About Carmen Kynard

Carmen Kynard is Lillian Radford Chair in Rhetoric and Composition at Texas Christian University. Her award-wining research, teaching, and scholarship interrogate anti-colonialism, Black feminist pedagogies, and Black cultures/languages.

African Women’s Fashion Design as Rhetoric and Inspiration

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The bangles, the earrings, the intricate patterns, the textile expertise, the brilliant pops of color as THE accessory, the bold color all over and all around, the depth of brown skin tones spanning all shades, the beads encased on long necks, the necklaces draped over the shoulder or all the way down to the stomach, and then, for a grand finale, an African female designer in a self-designed African print dress takes a bow… I love all of it. I am talking here about African women designers of contemporary African fashions.

It is NOT my intent here to showcase new clothes to buy. The slideshow that opens this post (featuring some of my favorite designers) is not a shopping list. Many of these designers do sell their fashions at their websites and can be commissioned to create something for you from one of their collections. Their prices are much more reasonable, respectful, and human— in terms of human labor, skill, and textile design— than what you will see during any visit to a NYC Bloomingdale’s or Saks, neither of which are places where I ever shop.  I am interested in much more than fashion for purchase, however, when I follow contemporary African women designers.  Their work and presence are much bigger than that.  As of now, they are not so fully commodified as to represent the kind of fashion cartel like what we get with Prada and the likes.  When DBU showcased her amazing jewelry at 2011 Africa Fashion Week, the impact was not represented by exotic gems stolen from Africa (since colonialism, the utterance conflict-free diamonds, for instance, is simply an oxymoron… there can be NO such thing as a CONFLICT-FREE natural resource if it is taken from Africa.)  For DBU, it was the color, craftmanship, originality, ingenuity, and stunning impact of her jewelry that carried the day.  I would wear each item, exactly as she has them layered and paired, wearing all black clothing just so you can see the jewelry better just as she has it here:

We live in a world of colors and patterns that communicate their own histories, desires, and visions and these women designers give me a world that I like to look at and be part of.  When I watch the bodies adorned in sequin patterns in the designs of someone like Eredappa (shown below), I am as drawn to what she is communicating as I am to the graphic techniques of Mickalene Thomas with her works’ rhinestones and intricate patterns. That Eredappa attempts to mesh beadwork alongside local, Nigerian fabrics to make multidimensional design seems well aligned with how Thomas also constructs her visual world.

I especially like to follow youtube-channelers who create their own movies of the African designers that move them.  In close second to that preference are the runway shows that the designers themselves plan and execute, brilliantly showcased in the United States with Africa Fashion Week.  In both of these visual contexts, what you see are multimedia-writers telling us a story… designing us a story.  At the 2011 Africa Fashion week, Korto Momolu (fondly remembered for her time on Project Runway) especially captured design-as-its-own-story with her 2011 collection that tells the story of women’s survival during war using her home country of Liberia as muse:

Each piece in Momolu’s runway exhibit tells its own story and each piece works in specific relation to the previous and following outfits: it is the most visually rich kind of chapter-building that I can imagine.

I like to follow these designers and look at what they are up to.  They inspire me to create anew, to be bold and imaginative, to not tone myself down in a suffocating world of beige, and to rely on my own local languages and cultural expressions for contemporary structures.  This is how I plan to inspire and charge my summer.

Sleeping… Never Too Much!

The McGhee Sextuplets (born 2010)

The McGhee Sextuplets (born 2010)

As a college teacher who gets summers “off,” I can assure you that summer has rarely felt like a vacation on my trek to tenure.  I am usually so wiped out by the time Memorial Day weekend rolls around, all I want to do is sleep and then sleep some more.

For the most part, my summers are spent writing, reading, researching, and preparing new courses.  I am too exhausted from the schoolyear to jump right into that and too working-class-ethical to just sit around, do nothing, and nap all day.  So to kick-off my days of refusing to think but desperately needing to feel productive, I wash the front of my house, all the windows and the sidewalks… with a superduper powerwasher which provides some of the most fun water-sport activities imaginable.  I also fertilize my flowerbeds/container garden and I spray like a fiend for mosquitos (yes, it is an awful practice but I cannot tolerate them sucking up my blood the way that they do.) I must confess: I am not a very good powerwasher but I see no reason for that to stop me.  I warn my neighbors beforehand because, as NYC rowhouse dwellers, I end up washing their houses too, though not by design.  Like I said, I am not a very good powerwasher.  As my neighborhood, along with all neighborhoods in Brooklyn, have become more and more gentrified, I have noticed many more expensive cars on my block.  I have also noticed that these folk tend to move their cars away as soon as I come out with my 100 feet of hose (we park on the street in my neighborhood; there are no garages).  I don’t intentionally wash the expensive cars on the street because, hey, that would just be rude, but, wellllll, they do get a little wet and I do not feel bad about that.  It is public space and I am very public with the powerwasher.  I put on my big, rubber, rain boots that come to my knees and just get to it.   If my mother is being particularly challenging with too many directives and advice about my process since she lives with me now and so gets all of her windows washed too, I will put on a big, bright rain parka with a hood (and goggles if I have some).  I look so ridiculous that my mother refuses to be seen standing next to me with all the car traffic that passes by.  My peace and quiet are then quickly restored. By the time I am done with all that powerwashing and then putting all of the tools and costume away again, I am tired as hell.  This physical labor allows me to justify the one thing that kicks off my summer: sleeping like a baby.  I have always loved the photo above of the McGhee sextuplets— Rozonno Jr., Isaac, Josiah, Elijah, Madison and Olivia— who are so deep asleep that it is nothing short of inspiring (thank you to the Ohio couple and proud Mom and Dad, Mia and Rozonno McGhee, for truly loving and showing us these glorious babies.)  The baby sleeping on the father’s head most closely approximates what my summer sleep looks like right now.

