All posts by Dana Huff

English Department Chair/English teacher, doctoral candidate at Northeastern University, reader, writer, bread baker, sometime soapmaker, amateur foodie. Wife and mom of three.

One-Pagers

I shared some student work on Twitter, and it seemed as though some folks were interested in learning more about the concept. First of all, I didn’t come up with this concept at all. I’d seen one-pagers floating around for a while. Some time back, I tweeted asking for help with instructions, and Dianna Minor and Glenda Funk graciously shared their instructions with me. I also found Betsy Potash’s instructions via Cult of Pedagogy and these instructions at Ms. D’s English Fury helpful. I adapted my instructions from these sources. All credit goes to the fine educators who generously shared their ideas and their students’ work. I am indebted to them, and I’m sharing what I did only as a means of paying it forward in case it helps other people. 

You can use one-pagers to assess lots of things. I am an English teacher, but I imagine they could be used in just about any subject and at pretty much every grade level, with some adaptations.

What is a one-pager?

A one-pager is a kind of project in which you share your most important takeaways from a text on a single page using text and artwork. You take what you have learned from a text and put the highlights on the page accompanied by art that represents, sometimes symbolically, these highlights and themes.

Why create a one-pager?

One-pagers allow you to mix media, text, and images, which helps you remember details better. It’s brain science. According to Allan Paivio’s dual coding theory, the brain has two ways of processing: the visual and the verbal. The combination of the two leads to the most powerful results. You will remember more when you’ve mixed language and imagery. One-pagers also offer variety—another way to share your interpretation and analysis of a text. You might be surprised what you will come up with! Plus, they’re fun. [All credit to this rationale goes to Betsy Potash.]

But I am not good at art/don’t like art…

I will share some templates with you that may help, but the important thing to remember here is that you ARE good at art. You might want to draft your one-pager in light pencil before coloring it in, but you will create something pretty amazing. I feel it in my bones. Also, do not use clip art or computer art. Trust me. One-pagers look so much better when they’re your own art.

Okay, so what are the parameters?

  • A single piece of letter-size paper (or A4 if you can’t get letter where you currently are located). You may use colored paper if you have access to it and want to, but it is NOT required.
  • Work only on one side of the page in portrait or landscape mode. 
  • Include color and patterns*. Think symbolically here. Texture is fine, too.
  • Fill the entire page with your work. If you have blank space, repeat an element or fill it with one of the optional elements (see below).
  • Put your first and last name on the back.
  • Try to be neat with lettering. It helps to draft first. Definitely make sure handwriting is legible.

*I had markers and colored pencils to lend students who needed them.

What kinds of elements should I include?

The following elements are REQUIRED:

  • The title and author of the book.
  • Illustrations or symbols that represent the reading. This could be a character, a scene from the text, symbols that convey ideas expressed in the work.
  • Choose two or three notable quotes that stand out to you from the text. It could be quotes that make you think or wonder or remind you of something important from the text.  Write the quotes on your paper using different colors and/or writing styles. Include the page number and a short analysis of the quote.
  • Make a personal connection to what you read. What did it mean to you personally? (Examples: “I feel…I think…I know…I wonder…”).

The following elements are options, but pick at least 2:

  • Create a border that reflects a theme. This can include words, pictures, symbols, or even quotes.
  • Draw a word cluster around your image. Use these words you highlight the importance of your chosen image. The word cluster may also artistically symbolize the subject matter.
  • Write a poem about the book, a character, or the theme. If this is particularly challenging, you may choose to compose an acrostic poem using a one-word theme.
  • Create a hashtag that relates to the text.
  • Explain how the setting shapes a character in the text.
 

Rubric

Skill

Exemplary

Proficient

Developing

Emerging

The extent to which the one-pager demonstrates textual analysis.

Art and text demonstrate textual analysis that offers insightful interpretations and understanding of the text with analysis that goes well beyond a literal level.

Art and text demonstrate textual analysis that offers clear and explicit interpretations and understanding of the text with analysis that goes beyond a literal level.

Art and text demonstrate textual analysis that offers partially explained and/or somewhat literal interpretations and understanding of the text with some analysis.

Art and text demonstrate textual analysis that offers few or superficial interpretations and understanding of the text with little analysis.

 

The extent to which the one-pager follows the “rules.”

All the “rules” are followed: the work is on a single side of letter or A4 paper, the page is filled, color is used, first and last name are on the back, and the lettering is neat and legible.

Most of the “rules” are followed: one or two minor omissions (see exemplary column).

Some of the “rules” are followed. There are two or more omissions (see exemplary column).

Few or none of the rules are followed. There are more than three omissions (see exemplary column).

The extent to which all required elements are included.

All required elements are included and addressed in a thoughtful way that demonstrates symbolic thinking, analysis and/or synthesis of ideas, and thoughtful interpretation of the text. Two or more optional elements add depth to the piece.

All of the required elements are included. Elements demonstrate symbolic thinking, analysis and/or synthesis of ideas, and interpretation of the text. Two optional elements add depth to the piece.

Most of the required elements are included. Elements demonstrate developing symbolic thinking, analysis and/or synthesis of ideas, and interpretation of the text. Two optional elements are included.

Some of the required elements are included. Elements demonstrate emerging symbolic thinking, analysis and/or synthesis of ideas, and interpretation of the text. Optional elements may be missing or incomplete.

Recommendations

Sid, who tweets @ThatTeacherSid on Twitter, posted the following tweet a few days ago:

I need to do some work on my dissertation, so I’m hoping a reply here on my blog will limber me up for writing.

Is that possibly a form of procrastination? 

Maybe, but here are my recommendations, and you might consider teaching them, or you might just enjoy them on your own.

Essays

One of my all-time favorite essays is Ta-Nehisi Coates‘s seminal work, “The Case for Reparations.”  It’s well-researched and persuasive. I particularly appreciate that Coates doesn’t become bogged down by the “how,” which is what stops many people from considering reparations for slavery. Instead, he focuses on “why,” and once the “why” is compelling enough for the majority of Americans, I think we will find the “how.” I also highly recommend Coates’s essays “My President Was Black” and “The First White President.”  “The Case for Reparations” and “My President Was Black” were both collected in his book, We Were Eight Years In Power, which I also highly recommend. In this collection, Coates discusses the writing and his process. His critical reflection on his own work is really fascinating.

A more recent essay I read in The Atlantic was “History Will Judge the Complicit” by Anne Applebaum. What I loved about this essay was the historical study of two figures in East Germany, Wolfgang Leonhard, who defected to the United States after growing disenchanted with the East German Communist Party, and Markus Wolf, who remained loyal to the party even after gaining an intimate knowledge of its worst violence. Applebaum compares the two men to Mitt Romney and Lindsey Graham. I found the essay to be a fascinating discussion of party versus principles, and the comparison is a master-class in persuasive writing.

