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.

A Week in the Life of a Black Feminist Pedagogy: Day Three

I have met a lot of graduate students in the past three years: at national conferences, at talks and workshops that I have given, from personal emails/DMs, and in the classes that I teach.  I wish I could stay in touch with ALLL of them.  I have seen graduate students from seemingly every corner of the humanities and social sciences, and even some from math and science education.  There is one thing that they all have in common at this historical moment: THEY. ARE. MAD. AS. HELL.  I love it and hope with every connected fiber and tissue related to my being on this earth that they STAY MAD… MAD AF!

On day three of any given week, my Wednesdays, I teach graduate studies.  This semester I am teaching a course called “Intersectionality and Activist Research in the Movement for Black Lives.”  It’s a methodology course that tries to take seriously that a critique and refusal of neoliberal anti-blackness in higher education has to be achieved before our research can make a difference. There are 18 students in the class and at least another 10 still on the proverbial waiting list— there just weren’t enough seats in the room to let them in.  I make my whole day available to my grad students, up to and after my class.  I leave the house between 10am and noon and get back between 10pm and midnight.  I wish I could spend more time with them, but that’s as long as I can stay awake. So this day, day three in the Life of a Black Feminist Pedagogy, is all about teaching graduate students in the 21st century.

It’s only been in the past two years that I have even liked teaching graduate students.  Before now, I found them mostly whiny, nervous, and needy and I gravitated towards the undergraduate students who were just so much better at keepin it all the way real!  Graduate school infantilizes you, makes you feel like the big, bad academy and its arbitrary rules are beyond your grasp so you forget you a grownass wo/man who knows how to navigate and cut through bullshit (and you gon see a whole lot of basic bullshit in the academy; it ain’t nuthin erudite or difficult). It was exhausting being around so many graduate students who had no social awareness or critique of their environment or higher education and so just wanted you to hold their hands, give them rules/standards, and answer dumbass questions they should have been able to tackle with their own common sense. The graduate students who I meet today ain’t like that at all…. and they do solidarity like none I have EVER seen.  Like I said, their anger and disgust with the academy and the whiteness, patriarchy, and exclusion of their disciplines fuels them to act and to act up.  I love every moment of it.  They come with RECEIPTS every damn week. Yes, RECEIPTS!  Callin mofos out each week of class, naming the names and takin it to to folks’ face!  These graduate students understand the depth and possibilities of decolonial refusal.

I know this is a radically different era because it diverges so sharply from my years in a PhD program (2000-2005).  By the time I started dissertating, my advisors— Suzanne Carothers, Gordon Pradl, and John Mayher— supported and trusted whatever creative move I tried to make, regardless of whether or not it ended successfully because they valued my process.  However, getting to that point was a LONG journey.  My very first graduate seminar in my very first semester, a required doctoral course, was the worst class I have ever taken.  I remember it vividly.  I was simply cast as the antagonistic loud-mouth.  No one wanted to make waves and jeopardize their future opportunities. This meant that no one had a intelligent critique of anything. It was a curriculum theory seminar and it didn’t matter where you landed on the political spectrum, this class taught you absolutely nothing.  Because I worked part-time and did consulting as a full-time student with four classes per semester, I chose my coursework quite deliberately.  I just did not have the time to waste on useless reading and writing. This class pissed me off every week!  Many of our required readings came from the Brookings Institute. I was the only one who brought that up in class as an issue as, of course, the antagonistic one.  Most of the students in the class did not consider themselves conservative or right-wing like Brookings and yet they did not flinch or ask a single question about the relevance of this to our work.  After all, being down for the go-along eventually produces silence, complacency, and complicity.  Internet search was a REAL thing back then (though google search was still a baby) but my peers had not even bothered to do that because they were determined to obey.  If you asked most of them today, they couldn’t tell you what Brookings was/is or that Mickey D assigned so many readings from it (Mickey D is what I called that professor because he was about as real and deep as McDonald’s). There was only one required reading all semester about race (from Brookings) in a class about curriculum theory and nothing from a Black author.  No one said a word against it.  Not once. The class was so bad that even if you were a conservative, right-wing Republican, you wouldn’t have learned a thing, certainly not enough to get you taken seriously by Brookings.  Issa all-around failure.  Mickey D wrote on my final paper that he was not interested, as a white mainstream man, in my ideas regarding race, hegemony, dominance, and whiteness (his exact words) and gave me an A-.  I got an A in the course but still stomped my way to the dean’s office on his basic Mickey D butt.  My fellowship required me to present and publish annually and I so insisted that this would not be possible if I had to sit in submediocre classes that did not reflect current research trends.  From that point, I got out of every required course in the program and only took the courses I wanted to take.  It made no sense to me, as someone who studied language, to have to sit in classes taught by folk like Mickey D when someone like Ngugi was teaching across the street.  I fought for myself and won that battle… and I was the only one in my cohort and program/school who took classes with Ngugi, who taught me more about teaching just from his presence than anyone I had met.

