Winter Solstice 2012: Tis the Season!

SolsticeIf Thanksgiving perplexed me, then this Holiday season overwhelms me more. Frosty the Snowman, Santa Claus, reindeer, and a host of 5-foot-tall Christmas Nutcrackers appear to be visiting Baby Jesus in a lit-up manger right up my block.  The owner of the home, Tom, was so happy putting it all together that it’s hard for me to even be mad at him. I must admit that I like watching people like Tom find such immense joy at what appear, to me at least, to be some of the tackiest, most contradictory aesthetic displays imaginable.

I have fond, childhood memories of this time: the kitchen of the aunt who helped raise me and the joy and laughter everywhere when we were stuck inside in the Ohio, winter months.  I have memories of my cousins, the single mothers, who always talked to me like an adult even when I was really young, explaining how they planned and saved money for their children’s gifts beginning in July and August.  They were all struggling in all kinds of ways but always saw to it that their children would smile every Christmas morning (it was only as an adult that I figured out that my mother was doing the same.)  It wasn’t about the gifts ever, just surrounding their children with the kind of wonder and awe that poor people are not supposed to experience. The financial planning that working class/working poor single mothers did back then during the holidays (no one I knew had credit cards) represents a financial genius that could re-organize our collapsing economic system, if that was what we really wanted!  A working class, single mother who is doing it all on her own, without the social imprint of needing male (sexual) attention or patriarchal protection, has a formidable skills-set, at this time of the year and every other time. So every year around now, I especially remember these women.  I certainly see and appreciate all of the listings of suggested eco/cultural/conscious gifts to buy during the holidays, but I also remember an anti-capitalist analysis of the greatest ploy in the Western world to keep today’s working class in debt.  It was young, working class black single mothers— my very own cousins who made me into the little sister who would carry their heart’s torch— who gave me this political lens.

At this time of year, I also turn my gaze to the Winter Solstice, thanks to the help of a college friend a few years back who has shared some of the most significant spiritual insights with me. Now, let me be clear. I am no Solstice Purist, Expert, or ardent Practitioner.  There have been times when I try to get out of Solstice work by seeking an astrological reading.  The results usually tell me that I’m stubborn, stank, and sometimes rather unyielding, things I already know.  I don’t get much from this information other than, perhaps, a justification for why I have a tendency to yell at folk in the NYC subway: “get…YO… a$%… out… the… way!”  (I mean, really, you canNOT stop and answer a text message on a subway stairway when 50 people are coming full force behind you!)   I have, thus, figured that I can’t really replace the opportunities that the Winter Solstice provides with an “astrological reading.”

The Winter Solstice takes place this year for four days and four nights, December 21 to December 24 (according to nautical calendars), the time when the sun is at its southernmost position. This is that time when the sun rises at the latest in the day and sets at the earliest of the entire year. The day is shortest; the night is longest. For the Ancients in Kemet, enlightenment is literally written into the cosmos, in this very movement of the sun and stars. Light gradually increases in the winter sunrise, hence, offering a kind of spiritual rebirth. This means that you can use the time of the Winter Solstice to discover your purpose and realize true spiritual power, but only if you slow down and tap into it.

9067250My ideas are shaped mostly from Ra Un Nefer Amen who makes a plea for intensive meditation during the Winter Solstice when the gates between the spiritual realm and the lived world are open (by spiritual realm, he means spirit, subconscious, or even what Jung called unconscious.)  Though I am not following his prescriptive formula for meditation at the Solstice, Ra Un Nefer Amen’s teachings seem invaluable, namely that we often live out a toxic program that we intentionally create for ourselves.  We are not passive onlookers of our own lives and instead invent and design our own programs of stunning self-destruction with the choices we make: how we spend our money, who we choose to have intimate relationships with, how we treat our bodies/our health, and how we approach or stall our work/career.  Since spirit carries out the behavior that manifests these negative things in our lives, then spirit is what we need to work on.  What makes ancient cultures important here (Amen’s focus is on Kemet) is that they believe the Winter Solstice was the time that the spirit could receive a new message and, therefore, discard old, toxic programming.  Getting rid of a toxic program is not an easy thing, a feat few people ever really achieve (and spend a lot of money on therapy for), hence, the importance and weight of the intervention of the Winter Solstice. These are all, of course, very simplistic lenses into what Kemetic philosophers like Amen believe and say, but you see where I am going here.

