The title of my tale is Little Black andLittle Brown Riding Hood. I revised Grimm’s Little Red Cap. I chose to revise this tale for numerous reasons. Ichose the Little Red Cap tale (Normally referred to as “Little Red RidingHood”) because it is a tale of violation. Thus meaning that a person or personsget violated within the tale. Little Red Riding Hood is the “Scholar’s Tale”because it is the tale that scholars write about the most. Scholars write aboutthe transition between oral (“The Grandmother’s Tale”) to the written(Perrault’s “Little Red Riding Hood”), to the latest (Grimm’s “Little RedCap”). Grimm’s scholars stress that the brothers were plagiarists.
The Grimm’sbrothers stole from both The Grandmother’s Tale and Perrault’s Little Red RidingHood. I chose the Grimm’s version because there are two stories within thetale. The only story/tale that circulates throughout western culture is thefirst tale because the western culture is not interested in tales that have noviolation of young, beautiful girls. The audience for my tale is minoritymales from ages eight to twenty-five. I chose the audience of minoritiesbecause I wanted to bring to light the violation that has been taking place inAmerica for centuries.
Furthermore, I chose minority MALES because I alsowanted to expose the fact that American culture tends to be blind to the factthat males can be victims of a violation, not only women. However, in my tale,I do not express about “violation” in terms of sexual assault similar to how theGrimm’s tale does. In my tale, I expose the violation of young men in Americafrom a “leader” standpoint. The white leaders within America create structuralinequalities that have held African American men back for centuries on end.Structural inequalities are disadvantages and advantages determined by thestructures within the institutions of a society (i.e. the legal/court/lawenforcement systems, among others).
Moreover, I wanted to express that youngblack males are the leaders of the future and have the tools to bring up theircommunities, but the “wolves” are lurking and waiting to pounce. My agenda for writing this tale was tofirst radically revise the Grimm’s Little Red Cap. Then, to shape andun-enforce cultural norms.
Furthermore, to break away from the fairy taletradition that has constituted a history of revisions that present clearlydefined dynamics and roles. Furthermore, my agenda was to change the maincharacter from a female into two males. The morals that I wanted to convey isthat the ruling class that is within a position of power should steer away froma material deterministic mentality (the way that the ruling class determineswho gets certain resources or how structural societies establish who can obtainresources and who cannot). Furthermore, I sought to write about the racialrealism of our society and show that minorities have to use a racial realisticmentality.
Racial realism is a view that racial progress is sporadic and thatpeople of color are doomed to experience only infrequent peaks followed byregressions. An example of this is the current continued assault on votingrights by Congress. Many advances “guaranteed” by the Civil Rights Act (1964)have now been repealed or severely undercut, as to make them virtually useless.An example of racial realism within the tale of Little Black and Little BrownRiding Hood is Little Black and Little Brown say, “Another fifteen minutes awayfrom here, you’ll know you’re there when you see the new, ugly houses that thewolves have built in our community” (Grimes, 2). This quote highlights thegentrification that takes place within minority communities. The major dynamics of the Grimm’s LittleRed Cap tale were the beautiful, brainless little girl, the violator that wasthe wolf, and the use of two tales in one. Little Red Cap was the mostbeautiful girl throughout the land and everyone loved her, but her grandmotherloved her the most.
The wolf in the tale meets Little Red Cap as soon as sheenters the woods. Furthermore, the wolf poses as a friend to Little Red Cap inorder to sneak into her grandmother’s house and “gobble” her up. In my opinion,the most important dynamic of the Grimm’s Little Red Cap is the second tale.The second tale introduces an alternate ending to the first tale, a good one Imight add. In the second tale, Little Red Cap and her Grandmother have a brainbecause they come up with a PLAN to defeat the wolf. Also, the wolf does notget punished in the first tale. The only person to receive punishment is LittleRed Cap because according to the Grimm’s point of view, she strayed off of thepath, so it is inherently Little Red Cap’s fault that she and her grandmotherwere gobbled up by the wolf. However, in the second tale, drowning to deathpunishes the wolf.