I had no peers who battled our curriculum and program with me, but if I were a graduate student today, it would be different.  This is as much a rhetorical and linguistic shift today as it is a political/curricular one.  I see and hear this in the ways that radical scholars like Tiffany King and Eve Tuck have taught me, work that I see within the terms of what Tiffany King calls a “Native feminist politics of decolonial refusal and Black feminist abolitionist politics of skepticism”:

Native feminist politics of decolonial refusal and Black feminist abolitionist politics of skepticism … diverge from the polite, communicative acts of the public sphere…  they do not play by the rules…practices of refusal and skepticism interrupt and out codes of civil and collegial discursive protocol  …. The force, break with decorum, and style in which Black and Native feminists confront discursive violence can change the nature of future encounters…. Refusal and skepticism are modes of engagement that are uncooperative and force an impasse in a discursive exchange.

I can’t say all graduate students today are ready to burn shit down.  Many, if not most, are mediocre, careerist weasels with hopes of nothing more than selling us out so they can become the next celebrity tokens.  But there are enough dope, decolonizing, critical graduate students today to get some fires started.  There’s no way that I would go back and re-do graduate school. No one wants that but I do wish I had been in graduate school with the folk I see today. If I were a graduate student alongside the students I see today, I would be further advanced theoretically, politically, and ideologically because I wouldn’t be as suffocated by the mediocre theory and praxis that are often sold as the only viable options.  I feel sorry for all these fools with their Mickey D inclinations today.  Their days are OVUH!

A Week in the Life of a Black Feminist Pedagogy: Day Two

The biggest complaint I get from my students is that I assign too much reading and writing.  I heed this complaint only to the extent that I check myself that I am not being unreasonable with students who have to work to feed and clothe themselves and am not, thereby, making a college degree outside of their reach. Other than that, GAME ON!

For each class meeting, I assign a reading, whether undergraduate or graduate, with a short writing assignment.  I do not assign that one, major final paper at the end of the term. Instead, I opt for weekly short pieces through the semester culminating in a portfolio of sorts at the end.  Each week, you need to write/design/draw your thinking alongside what we are reading. I do not expect a coherent, linear essay or even written text for that matter.  I never assign a reading and then quiz students in class.  That takes up valuable time in class when they need to be talking to one another, pulling apart ideas, and piecing them back together again with their colleagues in the room who will see or notice something different.  I never assign a reading without a written text to accompany it.  I collect and comment to all of this writing as a reader, not a grader.  You are graded for doing it, not the form, grammar, or political agreement.  I won’t back down from this pedagogy, especially if students are reading about issues related to Blackness, gender, race, sexuality, bodies, and cultures.  I believe this pedagogy forces young people of color to do something school seldom requires of them when it comes to Black and Brown Knowledge: KNOW WHAT THE HELL YOU TALKIN BOUT!

