I once had to mediate a complaint against a teacher who failed a student’s paper because it was plagiarized. The student had lifted entire segments of each page from websites and the professor had a policy against this on his syllabus. The student insisted that the professor was actually implementing his policy only with her because he disagreed with her political beliefs. That’s a difficult thing to prove so she was out there on a limb with that one. Because she was contesting her final grade (she was insisting on an A and that a B+ was the lowest grade she could ever accept) and not the plagiarism, I had to read the plagiarized paper and her corpus of work (most often lifted from other sources). Her writing was stunningly weak, riddled with the most anti-black racism I have ever read from a college student, and strangely misinformed all at the same time. In one section of a paper, the student wrote a rather lengthy diatribe against affirmative action and used, as her evidence, that Columbia University’s undergraduate student population is 40% “black”…”Colored” is what she called them. She argued that Columbia had accepted all of these unqualified “Colored (i.e., black)” students over the white valedictorian of her class who was denied admission. I was confused, to say the least, and thought she meant a different Columbia than the ivy league institution housed in New York City. Columbia’s students are 40% black? When the hell did that happen and why ain’t I workin there? Thass that hotness right there. I did get excited for a minute when I read her words but then realized that I was being foolish for listening to such a foolish student. That just ain’t what Columbia has EVER looked like! She did have a (cut-and-pasted) section from Columbia’s website in her writing. The charts, graphs, and language did, in fact, show that Columbia was reporting 40% of its undergraduate student population to be OF COLOR (the majority population in that number is Asian). I was astounded that the student clearly did not understand and had never really seen the term “of color” before. She seemed to think it was referencing those old Colored Vs. White drinking fountains where “Colored” meant black. Her white male professor looks like the first person who actually confronted her ideas and writing ability and she saw him as a race traitor of the John Brown variety, insistent on lynching him! It would be funny if it weren’t so damn tragic. There are no surprises here though. This was a Christian, conservative white female at a Christian, conservative white-run college who had attended a Christian, conservative white high school. Imagine my surprise though to hear the exact same language from SOPHOMORE students of color at a “minority-serving” public college who attended predominantly Black and Latin@ public schools! They too had never heard the term “of color.” The same white political continuum operates in how they have been educated.
Contrary to what many of my colleagues believe, the challenges that I experience with students have nothing to do with grammar, skills, or any another lower-order concerns. Like last week: my students were assigned a lecture by Robin D.G. Kelley called “Becoming Engaged Intellectuals” (I treat the lecture like any reading assignment where students must transact with the text in the same way):
Here is Robin Kelley, a brilliant and acclaimed historian, talking to a group of students of color at an elite state university about being young people of color while my sophomore college students have mostly never heard of nor called themselves people of color before. I find myself growing more and more impatient with college faculty and systems who cannot seem to (or do not want to) grasp that young people of color need to have a sense of themselves in order to write themselves into being.
Like always, I had students say things like they don’t think they are or can ever be intellectuals because English is not their first language or because they have an accent. These are actual quotes from last week’s class. And, of course, I have students, young black women, who unpack a discussion after class rather than in class because they don’t think they have a voice that people will hear… they will just be cast as that loud black girl in the corner again. That’s a quote too. Despite my early onset of racial battle fatigue, I realize that I need to sharpen my critique on the privileging of decontextualized grammar instruction. I don’t centralize grammar instruction in my course so for many folk, this means that I do not teach it all. If I thought grammar would alleviate the social and educational injustices that my people face (or even impact the students of color who I have described here), I would do it all day long. But at what point in my people’s history did a grammar lesson ever resolve systemic oppression, institutional racism, and education inequality? I mean, really, who thinks this simplistically? If all black folk needed was a grammar lesson for equality and social mobility in education, don’t you think we woulda BIN done that? There is a real vile disrespect happening in this construct.
