Professional Black Girl: Video Series Celebrates ‘Everyday Excellence’ of Black Women

Professional Black Girl: Video Series Celebrates ‘Everyday Excellence’ of Black Women and Girls and explores the love language shared by black women, and how we twerk and work with unmatched professionalism. 

Episode 1

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#ProfessionalBlackGirl

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DURHAM, N.C. — Dr. Yaba Blay, renowned activist, cultural critic, and producer, launches Professional Black Girl, an original video series created to celebrate everyday Black womanhood, and to smash racist and “respectable” expectations of how they should “behave.”

Seventeen Black women and girls ranging in age from 2- to 52-years-old were interviewed for the series. Each episode features a candid discussion with personalities such as Grammy Award-winning recording artist, Rapsody; Joan Morgan, author of the Hip-Hop feminist classic When Chickenheads Come Home to Roost; and 13-year-old world traveler Nahimana Machen, sharing what it means to be a “Professional Black Girl.”

“‘Professional Black Girl’ looks like Taraji P. Henson at the 2015 Emmys jumping up to hug Viola Davis. It looks like Mary J. Blige and Taraji and Kerry Washington in that Apple commercial. It looks like me rolling up to a room full of people in Berlin to speak with my bamboo earrings on,” explains Tarana Burke, a non-profit consultant and fashion blogger featured in the series.

Limited edition Professional Black Girl merchandise, created in partnership with Philadelphia Printworks, is available now onphiladelphiaprintworks.com. The first full episode, featuring Dr. Blay, will air September 9, 2016, with an episode airing each Friday onYouTube and yabablay.com until December 23, 2016.

The terminology that is often used to describe and define Black girls—such as bad, grown, fast, ghetto, and ratchet—are non-affirming and are words that are intended to kill the joy and magic within all Black girls,” says Dr. Blay. “We are professional code-switchers, hair-flippers, hip-shakers, and go-getters. We hold Ph.Ds and listen to trap music; we twerk and we work. We hold it down while lifting each other up, and we don’t have to justify or explain our reason for being. This is us.”

Follow #ProfessionalBlackGirl across Facebook, Twitter, and Instagram to celebrate and affirm the everyday excellence of Black women and girls.

For more information, or to interview Dr. Yaba Blay, please contact Shakirah Gittens at 718-687-6231 or by email at info@DynamicNLyfe.com.

September 9, 2016. Tags: , , , , , , , , , , , , . #ProfessionalBlackGirl, African Americans, beauty, communication, persuasion, politics, teaching, professional writing, composition, cute, cuteness, design, digital literacy, ethos, fashion, feminism, feminity, gender, hair, media, play, politics, professionalism, race, rhetorics, sexual politics, style, technology, video, visual literacy, YouTube. Leave a comment.

The Battle for Equality Is a WIRED Issue

Serena Williams isn’t just a tennis champion and singularly great athlete; she’s been a leader in the fight for equal representation and pay in her sport.

Source: The Battle for Equality Is a WIRED Issue

October 28, 2015. Tags: , , , , , , , . #BlackLivesMatter, African Americans, athletes, beauty, Blackness, communication, communication, persuasion, politics, teaching, professional writing, computers, cute, cuteness, digital literacy, education, gender, information design, photography, politics, race, rhetorics, Serena Williams, social media, sports, style, technology, visual rhetoric. Leave a comment.

The Disproportionate Risks of Driving While Black

An examination of traffic stops and arrests in Greensboro, N.C., uncovered wide racial differences in measure after measure of police conduct.

Source: The Disproportionate Risks of Driving While Black published in The New York Times

October 26, 2015. Tags: , , , , , , , , , , , , . African Americans, police, politics, race. Leave a comment.