Continue reading

A Week in the Life of a Black Feminist Pedagogy: Day One

I have decided upon a new series (though I have not finished the previous series: Academia as a Hustle/ Everything I Know about Academia I Learned from Rick Ross). This series will only last for one week though: Monday through Saturday (Ima take Sunday off from blogging because that’s when I spend my time responding to student writing).  I have been thinking a lot lately about the inherent hypocrisy of many “critical” teachers and scholars who have apparently found the answers to challenging our disciplines and universities.  From a life committed to Black Feminist Pedagogy in a neoliberalist university, a decolonial refusal of whiteness and neoliberalism in colleges today is a relentless, exhausting endeavor that is never easy. So I’ll take this week off to keep my own self in check, call out my own mistakes and challenges, and ignore the complicity that folk wanna disguise as political intervention and reflection. If you ain’t real careful, folk out here will have you thinkin veiled misogyny, patriarchy, homophobia, transphobia, and/or anti-Blackness can represent you.

So…my trek to campus started like every Monday… at the grocery store.  I have a writing seminar this semester for seniors who are majoring in gender studies.  After I spend the morning working on our class agenda, I stop at the grocery store to pick up food.  I know that the students in my classes are hungry by the time we meet at 3:05pm (and go until 5:45pm).  Most have more classes until late evening. In fact, our wellness center posted on the Gram that 15% of students at CUNY (City University of New York) have reported going hungry sometimes or often. That percentage is higher on my campus. I know what it’s like to have to study and go to school while hungry so the least I can do is TRY to feed my students in both body and mind (when my class size is at 36, I can’t afford this so we are struggling together in those moments).

Continue reading

Academia as a Hustle; Or, How Everything I Know about Academia, I Learned from Rick Ross (Part II)

Thank you so much to all who have supported my ideas and work at this website, especially with my last two posts.  Women of color have had my back in ways that make me so, so proud to be included amongst you!!!  I had so much traffic last week that this site crashed TWICE and forced me to reread/relearn the code on my webFTP when plugins went haywire.  And to the trolls: GET. OFF. MY. WEBSITE.  If you hate me so much, then why you here?  I will delete every one of your vicious comments …and remain completely confident and undeterred by all of you.

So back to the bus’ness at hand: the academy and its ways of doing.  I started this train of thought, “Academia as a Hustle,” arguing that Rick Ross’s “Everyday I’m Hustlin” is the best way to understand publishing expectations and rules in the academy.  I was so annoyed that my critique of a set of culturally irrelevant and culturally non-sustaining bourgeois professional conferences meant that I was somehow ignoring or hurting untenured faculty…. as if I am asking folk to jeopardize their careers as opposed to corporate managers’ requests to attend a conference that is doin nuthin for anyone but corporate managers.  I’m about knowing the rules of the hustle, staying committed to the real work and real solidarity, and seeing very clearly what spaces engage real activism and/or critical theory and which do not. I got so sick and tired of hearing WRONG advice (which I consider quite dangerous) related to the tenure hustle that I had to describe what I have seen and what I have come to know as honestly as possible. Now I want to talk about teaching in the academy where the truth gets even murkier… and the hustle is still on!

People will tell you all the time that teaching doesn’t matter, especially at research universities.  It’s more complicated than that so don’t get fooled.  I think of my family when I hear these quips about teaching. Anytime someone would do or say something so foolish that it deserved no reply other than shaking your head, someone in my family would just say: a brand-new fool wakes up ev’ryday.  That expression alone was a warning to stop doing/saying/believing whatever it was you were up to. When it comes to academics explaining the difference between a teaching college and a research university and/or the role of teaching in one’s tenure at the academy, we got so many brand-new fools out here that it’s difficult to even count them.