My Christmas TreeMy ruminations here on the Winter Solstice might seem strange or even offensive to friends who are, on one side, atheist or agnostic, and, on the other side, deeply committed to their specific church or religious doctrines.  I myself have not been fully acculturated into these belief systems and do not go any deeper than what I have said here. I intend no disrespect to anybody, only the suggestion that the ways the Ancients saw these coming days, the axes of the sun, the value of deep meditation, and the general process where you slowwww down can’t be all that bad.  I can’t see a more pressing need for exactly such a practice when all anyone seems to be doing now is spending money, accruing debt and interest on charge cards, running around frantically, or being angry at hyper-consumerism.  This seems like the best time for me to be tapping into who I am and all that I can still become.  Though I couldn’t articulate it back then, I now see the working class/working poor single mothers who cocooned my girlhood as women who must have been able to tap into a powerful site where their spirit resided.  Yes, they used their youth, radical black female subjectivity and working class consciousness to read their political environments brilliantly, but they also lived their lives from a powerful center/spirit.  There is just no other way that you can move the kinds of mountains they did without that.  As I finish my last days grading and work towards the challenge of reconnecting with my own spirit, I’ll be thinking of them.

Post-Surveillance, Literacies, and Digital Empire

A colleague told me about a student who missed class due to a claimed family illness or something like that.  While the student was, supposedly, sick and out of town, he was, in fact, in town and tweeting about being drunk and the fun he was having.  A student who I never met, but heard a lot about, once posted crazy rantings about the violence he would inflict on campus on Facebook, as a joke, only to find campus security at his door the next day.  Now, in general, I tend to see such young people as hopelessly clueless and want, desperately, to ask them: have you lost your d#%& mind?   But I also know of a graduate student who got fired from a student services job because she posted compromising photos of herself and her co-workers on facebook.  That wasn’t an 18-year old, who we can somewhat dismiss for youthful foolishness; that was a graduate student somewhere in her late twenties.  I could tell countless stories like this and have heard countless other stories from other folk.  There is a kind of general discourse that this generation simply does not erect barriers to their private and public identities the way someone in my generation might— a post-civil rights baby, born in the early 70s, who grew up in the 80s.  But the issues of private-vs-public as a generational marker and difference between myself and the foolishness I have described is too simple.  I think there is more going on here and I think it has to do with my generation and those before me understanding, living in, or living immediately after what was a pretty explicit, surveillance culture.  Clearly, young people’s digital presence is surveilled given how easily and quickly all of these folks got caught doing this mess.  However, few seem to expect that surveillance will exist.

Image.ashxI get why privileged/elite/white youth might not think they are being surveilled.  If you have been taught (even if only implicitly so) that you are at the center of the world and given a material reality to support that view, then why would you feel like you are not in complete control?  But for racially, subordinated groups, what accounts for this lack of insight?  This is where the embodied and inherited awareness of an explicit surveillance culture becomes a generational marker for me.  When I was in college in 1991, Clay Carson, as just one example, had just published Malcolm X: The FBI File. At that time, there simply had not been a great deal of “serious” biographical and historical research on Malcolm, to quote from Carson.   In 1978, when I was seven years old, the Freedom of Information Act (FOIA) made documents like Malcolm’s FBI file (file 100-399321) accessible, available even at many university research libraries.  In 1987, the FBI also released the New York office file on Malcolm (file 105-8999) based on 1964 surveillance of Malcolm’s home phone.   The point is: when Carson’s book was released, the energy on campus was palpable because the things we had really only heard rumors of in our communities were now collected in one book.  I have owned many copies of the book since undergrad, but have never been able to keep it on a shelf given the many borrowings and non-returns.  The book is as much a part of my youth as the Autobiography.

