Style as Resistance: The Cultural and Political Legacy of Black Dandyism

Overview of Lesson:

Students are expected to explore how dandyism serves as a legacy of style. resistance, and reinvention in Black history. This involves examining how elegance in education allows Black educators and students to challenge stereotypes while affirming cultural pride. The dress code of respectability, often imposed, is reimagined as a tool for subversive self expression, By analyzing sartorial choices, students uncover how fashion can disrupt narratives of anti blackness and project dignity and excellence. Through this exploration, they connect fashion to cultural identity and intellectual resistance in educational spaces. 

Author:  Dr. Idalia T. Wilmoth, Black Student Specialist in the Multicultural Center at IU Indianapolis 

Library of Congress Resources: 

• https://www.loc.gov/search/?in=&q=African+Americans–Clothing+%26+dress–1890&new=true&st=#
• https://www.loc.gov/item/90708421/
• https://digital.librarycompany.org/islandora/object/digitool%3A131001
• https://www.loc.gov/item/99472228/#

Instructions for Task:

1. Begin with an Engaging Introduction
   • Show images or short video clips of historical and contemporary Black dandies, such as Frederick Douglass, Andre 3000, or Jidenna. 
   • Facilitate a brief discussion:  
     • What do you notice about their style?  
       • What messages might they be communicating through their appearance?  
2. Provide Historical Background:
   • Share a brief overview of Black dandyism, including its origins in enslaved individuals reworking uniforms and its evolution as a cultural movement.  
   • Discuss the socio-political implications of Black dandyism as a form of resistance and identity assertion.  
3. Engage with Primary Sources
   • Introduce the LOC African American Archives: 
   •   Provide an overview of how to access the archives.  
   • Share specific examples or links to relevant materials (e.g., photos of 19th-century Black dandies, articles on fashion in the Harlem Renaissance).  
4. Activity:
   • Divide students into small groups or have them work individually.  
   • Assign each group to locate and analyze one primary source related to Black dandyism using the LOC archives.
5. Student Presentations:
   • Allow students to share their work in a gallery walk, small groups, or class-wide presentations.
6. Class Discussion:
   • Reflect on the themes of resistance, identity, and reinvention.
   • Ask students:
     • How does Black dandyism challenge societal norms?
     • What can we learn about cultural resistance through fashion and style?