Continue reading

Academia as a Hustle; Or, How Everything I Know about Academia, I Learned from Rick Ross (Part I)

I have never been a fan of the rapper, Rick Ross. And yet his cut, “Everyday I’m Hustlin,” is my work anthem.  Katt Williams’ skit didn’t help matters and made the opening hook go viral in my head for years.  Today, I have folders, notebooks, mugs, and all other manner of appropriated paraphernalia to remind myself that this academic game is just that: A HUSTLE.  I even have a file folder that says “#keephustlin” so I can label and be clear on the things that are the hustle. These reminders help me remember and get through the week, day, semester, and year.   Since Rick Ross’s misogynoir, misogyny, and disingenuousness match up quite nicely with life in academia, I don’t even feel bad as a feminist claiming his definition of a hustle in my work life. “Everyday I’m hustlin/Hustle, hustlin hustlin/Hustle, hustlin hustlin/Hustle, hustlin hustlin.”

I should have written this post when the song first dropped circa 2006 but I couldn’t have articulated the nature of my grind in the academy then.  And it’s only been the questions I have received about my stance on 4Cs/NCTE and the academic job market that has compelled me to sit down and write all of this now.

I have been on the market four times now, was successful in each round, and got the job that I liked best at that moment.  I have explored all kinds of institutions, never committed to any one kind, and plan to maintain my stealth, always-on-the-move style until I meet an institution that treats me fairly.  I have seen the insides of search committees, hiring committees, national award committees, and tenure committees and it ain’t never been pretty.  I have walked out of some of those meetings traumatized and exhausted for what/who I had to argue and fight for. I have learned and seen a lot, most of which I can’t even (legally) disclose.  I’ve learned the rules all on my own because no one ever told me, many don’t seem to even see what is right in front of them, and others purposely conceal the strings behind the puppetry.

I am calling this post “Part I,” because I am sure that I will remember more stuff later and will build on this.  Think of this as the raw, uncut, de-bourgeois-professionalized version of what you get on those websites about the hows and whys of the academic market.

I love the WORK that I do as a college educator teaching first-generation, racially marginalized, urban young people of color.  I enjoy fighting for my own language, narrative, geographies, epistemologies, and styles in my research and scholarship.  That’s the WORK… surviving the academy as a job is a whole other game though (see my previous post here on the difference between the work and the job). I call this job a hustle, quite deliberately pushing against the snobbery and tomfoolery that would suggest what we do and what we are about is any different from corporate America.

Let’s start this series talking about publishing: with the research and scholarship.  For the sake of clarity, I will also say that I am talking explicitly here about former or current historically white 4-year universities and colleges. At the end of the day, publishing is still what counts most.  It’s how you get tenure, promotion, or merit pay; it’s how you get the next job; it’s how people know your name and ideas.  I have worked at the first tier of research, the second tier, and now at a teaching college… with “remedial,” undergraduate, master’s degree and Ph.D. students.  The expectations for publishing have not been different for me in any single one of these spaces.  I teach a 3/4 load now with big classes and have to publish as rigorously as when I taught a 2/2 with small classes if I want to ever be full professor.  That means at least one more monograph and 6-12 articles.  All of that is on top of what I did for tenure (a monograph and 10+ articles).  Yeah, do the math.  Don’t get fooled.  If your university wants to be “prestigious,” this is what it’s gon be, regardless if the institution actually even has any prestige. I have colleagues who tell me that publishing at a community college is less “rigorous.”  I have never worked at a community college (only a comprehensive college) but I will say here that I seldom believe these kinds of flat statements since publishing looks very different today than what it did decades ago.

