I was graciously offered a free copy of De-Leveling the System, Cris Thorne’s documentary whose snippet served as the basis for my previous piece “The Elephant”. After watching the entire film, I’ve determined that there is something deeper to this question, other than an issue of merely race or class, which is the result of the dangerous and destructive mélange of the two in the American conscience in the form of something which seeks to posit itself as disinterested in both – intellect.
You are a youngish professional who has moved to the town of Maplewood, New Jersey because of a number of factors. The train station makes the commute into New York, where you inevitably work easier, for it seems, at least with eyes almost-open, that no one conducts their business in New Jersey. The neighborhood is quaint, a word which is often condescending, and you use it condescendingly at first, too, until you begin to love your new home and hate yourself for loving it. But most of all, the school district is progressive. You find it odd that it is so diverse, a word which means nothing in this situation, for diversity comes only with the realization that the school district is not all white or all black. As you tour the elementary school, you smile at the young black girls who play with the white boys in an image of racial progress which makes your liberal face break out into a capricious grin. America, the promised land, is finally ours.
It is a lie, of course. Those children are playing together at that age because the institutions which are always at work, always invisible, have not yet triggered them into realizing who they are. Black boys and white girls and Latino girls and Asian boys play with one another in post-racial bliss because they are not yet aware. Like so many young mammals, children manage to function without opening their eyes.
Continue reading race, class and “intellect”: a follow-up
When I was in high school, a conversation gripped the entire school for a number of months. It concerned the issue of course leveling, which, more visibly, revealed itself to be an issue of race. Yet, as I delve further into my studies, I’m beginning to realize that very little in life has to do with solely race.
I have never experienced in the United States a place which is more simultaneously homogenous and heterogeneous as the land in which I was raised. New Jersey, that armpit of a state – how so little is known about the Garden State, the narrow strip of land between rivers which once cradled the young and ignorant youth of the American film industry, which has sustained the lives of two great American cities with its sweat and its anguish. How it reeks of both inequality and the promise of advancement, the city skyline – which is different depending on where you live – an image of all our dreams, of all our fantasies and all our fears. It is here that I found myself clutching towards a consciousness which is still underdeveloped and raw, and it is here, among the trees and the broken pavements, where my soul will likely be bound.
Because I am from New Jersey, I feel qualified to judge her, and to do so ruthlessly. For only a person from the armpit can truly know of the inner machinations therein, of the insidiousness of class conflict and the brutal visibility of race.
Continue reading the elephant: a response
For those who enjoy reading Dostoevsky in the original Russian but trip over spoken Russian like a toddler.
- First, understand that you will not reach fluency in strictly a collegiate environment. There are kinds of fluency which are more attainable in academic spaces, but speaking and listening are likely skills you will need to improve in the field, not in the classroom.
- Take a moment to figure out your strengths and weaknesses. If you have trouble doing this, consult your professor. It is helpful to know where you need improvement when studying languages lest you focus on one particular section and flounder in another. Unless you only need that particular section… so if you are learning Igbo so you can speak back to your grandmother when she talks to you, you may not necessarily need to know how to write or even read Igbo.
- Don’t be a prick – everyone has a reason to study a language and some people’s reason is that they simply want to explore a new culture. Just because you are studying Mandarin so you can be a better job candidate does not mean that your interests are more legitimate or deserve more esteem than the student studying Quechua or Icelandic or Chilean Sign Language.
Continue reading x’s tips for learning languages
Du Boisian double-consciousness applied to writing narratives.
I have been reading James Baldwin’s Tell Me How Long the Train’s Been Gone for the past three days now. I’ve been absorbing such heavy doses of the stuff that my mind is spinning around literary questions. In this book, Baldwin is actually speaking from the perspective of a Black narrator, unlike Giovanni’s Room, where the narrator is a white man. Yet, I wonder if there are any Baldwin books – I have not read them all, sadly – where the narrator is not a Black or White man. A Latina woman? A Black woman? An Asian man?
It is striking to me to think of the various first-person narrators throughout literary history and to see how closely their race reflects the race of their writers. Nick from The Great Gatsby, Yunior from The Brief, Wondrous Life of Oscar Wao, Janie from Their Eyes Were Watching God, Jim from My Ántonia – all of these characters belong to a specific racial narrative, the likes of which is hardly crossed… and perhaps for good reason.
What does it mean for a white man to write from the experiences of a Black man? Of a Black woman?
Continue reading why I can’t write an asian narrator
Three years ago, if you asked me what I would be minoring in, I probably would have said History or Black Studies or even Film Studies. I most likely wouldn’t have said… French?
I’ve been studying French for two years now. My first semester at Swarthmore I did not take a French class and sort of just trained myself using all sorts of online resources. I was able to skip the first level of Intensive First-year French from learning the language in a way which to me can only be described as inorganic. Computerized voices uttered words which to me sounded more like garbled tv noise than human language. Questions, likely generated randomly, tested how well I could put together the jagged, undefined pieces of the puzzle which was my comprehension of French grammar and syntax. Rote memorization of words which were ciphers for English.
Continue reading inorganic
Reflections on blackness, class and privilege.
Anyone who sees me around campus is likely to see me in this navy “Pace University Alumni” t-shirt. This t-shirt is one of my favorites, not only because its comfortable and well-worn (that is, it fits my body well from me stretching it out just enough so that it doesn’t lose its shape or look sprayed-on) but because of the symbolism behind it. I never really paid attention to the fact that my parents had both graduated from college until I arrived at Swarthmore. It was an unspoken part of my reality, an unseen privilege which was only made apparent to me when I realized that other people didn’t have it as well. And I suppose it may have been due to the fact that I was embarrassingly naive in high school or simply out-of-touch with the world around me, suspended in the little bubble that is my town.
And it didn’t really mean all of this to me when I started wearing the shirt around the house, at that time during this weird weight loss journey of mine when the shirt was still too tight for me to wear it in public. It didn’t even dawn on me when I noticed for the first time that I really liked the way I looked in that shirt, or when I realized how upset I was when I found a hole in the armpit. It wasn’t until this summer that I sort of became cognizant of it all, to be honest.
Continue reading the middle