Halfbreed: Yellow Black Girl Purple Drink

It happened around 1988, not long after Harvey Gantt became America’s first New South “post-race” mayor. My mother, resolving to escape the ramp-up to the impending crack wars, moved us away from the borough of Queens, New York and into the Queen City of Charlotte, North Carolina. That’s when I overheard a white boy call me halfbreed in my twelfth grade Spanish class.

It was a boy that I’d never had problems with before and it caught me off guard. I overheard him talking to another of the good ol’ boys when he referred to me in third person as “that halfbreed gal.” Those were his words, to be exact. I was confused and next hurt. I excelled in languages and the social sciences even back then, which is why his old-fashioned verbiage sounded strange and hostile to me.

My ears perked. “Breed?” I thought, “that’s what they do to animals!”

The categorization implied by his drawl cut to the quick. His enunciation resonated in a place that I was unable to locate. Finally, I was outraged. In my adolescent mind it would have been better had he simply called me “nigger.”

His drawling pronunciation of girl struck me as peculiar and the words that formed a compound had really hit me hard. The one-two of his white maleness bespoke a harsh admonishment. Combined into a single swipe, he cut me down in the most personal terms by figuratively connecting the stuff between my legs to what happens between my ears.

His offending blow reached beyond his Whiteness to strike at the deepest core of my Blackness. It was the cavalier, offhandedness. Not only was he white, but he was male; not only was I black, but also a girl.

After dismissal from Spanish, I found myself trailing behind him to his next class period, loudly demanding he explain himself. I was determined not to be ignored and, once outside, in utter frustration and within full view of teachers and everybody in third period lunch, I got his attention. Hurling an empty can of Welch’s grape soda, I yelled, with the utmost attitude,

“Excuse you, but I’m black on both sides!”

Aluminum pinging off his head forced him to acknowledge me.

He laughed nervously.

Realizing he was at the center of an ugly scene, he took back his words and apologized before scurrying off to class with his buddies. He decided, wiselythat a public altercation with the weird black girl from New York, wouldn’t be earning him any cool points, plus he probably thought I was about to whup his ass.

Icy purple beverage in tall glass with lemon wedge, foamy purple beverage with yellow st

Meme generated with help of iOS Pictophile iTunes App. Image from cocktail recipe page on http://www.seriouseats.com

I don’t quite remember what else I said that day. I’m sure it was a lot.  Whatever I said must’ve been articulated well enough to escape suspension and avoid my mom getting called into the principal’s office over my foolishness on a workday. That would’ve be a definite no-go! Thankfully, I checked my behavior in the immediate aftermath and quickly remindes myself to keep my hands—and projectile objects—to myself.

I made peace. A year later, in fact, the same boy who made the offending remark was assigned as my lab partner in Biology class. We managed to get along okay and were even somewhat friendly, but I never forgot what he said. Apparently, neither did he. My reaction made a memorable enough impression to have taught him to behave himself in my presence from then on… at least not if I was in earshot.

Looking back, I can guess this young man was probably a bit jealous of me. My academic abilities earned high marks with comparatively little effort. I must have seemed annoyingly anomalous according to his more familiar context. Perhaps it was his only way to express the disjunction he perceived about my book smarts. As a working-class white having only attended North Carolina public schools his whole life, how could he have known any better? How else was he to interpret the obvious cultural advantage I leveraged? As a Southerner and a white male, he’d more than likely internalized a belief in prevailing assumptions about racist presuppositions alleging the inferiority of black intelligence.

I was lucky. Northern school bussing afforded me the opportunity to enjoy certain regional advantages relative to my native Southern classmates, both black and white. The edge created by New York City politics enabled my mother to enroll my twin sister and me in a couple of Little Neck-Douglaston’s best elementary and junior high schools. As a top district for education, the schools I attended were well renowned for producing the highest scores in the city on state regents exams. The good fortune of our social circumstances allowed me to squeeze my way into excellent schools and make the most out of an unfair situation. My primary and early secondary schooling was flanked by the best teachers, many of whom were first, second, and third-generation Jewish residents of adjacent Long Island communities in Nassau County. No doubt due in part to their own experiences with the Holocaust, many of my teachers nurtured a strong commitment to liberal principles by enacting critical democracy in public education on every level. It was a mission they took seriously.