I am reminded these days that I must offer a discursive paradigm that communicates the historical weight of my students’ experiences, the dignity of their persons, and the political presence of the minds that no one has really allowed them to tap into. I need a critical discourse, no matter an audience’s limited capacities, of the linguistic needs of students who have internalized the kinds of racism that I am describing in this post, an internalization that has everything to do with how you understand and actualize yourself as a writer. I won’t relegate them to a separate water fountain by dumbing down my analysis of the spaces that marginalize them or only give them grammar instruction. Haven’t we already had enough Jim Crow classrooms and drank from enough Jim Crow water fountains??
I spent my weekend reading more than 60 essay drafts and another 60 website sketches/plans. By the time I got to J’s, I had really lost it and found myself emotional: a mixture of sadness and anger that I have not felt in quite a while…which always means I’m about to put clowns in CHECK! J is an AfroLatina who is perhaps one of the best storytellers I have ever encountered and yet she won’t speak in class because her anxiety about her “accent” paralyzes her. I. Mean. Physically. Paralyzes. Her. I should have used my course website to build more sound and multiple speaking voices there so she could HEAR herself and not just see herself. I know that now…I also know that the fierceness with which I will go AFTER and AT all the perpetuators of such debilitating spaces for students like J has been renewed.
Here’s what I mean. At my first tenure-track job, I designed a college-credit-bearing course for high school students that would use the history of African American literacies and education within an intensive, rigorous reading and writing curriculum. The idea was to get students so caught up in what they were learning that I would take that momentum and build in intensive college-readiness reading and writing competencies. I had an elaborate multimedia, project-based curriculum with tutor trainings fully planned out. The upper level administration offered full support while my lazy chair and disaffected colleagues offered, at best, lip-support and questions on how I would incorporate math (Yes, math, even though I am a literacies and composition researcher; even though no one else was expected to cover materials outside of their expertise). On one occasion, I was supposed to meet with my chair to go over the project details before my presentation to the vice provost. She straight didn’t show up because her dog was sick and so couldn’t bark and wake her up in time… yes, this is what $160,000-per-year for a chair can look like (
Here’s an example. At a recent interview, I was asked repeatedly if I could teach something other than African American content. In my eight years as a tenure track professor, the majority of classes I have taught have been broad and in the seven years before that, still broader. So in 15 years of college teaching, I have, unfortunately, taught very few Africana-centered classes as clearly shown on my CV. Given these obvious facts, I saw this as a request to de-blacken myself in an incredibly lily-white faculty space. I was also asked questions about whether or not I could accommodate the specificity of their curriculum and yet no classroom that I visited was doing something that I saw as challenging for the 21st century or to my own teaching abilities. I was questioned about whether or not I would actually do the commute but why would I go to the interview if I weren’t interested? (I suspect a white male colleague in my field told some of the interviewers these things, but if those interviewers thought this white man could ever know ANYTHING about me or any black woman, then that’s just even more offensive and stupid). I was the first choice candidate and the offer was amazing but in the end, it IS like a relationship: you can’t be with someone who does not see who you are, does not really want YOU, and squashes the fullness of who and what you are/do/think. They seemed to need someone like me to forward their specific agendas, but they never really wanted me. Don’t be fooled by people and spaces that seem to be saying the right thing, but not meaning it.
Put most simply, there comes a time when you need to just get up and leave a bad situation whether that is a relationship or a university position and you gotta be ready to leave it all behind. After the abuse and neglect, don’t expect apologies or acknowledgement from these folk, that’s not who they are. If they had valued you, were interested in doin you right, you wouldn’t have raised on up out of there in the first place. Cull a lesson from my past mistakes: I left my first job very angry. I had every intention of taking a photo of my naked behind and mailing it to everyone in the department with a detailed description of what they could kiss. A friend, however, explained that this could qualify as some kind of punishable crime so the photos were never mailed. Banned from that possibility, I never really healed and landed at a second job that I grew to hate even more. This time though, I am getting my own closure otherwise I will miss new opportunities in front of me. If you don’t know what I am talking about, just go to youtube and read the comments section on love songs (I visit these uploads often to get music that is not mainstream) and you will see grownass people begging for the return of their babymommas/babydaddies/ex-lovers (with Maury Povitch-styled paternity issues in full tow). After getting dropped on their heads (and wallets), these stupid fools be out here publicly professing a never-ending, undying love…online… youtube-dedicating or posting various renditions of “Don’t Leave Me” or “Lost Love” about an ex-partner’s “Dark side” who, in fact, was nothing but an affront to all humankind anyway (“you are my heart, my soul, my inspiration… I will miss the passion… you were the one… my guiding light” ). Why would anyone say these things to their predator/oppressor? The same goes for the new job: you can’t hang on to old abuses as something that was ever real or ever about you or ever about real intellectual work or social change.