I first read James Baldwin‘s essay “A Talk to Teachers” after seeing Clint Smith mention it in a tweet. Smith mentioned that he returned to it each year while he was teaching. I’m not sure if he still re-reads it each year, but I have now read it twice, and if anything, it becomes more relevant as time passes. It’s hard to believe Baldwin didn’t pen this essay just last week. Baldwin underscores the urgency of social justice and why teachers cannot wait to make critical changes in how they teach their students of color. Baldwin opens his essay:

Let’s begin by saying that we are living through a very dangerous time. Everyone in this room is in one way or another aware of that. We are in a revolutionary situation, no matter how unpopular that word has become in this country. The society in which we live is desperately menaced, not by Khrushchev, but from within. To any citizen of this country who figures himself as responsible—and particularly those of you who deal with the minds and hearts of young people—must be prepared to “go for broke.” Or to put it another way, you must understand that in the attempt to correct so many generations of bad faith and cruelty, when it is operating not only in the classroom but in society, you will meet the most fantastic, the most brutal, and the most determined resistance. There is no point in pretending that this won’t happen.

The essay was originally a speech that Baldwin delivered in 1963!

Poems and Poetry Collections

I have written previously that we’re in the midst of a poetry renaissance right now (subscription to English Journal required). I still believe that is true. This list has the potential to be extremely long, so I’m going to limit it to my current favorites.

Maggie Smith‘s “Good Bones” is a poem I turn to often. These days seem so bleak, and they feel like they only become bleaker. But Smith reminds us that this old planet does have “good bones,” and we can make something beautiful with it.

Jericho Brown invented the form “duplex,” a combination of a ghazal, a sonnet, and the blues. This poem, titled “Duplex,” is one of my favorite examples of the form. I particularly love the line, “A poem is a gesture toward home.” For a birthday gift to myself, I attended a poetry-writing masterclass taught by Brown through the Emily Dickinson Museum’s Poetry Festival programming (it was free, but the gift was giving myself the time to do it). What an amazing teacher! I loved it! His collection The Tradition won the 2020 Pulitzer Prize for Poetry. I highly recommend it. Also, check out Brown’s pandemic poem, “Say Thank You Say I’m Sorry.

Speaking of collections, a few of my favorites are Eve L. Ewing‘s 1919Clint Smith‘s Counting Descent, and Fatimah Asghar‘s If They Come for Us are three of my favorite collections.  Ewing’s book focuses on Chicago’s 1919 Race Riot, and she experiments with a variety of forms and ideas, using quotes from a report called The Negro in Chicago: A Study on Race Relations and a Race Riot. I’m telling you, really need to hear Ewing read aloud her poem “Jump / Rope,” which she reads in this interview with Terry Gross.

Clint Smith’s collection has too many favorites to count. Some poems that I particularly enjoy, however, are “Counting Descent,” “Counterfactual,” “When Maze & Frankie Beverly Come on in My House,” “Playground Elegy,” and “Ode to the Only Black Kid in Class.” I also really like Smith’s poem “History Reconsidered.”

His performance of “When They Tell You the Brontosaurus Never Existed” is another favorite.

Some favorites in Fatimah Asghar’s collection include “Microaggression Bingo” and “If They Come for Us.”

Speeches

Some of my favorite speeches in recent years are actually speeches by young people. I found Emma González‘s speech at a press conference following the Parkland Shooting particularly moving.

I also enjoy any time Bryan Stevenson speaks, but this TED Talk is a place to start.

 

I also really like this older speech by Sir Ken Robinson, whom we lost this year.

And finally, this speech by Chimamanda Ngozi Adichie is my “why” for teaching English.

Becky with the Silky Copper-Colored Hair: Toni Morrison’s Song of Solomon Meets Beyoncé’s Lemonade Part 4

If you missed the first three posts in this series, click the link(s) to access Part One, Part Two, and Part Three. This post is the final post in this series. It seems an appropriate time to share given the current administration’s attempts to prevent educators from teaching Critical Race Theory.

During the course of our study of Song of Solomon, students also read Ta-Nehisi Coates’s essay for Atlantic, “The Case for Reparations.”

Using this essay along with Song of Solomon and Lemonade, students created questions for discussion. One class generated the following questions: “Why are the struggles of the Black community so consistently talked about and struggled with? Why hasn’t there been a solution? Why is this problem still persisting no matter how much we talk about it?” In preparing for discussion, one of my students connected Beyoncé’s reference to “Becky, with the good hair” to Milkman’s distant relatives, the Byrds, who “pass” for White in addition to Hagar’s belief that Milkman is more attracted to women with lighter skin. She felt that colorism was a pervasive issue, as demonstrated in these examples. Another student mentioned the doll tests used to demonstrate Black children’s internalized feelings of inferiority in the landmark Brown v. Board of Education of Topeka, KS. Supreme Court case. Our class watched a film by Kiri Davis that replicated the doll test in the 2000s with similar results.

One student reflected that all of these texts together helped him understand the implications of the novel’s themes with greater clarity, and he set himself the goal of looking for these connections for future seminars.

Students also generated essay topics and brought their ideas to writing workshop for feedback before beginning their essays. Many students connected Lemonade to the novel or even centered Lemonade as the primary text for discussion in their writing. One student applied a feminist lens and explained how both texts explore the oppression of women. The next year, I emphasized Kimberlé Crenshaw’s theoretical framework of intersectionality and Alice Walker’s concept of “womanism,” and students quickly identified how intersectionality and womanism worked in both texts. This topic came up in our Socratic seminars as one student brought in both ideas, prompting another student to reflect,

Originally, when I prepared for the seminar I thought of Guitar and Milkman’s lives and how systematic oppression has stripped them of hope and opportunity, but I had not thought about how the same systematic oppression affects the women in the novel such as First Corinthians and Hagar. This idea pertains to the idea of “womanism” and how the women in the novel, such as First Corinthians and Hagar, not only have to deal with the implications of being African-American, but also the implications of being a woman.

Another student reflected that “it made me realize that these life controlling actions still occur today; not only do White people work to assert their dominance over minorities, but this could also occur between genders. This idea further supports the Womanism movement because Black women have a greater likelihood of facing more inequalities and oppression.” One student remarked that studying Lemonade with Song of Solomon made the latter text more “relevant” because she could see how “themes presented in the novel are present and have evolved in today’s society.” Another student added simply that she “could [better] understand Solomon with the explanations within Beyoncé’s videos.” One student concluded, “I will remember this unit well because it made me reflect on the society I live in today… Not only did watching Lemonade help me understand Song of Solomon, but the novel also helped me identify symbolism and themes in Lemonade that I missed initially.”

