He Found My Letters, and Read Each One Out Loud…

“Strumming my pain with his fingers/

Singing my life with his words/

Killing me softly with his song/

Telling My Whole Life, With His Words/

Killing me softly/

With his song…”

-Killing Me Softly, The Fugees

Touré’s Who’s Afraid of Post-Blackness: What It Means to Be Black Now is simply amazing. Not in a fireworks-exploding blinding way, but in a post-coital, languorously intimate way. Having been out of graduate school for fifteen years, I don’t find it necessary nowadays to highlight when I read, or to take notes in order to remember salient passages. When I turned the first pages of Post-Blackness, though, I started highlighting and note-taking with a passion.

Growing up upper-middle class, in a lifestyle which allowed my parents to send me to private schools for most of my educational career, I found the lives and paths depicted in Toure’s work to be echoes of my own experience and experiences. I also found him trying to answer questions and address feelings that I’d never (or rarely with only trusted friends) shared out loud:

 

  • “The fight for equality is not over but that shift from living amid segregation and civil war to integration and affirmative action and multiculturalism – and also glass ceilings, racial profiling, stereotype threat, microaggression, redlining, predatory lending, and other forms of modern racism – has led many to a very different perspective on Blackness than the previous generations had.”  (p. 50)

 

 “Black America’s Greatest Generation: those who fought in the streets and the courts to desegregate and force America to give Blacks greater access to the American dream. Because of their struggles and successes my generation had new opportunities as well as a certain survivor’s guilt: We wanted to fight but there were no longer battles as fierce and overt as those they’d already confronted.” (p. 119)

Growing up, I often felt an internal struggle to maintain “the struggle” that my parents fought, that my grandparents fought out of necessity. But when we can sit at the front of the bus the responsibility to live up to those opportunities (while not having obvious racism and discrimination to fight) is real for those of us who grew up on stories of “what it was like.”

This book spoke to me in whispers.

Even with it’s underlying thesis that “Post-Black means we are like Obama: rooted in but not restricted by Blackness”, it reflected a definition of blackness that allows me to be at peace with not having existed in the world that O’Shea Jackson, Eric Wright, André Young and others painted as the reality of young, Black men growing up through the nineties.

In literally dozens of places I had to stop, feeling like Touré had been a fly on the wall listening to conversations I’d had growing up, and then written them down.

I recommend this book because it is an opening line in the much-needed conversation about race that the United States desperately needs. I recommend this book because it poses questions and posits theses that I have asked myself for forty years. I recommend this book because, while I haven’t done the power of its questions, its solicitations, its depictions and definitions of blackness justice, I have awakened the possibility that it will move you, too.

Books Before Pencils

Princesas para mi Princesa.

There were books in my parents’ bedroom. There were books in my parents’ office.  There were books on my nightstand with pictures in them before I could read, and books with words and pictures after I learned.  I learned to speak when Winnie the Pooh asked Christopher Robin for some honey, sounding out the words to make sense of the pictures, or the other way around (I’m not sure). And my parents read to me at night, sending me to sleep with language and pictures that I made up to see what they were reading. The input was more important than the output before I went to school.

Necesitamos poner libros en las manos de todo los ninos Latinos y Americanos y Latino Americanos, también, y temprano mas aun.  Early childhood education begins before children set foot in school, before they pick up a pencil. It is the basis for, and a strong indicator of, academic success as they get older. With “less than half [of Latino children] enrolled in any early learning program” we are sending them into schools un- and underprepared to learn, without the language to articulate their difficulties.  And, on top of this, there are other forces standing directly in their way once they arrive.

In her book, The Latino Education Crisis, Patricia Gándara examines the structural and societal obstacles to educating Latinos in the United States.  From political pogroms like Arizona’s attack on the Tucson Unified School District’s highly successful Mexican American Studies program, to the current vilification of illegal and legal immigrants (read: Latinos) in state legislatures across the country, Latino children’s educations are being thwarted with devastating impact.  “Only about half earn their high school diploma on time; [and] those who do complete high school are only half as likely as their peers to be prepared for college,” and “only 12 percent of Latino students are completing a Bachelor of Arts degree.”

The Obama Administration has begun to address the external obstacles.  The Department of Education and the White House recently coauthored a report “Winning the Future: Improving Education for the Latino Community” which identified not only the status of education amongst Latinos, but also begins to at least articulate changes in the structure of public education to benefit them as well.  And in Tucson, current Latino students are using the oldest method of expression, direct protest, to stop people interested in the demise of Latino education.

Politically, those of us in advanced years, having matriculated from educational institutions or simply left them, need to begin cultivating candidates and politicians, like President Obama, of whatever political affiliation who understand the importance of giving Latino children a Head Start, and making sure that those early childhood education programs are financially accessible.

Most importantly, though, and most immediate, is we need to get them books.  Books with pictures before they can read.  Books with pictures and words after.  Books in English and books in Spanish.  Books before pencils. The input is more important that the output before they go to school. Books.

Cross-posted at Latinos In Social Media for Edu-Wednesdays, May 4th, 2011.

New Latino Majority Creates New Challenges for CA Schools

Improving Latino Education to Win the Future (blog post)

Winning the Future: Improving Education In the Latino Community (report)

The Latino Education Crisis: The Consequences of Failed Social Policies

TUSD ethnic studies meeting changed to Tuesday

“Why Don’t More Latinos Graduate?”, LATINA Magazine interview with Patricia Gándara, May 2011, p. 110