It Ends How It Starts…

isley_brothers-choosey_lover-choosey_lover_instrumental-1It ended the same way it started… that’s another one of those expressions that I grew up hearing.  There was no way that my mother, aunties, and older cousins would ever let any woman get away with saying, for instance, that a relationship ended because a man changed from the first moment you met.  There is no True Side or Dark Side that emerges in the later stages of a relationship.   Just so that it’s clear that I don’t associate doggishness with men only, I’ll offer advice based on a personal observation instigated by a woman.  If you are the aggressively-pursued mister/mistress to a married woman, maintain “contact” while she is married, and then get back with her years later when she is still legally married but newly separated (but still creepin with her not-yet-ex-spouse and many others while her school-age son is in full tow), you can’t get mad when she brings all kinda lovers into your home and hearth.  When the Isley Brothers crooned “Choosey Lover,” they didn’t have your lil honey EVER in mind and that evidence was always right there.  I ain’t knocking the woman (no, this story ain’t about a sista— we wouldn’t get away with this and still keep our job/title/status as college professors) since men don’t lose dignity or respect for such lifestyles, I am just saying that you can’t ever expect monogamy in such an open system.  The problems at the end were the same problems at the very beginning.

41z0dk6KxjL._AA160_For my own part, I have been in the early stages of a relationship where Partner-Potentials (PPs) hurry me off the phone in order to go for breakfast, drinks, coffee, or conversation with “friends,” without nary a worry about whether or not I was receiving the support, attention, or nurture that I needed.  That PP is, plain and simple, a playa, so I treat them accordingly.  If a PP like that cheats on you later, you most certainly cannot be surprised.  That’s just what playas do so you can’t expect otherwise.  Let’s not make it so extreme and let’s say this isn’t really a playa, just a smooth operator, so there is nothing “sexual” or flirtatious between your PP and all of these “friends,” present and past, who are obviously more valuable than you since you got hurried off.  If you actually believe in such “innocence,” it still ain’t gon work.  When hanging at lounges, bars, coffee shops, etc— all these bourgeois-chic performances— is the priority then financial stability, actual completion of a goal, and the ability to be dedicated to something real or to a relationship will not be soon forthcoming.  I’m not saying that I don’t like to go out, because I really do, but, as a grown woman, I just do not know exes, shops, or new “friends” that are so interesting that I would compromise my priorities for them. None of that happens overnight or all-of-a-sudden… evidence is always there. And once you witness one dumb decision, you can rest assured that many more will follow: dumb decisions never act alone.  You don’t need to stick around to wait and see how this will end; your answers are already there.

There ain’t never no surprises.  Every lie, trifling-ness, infidelity, dumb decision, and unethical act left its trace very early on. As my mother and othermothers always insisted: my job is to keep my eyes wide open and read everything that happens in the very beginning.  Professionally, I just can’t think of better advice.

wpa-logo-gray2In professional settings, I may not be able to necessarily get up and leave right away like I have with PPs, but I benefit from the clear reading of my environment early on.  It’s one thing to understand institutional racism while reading it in a book; it is quite another to be able to read it in your everyday environment. That’s a whole other kind of reading. In a previous administrative experience, I started preparing and planning for workshops, the semester calendar, orientation, and a host of other things as soon as July 1 dropped.  My first paycheck, however, did not drop until September 15.  I knew right away that my job was largely bureaucratic, anti-intellectual, apolitical tedium, and I saw that months before my name was even registered on payroll.  It was also clear in that instance that no one would protect me or care about my time and research requirements as someone without tenure.  In retrospect, I would tell all other black faculty to refuse such summer work.  So many of our people need us in various community centers and initiatives so if you want to do some charity work, do it with people that look like you rather than for institutions that exploit you.  Like I said, it ends how it starts: I was alone and on my own from day one and that never changed.  I walked out without needing to say good-bye, but fully embracing the GOOD in good-bye.