Our classroom lessons were enhanced by weekly outings to the world’s finest cultural institutions. Visits to the Museum of Modern Art, American Museum of Natural History, the Bronx Zoo, Carnegie Hall, Lincoln Center, the Brooklyn Academy of Music, New York Stock Exchange, and the like were par for the course. Additionally, my teachers had the flexibility to let us have 30 to 40-minute stretches of free time. They understood the soothing effect it had on their more rambunctious students. A break from the rigmarole of everyday class work allowed us to daydream by the window or bookcase and afforded me the freedom to slowly leaf through encyclopedias and unabridged dictionaries at leisure. For kids like me, it created just enough space to calm down before the stress of a 2-hour commute back home to my Southside neighborhood and granted teachers the luxury to focus proper attention on the creation and design of lesson plans so students might receive real practice in the art of learning.

I was often perplexed upon thinking back to how I reacted that day almost 30 years ago. I mean, really? I don’t even like “purple drink” for cryin out loud! For the life of me, I couldn’t fully grasp exactly why his words stung to elicit such rage. In addition to the discomfort of having some boy talkin’ up under my clothes like that, I can now understand my response better. The enormity of my outrage had as much to do with the personal and institutional attitudes that conspired to expose and set loose my innermost insecurities. Acceptance from my black peer group was something I desperately sought and it was exactly this kind of event that highlighted the problem. Not only was I afraid the black kids would think I was “acting white” because of my grades, I was equally uncomfortable with being viewed as what I was: the green-eyed, light-skinned chick with a funny-sounding accent.

Meanwhile, educational tracking policies were finding new adherents among its constituency of frustrated white parents. While the buildings on school campuses were integrated, the college preparatory courses I took were invariably segregated. A noticeable absence of color, save one or two others, was the order of the day. I was proud to be considered “smart,” but I resented the wedge it created between me and my darker-skinned cohorts. Although I was on the debate team, belonged to Future Business Leaders of America, participated in the History & Political Science club, and received a scholarship to take part in a weeklong program sponsored by the Close-Up Foundation in Washington, DC to study the inner workings of the federal government, I was only tangentially aware of the NAACP’s efforts to stop the Supreme Court’s eventual decision to overturn school bussing by way of Swann v. Charlotte-Mecklenburg Board of Education only a few years later. Few of us could know at that time about theories concerning a “racial bell curve” suggesting the inherent intellectual inferiority of blacks. Charles Murray and his ilk were only beginning to wreak their trajectory of havoc as white supremacist notions of education were making a comeback and once again enjoying political currency across the country. Fortunately for me too, my violent reply to the sexually charged slur occurred a decade preceding the current spate of racially discriminatory “zero tolerance” policies in American public schools.

The implicit assertion of his racial remark was about how I potentially look in the eyes of many whites. Embedded in his put-down was innuendo about my humanity and the social value placed on me due to my skin, based largely on the unconscious view that if not for some strain of European heritage I too would be deemed uneducable—as though being bright is naturally derived from being light. White perceptions about the visuality and intelligence of race wield tremendous damage on countless lives. More painful, is the way words such as “halfbreed” speak to another sad truth: the inescapable fact that I’ve been at times the unwitting beneficiary of this destructive form of racial bias. Crystallized in that moment is the agonizing reality I’m forced to accept. I am the recipient of unwanted light-skinned privilege at least so far as the white masculinist gaze is concerned. I work to balance the scales without appearing to overcompensate. I’d like to think I’m over it, but I know I’m not. I still feel some kind of way about the racial logic that posits Blackness and intelligence as mutually exclusive. The impact of events like these on my personal and professional journey over the decades cannot be underestimated, nor should they be.

