed those jobs or even wanted those jobs but because “the plain fact was that half the jobs were handed out organisation by organisation, according to how heavy your organisation was. If you could get twenty summer jobs… when the next only got five, then you were four times the aces they were… no lie.” Your taxpayer dollars at work: propping up the egos of pimp-swaggering furious funky ghetto youth.

There is one final movement, a violin-swelling, cymbal-clashing, curtain-call guaranteeing flight of earlicking fancy that makes the Ride of the Valkyries sound like a lullaby. There were so many groups mau-mauing, see, “you had to show some style, show some imagination.” Like Bill Jackson, who calls himself Jomo Yarumba and marches on City Hall with a “children’s army… sixty strong, sixty loud, sixty wild they come swinging into the great plush gold-and-marble lobby… with hot dogs, tacos, Whammies, Frostees, Fudgsicles, French fries, Eskimo Pies, Awful-Awfuls, Sugar-Daddies, Sugar-Mommies, Sugar-Babies, chocolate-covered frozen bananas, malted milks, Yoo-Hoos, berry pies, bubble gums, cotton candy, Space Food sticks, Frescas, Baskin-Robbins boysenberry-cheesecake ice-cream cones, Milky Ways, M&Ms, Tootsie Pops, Slurpees, Drumsticks, jelly doughnuts, taffy apples, buttered Karamel Korn, root-beer floats, Hi-C punches, large Cokes, 7-Ups, Three Musketeer bars, frozen Kool-Aids… a hurricane of little bodies… roaring about with their creamy wavy gravy food and drink held up in the air like the torches of freedom, pitching and rolling at the most perilous angles, a billow of root-beer float here… a Yoo-Hoo typhoon there.. a hurricane of malted milk, an orange blizzard of crushed ice from the Slurpees, with acid red horrors like the red from the taffy apples and the jelly from the jelly doughnuts… every gradation of solubility and liquidity known to syrup – filling the air, choking it, getting trapped gurgling and spluttering in every glottis – ”

The words scamper around like that hurricane of little bodies with their perilously angled food and drink. There is a racing pulse to the rhythm, ecstatic as a sugar high. You feel giddy just reading it. Every name snaps on your synapses like bubblegum popping. Without really knowing why you feel your throat filling with the solubility and liquidity of the syrup filling the air choking it getting trapped. You can feel the tide rising. Enoch Powell’s rivers of blood, only this time the savages are going to drown you in creamy wavy gravy Yoo-Hoo typhoon acid red horrors.

Thirty pages ago you didn’t know to be afraid. Didn’t know how the furious funky born leader pimp true artists of the mau-mau are just waiting to rise up out of the ghetto and wash over your hallowed gold-and-marbled halls in “purple sheets of root-beer” but now you do. Because you “didn’t know where to look…. Didn’t even know who to ask” until Tom Wolfe came rolling through your door in his white pimp-sharp suit with his fedora and silk handkerchief and (probably) Italian-style socks. The man is a “rare artist” of the mau-mau.