Before classes began, on the day when I met all of the faculty who I would be working with, one newly-minted white male Ph.D. (and stunningly sub mediocre teacher and researcher) asked me to meet with him after the meeting.  In our meeting, he proceeded to tell me all of the things that I needed to do.  It should go without saying that my credentials— then, now, and forever— trumped his many times over but that surely didn’t stop the higher-ranking white male administrator from telling him that he should request this meeting with me and direct me.  Like I said, classes hadn’t even started. I didn’t even have the chance to unpack a single box and get settled in my office yet.   The singular authority of white males, the host of surveillance and messenger tactics, and the decoupling of rigor and research with teaching, were right there in the beginning.  It never got worse from that… it didn’t need to.  The vulgarity was consistent and there from jump.

I am thinking a lot about my mother and the women in my family and their constant warnings to always read the very beginnings. When incompetent white men below your pay grade have been explicitly authorized by other white men to have authority over you, you need to be real clear about the kind of place you are in and you need to get real clear about that real fast. I am thankful that my mother and othermothers always highlighted the importance of such clarity.

Semester Begins to End…

Ida B. Wells "The people must know before they can act, and there is no educator to compare with the press."

Ida B. Wells
“The people must know before they can act, and there is no educator to compare with the press.”

Tired, Tired, Tired…It’s the end of the semester and I am just wiped out.  The tank was inching towards empty a long time ago but now, it’s just fumes.  Part of my fatigue, I believe, comes from the amount of work and time it took to try and make my rhetoric class a richer multimedia experience.  I was doing that at the same time that I was reading an extensive amount of my students’ writing.  I assign writing for each reading, which means I assign writing for every class.  I don’t give quizzes and exams because I am collecting the equivalent of 4-5 pages, at minimum, a week per student (a combination of blogs, vlogs, and print).  I do not grade these weekly writings as finished, polished essays; it’s just for ideas and articulation (there are final writing projects where I do that more traditional thing).  In weekly writing, I am not looking at format, organization, coherence, or even logic… just ideas.  With 30 students, that’s at least 150 pages of student writing per week for one class.  And, yes, I still read and comment to each page, and not with that bland, white liberalist discourse that constitutes most of what gets called response theory in the still-white-dominant composition studies.

Rosa Parks "I have learned over the years that when one's mind is made up, this diminishes fear; knowing what must be done does away with fear."

Rosa Parks
“I have learned over the years that when one’s mind is made up, this diminishes fear; knowing what must be done does away with fear.”

I don’t believe students will actually do the writing unless I comment to it and I don’t think peer critique is enough.  Peer dialogue is a vital part of my class but for the most part, the content here is all new for students so the person who DESIGNED that content has to be present in a student’s progression of ideas and feelings (I can always rest assured that students have not learned much about or read much of anything by black women at my college).  If you don’t have time to read what your students write, I say stop assigning so much of it or, in the least, we have to stop being disappointed when students don’t give us what we are looking for because we haven’t built in enough of a feedback system to articulate our curriculum.  I get that students need to write a lot and do it on their own, but, really, that jus ain’t gonna happen.  I had graduate teachers who followed this liberalist philosophy and assigned us writing that they didn’t collect. Guess how much of that writing I did?  NONE OF IT.  Had NO time for that.  That kind of thing only works for avid journalers; I am not one of them.  The only substantive writing that I do now (I am not talking about texting, etc… I said SUBSTANTIVE) is for public: this blog or print publications.

Judith Jamison "Learn the craft of knowing how to open your heart and to turn on your creativity.  There's a light inside of you."

Judith Jamison
“Learn the craft of knowing how to open your heart and to turn on your creativity. There’s a light inside of you.”

For those students who are like me when it comes to journaling, I KNOW that if I don’t collect their writing, they will not do it; and if I don’t respond to their writing, they will not do it earnestly and they certainly will not fully learn the content.  Most importantly, it is really in the responding to students’ individual writing that an individual and consistent relationship with each of my students forms.  Those kinds of individual relationships don’t happen deep enough in class lectures and office hours alone.  This is all pretty simple.  After all, I’m a compositionist and writing teacher and this is how most of us teach;  however, even those that write and present about pedagogy seem clueless—most folk in the field who I see and hear are some of the worst and most boring teachers around.