As soon as that “meeting” started, I noticed the peculiar way the chair and her 
These women of color on my first campus as a tenure track professor were phenomenal and though I knew they were dope when I was there, I never fully realized that having a set of sistafriends on your campus to lift your head is a sho-nuff RARITY! Notice that I said: women of color who are sistafriends. That is NOT the same as having women of color on campus. I am not talking about the kinds of women of color who come talk to you in closed offices but never speak up in public settings, a strategy often learned early on because it is so handsomely rewarded in graduate school. These women might say they keep quiet because no one is listening to them but, more often, they choke their words to not lose favor with those in power, not ruffle white feathers, not take any risks, or not lose their token status (and many times go home to wealthy, breadwinning, and/or white husbands). They are, in sum, passing for white. I ain’t talking about THEM women of color. I am talking about the sistas who read their environments openly and will read the institution out loud with you and, especially, when the time is right. Quite honestly, I assumed that I would find a sistacypher like this everywhere, that institutional racism would inevitably mean as much, but I have learned otherwise. What I have missed most about these sistafriends is the way they read institutional racism AND patriarchy. You see, that’s that rare gem right there. Talking up institutional racism does not always come with talking up patriarchy and misogynoir and I mean something more than talking about public spectacles from the likes of fools like Rick Ross. I mean talking about the day-to-day workings of men in our workplaces— white men and men of color— all of their immediate articulations of societal structures, social hierarchies, and violence: we didn’t just co-sign our misogynistic black men colleagues who were actin the fool (dropping their “seed” anywhere, taking women students out for drinks, text-messaging/calling/visiting/closing-the-door with women students, etc); nor did we leave our feminism at the door and blindly support the campus’s white patriarchs and their violence. Like I said, I have learned the value and rarity of these kinds of sistas in these past years. You see, these were women who read men AND nations. 
This semester, I wanted to really think about the reverberating references to black women that have occurred across multiple semesters of my teaching. Part of me is responding to a tendency of mostly white teachers to describe mostly white students who reference a litany of white authors and novels in the course of classroom discussions. This gets marked as intelligent and well-read . However, within the scope of these parameters, I have never heard any black student be referenced in the same way for knowledge of black cultural history and persons (and what passes as KNOWLEDGE of people of African descent, even at the graduate level, is often so dismal that I am utterly embarrassed for all parties involved). At best, when undergraduate students of African descent reference black cultural histories, these are treated as personal connections, not literate connections (as if white students describing white authors is NOT also about personal connection). Alternatively, black students might be seen as activating their prior knowledge which is admirable and tolerated but that is not the same as regarding these moments as sophisticated analyses. 
As I read these teachers’ collaborative research, watched their protests, and followed their blog, I couldn’t help but think of a Latino high school teacher who I met at 4Cs (Conference on College Composition and Communication) a few years back, himself an educational activist and researcher. He had come to 4Cs to learn new radical literacy approaches for high school work with his predominantly Latin@ students but instead was dismayed by how irrelevant almost everything he heard was to any critical awareness of race and the experiences of students of color in schools today. It was the BEST conversation I have ever had at 4Cs and, perhaps, the most engaging. When I think of him and these teachers at Garfield, I think about how far, far behind we are, as compositionists, in terms of educational activism for communities of color. I am often surprised by how many compositionists think they are doing something so much more advanced than what happens in high schools with their traditionalist notions of discourse and college curricular content. I have never met a person who moves towards this self-congratulatory gesture who I thought actually deserved the praise they were bestowing on themselves. I am grateful for the high school teachers like the ones being chronicled here. They remind me of what is possible beyond the social limits of composition studies.