Black Language Matters: Beginning with “Ebonics 101”

grammarlyAt the risk of situating #BlackLivesMatter as merely a trope when it is so much more and cannot be de-neutralized with endless spin-offs, I want to talk out loud/digitally about BLACK LANGUAGE MATTERS.  I like MATTERS here as both a noun and a verb: 1) all of the attenuating political circumstances, past and present, around issues of language, meaning, and multiple Englishes; 2) all of the processes where Black Language carries the depth and resistance of Black suffering and resilience.

I start these conversations in my classrooms with a specific definition now— a definition inspired by an investigation initiated by my graduate students at the graduate center/CUNY and one of the classes I teach, African American Literacies and Education.  Inspired by Elaine Richardson’s African American Literacies, my students and I worked to really define and anchor ourselves in race, culture, resistance, and African American languaging systems. It wasn’t easy.

For me, Steven Willis’s “Ebonic 101” gives me (in)sights and images to always keep in mind.  Black Language is:

Continue reading

Black Language Matters: Hell You Talmbout? (Back-to-School in 2015)

Screen Shot 2015-08-22 at 12.32.40 PMOn August 15, 2015, Janelle Monae and her Wondaland labelmates gave a free concert in Washington D.C. that was only advertised on social media. Before the show, Monae and the Wondaland crew led a rally through the streets of D.C. that included a stop at the Capital. The rallying song/chant represented her new song, “Hell You Talmbout,” dedicated to the Black Lives Matter Movement, freely available to anyone on Soundcloud.  On her instagram page, Monae explained the message of the song: she channels and records the pain of her people, her own political convictions, and a challenge to those who remain indifferent.  I’ve decided to use this song as the soundtrack of the homepage of my fall 2015 English 101 course to capture how we will approach writing.

Continue reading

Black Language Matters: “If You Gon Sing It, Then Bring It”

At a recent meeting I attended, a participant talked very disparagingly about scholars who do work in digital rhetorics and digital humanities.  Now, it ain’t like I ain’t got my own questions about the aforementioned, mostly along the lines of why is this scholarship so damn white, but that was not the participant’s beef.  His beef was that scholars in digital rhetorics and digital humanities only offer meta-analyses of digital culture and not actual digital products and projects.  That’s not true, though I can see where the impatience is coming from: a dull, visually stale website that you paid someone else to create and an active twitter account ain’t exactly sophisticated digital production.  I said, for the most part, that these impressions were false and then really left it alone.

Because you see, I was operating from a black cultural/language frame.  And that means something very simple: if you dissin what somebody else ain’t doin, then it must be because YOU DOIN IT!

african_american_expressionsIn my childhood, we would simply say it like this: if you gon sing it, then bring it.  This expression could be applied to someone who was poppin off at the mouth about you behind your back but not bold enough to bring it to your face; OR if an athletic team, especially, talked a lot of junk about their impending win: this was a reminder to watch your mouth unless you were really bringing your A+ game.  What does this mean in the context of the situation I described in the first paragraph?  Well, as soon as I got home from the meeting, I google-stalked this participant like it was no tomorrow. And what did I find?  Not much of nuthin.

Continue reading

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

Continue reading