ty4f97d632I learned of things like the FBI having files on Malcolm and every RADICAL from rap lyrics, everyday discourses of the people around me, and PBS’s 1987 broadcast of Eyes on the Prize.  No one ever told me any of these things in school.  I also knew what COINTELPRO was before anyone ever mentioned it in a college classroom. I knew that this was one helluva operation given the way it manifested the brutal murder of Fred Hampton in his bed, while his pregnant girlfriend, Deborah Johnson (Akua Njeri) was right there watching.  Even wikipedia has photos of the bloody bed and of Hampton’s body being dragged out.

tumblr_lf6xfzMGFp1qc0pg7o1_1280I could also see very clearly the black male students on campus, my friends, being followed by campus security and never traveling alone at night.  Meanwhile, white male students would openly and defiantly do all manner of mischief with impunity.  You do not need to tell me, now or before, that institutions patrol your body and your politics. So how have so many young people of color missed this point?  How and why are young people from racially subordinated groups so confident that they are free online (or anywhere)?  Where would such young people get such a notion when we STILL do not have the privilege that can afford the opportunity to go all over town, making a fool out of ourselves (like the white male students who I have described)?  I don’t mean to denigrate young people here or even suggest they aren’t informed.  Anyone would have been hard-pressed to label me as conscious when I was 18 or 19 years old.  In fact, I am more critical of teachers/scholars who want to act like we can teach technological/digital tools neutrally outside of interrogations of current and historical patterns of structural racism.  I only mean to suggest that many in this generation of college students have witnessed Black Freedom Struggles as commodified resistance given the changes in the organization of capital, media, and knowledge.  They have not always experienced a lived history and everyday discourse of institutional surveillance and its violence.  Many have certainly witnessed the patrolling/policing of their public spaces (i.e., via the NYPD for Walking While Black, Driving While Black, etc).  malcolm-x-with-rifle-e1332775977757But not enough understand that private spaces and social networks offer exactly the same kind of thing under structured racism and oppression, not in the way that generations before them did where every other dorm-room on my campus seemed to carry the same visual reminder that we were always being watched: the infamous poster of Malcolm looking out his window with a rifle in hand.

More importantly, I think that it is lethally dangerous for young people of color to imagine that they will be free in a digital empire.  They can fight for and take their freedom (or, as Malcolm might say: swing up on some freedom), as Black people always have, but it will not be freely given. This will mean, in part, taking back the discourse on and dissemination of knowledge about Black Freedom Struggles so that it can be a practice… a literacy skills-set… and an ideology… rather than merely another object of academic analysis or a rhyming gimmick/jingle for McDonald’s or BET.  Fighting for freedom in digital empire can, in the least, start there.

White Flight, Unspeakable Violence, and Continued Grieving (Sandy Hook School Shootings)

Like most people right now, I have had a knot in my stomach since last Friday when Adam Lanza, a 20-year old white male, shot and killed twenty small children at Sandy Hook Elementary school in Newtown, Connecticut along with the six adults who tried to shield them.  It seems that some of those children had as many as 11 bullets ripped into their tiny bodies.  National grief, horror, and mourning are deeply palpable.  If I feel like the wind gets knocked out of me every time I hear about the murder of these children and witness more funeral preparations, then the grief of the families and this nearby town must be unspeakable.

Screen Shot 2012-12-17 at 1.10.36 PMWhat is also palpable for me right now is the mainstream void of social analysis of the violence that our social organization inflicts.  Maybe, it is too soon.  Or maybe, we are still unable to really look at who we are and what we have created and so hide behind bourgeois sentimentalism.  E.M. Monroe’s blog posting at “Miles Away” came at just the right time for me.  Monroe reminds us of the history of violence against children with a photo of Sarah Collins, the one survivor who was in the bathroom when the bomb exploded and killed “4 Little Girls” at the 16th Street Baptist Church on Sunday, September 15, 1963 as the children were preparing for “Youth Day” services.  Schools were not closed afterwards and every black child of the era was forced to emotionally and psychologically move on as if nothing had happened to their peers.  Monroe tells us— even reminding us about Christopher Paul Curtis’s wonderful children’s novel, The Watsons Go to Birmingham, 1963—  that we have cultural and historical precedents that can guide us for how we must both heal and confront the world which we have created.  With the incessant cries that The Root recently chronicled of white people mourning their loss of power and voice in a social climate where a black man can now be president TWICE, the violence that we have now witnessed will only continue and compliment the violence that we have always allowed.

