Welcome to the brave new world of cleaning up after yourself and no longer burdening black women with the unpaid labor and invisible upkeep of taking care of your personal hygiene and sanitation. Get used to cleaning up after your own damn self because we’re all nursemaids now.
Neither race, gender, class, nor your professional status will protect you from having to pitch in and handle your share of the dirty work. Wipe down that counter and polish away those smears. Not only will your work be invisible, but you’ll have to try and look good while performing it since, now, your life probably depends on it. It’s only what black women have been doing for free for the last four centuries.
So hop to it! There’s plenty of unseen, undervalued work for everybody to do.
As a black woman I rarely have the privilege of perceiving nakedness and lack of direction as “freeing”—quite the opposite. The point is not to evoke an essentialist stance, but to caution against the potential for a type of solipsism born of white heteronormative neoliberal paradigms. There’s good reason as to why black churchgoing women’s unique testimony involves being “clothed and in our right minds.”
Compelled to respond in the mode of cyberflâneus—as opposed to the flâneur,her masculine counterpart—the creative and critical endeavors I pursue seek and receive pleasure from visual, spatial, and tactile sensations, as the deliberate fashioning of online and real world personas across the darker parts of the rainbow. The constraints of respectability politics, of course, compel the performance of citizenship of the industrious and productive variety—in other words, that of a crafty black woman whose labor constantly threatens cooptation. Dwelling in this space as a woman otherwise, risks the designation of “digital streetwalker.” Feminine bodies, we’re told, must caution against following blind wanderlust, whether virtual or real.
Rhetoric is the battleground of ideas and budding composition teachers should be encouraged to recognize the stakes in such battles. Intradisciplinary contests between cultural studies and technical writing, now being fought over critical approaches to highly politicized issues, are actually a strong sign of the intellectual vitality of rhetoric and composition education. On either end of the spectrum, digital humanities needs to be applied creatively, as foundational to academic inquiry.
I guess this is why I insist on playing with elements of rhetoric to resist, even antagonize, systemic instances of neoliberal misogynoir at times. At the same time I acknowledge my habits/impulses to respond productively in online spaces. A digital libertine, I am not for being rotten with the Protestant work ethic… and so I think of haiku headlines as another digital composing strategy.
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.
And since weed advocacy isn’t exactly my ministry, I added a top portion to her ‘fro and replaced a #BLM logo instead of the original cannabis leaf… Decriminalization of marijuana will be part of the DNC platform this election cycle. I’m looking forward to seeing how partisan Democrats will present their case next week. Anything has got to be better than this #RNCinCLE sh!tshow.
Whatevs. To each their own. In the meantime, I’m just doing what I can to keep up morale for the cause.
Earlier this month, Fayetteville State University’s internet radio station, Bronco iRadio, asked me to come in and talk about cuteness and blackness to help kick off Black History Month. Needless to say, this is my favorite subject and I had plenty to say (even during commercial breaks).
Since it was a live broadcast, a few folks (mostly family, friends, and students) asked if they could listen to the show on their own time, so I thought I’d do one better and post this video of our uncut, on-air conversation. Because we spent so much time discussing rhetoric and its connections to professional writing, we ran out of time before I could draw more connections to civil rights and anti-black racism. So I’ll be sure to post another video podcast dealing more directly with cuteness’ relationship to mass incarceration and racial profiling in the near future.
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 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! ¯\_(ツ)_/¯
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.
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. As more people begin realizing that African American English (AAE) is a legitimate language, they can better understand 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. It’s affirming for students to 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 being applied 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 theteaching faculty and head of the university during his tenure at Fayetteville State?
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. Linguistic diversity is something to be celebrated without one or the other being placed at the bottom of some false pecking order, ranked according to outmoded 19th century taxonomies. If students are frequently encouraged to think and speak and write in their home dialects as an avenue towards LWC mastery, in all classes, across every major, throughout their matriculation, well into their careers, they’d develop more confidence to cultivate their professional voices and become the types of lifelong learners we endeavor to promote. This will help our students seek out audiences of their peers who are meaningfully engaged with the communicative conventions, which they can help shape within their chosen communities. But this can only happen if more HBCU teachers are willing to see misspellings, not always in terms of orthographical errors, but pedagogical opportunities to explore questions of rhetorical agency. Such morphological leaps are meaningful and teachers themselves miss out on the chance to become more savvy interlocutors because of their own dialectal limitations.
The alter/native rhetoricity of AAE is of material significance. The historical and cultural experiences of Black writing matters and it deserves to be understood and valued, not denigrated and eradicated. To slightly paraphrase and contextually reframe John Edgar Wideman’s appraisals of Chesnutt’s considerable cultural contributions, when professors are insensitive to the materials they assess, they misinterpret student writings on the basis of superficial detail and consistently fail to respond to its deeper meanings. We—the teachers of HBCU students— end up failing Black students and institutions in a great many more ways than we realize.
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 through the insertion of archaic editor’s proofing marks; thus subsuming the writer’s ideas and Black student identity with a cultural eradicationist’s pen, pointed toward displacing unfamiliar viewpoints with concepts and structures that seem less strange to our 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. Without them writing is petrified, stagnant, and dies (not unlike the Latin we so enjoy inserting into our own, more scholarly publications and used by us more erudite, professors-types ;-) 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.
