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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Race, Reproduction, Reparations (The 3 Rs)

One of the things I love about blogging is that it gives you a chance to use this experience/practice/process of writing to get closer to what you think and what is important to you.  Granted, I am a writing teacher, so I may be biased, but sometimes you just gotta write it out to ride it out.  That said, I get inundated with the academic school year and all I am writing are project guidelines and comments to student writing, rather than tracing the path of my thinking.  Despite the avalanche of things I need to do, I just gotta stop and pause to reflect on one of the many things I have been following lately: Jennifer Cramblett’s lawsuit.

jennifer-cramblettBy now, everyone has heard of Cramblett’s lawsuit. As a recap, here is the basic gist. Cramblett and her partner are suing a Chicago-area sperm bank after she became pregnant with sperm donated by a black man instead of a white man she had picked. I can’t help but be curious to see how this case will go. Race, reproduction, and the law have always been intimately linked. As early feminists have always told us, the family (the nuclear family) is always a kind of surrogate for the nation-state and all of its attending politics and values about which race, gender, class is most worthy and most human— and therefore, legitimately replicable. I have so many questions because the outcome of this lawsuit will mean so many things. Here are just a few of these questions: Continue reading →

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 →

The Savagery of U.S. Monolingualism, Part 1 of 3

MultilingualismI often encounter African American college students (and to a lesser extent, AfroCaribbean students, at least those who genuflect to what they call “British culture”) who speak with great pride about only speaking/writing what they call “Proper English,” never speaking a word of Ebonics which is often erroneously interchangeable with “street slang.” These students often cite this ability as the reason for their stellar, academic performance in school.  Despite the fact that we are not at a national, competitive university, these students often think they are at Hahvahd, all because their teachers have emboldened and praised them for their acquisition of a standardized English (if you saw their writing’s content and style, even this, however, is questionable).  Besides the anti-black nature of this sentiment (if black people speak it, it must be wrong) and the utter inability of any of these students to offer any accurate definition of what Ebonics is, the ideology of American empire is fiercely evident.  Only in the United States can you be considered educated or intelligent because you only speak/read/write one, standardized, school variety of a language.   Continue reading →