Our histrionics are our history. The fallout surrounding colorism, racial discrimination, and Whiteness has become the prevailing subject of my life’s work. They inspire within me the need to heal myself and others from the wounds of racism and help frame smarter, more constructive conversations. Rhetorical race studies chose my body as a discourse, and not the other way around. It’s an all too necessary vocation. I wish this was not the case, but so it is.

June 28, 2015. African Americans, Blackness, children, education, literacy, race, racism, rhetorics, school, teaching, technology, White Studies. 4 comments.

Teddy Bears in Bear Country: Tamir, Trayvon, Eric, Michael, Jonathan, Sam, Nate…

Tamir Rice memorial, playground at Cudell Rec Center, Cleveland

Tamir Rice memorial, playground at Cudell Rec Center, Cleveland

The “teddy bear effect” is something I’ve touched on before in this blog and is now, more than ever, the topic of exigency. The slayings of Trayvon Martin, Eric Garner, Michael Brown, and Tamir Rice, among many others whose names are yet fully known bring to mind the work of one of this year’s MacArthur Genius Award winners: Jennifer Eberhardt’s “Deathworthy” study about how the dark skin and African looking facial characteristics of black defendants are highly correlated to the likelihood of their being sentenced to the death penalty.

The spontaneous memorials, such as the one pictured above, have popped up at sites where police (or wannabe cops) have murdered unarmed, often adolescent black males all speak to teddy bears as a visual and spatial phenomenon of race. Alongside the realities uncovered in the Deathworthy study, is another study by Robert Livingston. Coined the “teddy bear effect,” researchers demonstrated how and why our society can enact the “postracial” iteration of Jim Crow in the form of mass incarceration and all these brutal police killings directly alongside the amazing success of the Barack Obama presidency.

It seems, according to the evidence, that successful African American leadership —beyond impressive credentials, competence, and diligence — is accompanied by certain “disarming mechanisms” such as physical and behavioral traits that attenuate perceptions of black threat held by the dominant culture. It appears that some black men have developed an extraordinary psychological capacity to affect the feelings of comfort engendered by persceptions of cuteness in order to assuage white racial anxieties about black men’s purported criminality. Among these disarming mechanisms is that of “babyfaceness,” which some African American men physically possess (and may intentionally play up) because they realize how whites experience their “cuteness” as helpful in reducing the perception of black aggression. White experiences of fear or intimidation may actually be a cultural form of subconscious projection due to the realistic threat suffered by blacks because whites’ possess such inordinately higher levels of social power vis-à-vis their black counterparts in most cases.

Teddy Bear Effect Benefits Black CEOs (2009 Livingston).

Teddy Bear Effect Benefits Black CEOs (2009 Livingston).

Deathworthiness versus babyfaceness serves as empirical evidence of the quantifiably predictable quality of “cuteness” as a racial construct that too often means life or death for our black brothers, partners, and sons. It’s interesting that both studies, particularly in the case of Livingston, make clever nods towards the heavily anthologized Brent Staples essay, Just Walk on By: Black Men and Public Space,” in which the essayist refers to his habit of coping with whites’ perception of black male threat as a “tension-reducing” tactic meant to assuage white fears and and offer a sense of racial comfort in the public sphere. The kicker comes when Staples admits how “warbling bright, sunny selections from Vivaldi’s Four Seasons is the equivalent of the cowbell that hikers wear when they know they are in bear country” and speaks most eloquently to the strange dilemma of masculine empowerment and racial entrapment experienced by black men when moving through public space.  

Teddy bears in bear country, sadly, is the perfect trope for the beastly outcomes derived from the unchecked racist policies and legal processes of white American culture and jurisprudence.   #BlackLivesMatter

December 19, 2014. Tags: , , , , , , , , , . African Americans, age, art, babies, Babyfaceness, Barack Obama, children, civic culture, Civil Rights Movement, Colors, cute, dolls, family, masculinity, Obama, parenting, politics, psychology, racism, rhetorics, social media, space, space & spatiality, visual literacy, visual rhetoric. 5 comments.