The FSU Office of Faculty Development (OFD) provides professional development opportunities to enhance educational endeavors at FSU and promote innovative pedagogical and technological practices that meet the needs of the student body. OFD’s vision is to provide an environment for collaboration and interaction among faculty members that lead to improved student learning… and they decided to feature me in a cute little video they made
The painting furthest to the left is called Portrait d’une négresse by Marie-Guillemine Benoist. The artist, a daughter born in 1768 to Parisian civil servants in 1768, created this painting in 1800 — only six years after the French ended their part in the African slave trade. Now housed in the Louvre, Portrait d’une négresse has since become a symbol of women’s rights and freedom for black people.
The reference is easily recognized by anyone who’s even vaguely familiar with the canon of fine art. Unfortunately, given the impoverished state of humanities education in America, the iconic meaning of this image has gone completely missed in the popular blogosphere.
The message, as Benoist originally intended it, represents the black woman as a figure of innocence and mercy. For the Hispanic world, deeply influenced by Catholicism, this representation of Michelle Obama inserts itself within the richly historical iconography of Our Lady of Guadalupe (or the Virgin Mary). The Spanish magazine article speaks of the first lady in glowing terms through the use of descriptive language like “intelligent, strong and classy” in order to convey the idea that Michelle functions as the president’s political backbone and social conscious.
Recent viewings of the magazine’s cover image have been mis-recognized by the American media. This, I think, is related to America’s cultural puritanism, which assigns any display of black female nudity to the field of anthropological curiosity or places it strictly within the domain of the pornographic. This point is aroused (all puns intended) whenever the subject of the black female nude is raised. Most American media outlets have obscured the offending nipple with strategic pixel placement or otherwise subjected the chocolate-colored areola to some other arbitrary redaction method. (Coverage of Mrs. Obama’s breast with a huge red star is among the most curious editorial objects noticed.)
This latest media dust-up reminds me of Janet Jackson’s Superbowl “wardrobe malfunction” controversy and demonstrates, by extension, America’s cultural fascination with the black breast — brown nipples, in particular — and highlights the racist American obsession with the sexual commodification of black women. Clearly, we can look at America’s antebellum exploitative labor practices of “employing” black women as wet-nurses for the children of white slave holders and understand this as a profound historical example. More generally, the cultural denial of breasts’ primary function for purposes of basic nutritional sustenance and the sexual fixation on this particular part of the human anatomy as an erotic object, when juxtaposed with the Eurocentric fixation on the gradient of colors from brown to black as signifying dirt or evil, might explain why this paradox still persists. Reactions to this Michelle Obama composite image easily call to mind a host of racist discourses surrounding black bodily hygiene.
What I find most interesting is related to the dismal state of visual literacy among Americans, which proves that critical approaches to reading images are so badly needed today. Alongside the nipple being perceived as indecent and improper, there is the problem of an overemphasis on appearance and form over contexts and content. (One gets the distinct sense that the same folk who can’t hold it together over a few misplaced commas and semicolons are the same individuals who are losing their minds over the sight of a little brown areola.)
For most African Americans – whether child or adult – not even the cuteness of a cherubic face and genuine innocence could provide refuge from the legal persecution or casual viciousness of white racism. The Florida Tourism Board’s practice of distributing these “alligator bait” postcards (well into the 20th century) speaks to this issue most profoundly. It is probably fair to argue that these images would have never been interrogated up until this point if it had not been for the intervention of African American visual rhetors who sought to reverse the inhumane effects of American US racism.
By the time the United States was founded, Africans enslaved in America were forced by physical and legal sanction to watch their every word and action for fear of punishment or death. This is important to contrast this with the fact that whites, on the other hand, had complete freedom – were actually encouraged – to reveal their vilest racial feelings. The need to express the slightest decorum for the expression of racist opinions was non-existent – least of all in the public square. During slavery and Jim Crow it was a commonplace assumption made by many whites that no black could be trusted – not even with the knowledge of the alphabet. Therefore, it should come as no surprise that anyone who was considered black, no matter what, was subject to being demonized and treated accordingly. As a matter of basic everyday existence, blacks were to be denied the fundamental virtue of innocence from the cradle to the grave. Any public injunction by American courts for the forthright expressions of racist behaviors and practices was not to occur for many decades. This issue continues to haunt black existence.
Fast forward to June 1964, when a group of black and white protesters sought to integrate a public recreational space by jumping into the swimming pool at the Monson Motel in St. Augustine, Florida. As difficult as it may be to imagine today, the owner responded by pouring muriatic acid into the pool, endangering the lives of peacefully frolicking demonstrators. Luckily, a photograph of this heinous incident was captured and broadcasted around the world.This photo has since become among the most famous images from the Civil Rights Movement.
A few years ago Brian Owens, an Orlando based sculptor, was commissioned to commemorate the historic event and pay homage to the brave citizens who risked their lives for equality and a refreshing swim on a hot Florida day. Entitled, “St. Augustine Foot Soldiers,” here is a picture of the memorial sculpture, which rests today in the heart of the town square.
Carrying on a proud legacy is something Owens knows a lot about, as he is the son of the late African American graphic illustrator and portraitist, Carl Owens. Here is a link to Brian Owens’s flicker stream showing the process behind his painstaking craft.