The pairing of Song of Solomon and Lemonade presents many opportunities to integrate music into the ELA curriculum. In the second year pairing these texts, I noticed that students integrated music in their projects more often. For an independent novel selection, I asked students to create a project that demonstrated what they took away from their chosen book. One student wrote a classical composition based on the themes in Charlotte Brontë’s Jane Eyre, while another composed a three-song cycle based on characters in Jesmyn Ward’s Sing, Unburied, Sing. While it’s possible that students may have been inspired to create music based on literature without studying Lemonade in conjunction with Song of Solomon, it is clear that Beyoncé’s film helped them see music as a viable medium for understanding literature and culture as well as a literary vehicle of its own.

References

Crenshaw, Kimberlé. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.” Stanford Law Review, vol. 43, no. 6, 1991, pp. 1241-1299.

Davis, Kiri. “A Girl Like Me.” YouTube, 4 May 2007, www.youtube.com/watch?v=YWyI77Yh1Gg, Accessed 29 Jun 2020.

Knowles-Carter, Beyoncé, director and performer. Lemonade, HBO, 2016.

Morrison, Toni. Song of Solomon, Vintage, 2004.

Walker, Alice. In Search of Our Mothers’ Gardens, Mariner, 2003.

Becky with the Silky Copper-Colored Hair: Toni Morrison’s Song of Solomon Meets Beyoncé’s Lemonade Part 3

This post is the third in a series about teaching Beyoncé’s visual album Lemonade album in conjunction with Toni Morrison’s novel Song of Solomon. You might want to read the first post and second post first.

Guitar advises Milkman, “Wanna fly, you got to give up the shit that weighs you down” (Morrison 179). Before Milkman will be able to fly, he will have to give up everything that prevents him from becoming free (Foster 135). Over the course of his journey, he loses all of his possessions: his car, his shoes, and finally, his watch (Foster 165). Part of what weighs Milkman down is his father. Milkman has learned unhealthy lessons from his father, who taught him to value money and possessions as a marker of his worth. His father insists the only way to freedom is to “own things” (Morrison 55). Macon Dead, Jr. believes that Pilate has nothing useful to teach Milkman, which turns out to be false (Morrison 55).

Like Milkman, Beyoncé has learned some unhealthy lessons from her father in “Daddy Lessons.” In order to understand the “generational curse” of “the historical impact of slavery on Black love,” Beyoncé must “[reckon] with her partner’s betrayal” to understand “how familial, historical, and societal forces have shaped his behavior and [take] action to heal these wounds” (Cuchna and Shodiya, “‘Daddy Lessons’ by Beyoncé”). Cuchna and Shodiya argue that the thesis of Beyoncé’s film is “the past and future merge to meet us here” (“‘Daddy Lessons’ by Beyoncé”).

In order to become free, both Beyoncé and Milkman will need to confront this past and shed the “Daddy Lessons” passed down from their fathers. In Beyoncé’s case, these lessons include suppression of emotion as a sign of strength (Cuchna and Shodiya, “‘Daddy Lessons’ by Beyoncé”). In the middle of this song, Beyoncé includes a home video of herself and her father cut with a clip of her daughter, Blue Ivy, jumping on the bed. As Cuchna and Shodiya argue, Blue Ivy’s appearance underscores the importance of Beyoncé breaking the curse—her daughter’s future happiness is at stake (“‘Daddy Lessons’ by Beyoncé”). A funeral takes place, symbolizing the metaphorical death of this curse with the fictionalized death of Beyoncé’s father (Cuchna and Shodiya, “‘Daddy Lessons’ by Beyoncé”). Milkman has to contend with the fact that his father’s treatment of his mother impacted his own relationships with women. He wonders, late in his journey, about his mother: “What might she have been like had her husband loved her?” (Morrison 300). Milkman begins to realize that Macon, Jr. loved “property… to excess because he loved his father to excess” (Morrison 300). Macon, Jr. saw his own father killed in a property dispute in which his father was clearly in the right, and it has affected his entire outlook on life. Like Beyoncé, Milkman must contend with a generational curse before he can become free. This freedom is represented in the novel by flight.

Milkman discovers that his great-grandfather, Solomon, was “one of those flying African children” (Morrison 321). In this clip, Toni Morrison talks about using this myth in the novel:

This myth likely arose from the story of the Igbo Landing which was the site of a mass suicide of Igbo people who were taken from what is now Nigeria to Georgia’s St. Simon’s Island (Momodu; Powell). Beyoncé also alludes to the Igbo Landing in her song “Love Drought,” which features Beyoncé leading a group of eight African-American women to wade into the water. The group, however, does not drown themselves, but rather engages in a form of baptism to “be born again into a life of healing from the pain of racial injustice that was outlined” earlier in Lemonade (Cuchna and Shodiya, “‘Love Drought’ by Beyoncé”).

This song appears in Lemonade’s chapter “Reformation,” as Beyoncé “band[s] together” with the group of women “to create new lives for themselves,” an act accomplished through joining and raising their hands “in unity, suggesting the communal power of Black women” to effect miraculous changes (Cuchna and Shodiya, ‘Love Drought’ by Beyoncé”).

This baptism sets the stage for the next chapter in Lemonade, “Forgiveness.” Like Milkman, now that Beyoncé has come to terms with the truth and understands how history has impacted her, she can become free. While Beyoncé accomplishes this freedom through creating community with Black women, past and present, Milkman accomplishes freedom with the healing assistance of a woman. As Pilate presciently declares early in the text, “it’ll be a woman save his life” (Morrison 140).

Near the end of Song of Solomon, Milkman enters into his first reciprocal relationship with a woman, a prostitute named Sweet. Sweet bathes Milkman both literally and spiritually, after which, he bathes Sweet (Foster 166). The two then engage in domestic tasks of the sort that Milkman has never done, according to his sister Magdalena called Lena, who charges Milkman with “never pick[ing] up anything heavier than [his] own feet” (Morrison 215). One of the tasks Milkman does is to scrub Sweet’s bathtub; earlier, Lena accused Milkman of never “wip[ing] the ring from [his] tub” (Morrison 215). Clearly Milkman has become a new person. In “Freedom,” Beyoncé sings “I’ma rain, I’ma rain on this bitter love / Tell the sweet I’m new” (Knowles-Carter, Lemonade).

In this song, Beyoncé declares freedom from the “chains” of the “curses [she has] inherited” (Cuchna and Shodiya, “‘Freedom’ by Beyoncé”). Similarly, Milkman’s flight represents his attainment of freedom (Foster 136). However, Milkman does not fly until after he realizes that “without ever leaving the ground, [his aunt Pilate] could fly” (Morrison 336). In order to attain his own freedom, Milkman must “surrender to the air” (Morrison 337).

