English writing
1nj0h4783i9
EnslavedSwimmersDivers_REVISED.pptxBWS 151: Cultural Retention
“Enslaved Divers & Swimmers”
by Kevin Dawson
1
Cultural Retention
1.) Define “cultural retention.”
2.) What is the author’s main thesis? Provide 1-2 examples to illustrate thesis.
3.) What type of sources does the author use to support his thesis?
4.) Who wrote the article, and do you think the author’s cultural identity influenced his writing?
African Children & Swimming
“Enslaved Swimmers and Divers” QUESTIONS re: Gender Roles
1.) Compare and contrast African versus white European understandings of proper gender (i.e. proper and acceptable behavior for women as different and distinct from men) in regards to swimming and diving. Did Europeans swim as well as Africans? Did European women swim? If so, or if not, why?
2.) How did the purpose of swimming and diving for enslaved African men differ from enslaved African women? Provide 1-2 examples of where and why women swam versus where and why men swam.
3.) How did enslaved African men demonstrate their manhood/ masculinity when diving and swimming?
“Enslaved Swimmers and Divers”: ANSWERS
1.) Enslaved African men AND women were extremely skilled swimmers—this suggests a degree of equality within African understandings of athletic abilities and pursuits at the time. Many African women could swim just as well or better than men. This strongly contrasts with white European and American understandings of proper gender roles. White women did not swim, and whites considered African men and women swimming together in the nude to be improper.
2.) African women mainly swam recreationally, while African men worked as expert divers to retrieve pearls and other treasure from sunken ships because slave masters thought men were better suited for such dangerous jobs.
3.) Enslaved African men demonstrated their masculinity/ manhood by diving great depths, and battling sea creatures like sharks and manta rays.