Assata Shakur "Freedom in the right to grow, it's the right to blossom, Freedom is the right to be yourself."

Assata Shakur
“Freedom in the right to grow, it’s the right to blossom, Freedom is the right to be yourself.”

Here’s the caveat with all this responding to student writing: by the time the semester ends, you will be wiiiiiiped out.  This particular rhetoric class that I have right now really just OD’ed on this writing stuff.  In the last reflective assignment, what I called Neo-Soul Ruminations, I asked students to stop and pause and piece together the second half of the semester’s learning.  Knowing THESE students, I gave them a five page MAXIMUM!  Yes, no more than five pages!  I just can’t read more than that right now.  But don’t you know some of them hustled that?  Figured, well, she didn’t say double-spaced or size 12 font so they went and gave me tiny-print, single-spaced writing that, yes, met the five page maximum.  Again, that’s one day of class.  Imagine that for 30 students, for one class.  They killllllllin me!  K.I.L.L.I.N. me! Sometimes I wonder about these college teachers who say things like: my students will just agree with what I say or say what they think I want to hear; my students won’t write much or won’t veer from traditional formats, 5-paragraph essays, or standardized Englishes.  Could somebody send some of them squares my way, please?  Cuz I don’t see nuthin like that in front of me this semester and I could really use a break!

Audre Lorde "It is not our difference that divide us.  It is our inability to recognize, accept, and celebrate those differences."

Audre Lorde
“It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.”

The other issue that I am reluctantly admitting is that I live in a severely delusional state by nature of spending so much of my time around 18-22 years old.  It makes me forget that I am old and can’t do the things they do.  All that staying up late at night to write and read and work on problem sets?  Puhlease!  Ain’t no way I can do that anymore. The other week I was in our main student building where my classroom is housed and at 9am, I saw two, little, itty-bitty skinny ol’ things, all of 19 years old, eating an extra-large pizza all to themselves with supersized Mountain Dews, talkin about schoolwork.  At 9am!  I didn’t even know you could buy pizza at 9am in the morning.  By the time I passed them on my way after class, that whole box of pizza was gone and they were talking about potato chips, M&Ms, and French Fries.  I think I gained five pounds, increased my blood pressure, and raised my bad cholesterol levels just listening to their conversation.  You can easily get caught up in a delusional reality in these settings because this is just NOT what you can do when you are my age.  Just because your 20 year old students have energy at the end of a semester, do NOT assume you can hang with that!  Last night I was part of a panel for the sociology honor society.  The students were of course, amazing, and I suddenly realized I was the “deadbeat” that I had always called my aunts, uncles, and parents.  Here we’d be at the family reunion dining hall (it’s a large family so we need a hall when we come together) and all they ever did was sit around and talk, just sittin there, and talkin.  That’s it.  Buncha deadbeats.  Well, last night, after the event, the students were running around, cleaning up, making plans.  Nope, not me. By the time 8:30pm came around (my commute to work starts at 8am), guess what I was doin?  Sittin… and talkin… and THAT’S IT.  Now it’s official: I am a deadbeat.

Eunique Jones All photos here are by Eunique Jones and part of her project at: becauseofthemwecan.com.

Eunique Jones
All photos here are by Eunique Jones and part of her project at: http://becauseofthemwecan.com.

