This chapter focuses on the writing of Sterling Brown and Zora Neale Hurston, specifically their representations of the folk and folk culture in the 1930s. In addition, it charts the development of their work from the 1920s into the 1940s and World War II. Both writers critiqued the practices and discourses of contemporary ethnography and their assertion of the disappearance of the folk and their culture in the face of modernization, a perspective largely adopted by the politics of the New Deal and the Federal Writers’ Project (FWP). Both writers confirmed the continued relevance and adaptability of Black culture and its place within both the African Diaspora and the national project of the United States so that their work for the FWP produced a counternarrative to its perspective. This chapter argues that a focus on the work of Brown – himself a self-identified leftist – and Hurston demonstrates that the writing of this period does not break down along strictly oppositional lines but is expansive, dialogic, and malleable.

Writing the history of African American literature in the 1930s necessitates reconsidering issues that emanated from the 1920s, with a view toward showing how they underwent change in the 1930s. Four overlapping foci demonstrate how change, in these two eras, was less disjunctive than evolutionary: (1) a shift in the meaning of racial uplift, (2) quest for racial authenticity, (3) efforts to increase cultural competence, and (4) the writing of literary history. By the mid-1920s, this history can be gleaned, at least initially, in the adult education movement, which had come to define its mission as not simply acquiring knowledge but applying it to problem-solving in real-life situations. Organizations like the American Association for Adult Education (AADE), the Carnegie Foundation, and the Julius Rosenwald Fund provided financial support for education that reconciled intergroup conflicts, inequities, and the marginalization of citizens. Adult education in the 1930s slowly gave way to a list of competing literary critical approaches that revised the earlier conversation taking place about the nature and purpose of performing African American literary history.