Far too many of the folk of color in the organization are so wedded to their own career advancement, name recognition, bourgeois credentialing, and upward university mobilities (that often gets conflated in white liberal tropes as leadership and voice) that their critiques are, at best, muffled. We write statements… but we do not seem to MAKE statements. The ways in which these willing tokens on NCTE’s/4Cs’ celebrity red carpet have particularly marginalized dissent about the 2017 NCTE and 2018 4Cs have been nothing short of violent: 1) accusing boycotters of representing a do-nothing activism as if the Black Radical Tradition of a Rosa Parks/Montgomery Bus Boycott was about doing “nothing”; 2) suggesting that folk who leave the organization are “merely” or “irresponsibly” running away as if maroonage, fugitivity, and Harriet Tubman legacies are not deeply-rooted radical actions. These people, especially the young wanna-be chic-radical graduate students, will be out here quoting folk like Fred Moten and Robin Kelley all day long and yet enact none of their ideas (or maybe don’t have the political integrity to understand those ideas). I could go on and on. Like I said, I am disgusted.
I am not a fan of the professional conference at this point in my life. Between the expensive hotels and registration fees and the mall-like spatial feel, it just ain’t for me. Ima blame this one of Robin Kelley though—- his piece about “Black Study, Black Struggle” still resonates with me, namely his poignant argument that universities are NOT engines of social transformation, never have been and never will. If you agree with Kelley’s critiques about labor, race, and empire at the American university today, then you have no choice but agree that professional organizations— housed in neoliberalist, “non-profit” corporations that professionally organize and credential academics— are even less aligned with radical social thought and action.
Regardless of whether or not you were in actual attendance, all compositonist-rhetoricians know that its major, professional organization— the Conference on College Composition and Communication, often called 4Cs (or the C’s by many black folk)— went down this past weekend. It is no secret that many folk of color feel marginalized by that space, despite decades of activism for inclusion born in 1960s and1970s Black Freedom struggles. Quiet as it’s kept though, younger white scholars are making the same claims of marginalization everywhere that I meet them: fed up with an Old Guard who do not speak to them or to their needs, embarrassed by a new White Backlash, and unimpressed by uber-professionalized middle class comforts and happiness. Many (not all) of the chairs who organize the yearly conferences have humanized that space in wonderful ways, but that doesn’t necessarily change the organization. As a professor from a financially strapped city/public university with a heavy teaching load rather than an R1 with its comparatively unlimited funding and leisure time, the conference isn’t designed for me (given its gross expense and time commitment) or my students (given its white, middle class content) anyway.
When I first started teaching college writing, I did so as a former high school teacher. I was told, both explicitly and implicitly, that I should not identify myself as a secondary teacher. College teaching was more intellectual and exacting; in fact, high school teaching wasn’t even respected enough to be called teaching, especially in university English departments. It was 1998; I was 27 years old and quite perplexed. I just couldn’t get my head around what people were telling me in comparison with what I was seeing at the college: the MOST horrible teaching and curriculum design I had ever encountered.
At the time, Amazon was still relatively new as well as online bookstores. We were, after all, still using dial-up internet and AOL! This means that college bookstores actually ordered all of the books for students and created what were then called “course packets”— the binder that the bookstore created with the photocopied readings that you would use in the semester. That’s probably why I knew my readings and weekly course plans before a semester started… you HAD to back then. There was no possibility of finding a photocopy machine, emailing students in advance of class (not all had email), or using smartboard/electronic lecterns to share a new departure from the syllabus. At that college where I was told to never mention the fact of my high school teaching, I did what I had done as a college student: I went into the bookstore and looked at what every professor at the college assigned for the semester. That’s how I chose my college courses as an undergraduate student— who seemed to actually offer real learning based on what we would read? I remember that day at my new college teaching post very well. There was one professor on the whole campus who assigned a Toni Morrison book. I was THAT professor, the adjunct and former high school teacher supposedly so intellectually challenged by the curricular requirements of college learning and teaching that she was the only one who included Toni Morrison. If the classroom teaching and curriculum was bad, then the “official” faculty professional development was even WORSE!
I walk through the main entrance of my college’s main building each day. There are three entrance points for the public in this ten-story building. We don’t have many campus buildings; space is limited in NYC so we build up rather than out, giving a large body-traffic flow at this main building. This is my fourth semester teaching at my current college and, though this may be a strange observation, I have never entered or exited the building when the student in front of me did not hold the door open for me.
I noticed this pattern right away. It is something that I have never witnessed at any other university. It happens every single day. And, if I am standing on line, the students let me go first. I do not know any of these students, but they recognize me as a professor right away.
When I first tried to publish “ ‘This the ConscienceRebel’: Class Solidarity, Congregational Capital, and Discourse as Activism in the Writing of Black Female College Students,” I must admit that I was taken aback by white resistance in composition studies— the field to which I am most closely aligned by nature of the work that I do but certainly not by the nature of my politics , aesthetics, or pedagogies. I was not surprised that the white editors saw the work— a text that focuses on working class Black female college students— as irrelevant to the wider field. But, I must admit: I was surprised that it was Black female scholars in the field who gave the white editors rhetorical ammunition.
It was Black female reviewers who brought up the point that most professors reading the article would be white and have mostly white students and so would not be able to relate to the content. Yes, you heard that right. It was Black female professors who made that claim. And I shouldn’t have to tell you that the white editors went to town on that right there. Besides the fact that it undermines all Black women when Black women see themselves as tangential to educational research, the idea that the majority of college writing classrooms today mostly enroll white, middle class students IS FALSE! That’s not historically accurate and it certainly does not apply to an era where higher education gets browner and browner every year. Whiteness in this field gets maintained by scholars of color as much as it gets maintained by white scholars and it’s time we start talking about it.