On a more serious note, no one cares about my fatigue, nothing in my life is about to slow down, none of this stuff ever really lets up— not the bills, not the work that still has to be done, and not the dealings with the “unsafe”/self-proclaimed-radical white racists at the job.  The best thing about being a teacher though is the energy of undergraduate students.  On Wednesday, Christina sent me the link to Eunique Jones’s photography project that E.M. Monroe introduced to me during Black History Month. Christina’s email to me featured a collage of these children’s photos who represented all of the women we have talked about in my course (the photos on this post are some of the photos in the email Christina sent me).  Christina’s email gave me a new realization about Eunique Jones’s project: only a black woman could capture the beauty and deep aesthetic diversity of black children, guide black children in positioning themselves—both literally (i.e., the photo shoot) and figuratively (i.e. the racial memory)— as inheritors/heir of black traditions, and give that back to black people with texts that reach the masses. Yup, I said it: ONLY A BLACK WOMAN.  Now essentialize THAT! The next morning, Christina brought a spoken word poet, Parlay, to class who attends a neighboring university to introduce the day.  Afterwards, by the time the late afternoon rolled around, Karina came to my office with the best damn, homemade empanadas I have ever had.  To riff off of Eunique Johnson’s campaign: because of my students, I can… tired and all… with an avalanche of students’ writing to respond to.

“Because of Whiteness as Property”

MJCongratulations to Dr. Mary Caruso who defended her dissertation this week!  After losing her beloved mother/best friend just weeks before the final defense, she has now crossed the first major threshold in her life without her mother by her side… but her mother has certainly been looking over her!

Dr. Caruso’s dissertation asks us to think deeply about race when we imagine higher education today.  Using a private college that is 66% minority/underrepresented group and 44% white, she highlights the obvious path of an ever browner college student population and how those students understand and live race today.

The very language we use now does not seem to apply.  “Minority” has no meaning here: white students are still the largest population in Dr. Caruso’s study but students of color carry the majority.  The OCR (Office for Civil Rights) and U.S. Department of Education currently has a category, Minority Institution, for colleges like this that serve a majority of students of color via multiple groups (as opposed to one minority group) in its classifications of the many colleges enrolling significant numbers of “minority” students:

These designations have been important in the past because universities become eligible for grants, contracts, or benefit programs; however, even the OCR concedes that its listings are never complete or total.

Given the number of colleges already officially registered in these categories, it becomes baffling as to how and why scholars in composition and writing studies so steadily imagine its college student today as one who is white, middle class, and Christian.  The default position for many white researchers in the field is what Bonilla-Silva has taught us is color-blind racism: this means you simply do not mention students’ ethnic and racial backgrounds in your study at all, which ends up being just another whitening tactic.  When I asked Dr. Caruso why these white practices were still so dominant in the field, she brilliantly referenced Cheryl Harris’s work on whiteness as property and argued that as field/discipline, whiteness is its property.  This means that who the college student is imagined as, which professors get to write/publish about “today’s college students” and their learning and how, and what we offer to college students does not look that much different from white neighborhoods and banks who make sure people of color are not moving in or white professionals who have fled to suburbia’s zoned schools that keep students of color out.

As someone who has only taught a majority of college students of color by CHOICE and DESIGN, most of what I read in the field feels, at best, irrelevant.  It is an honor to get to work with people like Dr. Caruso who do more than chronicle the writings and teaching of students of color (as white researchers often do in voyeuristic, parasitic fashion like the spectacle Holloway describes).  Dr. Caruso knows to interrogate structural racism and institutional racism.   These supra-organizing structures are more than just the theme of first-year courses, as many in the field so stunningly and stupidly proclaim.  Structural racism and institutional racism are the stories that all of us in higher education live in, some of us just choose not to promote those stories. 

Desperate Need for a Black Working Class Consciousness: The Fate of the Professional Managerial Class (PMC)

My grandmother (center, in pearls) with her 15 children and 60+ grandchildren & greatgrandchidren

My grandmother (center, in pearls) with her 15 children and 60+ grandchildren & greatgrandchidren

Anyone who knows me knows that I come from a large, working-class black family.  I am opening with that to say this: there IS such a thing as a black working class consciousness.  If you are western/ bourgeois/ academic and you need to call that statement “strategic essentialism” in order to make you feel better about your politics, then go right on ‘head, but, make no mistake about it: a black working class consciousness exists.  It is not some naturally-occurring thing; it is a socially constructed belief system, discourse, and political perspective shaped in conversation and proximity with other black people against the kind of super-exploitative, white-ruled working environments that black people must daily enter to feed and clothe their families, but also fully exit in order to maintain some humanity when they get back home.  I also open with this because it seems to me that a black working class consciousness is more important today than ever.