When Beyoncé reconciles with her partner in “All Night,” our class discussed how the healing accomplished through intimacy compared to Milkman’s relationship with Sweet. I suggested that some critics argue that the album should have ended with this song rather than “Formation” because it signaled reconciliation. Before I had finished the thought, one of my students interjected, “No.” I asked her to elaborate. She said that “Formation” is necessary because it declares Beyoncé’s intention to join with other women to stop racial injustice and gender inequity. This intention is not only displayed in the chorus of the song when Beyoncé sings, “Okay, okay, ladies, now let’s get in formation” but also in the lyric, “I like my baby heir with baby hair and afros” (Knowles-Carter, Lemonade).

 

These lyrics announce Beyoncé’s intention to “affirm her daughter, just as she is” (Cuchna and Shodiya, “‘Formation’ by Beyoncé”). Near the end of Song of Solomon, Milkman holds Pilate in his arms as she dies and says, “There must be another one like you… There’s got to be at least one more woman like you” (Morrison 336). At this moment, Milkman’s “symbolic acceptance of an alternative African-American beauty ideal,” represented by Pilate’s rejection of White beauty standards pursued by her granddaughter Hagar, finally gives Milkman the freedom to fly (Ashe 589).

Morrison says in her foreword, the flights of the men in Milkman’s family “are viewed differently by the women left behind” as evidenced by the “Sugarman” / “Solomon” song passed down to Pilate (xiv). As Morrison says, “to praise a woman whose attention was focused solely on family and domestic responsibilities, Milkman summons a conundrum: that without ever leaving the ground she could fly” (xiv). Because she accepted herself, as she was, she has always been free. The cryptic final sentence of Morrison’s foreword reads, “My father laughed” (xiv). I asked my students why they thought Morrison’s father laughed, reminding them she wrote the novel to explore what the men he has known “are really like” (xii). One of my students said, “I think it’s because even though she was writing about men, she still managed to make this book about women.” We laughed, too.

In my next and final post in this series, I’ll move from analysis of the texts’ connection to what activities and assessments we did in the classroom.

Works Cited

Ashe, Bertram D. “‘Why Don’t He Like My Hair?’: Constructing African-American Standards of Beauty in Toni Morrison’s Song of Solomon and Zora Neale Hurston’s Their Eyes Were Watching God. African American Review, vol. 29, no. 4, 1995, pp. 589-592.

Cuchna, Cole and Titi Shodiya. “‘Daddy Lessons’ by Beyoncé.” Dissect. 19 May 2020, open.spotify.com/episode/4o4BiQlgkVPAC7ORLK115t?si=CpbfA7d0TmCyrqYblnf5ng, Accessed 29 Jun. 2020.

Cuchna, Cole and Titi Shodiya. “‘Freedom’ by Beyoncé.” Dissect. 16 Jun. 2020, open.spotify.com/episode/73TaovV5bMxDMICYqnvlTe?si=jLafOY69Rp2u4iIH7JcWdQ, Accessed 29 Jun. 2020.

Cuchna, Cole and Titi Shodiya. “‘Love Drought’ by Beyoncé.” Dissect. 26 May 2020, open.spotify.com/episode/1DGACEEJICFbSYCF3RVJZX?si=gpBgSsdjQp2rd6dNWdFeMw, Accessed 27 Jun 2020

Foster, Thomas C. How to Read Literature Like a Professor. Revised ed., Harper Perennial, 2014.

Momodu, Samuel. “Igbo Landing Mass Suicide.” BlackPast, 25 Oct. 2016. www.blackpast.org/african-american-history/events-african-american-history/igbo-landing-mass-suicide-1803/, Accessed 27 Jun 2020.

Morrison, Toni. Song of Solomon, Vintage, 2004.

Powell, Timothy B. “Ebo’s Landing.” New Georgia Encyclopedia, 28 Feb. 2004, www.georgiaencyclopedia.org/articles/history-archaeology/ebos-landing, Accessed 27 Jun. 2020.

Becky with the Silky Copper-Colored Hair: Toni Morrison’s Song of Solomon Meets Beyoncé’s Lemonade Part 2

Yesterday, I shared a little bit of background into the connections between Beyoncé’s Lemonade visual album and Toni Morrison’s novel Song of Solomon. Today, I am going to explore those connections more deeply.

Song of Solomon is the centerpiece of a unit on Identity and Culture in our AP English Literature curriculum. We focus on essential questions such as

  • What makes us who we are?
  • How does culture influence us?
  • Is defining identity based on difference a divisive or a constructive force in society?

I think the text could work well in a variety of units, however, and one of the reasons I teach it in AP Lit is that it is a good text for Question 3.

The first year I paired Lemonade with Song of Solomon (2018-2019), I did not teach the entire text of Lemonade. I pulled out specific songs from the visual album. However, the power of the paired texts prompted me to teach the entire visual album the following year. Cole Cuchna and Titi Shodiya argue that Lemonade is a Gesamtkunstwerk, or “total work of art,” a concept borrowed from nineteenth-century German composer Richard Wagner, who “believed varying art forms, such as poetry, music, dance, theater, costume, and set design should be seamlessly synthesized to create an artistic expression that was much more than the sum of its parts” (“Beyoncé: Lemonade”).

Cienna Davis argues that the visual storytelling in Lemonade situates “Beyoncé within Afrodiasporic genealogies and alongside histories of Black trauma” (24). One might argue the same for Song of Solomon. Milkman undertakes a journey to discover himself and his family, but this journey also helps him uncover “the story of his ancestors and the trauma hidden in it that has affected his family generation after generation” (San José Rico 153). This knowledge helps Milkman feel connected to a larger community and begin the process of stopping the cycle of trauma passed down through his family (San José Rico 153). Both Beyoncé and Toni Morrison employ African-American folklore to explore this history of trauma.

The first year I paired Lemonade with Song of Solomon, my class’s first encounter with Beyoncé’s album occurred after we had read up to chapter X in Song of Solomon. Hagar has just been unceremoniously dumped by Milkman after they have been lovers for twelve years. She has taken to stalking him in the evenings and threatening to kill him. Following a discussion of the chapter’s events, we viewed Beyoncé’s video for “Hold Up.”

