Monday, December 29, 2008

Memory in '09


Since my last posted entry, I've kept researching any and all readings on memory. My recent findings have been readings about remembering and the self. Some notable titles include "The Remembering Self: Construction and Accuracy in the Self-Narrative" (1994, Neisser and Fivush, eds) and Edmund Blair Bolles' "Remembering and Forgetting: An Inquiry into the Nature of Memory" (1988).

Also, added to my list of reads is Douwe Draaisma's "Metaphors of Memory: A History of Ideas about the Mind," which was affordable with shipping and all. Draaisma's monograph examines the many metaphors that have been used to describe memory throughout the span of time. Some of the chapters discuss classical memory, digital memory and what is termed "holographic memory". Included in the discussion is Freud's "Mystic Writing Pad". 

While I'm reading away, I must express how surprised I am the many transformations that this blog has undergone. First, the blog was created to examine memory in terms of remembrance and then strictly focused on rhetoric. Now, the blog has arrived at joining rhetoric and memory with recent postings about abolitionist rhetoric and the act of remembrance.

2009 will be the year when I might finalize this blog with my entire bibliography on memory and rhetoric. However, I may change my mind because I would want to add more sources about ethnic autobiography. I would even want to include bits and pieces of my own autobiography. Therefore, expect more in 09.

Wishin you all a rich and prolific new year!

New in Books



"In
Abolitionists Remember, Julie Roy Jeffrey illuminates a second, little-noted antislavery struggle as abolitionists in the postwar period attempted to counter the nation's growing inclination to forget why the war was fought, what slavery was really like, and why the abolitionist cause was so important." -- UNC Press

Friday, November 21, 2008

New in Books



Synopsis:

"Refiguring Rhetorical Education: Women Teaching African American, Native American, and Chicano/a Students, 1865-1911 examines the work of five female teachers who challenged gendered and cultural expectations to create teaching practices that met the civic and cultural needs of their students.

The volume analyzes Lydia Maria Child’s The Freedmen’s Book, a post–Civil War educational textbook for newly freed slaves; Zitkala Ša’s autobiographical essays published in the Atlantic Monthly in 1900 that questioned the work of off-reservation boarding schools for Native American students; and Jovita Idar, Marta Peña, and Leonor Villegas de Magnón’s contributions to the Spanish-language newspaper La Crónica in 1910 and 1911—contributions that offered language and cultural instruction their readers could not receive in Texas public schools.

Author Jessica Enoch explores the possibilities and limitations of rhetorical education by focusing on the challenges that Child, Zitkala Ša, Idar, Peña, and Villegas made to dominant educational practices. Each of these teachers transformed their seemingly apolitical occupation into a site of resistance, revising debilitating educational methods to advance culture-based and politicized teachings that empowered their students to rise above their subjugated positions.

Refiguring Rhetorical Education considers how race, culture, power, and language are both implicit and explicit in discussions of rhetorical education for marginalized students and includes six major tenets to guide present-day pedagogies for civic engagement."

Saturday, November 15, 2008

Tribute: Gloria E. Anzaldua



"Anzaldua's discourse embodies a set of proofs that transcends dualisms by embracing multiple understandings." 

Lisa Ede, Cheryl Glenn, and Andrea Lunsford

Memory in Latin America



For some time, I have wanted to bring attention to the work of Elena Poniatowska, whose work belongs in our discipline. A critical article for rhetoric scholars and memory scholars alike is Poniatowska's "Memory and Identity: Some Historical-Cultural Notes" (in Latin American Perspectives, 19.3, Summer 1992, 67-78). One of her major scholarly and visual inquires continues being "Las Soldaderas: Women of the Mexican Revolution". More sources on memory in Latin American studies coming soon. 

Wednesday, November 5, 2008

African American Reform Rhetoric



"Frances Ellen Watkins Harper:  African American Reform Rhetoric and the Rise of a Modern Nation State" (Forthcoming: Spring 2009)

Michael Stancliff

"A prominent early feminist, abolitionist, and civil rights advocate, Frances Ellen Watkins Harper wrote and spoke across genres and reform platforms during the turbulent second half of the nineteenth century. Her invention of a new commonplace language of moral character drew on the persuasive and didactic motifs of the previous decades of African-American reform politics, but far exceeded her predecessors in crafting lessons of rhetoric for women. Focusing on the way in which Harper brought her readers a critical training for the rhetorical action of a life commitment to social reform, this book reconsiders her practice as explicitly and primarily a project of teaching. This study also places Harper's work firmly in black-nationalist lineages from which she is routinely excluded, establishes Harper as an architect of a collective African-American identity that constitutes a political and theoretical bridge between early abolitionism and 20th-century civil rights activism, and contributes to the contemporary portrayal of Harper as an important theorist of African-American feminism whose radical egalitarian ethic has lasting relevance for civil rights and human rights workers." -- Routledge (Taylor & Francis Group)



New In Books




Thursday, October 30, 2008

"Narrative of the Life of Frederick Douglass"- Full Text



One of the autobiographies that I am examining when theorizing how memory works rhetorically within the genre of ethnic autobiography is Frederick Douglass' "Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself". Above is a link to the full text, which is presented by "Documenting the American South," a marvelous repository of historical documents about Southern American history. Check it out. 

