About Carmen Kynard

I am an associate professor of English at St. John’s University. I am a former high school teacher with the New York City public schools/Coalition of Essential Schools and college writing instructor at the City University of New York (CUNY). I have led numerous projects focusing on issues of language, literacy, and learning: consultant for the Community Learning Centers Grant Project in Harlem, educational consultant and curriculum developer for the African Diaspora Institute/Caribbean Cultural Center of New York, instructional coordinator for the Center for Black Literature at Medgar Evers College, seminar leader for the New York City Writing Project, seminar leader for Looking Both Ways. If the conversation is truly about multiple literacies, political access/action, justice for racially subordinated communities, and critical pedagogy, I am all in! My first book with SUNY Press (2013), _Vernacular Insurrections: Race, Black Protest, and the New Century in Composition-Literacy Studies_, makes Black Freedom a 21st century literacy movement.

The Price(s) We Have Paid: Happy Juneteenth!

tpMy father and his closest friend, a man I call an uncle, discovered an easy way to save money: always wet your toilet paper and paper towels.  Apparently, once these rolls dry after you have wet them, they no longer roll as easily because ripples have been created.  This will slow down your roll, LITERALLY, if you take too much toilet paper when you are on the throne, for instance.  People use less paper products, the fewer paper products you need to buy, the more money you save: it’s all a vicious cycle.  I hover back and forth between two adjectives for this practice… CHEAP…and… RIDICULOUS.  It does, however, offer me endless opportunities for shit-talking with my father.  I could tell any array of such stories to convey how frugal my father is, but I hope this lumpy toilet paper saga will suffice.

Unlike some of my peers, I was never the type of child to be embarrassed by my father’s frugality, not even them $2 grocery store sneakers.  I think a lot of people could use the character building that comes from building a real sense of worth rather than buying labels as the sole sign of worth. Given the high price African Americans have had to pay for every advancement we have achieved (think back on the parents who sent their children into the terrordome of Central High School in 1957 Little Rock, Arkansas as just one example), paying yet another high price for something as insignificant as a clothing label seems, at best, redundant for us. Continue reading

Black Language Matters: Mean Well, But Do So Poorly

european-colonialism-in-the-middle-eastI was sitting in my office one evening, getting some work done before I left for the day.  A student happened to pass by my door and stopped to talk about my office artwork and decoration.  I had never met or seen this student before.  He rightly assumed that I did work related to African American and African Diasporan cultures.  I was curious about his interests and became even more curious when I heard he wanted to teach English overseas, especially in the Middle East.

I began to tell this young man about a friend of mine, a rather radical Black studies scholar, who is currently teaching in the Middle East.  The young man grew excited by this example and began to talk excitedly about his dreams of teaching The Great Gatsby to people in Palestine.  It was difficult for me to listen to much of what he had to say after that, all about his civilizing mission, all about how he could get Palestinians to understand themselves better with his hit list of white male authors.   Continue reading

Digital Labor, Race & Gender in the Academy

agendaThis fall, I taught a writing class where I introduced students to color as design and rhetoric, the CSS of their ePortfolio platform, and a rich text module (where they would write reflection on what they had done in the class and explain their visual design decisions). The agenda for that day of class was posted the night before, like every day of my teaching this year.  The “lesson plan” was hosted at my own ePortfolio so students could experience the text and weblinks on that platform.  There was also a 4-page handout, my personal worksheet and guide to CSS, all of which was followed by an exit slip as students left the lab.  Just a regular day of class really: tasks you need to complete, things you need to get done… with students who work hard to meet your expectations.  The pinch in the system on that day, however, came from an assigned observer of my class who claimed that no writing happened in the class and that I seemed unprepared for the day.  Yeah… you heard that right…UN-PRE-PARED.  So some 50 emails later and another 10 pages of 5th-grade-level explication of basic digital literacy practices in 21st century writing classrooms, I came to a crossroads where I DEEPLY understand the WORK of my digital labor… and the necessity that a black female professor always be able to PUBLICLY SHOW what she has done and what she can do. After all, it is difficult to make the case for unpreparedness if you have even casually perused the items that I list in just this blog post (unless, of course, you have NO clue how to work a web browser or google search).  It offers a digital visibility when an ideological imposition of invisibility tries to strike its ugly, white blows.  It won’t save or protect you, but it WILL throw a whole other kind of monkey-wrench in the mix, pun intended.

For each class that I taught this year, I created a class agenda that guided what we would do.  The agenda is meant as a guide rather than a script to keep me moving towards the goals and promises I have made on my course syllabus which is usually 12-15 pages long.  Each agenda for each day of my class is posted to the course website.

In addition to this website/blog, I have:

  1. a professional ePortfolio that archives all of my teaching, research, and service since I secured tenure two years ago now
  2. a wordpress site for my English 101 course (Public Writing, Rhetoric, and the 21st Century)
  3. a wordpress site for a class that I taught last year and hope to build as ongoing archive of black women’s rhetoric
  4. a weebly site for my English 201 course, Digital Rhetorics (with a companion weebly demo site as a skeleton for the websites that students create)
  5. two demo sites on digication as a skeleton for the ePortfolios that students create
  6. a website on digication for a series of workshops that I did for sophomores and transfer students designing digital resumes (with a companion weebly demo site as a skeleton for the websites that students create)
  7. a website on digication that explains the CSS of the platform
  8. a forthcoming website on digication for an honors seminar in writing and rhetoric that I will teach next year
  9. a website (not fully public yet) on digication for an online journal of first year students’ digital projects and essays (launched in fall 2013)
  10. a forthcoming online, undergraduate journal
  11. the beginning stages of a scribd account, youtube channel, and soundcloud account in order to upload media to my websites in different ways (I plan to create some apps and screencasts this summer also)

Continue reading

Congratulations, Andrene!

andrene congrats

Click here for Andrene’s ePortfolio, PRETTY FOR A BLACK GIRL (created in her first-semester “Freshman English” course)!

Thank you also to the Africana Studies Department’s willingness to embrace what Abdul Alkalimat, in his definition of eBlack Studies, has called “a new conception of mapping our existence in cyberspace.”  We are proud of you, Andrene!