In the video, Beyoncé evokes the Yoruban orisha Oshun, dressed in yellow and striding out into the streets with a rush of water (Roberts and Downs). Oshun is a goddess of water and sensuality, and folklore describes her legendary temper, especially when she has been wronged (Roberts and Downs). Beyoncé wields a bat and carves a swath of destruction throughout the video. I asked students if perhaps Hagar could be considered alongside Beyoncé. These lyrics for “Hold Up” became the basis for our discussion:

What’s worse, lookin’ jealous or crazy?
Jealous or crazy?
Or like being walked all over lately, walked all over lately
I’d rather be crazy (Knowles-Carter, Lemonade)

Had Hagar decided she’d rather be “crazy” than be “walked all over lately”? Suddenly Hagar’s anger and desire for destruction made more sense to my students and was grounded in both folklore and a modern story of infidelity. One student described the connection between the texts as a “eureka moment.” Seeing the way that Beyoncé wielded folklore led students to a deeper understanding of Morrison’s use of folklore.

Hagar internalizes Milkman’s rejection in a startlingly similar way to Beyoncé. Hagar is driven to murderous rage after seeing Milkman with “a girl whose silky copper-colored hair cascaded over the sleeve of his coat” (Morrison 127).  At the end of her song “Sorry,” Beyoncé sings, “He only want me when I’m not there / He better call Becky with the good hair” (Knowles-Carter, Lemonade).

She repeats that last line. Students understood the woman with “silky copper-colored hair” means nothing to Milkman as she occupies only Hagar’s thoughts (the text never mentions Milkman’s thoughts about the woman, which led us to conclude he doesn’t have any). My students quickly nicknamed the mysterious woman with silky copper-colored hair “Becky,” drawing a straight line to Beyoncé’s lyrics.

Near the end of Song of Solomon, Hagar catches sight of herself in the mirror and says “No wonder… I look like a ground hog. Where’s the comb?” (Morrison 308-309). Hagar concludes that Milkman does not love her because of her appearance, so she decides to “fix [herself] up” by buying new clothes and makeup and having her hair done (Morrison 308). While waiting for the hairstylist to be ready for her, Hagar walks in the rain, and all of her plans are undone as her bags fall apart in the street (Morrison 313). Hagar herself falls apart, contracting a fever (Morrison 314). As she lies dying, she asks Pilate, “Mama… why don’t he like my hair?” (Morrison 315). Remembering the woman she saw with Milkman, Hagar assumes that Milkman loves “silky hair” and “lemon-colored skin” (Morrison 315-316). In the Lemonade film, Beyoncé incorporates the poetry of Warsan Shire, including “For Women Who Are ‘Difficult’ to Love.”

One student drew a parallel in his essay between Hagar’s dying words and Beyoncé’s rendering of Shire’s poem, citing the lines “I tried to change. Closed my mouth more. Tried to be softer, prettier, less awake” (Knowles-Carter, Lemonade). Both Beyoncé and Hagar express a belief that changing themselves will make them more deserving of love.

Tomorrow I will share some connections between the song “Daddy Lessons” and the lessons Milkman learns from his father.

Works Cited

Cuchna, Cole and Titi Shodiya. “Beyoncé: Lemonade.” Dissect. 23 Apr. 2020, open.spotify.com/episode/40hut8DPmX25CTG6s46bMS?sid=LocUPWnQTVKprV9zul4mwA, Accessed 27 Jun 2020.

Davis, Cienna. “From Colorism to Conjurings: Tracing the Dust in Beyoncé’s Lemonade.” Taboo: The Journal of Culture and Education, vol. 16, no. 2, 2017, pp. 7-28.

Knowles-Carter, Beyoncé, director and performer. Lemonade, HBO, 2016.

Morrison, Toni. Song of Solomon, Vintage, 2004.

Roberts, Kamaria and Kenya Downs. “What Beyoncé Teaches us About the African Diaspora in Lemonade.” PBS News Hour, 29 Apr. 2016, www.pbs.org/newshour/arts/what-beyonce-teaches-us-about-the-african-diaspora-in-lemonade, Accessed 6 Jul. 2019.

San José Rico, Patricia. Creating Memory and Cultural Identity in African American Trauma Fiction, Brill, 2019.

Becky with the Silky Copper-Colored Hair: Toni Morrison’s Song of Solomon Meets Beyoncé’s Lemonade Part 1

As I mentioned yesterday, my manuscript for English Journal was not accepted, but I also don’t have time right now to revise it, so you get to read it in its rougher unpublishable state. In this series of posts, I will be discussing what happened when I decided to teach Beyoncé’s visual album Lemonade with Toni Morrison’s Song of Solomon and also offer some scholarly background into why the two texts work so well together. The short version? It was magic.

Publishing it this way might enable me to make the story more of a multimedia experience, so I’m calling it a win. Credit to my former student Geethika for the title of this series. A note on citations: I transitioned from using MLA to APA on this blog because I found I liked APA better and it’s also more commonly used in education, but I used MLA in this article because it is English Journal’s citation style, and I didn’t want to revise all the citations.

Image credit Kristopher Harris, used under Creative Commons License

Pop culture phenomenon and megawatt music star Beyoncé opened her film Homecoming, a recording of her 2018 Coachella concert, with words borrowed from Toni Morrison’s novel Song of Solomon: “If you surrender to the air, you can ride it” (qtd. in Knowles-Carter, Homecoming). Song of Solomon differs from Morrison’s other novels in that its protagonist, Macon Dead III, known as “Milkman,” is a man. In the foreword to the 2004 edition of her novel, Morrison explains that she began writing Song of Solomon after the death of her father (xii). She asked her father, by way of hoping for inspiration, “What are the men you have known really like?” (xii). Morrison describes that “radical shift in imagination from a female locus to a male one” as a “challenge” (xii). However, as my students and I discovered when we paired our reading of Song of Solomon with a study of Beyoncé’s visual concept album Lemonade, Milkman’s relationships with women in the novel drove his development as a character, ultimately teaching him that “if you surrendered to the air, you could ride it” (337).

As Beyoncé explains in an interview with Vogue, “I come from a lineage of broken male-female relationships, abuse of power, and mistrust. Only when I saw that clearly was I able to resolve those conflicts in my own relationship. Connecting to the past and knowing our history makes us both bruised and beautiful” (Knowles-Carter, “Beyoncé in Her Own Words”). Lemonade has been described as a journey (Edgar and Toone 12). Indeed, Tidal, the music and podcast streaming service owned by Beyoncé’s husband Jay-Z, described Lemonade as “every woman’s journey of self-knowledge and healing” in its announcement of Lemonade‘s release (Pinkard). Morrison contrasts the “stereotypically male narrative” with its “accomplishment of flight, the triumphant end of a trip through earth, to its surface, on into water, and finally into air” with this feminine journey (Morrison xii). However, Beyoncé incorporates many of these motifs, including a trip through earth and into water, in Lemonade. University of Pennsylvania professor Jeanine Staples argues that Lemonade’s cultural references create a “tapestry of journey method through iterations of consciousness and experiences that are tied to a feminine and Black feminist tradition/s” (29). Cole Cuchna and Titi Shodiya describe Lemonade as a “deeply personal exploration of identity, history, and spirituality, a visionary expression of a woman’s journey from betrayal to redemption, from tragedy to triumph, from subjugation to freedom”(“Beyoncé: Lemonade”).

