A Blessing and a Curse: The Ambivalent Power of Literacy in Frederick Douglass’ Narrative
- Rosie Higgins
- Aug 27
- 1 min read
Author Bio:
Rosie Higgins is a fourth-year undergraduate at The University of Edinburgh, studying English Literature. Her academic work specialises in American political literature, with a particular focus on Black American fiction, historical fiction, and metafiction that interrogates the myths and contradictions of American identity. She also has a strong interest in postmodernist American fiction and its engagements with narrative form and national memory. Rosie’s research frequently explores how literature operates as a vehicle for both political critique and cultural reflection within the American tradition.
Essay Abstract:
This essay explores the ambivalent power of literacy in The Narrative of the Life of Frederick Douglass, an American Slave, arguing that Douglass presents reading as both a tool for empowerment and a source of profound psychological suffering. While previous scholarship has acknowledged literacy as a pathway to freedom for Douglass, this essay contends that Douglass dwells so intensely on the emotional torment accompanying his reading precisely to expose the deeper, ongoing racial oppression that persists beyond physical emancipation. The essay situates Douglass’ experiences within the historical context of literacy laws for enslaved individuals and draws upon critical perspectives, including those of Lisa Sisco, Heather Williams, and W.E.B. Du Bois, to illuminate how Douglass’ literacy journey parallels broader structures of racial control. Ultimately, it argues that reading forces Douglass to confront not only his enslavement but also the enduring societal frameworks that continue to metaphorically enslave Black bodies even after abolition. Literacy thus emerges in Douglass’ narrative as both a blessing and a curse, offering intellectual liberation while burdening him with the knowledge of freedom’s elusiveness in a white-dominated society.
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