I began experimenting with digital storytelling (DS) in my classrooms last spring and continued with it this spring. For my purposes in my own classrooms, DS is a short video (4-6 minutes) that showcases a powerful story in your life (I used Cynthia Davidson’s assignment as my initial model). I am not as interested in students’ final products as I am in their processes though. They upload their final videos to their ePortfolios but they have many webpages along with the video (about the music, the story, their images, their process, etc). Here are some of the questions that I also ask my students to reflect on:
When we combine ALL of these elements— sound, images, video, and words— what does this achieve for rhetors? For digital rhetorics?
What makes your work part of 21st century storytelling?
Your first year of college has coincided with some of most charged political events of the 21st century (bookended by the kidnapping/murder of 43 students in Iguala, Mexico to mass uprisings in Baltimore). Local media— largely through social media/digital outlets— insist that national news coverage got it all wrong and inserted its own voice. In many ways, you have all entered that same kind of social justice advocacy with your own digital projects. Think back on this digital project. Does it too make an intervention? How and why (or why not)?
In my first semester at my college, before we had even reached the midterm, one student talked openly about what it meant for him to be an Asian American male in the context of Stop-and-Frisk policies in New York City. He is a HipHoppa whose friends are mostly Latino and Black. While he identifies with and as them, as a man of color, he is not targeted for Stop and Frisk. What does this mean? was the question he asked frequently. This is a rather typical exchange in my classrooms. What was not typical, however, about this particular incident was that I decided to talk to colleagues about what I was witnessing, something I rarely do. When I told my colleagues about the kind of reading/writing/thinking that was happening in this class, the only response I ever heard was: but is his prose correct? How’s his grammar?And that’s it.All of these things that students are politicizing and all these fools can talk about is grammar. Even more problematically, the Asian man is a second-generation Chinese-American, but my colleagues assumed he was FOB—fresh off the boat. Based on European/Ellis Island histories of American assimilation and upward mobility, it has not occurred to them that second-generation immigrants are not living the same high life, have a critique of race, and are highly literate in American codes.
I stopped talking to my colleagues about my students and my pedagogy on that day. When I think through what I am seeing in my classrooms, I take my thoughts, excitements, and ponderings elsewhere… and I plan to keep it that way. I have talked to my colleagues across the country about this young man and unlike my local colleagues, they have been fascinated that a first-year freshman took on the research task that he did. The student decided to do a qualitative study to better understand multiracial, New York college students’ experiences of and perspectives on police profiling. He specifically interviewed (using a semi-structured protocol) white, Asian, Latin@, and Black students, a decision motivated by his quest to see and hear what it means to be allied as an Asian man not targeted for profiling. How could he understand this and more, importantly, how might he ensure that his relative privilege not block his own criticality? Like with all qualitative studies, you just don’t know what might happen when you get out there in the down and dirty…
For Harriet released a video yesterday, “Black Women OU Students Discuss SAE, Race and the University,” interviewing three young Black women at the University of Oklahoma: Aubriana Busby (Junior), Chelsea Davis (Sophomore), and Ashley Hale (senior), all students involved with OU Unheard. I was delighted to watch and hear these interviews as well as the general footage that we have seen in the past week from Black student protesters on the campus.
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.
I’ve been thinking a lot lately about bell hooks’s book, Teaching to Transgress, in part based on her series of taped, public dialogues that she has been doing at the New School (and her upcoming keynote address at NWSA) and, in another part, based on my own current teaching location.
I have felt for a long time now that if we want to talk about a radical, transformative education for young people of color, we need to be teaching in the schools that actually enroll them in large numbers. I have said it and I have meant it. And I do not mean after-school programs, though our presence there is vital. I mean bearing witness to the day-to-day of current schooling regimes as an insider there, not merely as an academic researcher/note-taker. You can call me an Old Skool Black Studies Scholar in that regard, because I just can’t see giving all that I know how to do solely to white students at a privileged university, no matter how much they might need to see and hear someone like me. I have worked now in three spaces as a tenure-track professor at colleges whose enrollments are largely or mostly students of color from racially subordinated groups: a state university (not the flagship campus, but a space trying to be that); a private university; and a city university. Teaching to Trangress in these spaces is more than just a notion, especially when it is so dauntingly unwelcomed by what Sylvia Wynter would often call “the grammarians of the social order”— those academics whose intellectual lens are so deeply ingrained with dominant reproductive modes of racism and social stratification that their sole, intellectual job is the maintenance of our current systems of logic. You don’t even need to strain your mind and imagination to recognize who these folk are.