Workshops in Communities & Classrooms

This part of the website collects various hands-on workshops that I have conducted in schools and community groups related to black education and cultures. In these settings, I use this website directly for the presentation. I also use the website as a follow-up for participants so that they can find more materials to read and watch after the workshop.

 

Fanny“Sick and Tired of Being Sick and Tired”: Black Protest, CompRhet Studies, and the Fannie Lou Hamer TurnIn this presentation-workshop, we listen to and look closely at a speech by Fannie Lou Hamer called “Until I Am Free, You Are Not Free Either.”  We extrapolate the historical and rhetorical context of this particular speech from the vantage point of the Civil Rights Movement and Black Language theories.  These histories are fundamental and critical to the ways in which young black women in college understand the new racisms and sexisms they encounter there.  In unveiling these simultaneous stories— one, being the rhetorics of Fannie Lou Hamer; and two, being the poetics of contemporary black female college students— I hope to show that we have the makings of a critical “turn” in the field of writing studies.

Black Student Protest as the Language and Blueprint of EducationBeginning in summer of 2013, I have conducted interactive workshops related to the history of black student protest.  The underlying purpose of these workshops is to show that the models and understandings on higher education are ideas created and designed in the processes of black student protest. I will continue to house these workshops on this site of the website.

An Introduction to African American Language (AAL)/Black Language (BL)This set of pages uses Geneva Smitherman’s groundbreaking text, Talkin and Testifyin: The Language of Black America, as the basis for an introduction to AAL in classrooms that I visit.  Chapters four and five, in particular, set the tenor for this work.

Subject-Driven Narrative Analysis: A Writing ModuleThis set of pages offers a lens into how I have used what Sylvia Wynter calls Black Autosociography (in relation to C.L.R. James’s writing) and black women’s history as a framework for how I think and approach narrative analysis in the classroom— from what students read to what they write.

Live Your Rhetoric: Projects Inspired by StudentsThis section shares current research about black female college student writers based on a qualitative and discursive essay study of 84 black women/writers who were once in my classes.