Like Beyoncé, Milkman must make his own journey to reckon with his family’s history, including a similar lineage of romantic and familial relationships, and it is only once he learns this history that he is able to fly.

Beyoncé’s Lemonade album and accompanying film explore the threat of infidelity in a relationship between a Black woman and a Black man, but Cuchna and Shodiya explain that more deeply, the visual album is “a gateway into an education on how America’s history of slavery and systemic injustice affect the structures of the Black family” (“Beyoncé: Lemonade”). Reviewing the film for Humanity & Society, Corey Miles argues that the film’s chapter titles, beginning with “Intuition,” “Denial,” and “Anger,” then advancing to “Forgiveness,” “Resurrection,” and “Redemption,” develop the “emotional progression for how black women negotiate their relationship with black men, specifically their husbands and fathers” (136). Miles contends that the first half of the album wrestles with Beyoncé’s anger about the infidelity of both her father, Mathew Knowles, and her husband, Jay-Z (136). The middle of the album underscores feelings of apathy that gradually give way to redemption, forgiveness, and empowerment. After the Lemonade album was released, writer Candice Benbow collaborated with African-American women to produce the Lemonade Syllabus, a compilation of recommended reading celebrating Black womanhood. While several novels by Toni Morrison make Benbow’s list of recommended fiction, Song of Solomon is not among them, likely due to its male protagonist; however, my AP English Literature and Composition students found many connections between Song of Solomon and Lemonade.

Tomorrow, I will delve more deeply these connections.

Works Cited

Benbow, Candice. Lemonade Syllabus. Issuu, 2016, issuu.com/candicebenbow/docs/lemonade_syllabus_2016, Accessed 6 Jul 2019.

Cuchna, Cole and Titi Shodiya. “Beyoncé: Lemonade.” Dissect. 23 Apr. 2020, open.spotify.com/episode/40hut8DPmX25CTG6s46bMS?sid=LocUPWnQTVKprV9zul4mwA, Accessed 27 Jun 2020.

Edgar, Amanda Nell and Ashton Toone. “‘She Invited Other People to that Space’: Audience Habitus, Place, and Social Justice in Beyoncé’s Lemonade.” Feminist Media Studies, 2017, pp. 1-15.

Knowles-Carter, Beyoncé. “Beyoncé in Her Own Words: Her Life, Her Body, Her Heritage.” Vogue, 6 Aug. 2018, www.vogue.com/article/beyonce-september-issue-2018, Accessed 15 Jun. 2020.

Knowles-Carter, Beyoncé, director and performer. Homecoming, Netflix, 2019.

Miles, Corey. “Beyoncé’s Lemonade: When Life Gave Us Lemons, We Saved the World.” Humanity & Society, vol. 41, no. 1, 2016, pp. 136-38.

Morrison, Toni. Song of Solomon, Vintage, 2004.

Pinkard, Ryan. “The Formation to Lemonade.” Tidal Magazine, 29 Apr. 2016, www.tidal.com/magazine/article/the-formation-to-lemonade/1-25900, Accessed 27 Jun. 2020.

Staples, Jeanine M. “How #BlackGirlMagic Cultivates Supreme Love to Heal and Save Souls that Can Heal and Save the World: An Introduction to Endarkened Feminist Epistemological and Ontological Evolutions of Self Through a Critique of Beyoncé’s Lemonade.” Taboo: The Journal of Culture and Education, vol. 16, no. 2, 2017, pp. 29-49.

Ambition!

My ambition got away from me. I have continued to read Joe Feldman’s Grading for Equity, but I haven’t been posting reflections here. I will, eventually. I just need to finish a project I’m working on before I post here.

In other news, a manuscript I submitted to English Journal was rejected with encouragement to revise, and I just don’t have time to revise right now. I think the peer reviewers’ comments were helpful and would make the writing a stronger piece, but it’s just not going to happen. Instead, I plan to post the article here, perhaps in three or four parts, so that the ideas might be something you can implement in your classroom (if you are so inclined). I had good reviewers, and I appreciate the time they put into the manuscript. I know that’s a lot of work.

I’m a researcher and graduate student, and the power of feedback to make your writing and thinking better cannot be overstated, but sometimes you need to put the rough ideas out there anyway, so that’s what I plan to do.

What is this article about? Here is a little hint.

 

Grading for Equity: A Brief History of Grading

Steamer Glass [i.e. class]” in Hancock School, Boston. Immigrant children.
Abstract: Photographs from the records of the National Child Labor Committee (U.S.)
I have a copy of my great-great-grandmother Stella Bowling Cunningham’s diary from 1893-1894, which I transcribed. It’s a fascinating window into history for many reasons, one of which is that while Stella was writing the diary, she was a teacher. She married in May 1894, after which she had to quit teaching and keep house.

Her primary concerns as a teacher seem to center around keeping order in her classroom. She remarks very little on what she actually taught her students, but she mentions whether or not class was unruly a few times. I also have a copy of a letter she wrote my great-uncle Alvin, who must have been assigned to write to grandparents and ask what school was like when they were little. Stella’s letter is wonderful (I reproduced it on this blog about 14 years ago).

I think I have always found the history of education, particularly schools, fascinating. I really enjoyed reading Joe Feldman’s chapter on the history of grading in  Grading for Equity. Much of it was material I already knew, as one of his sources, Schneider & Hutt’s (2014) article “Making the Grade: A History of the A-F Marking Scheme” was one my own sources as well. If you can get your hands on this article, I highly recommend you read it (the full citation, including DOI, is at the end of this post). I learned some really interesting things from it, particularly the fact that the A-F grading system is not really that old. It quickly became entrenched in schools, and it seems nearly impossible now to imagine schools with A-F grades, but they actually didn’t become entrenched until about the 1940s. My grandparents were still in school in the 1940s, though my grandfather would have graduated in the very early 1940s. The history of letter grades as a method for communicating learning isn’t that old.

First, yesterday I promised to continue reflecting on Feldman’s “Questions to Consider” for chapter 1 today; however, on reading them more closely, I’m not sure you care over much why I am reading this book or who I’m reading it with, so I’ll skip those, except to say that  I’ll reconsider anything I’m doing if it means my grading practices will be more equitable. Chapter 2 dives into the history of schools and grades a bit more.