Thus Was It Written: Student Writing That’s Illmatic or [sic]…

Too often in teacher discussions about student writing we complain, paying too much attention to student writers’ spelling mistakes, punctuation errors, and faulty reasoning. We derisively speak in terms of what’s supposedly broken or ill-informed about their writing and pathologize their triple exclamation points and wild use of emoticons as something in need of fixing or treating. Teachers behave more like doctors, dentists, and nurses when we approach the writing of our students as if it’s diseased, regarding the battery of “diagnostic exams” and “essay clinics” prescribed and administered as a cure for perceived language impairments and seek to eradicate the contagion of slang usage in drill-and-kill writing labs.

Of course what I’m saying is not so different than what’s been said by many, many other composition scholars for over four decades now, which is why I’m so discouraged by the perennial nature of the pedagogical myth that two semesters of English Composition can—or should—completely erase the graphic representation of what a person thinks, feels, and believes. Despite all empirical evidence to the contrary and all the the reams and reams of quantitative and qualitative data that’s been researched and published on every variety of longitudinal analysis, large sample experiment, and ethnographic case study, it’s common that composition and rhetoric professors must still endure ideas reflected in videos like this:

Yeah, right… Whatev!  ¯\_()_/¯

This problem is taken a step further by the insertion of the word “sic” after examples of student writing to indicate everything that’s wrong with the supposedly unwashed, uneducated masses—and not in a way that merely implies the specificity of the words belonging to them. Originally meant to designate the “thus” in sic erat scriptum of the Latin phrase “thus was it written,” the insertion of “[sic]” is meant to indicate a verbatim transcription of a person’s wording, but is also used as a means of ridicule, designed to call attention to other people’s errors in writing and derisively draw a distinction between “us” and “them”—in reference to the class of college professors as opposed to the classrooms of students with whom we’re charged with sharing our love of learning. To my mind, the only real writing and composition classroom mistakes that occur have to do with the presumption of teacher superiority and the notions that scholarly betterment is a one-way street, and the knowledgeable transfer of becoming well-versed in the arts of rhetoric and poetic language moves in a single direction.

Nasty Nas said it best 20 years ago; it ain’t hard to tell. Young folks can and do know how to tell their own stories. They prove it every day, in fact, on their devices and with their thumbs. And they’re thinking too. Faculty ought to be meeting students where they are in order to help get where they need to go. It’s the professor’s job to go there with our students and let them show us how they’re writing—more vibrantly and colorfully than ever before.

An iPhone snapshot I first posted on Instagram, taken March 2014, outside the Charles W. Chesnutt Library on the campus of Fayetteville State University.  Fayetteville, NC.

iPhone Instagram taken outside the Charles W. Chesnutt Library on the campus of Fayetteville State University (Fayetteville, NC – March 2014)

One of my goals is to see more regional and public HBCU’s like Fayetteville State University, develop greater openness to the possibility that the teaching of writing, at the very least, is the work of all faculty members, regardless of discipline and across every department. Moreover, I’d like to spread the word that the flourishing of rhetorical agency for students is a dialogical process where professors must listen as much as they lecture. And more people realize that speaking African American English (AAE) is a legitimate language, and that writing with AAE in mind is a particular form of communication that deserves expression and not suppression. Fayetteville State is fortunate to have fluid and unabashed speakers of the African American rhetorical tradition through leaders like our current chancellor, James A. Anderson. It’s affirming to students when they get see that they too can make it—and without feeling as though they have to play their blackness to the left. I’d like to see larger segments of the professoriate from outside the gates of HBCU campuses, beyond the field of composition and rhetoric to rethink the conversation about what’s supposedly so [sic] about black students’ home discourses as an authentic expression of themselves.