Here is what I have learned now from MULTIPLE PLACES:

  1. Book chapters do not count.  This is a good strategy when you are in graduate school (as well as book reviews).  What you publish in graduate school cannot be used for tenure; you are only making yourself more “marketable” with chapters in graduate school but you are not building a tenure profile. You gon need to publish to get an academic job these days so chapter it up.
  2. If you are on the tenure track and a book editor comes at you sideways with an inordinate amount of revisions, bow out. You are doing the book editor a favor, not the other way around.  Don’t get this stuff twisted. Publish the piece as a journal article elsewhere. It will count that way.  And show that uppity editor your bare behind (I truly believe this can relieve stress).
  3. Humanities folks will insist that book chapters count (and BTW: book reviews and encyclopedia entries do not count either so don’t do them after graduate school).   If the university is forced to concede, your book chapters might get counted but know that other disciplines at your college think you are a joke and say it out loud every chance they get. Wait and see how that pans out for you when the new dean/provost/president are not humanities scholars.  Good luck with that.
  4. Collaborative publishing does not count unless you have MANY, MANY of these joints and/or your name comes first.  As faculty, collaborative pubs with graduate students are always the best: you get credit for publication AS mentoring that way (many “top-tiered” PhD programs expect faculty to publish with graduate students now). You might get a concession and get through tenure with collab pubs but know that your campus colleagues think you are a joke. Good luck with that.
  5. Publishing with your Ph.D. advisor/diss committee does not count when you are on the tenure track.  You can do this in graduate school but know you are only making yourself more “marketable.”  You gon need to publish to get an academic job these days so go ‘head and roll with your advisor now cuz that’s gotta stop soon.
  6. Publishing a piece in the journal and/or book you are editing does not count.  If you publish in a special issue journal, be ready to argue in your tenure statement that you do not know the editors (make sure that is true).  Special issue journal publications are taken less seriously because it is now commonplace that your friends bypassed a real peer review process for you (even if the editors aren’t your friends, the review process is still not considered as rigorous with special issue journals today).
  7. Publishing in a journal or book series that your colleague down the hall edits does not count.  See #6 above about “commonplace.”
  8. Presentations at local and/or campus conferences do not count.  You will be laughed at if you include these in your tenure narrative unless you force the issue that these presentations were related to your research.  It still won’t count, but you won’t be laughed at.  Don’t let your tenure be Comedy Central. Let the laughs happen somewhere else.
  9. You need to attend conferences but you better be smart and choose wisely.  Time is ticking, money is scarce, and conferences cost way too much.  One or more of three things needs to happen at a conference to make it worth re-attending: a) you get REALLY good feedback that will propel publication; b) you get a REAL offer for publication from an editor of a journal or book series; c) you team with a group of colleagues and work on a new, publishable article (remember #4 above though).  If these three things ain’t happening, you wasted your money and time.  Don’t be a fool listening to folks who act like a conference is a center of gravity for tenure in academia today.
  10. Habitual conference attendance at a single venue is for those who intend to hold HIGH leadership positions at that conference.  Otherwise, if there is a conference that you must attend pre-tenure, then do what I did: swoop in, do your thing, and be out.  Put the line on the CV and be clear that’s all you got from the experience and find another space to sustain you intellectually.  The point for a tenure/promotion committee is to see that you can get regularly accepted to a peer-reviewed national and INTERNATIONAL (you must always stay connected to international scholars) conference, not stay wedded to an organization. if you can swing it, do not pay for the conference hotel— why keep a conference afloat if it is not doing much for you?  If your department chair (or wanna-be chair) demands that you attend a certain conference, make sure that he pays for it (do not use your start-up funds or travel money for their personal edicts).  This ain’t the 1990s.  No one gets tenure or promotion anymore because they have micro-celebrity status at these venues.  You can get that from Twitter, Facebook, or the Gram.  In fact, my Academia.edu account has done more work bringing real bodies to my research and scholarship than any conference I have ever attended. If you are a scholar of color, especially a woman of color, you need to know better than to rely on traditional means of knowledge dissemination in the 21st century anyway.
  11. One book is no longer enough for tenure at most places, especially if that book was your dissertation (and only university presses and Routledge count).  You will be regarded as someone who has not done any serious research and scholarship since graduate school.  You might get a concession and get through tenure with only that one dissertation-turned-book but know that your colleagues think you are a joke. Good luck with that. (Oh, and make sure you are really clear whether your particular institution will accept galleys of your book at tenure/promotion or if they only want hardcopy.)
  12. Citations, citations, citations!  This is the order of the day.  It’s not just about publishing but about who is reading you… yes, even at teaching colleges now.  Stay amongst like-minded scholars who are thinking with you.  If you are marginalized in your field, find a new home.  If folk in your field are not reading and citing you in their research, you are wasting your time with them.  Move on and drop the dead weight.  You might get a concession and get through tenure without the citations but know that your colleagues think you are irrelevant. Good luck with that.
  13. Grants count as a publication but only the big ones.  Be clear that a grant is the equivalent of running a program so it’s a lot of work… but just like a publication.  If you don’t have grants (especially since there is little money in the humanities), publish more articles.  No way around this anymore.  In the humanities, post-doc work will weigh as nicely as grants so pursue that!
  14. Internal grants do not count but you need to apply for every single one of them that comes across your desk/screen (since they usually come from deans, provosts, etc).  You need to make sure that you keep your name and the topics of your research in folks’s mouth.
  15. Accept only the speaking engagements that are meaningful. They take a lot of time away from your research, family, and sleep cycles.  If you like the people, are getting paid, can connect intellectually/professionally with like-minded folk, can introduce your work to a new audience (see #12 above), get to work directly with young folk, and/or can add a line to your CV, do it.  Otherwise, keep it movin and work on #1-14 above.