How do schools in the first half of the twenty-first century—their design, their purpose, their student—compare with schools in the first half of the twentieth century?

I have actually sat in desks that were bolted to the floor. Have you? I find that the design of classrooms, at least in schools where I have taught, is much more fluid. Desks are mobile, sometimes even on wheels. Students sit in a large circle or square in my classrooms. My classroom looks different from the classrooms I sat in and from the images of vintage classrooms (like the one at the beginning of this post). We also have projectors and computers. My students learn from viewing images and watching videos in addition to reading. Most stakeholders would probably agree that my school’s purpose is to prepare students for college. I don’t think that was the goal of most schools in the early 20th century.

Did you know that Thomas Jefferson was one of the first people to propose schools as we might describe them today? In his Notes on the State of Virginia (which isn’t read enough and is why people don’t realize how complicated and problematic Jefferson’s ideas could sometimes be), he wrote (emphasis my own, spelling his):

This bill proposes to lay off every county into small districts of five or six miles square, called hundreds, and in each of them to establish a school for teaching reading, writing, and arithmetic. The tutor to be supported by the hundred, and every person in it entitled to send their children three years gratis, and as much longer as they please, paying for it. These schools to be under a visitor, who is annually to chuse the boy, of best genius in the school, of those whose parents are too poor to give them further education, and to send him forward to one of the grammar schools, of which twenty are proposed to be erected in different parts of the country, for teaching Greek, Latin, geography, and the higher branches of numerical arithmetic. Of the boys thus sent in any one year, trial is to be made at the grammar schools one or two years, and the best genius of the whole selected, and continued six years, and the residue dismissed. By this means twenty of the best geniusses will be raked from the rubbish annually, and be instructed, at the public expence, so far as the grammar schools go. At the end of six years instruction, one half are to be discontinued (from among whom the grammar schools will probably be supplied with future masters); and the other half, who are to be chosen for the superiority of their parts and disposition, are to be sent and continued three years in the study of such sciences as they shall chuse, at William and Mary college, the plan of which is proposed to be enlarged, as will be hereafter explained, and extended to all the useful sciences. The ultimate result of the whole scheme of education would be the teaching all the children of the state reading, writing and common arithmetic: turning out ten annually of superior genius, well taught in Greek, Latin, geography, and the higher branches of arithmetic: turning out ten others annually, of still superior parts, who, to those branches of learning, shall have added such of the sciences as their genius shall have led them to: the furnishing to the wealthier part of the people convenient schools, at which their children may be educated at their own expence.

Pardon the long quote, but I find it worth quoting at length because it several ideas come into focus if you read the whole thing:

  1. School was never envisioned to be equitable, not even the mind of the guy who wrote that “all men are created equal.” It was made to sort people, which is why tracking is still so common.
  2. The language Jefferson uses is telling: he describes students as “rubbish.” He didn’t include girls or BIPOC in the calculation at all. It’s a pretty classist idea even if you remove the sexism and racism. You know the boy children of poor farmers weren’t going to college.
  3. If you’re struggling to parse the language, the proposal is as follows:
    • Send one boy per “hundred” to a grammar school. The remaining students would end their schooling after three years in the “hundred” school.
    • Of those boys sent to grammar school, competition for continued education would be fierce: Jefferson suggests one or two years of grammar school to separate the wheat from the chaff, after which one of those grammar school students could continue his education for six more years.
    • Half of those boys lucky enough to continue their education past grammar school would then be able to go to college after that six years of education.

The competition among students was baked into American education early on. My great-great-grandmother Stella describes such competition when she describes spelling class: “We sat on long benches and a class would go up to the teacher to recite and sit on a long bench, only the spelling classes would stand in a row and “turn down”, when one missed a word.”

I would argue school has changed a great deal since the early 1900s but some aspects of school haven’t changed much. I have cited studies ranging from 1888-2019 in my research that document traditional letter grades’ issues with reliability, consistency, motivation, and self-concept. Grades seem to be the one aspect of school we are resistant to changing, in spite of a large body of evidence supporting change.

Once again, I’ve gone on too long and you’re probably not reading anymore. More tomorrow on how I see ideas and beliefs of the early 20th century at work in schools where I have taught.

Citations for further reading:

Feldman, J. (2019). Grading for equity: What it is, why it matters, and how it can transform schools and classrooms. Corwin.

Jefferson, T. (1787). Notes on the state of Virginia. Prichard and Hall. https://docsouth.unc.edu/southlit/jefferson/jefferson.html

Schneider, J. & Hutt, E. (2014). Making the grade: A history of the A-F marking scheme. Journal of Curriculum Studies, 46(2), 201-224. https://doi.org/10.1080/00220272.2013.790480

Towards More Equitable Grading

grade photo
Photo by mikefisher821

I’m not sure how many folks know this, but I’m currently entering the dissertation phase in my doctoral program at Northeastern. in fact, I’m hoping to defend my dissertation proposal before the month’s end. One reason this blog has been quiet for so long (until recently) is that I just haven’t made time to write here. I was doing so much writing for graduate school, and coupled with my teaching responsibilities, it was hard to find the time. I should have made the time because documenting my thoughts as I participated in the 21-Day Racial Equity Challenge © (created by Dr. Eddie Moore) reminded me of the critical importance of regular reflection, here, for me as a teacher. I attribute most of my growth as a teacher since 2005, when I started this blog, to regular blogging here.

Back in the day, I sometimes reflected on professional reading on this blog, and sometimes, book clubs resulted. Blogging has fallen by the wayside in favor of Twitter, which makes me sad because sometimes the long-form reflection is better than a tweet thread. The UbD Educators wiki grew out of the reflection I did, and until Wikispaces went defunct, it was a promising project, though I confided to Grant Wiggins that it was hard to find teachers to commit to adding to the wiki. He wasn’t surprised because lack of time makes it difficult. I always say that we make time for the things that are important to us, and this blog is pretty important to me, but I hadn’t made a lot of time for it for some years. I’m going to try to change that, and one thing I want to do is document my thinking as I read Joe Feldman’s Grading for Equity. I joked to a couple of colleagues that I am finally making time to actually read this book, which has been on my radar for a long time, and I realize I should have made the time to read it as soon as it was released because Feldman is citing much of the same research as I am citing in my dissertation. I could have saved myself a lot of searching through the library database!

First of all, I encourage educators to take the quiz How Equitable is Your Grading? on Feldman’s website. If, in the wake of George Floyd’s murder, you are examining your curriculum’s diversity, equity, and inclusion, I think that’s great. I think it’s great if you are engaged in movements to #DisruptTexts and #TeachLivingPoets. You also need to take a hard look at your grading practices, too. If, as Feldman says, you are implementing some equitable practices, such as “responsive classrooms, alternative disciplinary measures, diverse curriculum—but meanwhile preserve inequitable grading,” you are perpetuating inequity in schools.