I can’t help but think about my own days teaching in New York City.  When I began teaching in 1993, bars on windows and full body metal detectors were quite normative.  When I taught junior high school in the Bronx, 11 and 12 year old children, I was required to always keep my classroom door shut and locked from the inside so that no one could enter without a master key.  Strangely, this was not done for the protection and safety of those children, young (and tiny) as they were; this was done based on a criminalization of those children, based on the violent marking of their very being as subhuman.  1980s and 1990s white flight into Newtown (and many other, new towns neighboring it), with entities like the FHA over-investing in their livelihood (while divesting in the brown and black city spaces where I taught), actually helped create the very conditions that I describe during my teaching.  These conditions merely replicated histories of places like Harlem in the 1920s, then the Black Mecca. When Black migrants from the Caribbean and Southern United States settled into New York City/Harlem, whites lobbied the politicians, bankers, and real estate agents to restrict them to designated black neighborhoods and schools only.  The cycle only continues given the huge losses brown and black peoples faced at the housing market crash and recession. If we see these kinds of divestments in people’s minds, bodies, and safety, then we can better understand exactly the kind of social violence we live in.  Violence has always been around us; Newtown was never exempt, safe, or innocent. And children and schools have always been caught right in the middle.  As “Sweet Honey in the Rock” proclaim here, it doesn’t matter where you’re living:

As simple as it may sound, we have never valued children’s lives.  Valuing only white children and not black and brown children IS violence.   Until we can realize this and act toward a new system, we can’t expect a social environment that will manifest real justice and protection for any children.

“The Cypher is Forever” (Fall Semester Ends…)

Da_Brat-stunning_thumb_585x795This fall semester is now officially over: the last individual meetings are happening now; the final projects are due today; and Jack just stopped by with his Finals-Week-Full-Beard in Full Effect!   (You know the semester is over when your students talk about going back home to sleep and shave.)

Like I have said before in this forum, this is my first time teaching the class, African American Literacies and Education.  Together, with the use of Jigsaw Reading assignments and literature circles (see course introduction and syllabus), we have discussed more than a 100 texts related to histories and polemics of race, black cultures, people of African descent, and literacy.  When I walk out into the library, I see laptops and stacks of those texts everywhere and students so focused, they don’t notice me walk past.  Yes, the end is here!

For lack of a better way to say it, the students in this class were always “good sports.” Whatever pedagogical concoction I had going for the week, they smiled and tried it out.  My favorite experiment of the semester was the chart-making we did during the week that we read and discussed Adam Banks’s book, Digital Griots.  Writing on the walls via charts and colorful markers tends to always make its way somehow into my classrooms.  On this day, I wanted us to really unpack what Banks was defining and theorizing as the intersection of digital/griotic traditions, African American rhetoric, and multimedia composing in the 21st century.   Equally important, I wanted an initial, full and equal discussion representing every single person/voice in the room.   Instead of having oral conversations, we had visual/charted conversations to jumpstart the discussions of the evening.  What I liked most was the verbal creativity students spit on the walls and the shower of words, images, and symbols we had created in relation to and with African American rhetoric, right there in the classroom.