After all, wasn’t Charles Chesnutt among the first to articulate a scholarly theory about vernacular forms of AAE’s literary value and cultural rigor, even as he served as a member of the teaching faculty and head of the university during his tenure at Fayetteville State?

The irony is that even the most glowing feedback written by students about English department professors in course climate evaluations are scrutinized more harshly for grammar and spelling (unlike, say for instance, those written about professors in Economics, Chemistry, History, Computer Science, Psychology departments). This despite the fact that students appropriately perceive the rhetorical situation that is the “course eval” as a largely informal, perfectly casual, necessarily ungraded personal expression of their class interactions as a learning experience—and not as an examination. As an HBCU and a century after Charles Chesnutt sought to make similar arguments in his own writings, it would be most ironic if the majority of HBCU’s didn’t recognize the origins and legitimacy of Black English varieties as African Diasporic language formation, especially since this idea has been embraced by research-based and writing-intensive programs at predominantly white institutions, dating back to the 1970s (at least in theory, if not always in practice).

This is not to say that all students, regardless of race or color, should not also be required to become more proficient writers and speakers of the Language of Wider Communication (LWC), as well as develop some conversational proficiency and literacy in a foreign language. It’s vital that creative professionals be fluent in all conventions and practices of both “standard” and “nonstandard” forms of at least 2 languages, as linguistic diversity is something to be celebrated without one or the other being placed at the bottom of false pecking order and ranked according to outmoded 19th century hierarchical paradigms. If students are frequently encouraged to speak and write in their home dialects as well as gain LWC mastery, in all classes, across the entire campus, throughout their academic matriculation, they’d develop more confidence to cultivate their professional voices and seek out audiences of peers that are meaningfully engaged with the standards of communications they’ve individually set for themselves within their given and chosen communities. But this can only happen if more HBCU teachers are willing to see misspelled words not as orthological missteps and actually recognize and appreciate such instances of student rhetoricity as morphological leaps into the alter/native perspective that is AAE and as the historical and cultural experiences of African Americans that deserves to be understood and valued, not denigrated.

"WTF are all these red marks on my paper supposed to mean???"
Student: “WTF are all these red marks on my paper supposed to mean???”

The “happy accidents,”  which we too often seek to obliterate through the obsessive correction of errors, only manage to inhibit students’ explorations into phenomenological abstraction. Over-correction places unnecessary prohibitions on students’ abilities to ask new questions and academically traverse uncharted, bleeding-edge territory and begin assuming agency over their written language to produce papers that aren’t [sic], but illmatic.

Alas, I suspect, it’s much easier (and less time-consuming) to grade ever-growing stacks of student essays and research reports with fat, red circles, and line-item edits for every other sentence, or the insertion of archaic editor’s proofing marks; thus subsuming the writer’s ideas and identity with a cultural eradicationist’s pen, pointed toward displacing unfamiliar viewpoints with concepts and structures that seem to be less strange by traditional print literacy standards—at least to our scholarly eyes, lest they be considered in transgression of “proper English” or deemed in violation of the most egregious of all academic writing sins and get marked… awkward.

We miss so much when we refuse student rhetorical agency or try to fix and fit their thoughts into our boring little Blackboard boxes. I believe many fear what ensues when seemingly disparate things are literally con/fused to ignite tiny rhetorical explosions that give rise to linguistic innovation. These are the sparks of intention that bring forth invention. Expression that is both eloquent and meaningful demands the element of amusement and play because without it writing is petrified, stagnant, and dies (not unlike the Latin that us erudite, professors-types enjoy inserting into our own, more scholarly publications ;-) This is why the rhetoricians and compositionists I respect and pattern myself after teach and embrace diversity in written and spoken language.

As for my own part, I’ll do what I can to keep English Composition alive and ill.

