Race, Black Protest, and the New Century in Composition-Literacies Studies
Publication Year: 2013
Published by: State University of New York Press
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It’s been a long time coming on this book and so I have many thanks to give. My editor at SUNY, Beth Bouloukos, has been the kind of writing teacher we should all have: patient, supportive, and critical. I am indebted to a special cast and crew at New York University’s Steinhardt School of Education and to the Founders Fellowship there under the leadership of ...
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After five years of teaching high school, I needed space and time to think through what I had witnessed in the education of the African American and Latino/a youth whom I had taught. I wrote to my college undergraduate mentor, Sylvia Wynter, explaining that I was taking time off to “think my way out of this twilight zone that has become my daily ...
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Back when Wu‑Tang Clan was the hottest and newest thing on the scene in New York City and I was a high school teacher, I could never seem to keep my thoughts to myself. Wu‑Tang Clan, for the few who don’t know, was a large group of nine musicians and wordsmiths from the New York area who were all the rage in the early 1990s, the exact time when I left middle ...
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In the late nineteenth and early twentieth centuries, a calculated system of education maintained the economic subordination of global black masses in Africa and the United States and was deployed by the same Ameri‑can, capitalist brokers. This racial subjugation via schooling produced an educated class who would come back to bite educational institutions in ...
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Super, Sweet, Soul, Sonic, Sisters. That’s what my friends and I called one another in junior high school but we did not invent those words. It was the effect of Afrika Bambaataa and the Soul Sonic Force, the force behind what is now known as the Universal Zulu Nation.1 I only remembered this a decade later, in 1999, in the semester that I met Rakim,2 a student ...
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At a time when ev’rybody and they momma, black and white academ-ics alike, call everything black folk said and did in ’60s social justice movement essentialist, Parks’s (2000) Class Politics: The Movement for the Students’ Right to Their Own Language (SRTOL) came along and blew up a new spot, giving us a different context and paradigm.1 Class Politics ...
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Like many students I have met, Sherrie, a young black woman, did not see herself as someone who wrote well.1 That spring semester of 2001, Sher‑rie and her writings are as clear to me today as if it were just yesterday. Sherrie would routinely do things in weekly, informal journal assignments such as write two verb forms for the subjects of EACH of her sentences ...
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Artists, as Benjamin argues, are never autonomous. They do not merely represent, talk about, propagandize, or serve their world; they produce it.1 In keeping with Benjamin’s line of thinking, you could also say that we, as composition scholars, are also agents in producing our social worlds. My main interest in this chapter is to ask and look at the kind of social ...
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My very first year of teaching college composition was at a campus of the City University of New York (CUNY) as I was working on a master’s degree focused on composition and rhetoric. I wanted to stay connected to the area where I had taught high school and thought that this particular campus would be the perfect place. I even had a student who recognized ...
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In composition studies, discussions of CUNY, open admissions, and basic writing in the 1960s have often been dismissed if the speaker is not a CUNY instructor, did not know Shaughnessy, or the speaker is not familiar with the political terrain of the 1960s. And yet rarely are these “authorized” speakers nonwhite; rarely are these speakers knowledgeable ...
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Let me be honest here and admit that most of the times when I remember laughing like there is no tomorrow, those times have been in classrooms. That tendency probably kept me from staying in my original teaching position in New York City: junior high school, with sixth graders. I can still see Marvin and Roland, both of them all of maybe three and a half ...
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By the close of chapter 4, I visited the following historical sites: (1) an HBCU‑locus and black student protest tradition as part and parcel of the polemics of teaching composition; (2) CUNY black and Puerto Rican student protests as literacies; and (3) the histories of black radicalism in the context of segregation (especially in the North and New York) as ...
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I will end this book with, arguably, the place and time in which it really began. I take you back to circa 1990 when I was a college undergradu‑ate. At this point, I was involved with youth community organizations in the neighboring community of East Palo Alto, about a forty‑minute walk away from campus. On one end was the college’s most famous and bril‑...
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Page Count: 334
Publication Year: 2013