Black Language Matters: How High School Students Taught Me about My Black Language Use

I learned about my own language use from my high school students circa 1996.  I no longer remember what we were reading or what we were discussing, something about language politics.  One student, let’s call him Shakim, remarked loudly: yeah, Ms. K., that’s what you do.  I had no clue what he meant.  According to the class, I use four different types of English and since they had names for each type and seemed to have practiced it all out, I guess these were common understandings, commonly understood by all except me.

Screen Shot 2014-10-21 at 8.39.57 PMMy first English had many names that, out of deference to those who might be reading here, I will simply collate and say: THE PLACE OF RACE.  This is a kind of English that I use with folk who I think are racist.  My words are very annunciated and deliberate (and I don’t blink much but I may squint).  I am as “proper,” if you will, as I will get.  Basically, it means that I do not like your stank behind and believe, like Public Enemy said in “Can’t Truss It…no, no, no, no”, that years ago you would have been my ship’s captain (and by SHIP, I mean slaveship, not the Love Boat or Princess Cruise Line). Here are the relevant lines (weblinks take you to Rap Genius’s explanation):

Look here comes the judge, watch it here he come now
(Don’t sentence me judge, I ain’t did nothin’ to nobody)
I can only guess what’s happenin’
Years ago he woulda been the ship’s captain
Gettin’ me bruised on a cruise, what I got to lose
Lost all contact, got me layin’ on my back…
427 to the year, do you understand
That’s why it’s hard for the black to love the land

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Rough Side of the Mountain

My very first tenure-track job was connected to teacher education: I worked with undergraduates who were trying to secure a teaching certificate to work specifically in urban schools.  In the early part of the program, before students were turned off by the curriculum and faculty (the faculty simply thought themselves too difficult and interesting for the students), the classes were full and enrolled mostly first-generation students of color who wanted to go back and teach in their urban communities. I loved the students, especially the early entries, and especially one young woman, who I will call Maya.

Maya was/is an amazing singer who chooses to use her talent for sacred music.  As a high school student, she attended a predominantly black performing arts high school and that is where she did her student teaching.  As a singer/composer/pianist and history major, her goal was to incorporate the arts into history education so that her black students did not experience their talent solely in their art classes but also, intellectually, across the curriculum.  She was teaching American history and her cooperating teacher allowed her to implement the Civil Rights curriculum.  I visited when students did their first presentations.

BarnesThe presentations were a kind of acting/ singing/ music-playing extravaganza with every group member making speeches also.  Each group was responsible for researching and presenting some central issue that galvanized black communities in this moment and had to use their talent to represent the depth of that galvanization.  One young man, bless his heart, took the podium.  It was obvious he had not prepared anything, but that did not stop him from talking.  Before he finished his first sentence, one young woman started singing these words:

Oh Lord, I’m strivin’,
tryin’ to make it through this barren land,
but as I go from day to day,
I can hear my Savior say,
“trust me child, come on and hold my hand.”

I’m comin’ up on the rough side of the mountain…

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What Will We Do When School Starts?

Ferguson 2A few weeks ago, I was on campus meeting with some students.  A conference was taking place at my college (which is located in the heart of Manhattan, New York). As is typical of area NYC colleges, you need to scan your identification card, where security is sitting nearby, to get into campus buildings. The security officers at my college happen to be our very own college students, mostly black and Latino men paying their way through college with this job, and are quite delightful. Because I was working with a small group of students, two of whom were not from my current college, I needed to inform campus security of the names of my visitors.  As I was waiting to talk with the security officer, a young African American man and rising senior at the college, I watched intently as he navigated the crowd coming into the building.  He was, simply put, quite genius.  The officer, as I am sure you can imagine, had many tasks: new first year students and their parents were finalizing financial aid and identification cards, all of whom need to be signed in; the conference attendees, obviously enthralled by the local neighborhood, had to be closely watched since they represented a continual thoroughfare through the gates; and then there were the current IDed students swiping through the gates.  I was particularly curious because most of the parents coming into the building spoke very little English and needed to be directed to their location. The young man quickly scanned their paperwork, animatedly offered a series of complex gestures showing them where to go, and then quickly ran to the side of the desk to make sure they were going in the right direction (accompanied by head nods and more hand gestures when the parents looked back at him). Needless to say, I was fascinated by this young man’s total immersion into and dexterity with this discourse community at the main entrance to the college.  In a brief (and very brief) lull, I managed to give the young man the names of the students who were coming to visit me.  He was very short and businesslike and then went back to his extra-linguistic traffic direction.  Perhaps, it was my fascination and my ethnographic mesmerization that made me slow on the uptake because I just wasn’t quick enough to respond to the next series of events.

i am a manAs I was talking to the African American male student working at the security desk at the main door, one of the conference attendees walked though gates opened from a previous entry.   The security officer reminded the attendee that he needed to show his conference badge before he entered.  While the officer was busy with more people coming through the gates, the attendee walked by me and loudly stated: “I showed you my badge, dude, but you were too busy flirting with the girl.”  I didn’t catch it right away. 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