December 3, 2014. Tags: , , , , , , , , , . African Americans, Colors, composition, computers, conventions, design, digital literacy, education, fragrance, higher education, hip-hop, history, literature, media, rhetorics, social media, teaching, technology, visual literacy, writing, YouTube. 7 comments.

#Ferguson: What’s White and Wrong with Obama’s AmeriKKKa

As heartbreaking and unjust as it is, the #FergusonDecision provides an opportune time for us to remind our respective families and communities during this Thanksgiving that the struggle for liberation among Africans in America hasn’t been so much about the giving as it’s been about the taking. This give/take has been the fuel in the engine behind US social strivings toward becoming a better, more robust democracy.

Black man, head thrown back and wailing in grief as family and loved ones try to console a father's grief.

Grieving father of slain black teen, Michael Brown.

This constant push/pull have been stirring and shifting in every direction with, for, against, and all around us for some time. We would do well to remind those around us that the supposedly discrete bookend events we attribute to 1954-1968 (or the time representing the push for Black Liberation commonly referred to as the Civil Rights Movement) was but one well publicized episode within an ongoing continuum of struggle. African descended peoples have had to fight for their lives since the founding of this country up until the present day to demand the acknowledgment of our collective humanity and respect for our basic right to exist freely, despite the centuries-long refusal by the dominant centers of white power and privilege to recognize as much because the push for civil rights has been far worse than the pulling of teeth.

And truth be told, that recognition has never ever occurred because the majority of white people woke up all of a sudden one day and decided to hand over a giant silver platter with Freedom sprinkled all over it. Though to learn the history of civil rights as told through the lens of our failed education system, you would think all of White America suddenly realized, “Here ya go black, brown, yellow, and red folk… Why don’t you take a little of this extra freedom. We ain’t using it right now and thought you might like to have some…” 

The facts clearly demonstrate something far more complicated because freedom was never given freely. It had to be actively seized upon—taken, as it were—through struggle, in spite of the imminent threat of death, certain violence, and utter destruction of everything about how the entire American system had been set up.

It’s important we make clear the understanding that the modern Civil Rights Movement as we have come to think of it was much more so about US national security than it was the modest capitulation of rightness over whiteness, let alone a sincere desire for white churchgoers and clergy to answer MLK’s immanent critique of Southern America’s version of Christlike behavior. (After all, “Christian identity” has long been a cornerstone of white supremacy while Sundays have and will likely always remain the most segregated day of the week.)

Workers for civil rights and freedom understood that if the US federal government really wanted the political economy of a capitalist system to prevail over the Cold War, the social apparatus would have to concede to the idea that money and the allocation of public resources and accommodations should have to carry the same value across the entire citizenry, regardless of color. Otherwise, global capitalism would be a hard sell as the vast majority of people of color around the world watched white cops sick German Shepherds on little girls wearing bobby socks and beating up on fully grown men who dared to do nothing more than be treated equally in the eyes of the law. All that being said, American style racism made Stalinist Russia look almost kind in comparison for the world of Asians, Africans, and Latin@s observing our political system from elsewhere.

Let’s take that in for a moment to be clear. What is at stake here is the threat to the survival and existence of people for one reason and for one reason only: Human beings were getting killed every day because they were deemed to be the wrong color. #Ferguson today. That it’s still a point of contention that Black lives actually matter in Obama’s America, is the most damning evidence to date that the push for civil rights is not nearly over and does not belong in a museum, to be placed on a shelf and held up as an artifact from a previous era for us to nostalgically recall as if we’ve all arrived.

And for all Obama’s eloquence and virtuosity with African American speech performances, the president’s consistent refrain pertaining to “the rule of law” and “zero tolerance for property damage” proves that having an African American president is not only insufficient for solving America’s racial problems, but proves that having a black Commander-in-chief is a solid win for those in favor of the status quo regarding the problems of racial profiling and other forms of institutional discrimination based on color.