The first major dynamic that I changed tothe tale of Little Red Cap was the title. I changed the title to Little Blackand Little Brown Riding Hood. I wanted to plainly state in my title that therewould be two main characters or main victims instead of one. I chose to use twomain victims instead of one because I wanted to represent black and brownminorities (Black and Hispanic). The next major dynamic that I changed to thetale was the descriptions of the two boys. The tale states, “It was the melaninin their skin, the plumpness of their lips, the honey of their eyes, the spanof their hips, the shine of their smile, the ribs of a king, and the hearts ofgold” (Grimes, 1). I chose to use imagery, which is the use of adjectives andsubjects used to create a mental picture within a readers mind.
I wanted thereader to almost create the image of an African King or the image of a HispanicEmperador. I chose to let Little Black and the community get gobbled up in thefirst tale in order to highlight the fact that within our communities, usminorities tend to let the “wolves” in with no remorse. I show this by writingthe dialogue between the community and the wolf saying, “Who’s there?’ theywould ask. ‘I am a friend.
I’ve brought you the knowledge and a dream. Open up,’said the wolf. ‘Just come on in,’ they said. ‘We’re too weak and can’t get upto see you” (Grimes, 3). However, in the second story within my tale, LittleBrown Riding Hood and the community come up with a plan in order to kill thewolf.
They use their BRAIN in order to entice the wolf from his perch by usingthe scent of wealth and property. Being gender dissonant comes from themusic term “dissonance”, which means there are no harmonious sounds. Genderdissonance is when there is a conflict with expected gender norms. Westernculture is obsessed with the violation of little beautiful girls with nobrains, in this tale I try to break away from the cultural norms. Though mytale plays into the “norms” of society in describing the two boys in my tale,my tale is extremely gender dissonant. My tale address the double standard insociety that boys or males cannot be violated. Furthermore, I address theviolation of young boys not sexually.
I address violation from a policy-makingview. Furthermore, our adults raising and teaching their children to not only”do not stray from the path Timmy,” but to also teach them about the dangers ofthe “woods” or the world. There are many violators waiting for children whenthey enter into the world, whether female or male. Children should be equippedwith the knowledge of the many dangers before they start on their path.
Moreover, parents should reinforce to their children that they have someonethey can rely on and trust if they are ever violated in ANY way. My tale also breaksaway from the misogynistic mentality of “every man for himself” because theboys in my tale are risking it all in order to save their COMMUNITY, notthemselves. One of the major dynamics of any fairytale, especially in tales of violation is what scholars call the “triangle ofviolation.” The triangle of violation is either the way the author wants you tosee or how reading against the grain wants you to view the violator, protector,and the victim. In my tale, within the first story, the violator is the wolf,there is no protector, and the victim is Little Black Riding Hood.
Little BlackRiding Hood gets punished in the first story because I wanted to shed light onracial realism. Racial realism is a view that racial progress is sporadic andthat people of color a domed to experience only infrequent peaks followed byregressions. Think about the current continued assault on voting rights byCongress. Many of the advances “guaranteed” by the Civil Rights Act(1964) have now been repealed or severely undercut, as to make them virtuallyuseless. However, in the second story within my tale, I wrote that Little BrownRiding Hood and the community worked together in order to punish the wolf withdeath. Thus, in doing this showing that if minorities address racial realismand work with the future women and men that will lead, they will be rewarded.
Furthermore, I rewarded the community and Little Brown Riding Hood because Ialso wanted show that the marginalized can overcome the social construct ofrace and the structural inequalities that minorities face every day. Thenceforth, the lessons that my taleteaches are: the ruling class that is within a position of power should steeraway from a material deterministic mentality, to break away from the fairy taletradition that has constituted a history of revisions that present clearlydefined dynamics and roles, the community should build up the youth, and thatmales can be violated also. My tale teaches these lessons by addressing thecolorblind mentality of “wolves” in the world, by going against the grain whencomposing my tale, by recognizing racial realism, and by being genderdissonant.