“The Black Body in Nature” considers writers who, in their critical and imaginative work, map the contours of an African American nature writing tradition. In this environmental canon, authors persistently attend to the violence associated with the outdoors, lurking in forests, woods, and other secluded areas.These geographies, while environmentally rich, can be threatening spaces, isolated and hostile.Yet, as the story of birder Christian Cooper attests, menacing areas needn’t always be sheltered, but are manifest in city streets, urban parks, and brightly lit neighborhoods. The African American environmental tradition is nuanced and, as such, the experience of danger and disenfranchisement is counterpointed by an equally strong and persistent affiliation with the natural world that offers, for some, a measure of relief from structural forms of oppression.Situated at the nexus of race and ecocritical thought, this chapter considers the complicated positionality of the Black body in nature through the lens of exile and belonging.

Focusing on the twentieth and twenty-first centuries, this chapter traces some of the aesthetic choices that Black writers have made in order to demonstrate the essay’s capacious formal dimensions for imagining and practicing freedom. Rather than think of freedom as a destination, African American essayists have revised and restructured the form in ways that allow them to document how freedom is practiced continually. In the essays of writers as varied as Anna Julia Cooper, James Baldwin, Audre Lorde, Amiri Baraka, John Edgar Wideman, Ta-Nahesi Coates, and Ross Gay, reflections on joy, justice, life as art, and self-care unfold freely. From defiance to mournfulness, from exuberance to acrimony, this chapter explores the various moods and modes of Black essayistic writing, identifying certain tendencies that belong to the genealogy of Black writing in the United States.

This chapter attempts to answer two questions. First, what does democratic education informed by critical theory minimally entail? Second, what does it take for a critical democratic education to succeed? The chapter argues that attention to local contexts is a necessary aspect for developing critical and democratic virtues. The chapter first sets the stage by offering a sketch of both democratic education and critical theory. The following section draws out a common occluding characteristic of both democratic education and critical education, namely, their preoccupation with national and global scopes. The next two sections draw on the work of Iris Murdoch and John McDowell to argue that cultivating moral attention to one’s local setting must be seen as an essential aspect of critical democratic education. The chapter concludes by offering brief educational applications and responses to objections related to objectivity and the threat of parochialism.