After my powerwashing, I wake up the next day and, of course, need a new justification to tire myself out again so that I can go back to sleep…. it will be THE BACKYARD!!  There will come a time when I can no longer escape the work that I need to do this summer.  But in the interim, I am avoiding it… with the cleanest, superwashed house imaginable! I wish deep rest and relaxation to every teacher who can relate to what I am saying here.

Plaza Towers & Briarwood Elementary Schools: On My Mind and Heart

Photo from the Washington Post

Photo from the Washington Post

Each hour, the news of the aftermath of the more-than-mile wide tornado that hit Oklahoma City and its suburbs on Monday afternoon seems to worsen.  I am especially thinking about the kids and teachers at Plaza Towers Elementary School and Briarwood Elementary School.  The reports I have read tell me that many children were trapped under the rubble at Plaza, well after rescue workers had cut through fallen beams on Monday evening. At Briarwood, cars were thrown through the school and the roof was torn off.  I can’t help but think about those kids and their teachers during those moments that this twister came right through their schools.

I grew up in Toledo, Ohio and every year, all the way up into high school, we had tornado drills as soon as the schoolyear started.  I heard the city’s tornado sirens growing up in Ohio many, many times.  When that rather smallish tornado hit Brooklyn years back, I knew exactly what was going on when the wind picked up and it turned pitch black instantaneously.  Most of my neighbors, born and raised in New York, had no idea what had happened as we watched the overturned semi-trucks on the bridge within our view.  As a child in Ohio, we were taught how to cover our heads and how to squat under our desks. In the upper levels of my high school, we came to the lowest floor possible and covered ourselves in hallways.  Despite all that training (I can only remember a tornado hitting nearby once, not touching us), I would not have been prepared.  In elementary school, I used the moment under my desk to make glue fingernails, my favorite pastime when the teacher was not looking (which was often).  In high school, I used the drills as a time to have a gossip session with my girlfriend sitting next to me as we delighted in NOT being in class.  No tornado drill can prepare you for what might come when that pitch blackness hits you from nowhere and the winds sound like a series of semi-trucks rolling on top of your head.  You need storm shelters for that (the tax breaks that oil companies in Oklahoma get could alone pay for such shelters.)   That teachers and students, young children at that, survived amazes me.  My heart and thoughts go out to them this week!

Congratulations Seattle Teachers!

Teachers, students and parents in Seattle, Washington have drawn a great deal of public attention in the past few months for their campaign to reject standardized tests in reading and math. Despite threats of a 10-day suspension without pay, a January boycott led by teachers at Garfield High School quickly spread.  A week ago, the school district announced that the MAP test (Measures of Academic Progress) is now optional, allowing schools to design/create their own assessment cultures outside of for-profit, corporate-designed/controlled measurements systems.

Here is Jesse Hagopian, a high school history teacher at Garfield High School, interviewed by Democracy Now.

And here is Jesse Hagopian with Wayne Au, author of Unequal By Design: High-Stakes Testing and the Standardization of Inequality:

I am most impressed by the website and research that teachers themselves engaged as part of how they would imagine and create alternatives to a rampant testing culture.  Here are the important reminders they give us about standardized testing:

  • Narrows curriculum both within a subject and across the entire scholastic curriculum by de-emphasizing untested subjects
  • Decreases rigor by emphasizing memory recall and test-taking skills over critical and creative thinking
  • Exacerbates inequities for students of color/poverty
  • Is often used for the purpose of implementing policies such as holding back elementary students and tracking students, which are shown to be detrimental
  • Negatively affects students’ self-perception as competent learners
  • Narrows debate on what’s considered important in education– ignores larger issues such as poverty, class size, funding equity

I think their three recommendations are also stunningly clear and provocative:

Assessments should incorporate a variety of measures, possibly gathered into a body of evidence that demonstrates abilities. These measures, taken together, should:

  • Include classroom work
  • Allow teacher and student choice
  • Integrate with curriculum
  • Demonstrate student growth as well as standards achievement
  • Be free of gender, class, and racial bias

Valid assessments:

  • Reflect actual knowledge and learning, not test taking skills
  • Are educational in and of themselves
  • Are differentiated to meet students’ needs
  • Allow opportunity to go back and improve
  • Have tasks that reflect real world thinking and abilities

The creation and review of assessments should:

  • Include community input
  • Undergo regular evaluation and revision by educators
  • Be graded by teachers collaboratively

SeattleTeacherProtest-1As I read these teachers’ collaborative research, watched their protests, and followed their blog, I couldn’t help but think of a Latino high school teacher who I met at 4Cs (Conference on College Composition and Communication) a few years back, himself an educational activist and researcher.  He had come to 4Cs to learn new radical literacy approaches for high school work with his predominantly Latin@ students but instead was dismayed by how irrelevant almost everything he heard was to any critical awareness of race and the experiences of students of color in schools today.  It was the BEST conversation I have ever had at 4Cs and, perhaps, the most engaging.  When I think of him and these teachers at Garfield, I think about how far, far behind we are, as compositionists, in terms of educational activism for communities of color.  I am often surprised by how many compositionists think they are doing something so much more advanced than what happens in high schools with their traditionalist notions of discourse and college curricular content.  I have never met a person who moves towards this self-congratulatory gesture who I thought actually deserved the praise they were bestowing on themselves.  I am grateful for the high school teachers like the ones being chronicled here.  They remind me of what is possible beyond the social limits of composition studies.