In three different areas of the classrooms, I taped (very large) charts to the walls.  Each corner had a different discursive function, a different sentence for each student in the class to finish on the chart itself, and each student was expected to rotate the room and add their sentence “tag” somewhere in each corner.  Now my students might find me overly sentimental here when I say their writing/tags were HOTTT, so maybe their verbal gangsterism can speak for itself.  The bullets below are a sampling of how it went down collectively with my sentence starters (in yellow) and their collective finish-closers (in bulleted italics):

The African American Deejay is central as a cultural figure/icon and metaphor because…

  • s/he is a constructivist, archivist, and figure who provides access to people who were never supposed to receive the message in the first place!
  • s/he blends cuts for listening and feeling to give us history, technology, purpose, commitment AND tools of persuasion.
  • she molds space, takes it, interprets it and brings all that into the future for her people.
  • she re-sparks the interest in and for her people.
  • s(he) brings a different lifestyle to the world, representing those that live it, keeping it current and liquid, while bonding it to its people.
  • the digital griot moves past just deejaying and makes it a form of pedagogy that links Black language to the people as a new technology.
  • they make the co-existence of “the contradictory, overlapping, open, closed, and fluctuating systems of exchange” into art.
  • she creates direction and guidance for new thinking and social unity.
  • they rock the party and set the mood.
  • they are a living symbol of what African American literacies do.
  • they reactivate black participation.
  • it’s in the mix that the story gets told… and the sequence determines how the crowd moves to it.
  • he/she studies the people’s passions, reconfigures their perspectives and their experiences and motivates them to mobilize/move.

Putting this concept of a digital griot, into words, basically taking a book and reducing it into a sentence or a 1-hour discussion was not so easy so I was hoping this collective showers of words pasted to the walls in the room would add the necessary dimensionality.  Here is how that looked (my sentence starter is in yellow and students’ collective finish-closers are in bulleted italics).

Digital Griots are…

  • the spaces and spacemakers that have a humanistic, individualistic, communal approach to knowledge, knowing, and writing.
  • activists with a digital groove.
  • the manipulators of technology where the keeping of history is maintained for positive sociocultural recognition, change, and advancement.
  • ethically responsible, constantly searching, provocative seers.
  • modern-day perpetuators of oral tradition, storytelling, and time-binding.
  • interactive archivists.
  • my uninhibited space-makers who let us exist without judgment in real and protected ways.
  • liberatory Lil’ Jon.
  • the new school transmitters of new Black narratives.
  • the modern-day storytellers who bring “back in the day” into the right now.

And of course, there was my favorite corner: the re-mix of the SAT analogy! Yes, we can re-mix that too!  (My sentence starter is in yellow and students’ collective finish-closers are in bulleted italics).

The African American Deejay/Digital Griot is to the multimedia age what _________ is to ___________:

  • collard greens are to cornbread: always integrated and soul/body-sustaining.
  • parents are to children: conception and birth.
  • grandparents are to parents are to children: past, present, AND future.
  • head chef/big mama is to the kitchen.
  • red bottoms are to stilettos.
  • new kicks are to my favorite dress.
  • Jazz is to America.
  • voice is to words.
  • the pastor is to the church community.
  • Marvin Gaye is to Taleb Kweli.
  • Nikki Giovanni is to Jill Scott.
  • line break is to poetry.

In many ways, this was the kind of intellectual and political energy that students were pushing themselves to write and think into all semester as I read their response papers each week.   This sampling of my students’ writings on the classroom walls encapsulates the semester quite well for me.

I am thinking now about conversations that I had with two students, Cassandra and Ancy, in my office this week, namely that African American Literacies, Black Language, right living, just schooling, and racial equality are not just the subject of study: it’s how we must remember; it’s how we must remember to live and act and fight.

I opened the semester talking in my syllabus how I once missed the mark (i.e., my artwork/essay showcasing da Brat) with my high school students to fully examine and center African American Literacies as a practice and lived theory.  As to whether or not I hit it right this time, well, I will need more time and space to reflect on THAT.  All I know right now is this semester’s focus on African American literacies and education came with an important message about what that work means: Lateef’s reminder in class a few weeks back that… the cypher is forever.

So to: Ancy, Cassandra, Dan, Dani, Daniel, Fedaling, Jack, Jeanette, Jenn, Lateef, Laura, Nancy, Nick, Princess, Regina, Rory, Sammantha, Stephanie, and Torrie… much love and gratitude to you all for sharing a classroom space with me this semester!