I’m going to start by using Feldman’s “Questions to Consider” at the end of chapter 1. I’ll just answer the first two and update tomorrow with responses to the remaining three questions. Otherwise, this post will be way too long. Maybe it already is!

What are some deep beliefs you have about teenagers? What motivates and demotivates them? Are they more concerned with learning or their grade?

After over 20 years of teaching mostly teenagers, I have concluded that a lot of adults expect them to be more “adult” because they tend to look more adult. What I mean is they expect teenagers have developed an internal locus of control. Not even all adults have an internal locus of control. Teenagers tend to still mostly have an external locus of control, which means they are more likely to attribute a poor grade to a teacher’s lack of regard for them instead of a lack of proficiency on their part. I think we need to remember that when we are grading. As such, they might be motivated to earn good grades (carrot) or avoid bad ones (stick), but grades in an of themselves don’t motivate them to learn. I think they do help give students some kind of yardstick they can use to judge their performance, but I didn’t think grades had even this utility until I started doing research. Grades might not communicate what we think or wish they would, but they communicate something. I think students are much more concerned with grades rather than learning when they are in classes in which all high-stakes assessments result in grades that cannot be improved through revision and in which all earned grades are averaged together. If, however, they are in a classroom that encourages revision and focuses on proficiency, they focus a lot more on learning. Teenagers actually love to learn things, but the trick is that teachers need to communicate the relevance, and the wrong answer is “I’m the adult, so I say it’s relevant.” And if what you are teaching isn’t relevant, you need to figure out how to Marie Kondo the curriculum.

What is your vision for grading? What do you wish grading could be for students, particularly the most vulnerable populations? What do you wish grading could be for you? In which ways do current grading practices meet those expectations, and in which ways do they not?

Before I started my research, I wanted to eliminate grades a measure of student learning. There is a movement to do just that, and many schools successfully use other methods for reporting learning, and yes, their students still get into college. I no longer think grades are entirely useless. I think we have just perpetuated inequitable grading for so long that I couldn’t figure out another way aside from burning the whole system down. Now I advocate for proficiency-based grading, and that means that students might revise their work, sometimes several times, in order to reach a level of proficiency in learning content and skills. In almost any aspect of life, we have chances to practice a skill until we master it, and no one says it is unfair. There was a time when every musician we know didn’t know how to play their instrument, when every athlete didn’t know how to play their sport. But we don’t judge their current competence by where they started. I think grading based on reaching proficiency, whenever it happens or however it happens, is much more equitable.

My dissertation is a dissertation in practice, meaning I need to take an action step and evaluate its success. My action step is to create a proficiency-based grading and authentic assessment guide for a pilot group of faculty, to implement the practices therein (along with a focus group), to evaluate the guide’s success and revise it accordingly, and to present the findings to my colleagues. Feldman’s ideas will be invaluable in framing the guide, grounded also in my own research. I am hoping implementing this action step will make grading less of a chore for me, too—I related so much to Feldman’s argument that teachers don’t like grading (p. 5).

What I need to do is figure out a system that is more mathematically sound and use it. I am doing fairly well on most equitable grading practices according to Feldman’s quiz, with the exception of that one. For example, I already:

  • Don’t weigh homework much. Homework is preparation for class, such as reading and writing. I don’t even really use the homework category in my online grade book for graded work.
  • Don’t calculate behavior and executive function skills in my grade.
  • Allow students to revise their work and replace the grade entirely with the new grade.
  • Don’t subscribe to the idea that grades need to fall on a bell curve or that I need a certain distribution of grades.
  • Don’t count participation as a grade category. It is part of the rubric in a Socratic seminar.

I do not have students asking me to create homework assignments, and they mostly do the preparation I ask them to do. Students sometimes turn work in late for me, but it doesn’t bother me. Other than that, I don’t feel I miss anything by excluding executive function skills. Students actually work harder knowing the grade can entirely be replaced if the work improves. I don’t subscribe to fears about grade inflation or worries that students have too many high grades, and I find conversations with others who are still hung up here to be maddeningly frustrating. I have long felt participation was too slippery to calculate, and sometimes students are super engaged but don’t say as much. I still get excellent participation from students without grading it.

More tomorrow on the first chapter reflection questions. Let me know if you want to “book group” this book.

A Reflection on Completing the 21-Day Racial Equity Challenge (But Not the Work)

When my colleagues and I started our 21-Day Racial Equity  Habit Building Challenge ©, we watched this poem by Norma Johnson—”A Poem for my White Friends: I Didn’t Tell You.” I wanted to return to it to see how it struck me after three weeks of reflection and learning.

The thing I hear most in Johnson’s voice is her exhaustion, the sense of knowing there is no way her White friends can truly understand and empathize with her. This post on Buzzfeed with photographs of people holding up signs of microaggressions they often hear is a good example of the kind of tired Norma Johnson is talking about. It makes me sad. It makes me want to be a better friend. It makes me want to be a better ally, accomplice, and co-conspirator.

Part of what makes it difficult to talk to White people about racism is that they are not affected by it, certainly not in the same way as BIPOC. Racism definitely harms White people in many ways (honestly Google how racism hurts White people and look at a few things), but it can be hard for many White people to acknowledge and understand there is a system at work because many White people feel like they worked hard and maybe didn’t have certain advantages, so everyone should just be able to do it (whatever “it” is). Honestly, this is an opinion I held in the past because I did have a hard time. I didn’t have a hard time because of my race, though. That’s the difference.

As I have said recently, I believe the path to becoming antiracist is like an asymptote. I will strive toward it for the rest of my life (understanding that I will never be fully antiracist) because I think that kind of love for myself and for my fellow human beings is worth striving for. People are not perfect, but we still strive to be better and to do great work. Since I started working on unlearning racism several years back, I am so much happier. I have deep, rich relationships with wonderful people that I might have missed out on due to fear or prejudice. I am so much less afraid. I feel a greater understanding—not only of the society I live in, but also of my role in it. I’m also frustrated a lot of the time because I know the pain people cling to because of racism. As James Baldwin says in his phenomenal book The Fire Next Time: “I imagine one of the reasons people cling to their hates so stubbornly is because they sense, once hate is gone, they will be forced to deal with pain.” I think Baldwin is right that deep pain lies underneath hatred. We don’t have to live with that hatred, and we don’t have to live with that pain.

If you are interested in learning more about equity and justice, I encourage you to try the 21-Day Racial Equity Habit Building Challenge ©.  The only things you have to lose are ignorance, pain, and fear.