African American Women Welders during WWII

African American Women Welders (WWII)

I am picking up here from a previous post about the Professional Managerial Class, the PMC, as discussed by Barbara Ehrenreich and John Ehrenreich. Their point is that the PMC’s work today looks a lot like the work that the working class always did— toiling in large structures as nameless cogs in automated systems.  I want to juxtapose this change in the work that the PMC does today alongside the fact that more black college graduate students are joining this PMC than ever before.   Instead of joining the PMC as the autonomous professionals that the decades before witnessed, first-generation black college graduates today will largely work in places where their everyday work life looks a lot like what their working class parents did (whether it be the service industry or a more factory-based industry).  This is the secret that we don’t share with our college students in a college system that is promising more and more students that a college degree will get them the keys to professional status— an economic system that no longer even operates that way.

I am not suggesting that we tell students to stop becoming lawyers, doctors, engineers, nurses, and the host of other professional careers they come to college for.  What I am saying is that students will need the black working class consciousness of their elders even more in this new system that tells them they are NOT exploited workers but treats them as EXACTLY THAT!   This realization is in direct contrast to the ways that we often teach college curricula, especially college writing.  We bamboozle our students with fantastic stories about learning and entering discourse communities, academic professions, and middle class/bourgeois life and work. These are lies.  This is the way faculty, as part of the PMC, as the Ehrenreichs describe it, “rationalize” a dying system and extend current modes of capitalism.

African American Postal Workers in the 20th Century

African American Postal Workers in the 20th Century

Black working class people have always known that they were exploited; that the work that they are allowed to do is not soul-sustaining; that black men do not benefit from patriarchy’s role-making of the male breadwinner; that black women do not get to trade in homemaking/non-job life for female work subordination and privilege; that white men will not come to black women’s rescue as benevolent or non-benevolent patriarchs at work or home (even the oral traditions tell you that!  See Flossie and the Fox!); that the labor one does will not equate to monetary gain; that the labor one does will not be written into the master script as the story of what has sustained and made the nation; that white co-workers, in the same financial straits as you, will more often than not cash in on the “wages of whiteness” to falsely identify with a white elite that hates them just as much; that prisons, projects, and criminally underfunded schools are just where they put you to keep you where you are or place you somewhere when the menial jobs you once did are no longer available.  These are counter-ideological systems that I don’t think we fully situate.  I have in mind here the ways that we talk about women like Ella Baker and Fannie Lou Hamer and their focus on poor black folk as knowledgeable, usually in direct defiance of the male leaders of the Civil Rights Movement; we tend to think these women were making egalitarian, moralistic, feminist choices that re-defined leadership, and, yes, they were, but they were also forwarding and centering a counter-ideological system that the bourgeoisie just can’t give you.  We who do the work of teaching and theorizing college writing are also stuck in this discourse of depoliticized, moralistic choices.  We want to debate what it means, ethically, to ask students to give up “home cultures” and “mother tongues” when they are in the academy.  We want to rest on paternalism and talk about “preparation” of subordinated groups to move ahead in the world (we do not rigorously interrogate that social world, we just embrace ourselves as having the answers to moving forward in it without an admission of our white power as the key.)  Sometimes, we will call it racist to ask students of color to give up the communities in which they have made sense of themselves.  But we seldom explicitly address our current complicity in one of the most egregious systems of racialized capitalism when we tell students they will enter new types of work worlds with their college degrees.  We are, in essence, formulating and formalizing the process where students withdraw from and deny the kind of counter-ideological systems that they already have and can use to take on, see, and critique the system we are in.  We would rather throw our students out into an exploitative world and pretend it will not devour them up in the same way it has always done with workers. In my mind, this is the worst kind of teaching we could provide.