Every single item that I listed above is almost a direct quote. D.I.R.E.C.T. These are NOT my interpretations.  If anyone tells you differently,  they are lying or do not know what time it is in the academy today. These same people will turn around and smile in your face and tell you everything is okay with your tenure packet. When you do book chapters, large-scale anthologies (which are the equivalent of textbooks— which also do not count), articles in friends’ journals, and/or publications with advisors, it is for name recognition in that topic, bigger record/concert sales (oops, I mean books), solidarity with your peeples, and/or how-to statements that will make people want to pay you to come give workshops. These are their own legitimate reasons… it won’t count for your tenure/promotion or stature at the university though. KNOW THAT! These rules will likely change 5-10 years from now but I suspect stuff will escalate, not de-escalate.  I can promise you that #1-15 are how it goes down TODAY.

No one fights for or defends you or your field in these closed-door meetings; your record alone has to do all of the work so you need clarity on what has value in that record.  I have witnessed a case where the room did not think a woman deserved to even make it to her mid-tenure review because she only had two articles in print that, combined, had only been cited 5 times.  This was at a teaching college with a heavy teaching load.  Her chairperson gave her NO mentoring whatsoever (and may have even sabotaged her) and since that department still only has an interim chair today, she still has not received any sustained mentoring. Only one person (a senior male scholar of color) in that room argued on her behalf about the absurdity of dropping her.  No one else said a word in her defense. I have no idea what has happened to her.  So yeah, it gets REALLY REAL out here.

I have fought on behalf of colleagues in many of these instances. When I won those battles in those closed-door meetings, it was never a full victory.  People just conceded my point but regarded the scholar in question as a good teacher, a good administrator, or as a good person who works really hard.  These too are direct quotes and these are not compliments.

In between #1-15 above, you will have to fight to do the work that you love, the work that means something to you, the work that transforms your social circumstances.   You will notice that there is nothing INTELLECTUAL, ACTIVIST, or SOCIALLY TRANSFORMATIVE in #1-15.  It’s a pecking order and ranking system only (hence, my overuse of the word COUNT).  It’s… a… hustle… and like I said at the beginning of this post: “Everyday I’m hustlin/Hustle, hustlin hustlin/Hustle, hustlin hustlin/Hustle, hustlin hustlin.”  

I am exhausted just thinking back and chronicling all of these lessons … but I ain’t done yet.  The next posts will tackle service, teaching, and digitation.  I hope to get even blunter with it.