This is why I take such strong issue with those who excuse Obama’s tendency to “give a little to both sides” when discussing race. In my mind, criticism for the ethics of Obama’s rhetoric should not be held back when it’s questionably applied to matters related to existential threats to black survival.

November 26, 2014. Tags: , , . #BlackLivesMatter, African Americans, Barack, Barack Obama, children, civic culture, civics, Civil Rights Movement, economics, family, history, masculinity, media, Obama, politics, race, racism, rhetorics, social media. Leave a comment.

#FergusonSyllabus… It’s time

Hold tight over the next few days… this is the syllabus that was bound to happen. #BlackLivesMatter #FergusonDecisionferguson syllabus

November 25, 2014. Tags: , , . #BlackLivesMatter, African Americans, civic culture, Civil Rights Movement, family, higher education, politics, race, racism, social media, visual literacy. Leave a comment.

New Jimi Hendrix Postage Stamps

It looks like an album jacket.

IMG_2202.JPG

The back of the sheet is almost as good as the front.

IMG_2200.JPG

October 31, 2014. Tags: , , , , . African Americans, art, design, history, rhetorics, visual literacy. Leave a comment.

Women’s Health: Team Pink v. Team Purple?

I’ve always thought it strange how Breast Cancer Awareness takes place during the same month as Domestic Violence Awareness — both in October, signified by pink and purple ribbons, respectively. Aside from the feminized color palette (pink and purple = “girly” colors), it’s also unfortunate because this timing seems to pit one vitally important women’s health issues against the other. Make no mistake about domestic violence being as much a health issue as breast cancer; up until the Affordable Care Act was passed, both were considered pre-existing conditions for which women were routinely denied health insurance!

IMG_0776-1.JPGIndeed, the concurrent timing of these awareness campaigns almost seems to suggest that no more than one month can be devoted to women’s health at a time. The manner in which we talk about cancer and abuse differ considerably. Breast cancer’s impact on the women and loved ones of those afflicted by the disease tends to be viewed far more sympathetically than matters affecting women dealing with physical and emotional violence at the hands of their romantic partners. Women who’ve overcome cancer are rightfully called “survivors,” whereas women who have triumphed over the tolls of physical and emotional battery are more often than not referred to as mere “victims,” at best. Worse yet, society often holds domestic abuse survivors in disdain and personally blames them for their situations. In terms of which of these two awareness campaigns receives the most media attention and fundraising dollars, unfortunately, it’s pretty clear: boobies trump bruises every time.

These are among just a few of the reasons why I decided to take up the cause of domestic violence by spearheading and organizing the English Matters Colloquium (EMC) Town Square this evening. Finally, after months of planning, the EMC Town Square culminates our months-long cell phone donation drive in partnership with the Fayetteville alumni and Fayetteville State University’s undergraduate chapters of the Kappa Alpha Psi fraternity in hosting a forum with local area activists and experts in the area of domestic violence.

I’m especially delighted because this is the largest community outreach event the FSU Department of English has ever sponsored. For me, it’s important that humanities departments assume a leadership role in shaping conversations of this magnitude and scope. I think it’s crucial that cultural studies help society rethink the discourses of domestic abuse in terms of the way the media singles out communities of color. It’s valuable work for English departments to help in removing the shame and stigma associated with domestic violence.

Because of the particular circumstances faced by our campus community, topics we’ll be discussing include:

* issues in HBCU and African American contexts
* military families and wartime environments
* cyberstalking and computer safety
* gender stereotypes (e.g., same/opposite sex couples)
* support and understanding for victims (not judgment)
* local advocacy programs and intervention opportunities

And, since it’s homecoming week, we’re looking forward to a major turnout tonight too.

#FSUNOHOE

October 30, 2014. Tags: , , , , , , . African Americans, children, colors, education, family, feminism, gender, higher education, media, parenting, politics, rhetorics, sexual politics, time, visual literacy, visual rhetoric. Leave a comment.

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