Wednesday, October 29, 2008

New in Books: "Liberating Language..."



Liberating Language: Sites of Rhetorical Education in Nineteenth-Century Black America
Shirley Wilson Logan

Monday, October 27, 2008

New in Books: Memory & History



The Posthumous Career of Emiliano Zapata: Myth, Memory, and Mexico's Twentieth Century
Samuel Brunk  

Sunday, October 26, 2008

Race and Racism in Writing Assessment (Edited Collection)

CFP: Race and Racism in Writing Assessment (Edited Collection)

"The editors of this collection ask for chapter proposals that consider issues of race and racism in college writing assessments. For instance, can our current theories and practices of writing assessment serve the changing face of higher education? Are the methods that we currently use really the best ones to assess the literacies of our diverse students? What about new technologies of assessment such as machine scoring and directed self-placement (DSP)? And what about the expectations that students bring to tests, the uses (and abuses) of test scores, and the machinery of testing systems that “inevitably” track students along certain educational paths?

The editors invite you to consider proposing an essay, scholarly piece, classroom study, or research article. Chapters may consider all aspects of writing assessment, including histories of assessment practices, test design, administrative policies, program applications of test outcomes, machine scoring, validation studies, discursive or genre functions of assessment, or other closely related work. Our goal is to begin new dialogues about writing assessment, ones that go beyond simplistic explanations about racial achievement gaps, ethnic literacies, or cultures of deficit.

All submissions should discuss or inquire specifically about racial formations (race/ethnicity), racism in writing assessments, or commiserate issues such as the intersections of socio-economic status, gender, and race. We are most interested in newer empirical studies that inquire into race/ethnicity and racism in writing programs, or scholarly essays that discuss writing assessment theory alongside frameworks that highlight racial formations, such as critical race theory, whiteness studies, multiculturalism, racial identity development, anti-racist pedagogy, post-colonial theory, or comparative rhetorics. We also want to encourage international or cross-national studies that complicate our discussions of racial/ethnic identity and literacy testing.

The primary audience for this collection will be U.S. Writing Studies scholars, educational assessment researchers, writing teachers and writing program administrators. Additionally we are encouraging international submissions.

Currently, contributors for this collection who have already agreed to offer either chapters or responses to sections of chapters are: Chris Anson, Wayne Au, Valerie Balester, Elisabeth Bautier, Adam Banks, Bill Condon, Tom Fox, Keith Gilyard, Anne Herrington, Malea Powell, Victor Villanueva, and Morris Young.

BACKGROUND AND CONTEXT

According to statistics from the 2005 U.S. Census Bureau, 45% of children under the age of 5 are of color. In fact, the National Center for Educational Statistics’ 35th edition of Projections of Educational Statistics to 2016 (2007) reports that by 2016 enrollment in degree-granting institutions will increase in the following ways:

• 8% for Whites

• 29% for Blacks

• 45% for Hispanics

• 32% for Asian or Pacific Islanders

• 34% for American Indians or Alaska Natives

• 15% for nonresident aliens

Not only will U.S. college students increasingly be of color, but internationally, many other countries are experiencing major changes in cultural diversity with influxes of immigrants from Asia, Africa, and the Middle East. Such demographic changes have and will continue to have a major impact on educational systems. The changing demographics of educational systems also raise important questions about current educational practices, in particular the assessment of writing. For example, given the U.S. history of racial inequality and our understanding of the way that assessment has historically reasserted those inequalities, how do the new demographics of U.S. universities affect, or should affect, the ways that we assess students’ literacies? How does diversity, as a global set of racial formations, in schools complicate and require new ways to see socio-economic status, language proficiency and attainment, and education policy? How can the scholarship and research on racialized rhetorics, racial histories, and language diversity in the classroom offer productive, new ways to theorize, practice, understand, and validate writing assessments in higher education? This collection, we hope, will address these important writing assessment needs and composition studies issues.

COLLECTION'S ORGANIZATION AND GUIDING THEMES

The collection will be organized around the following sections, which we offer as a guide for submissions:

Rac(ism) in Assessment Histories

• How is the racialized history of literacy testing affected writing assessment, its purposes, its instruments, and the use of test results? • How might the history of literacy testing be understood as a series of racial projects that shape the racism we see today? • How might whiteness, as a discourse or set of linguistic dispositions, construct writing assessments, its instruments or codes, or its purposes? • What groups have been historically “lost” in discussions about race and writing assessment? What about Appalachian whites, Cajuns, or Asian Pacific Americans, for example? What purpose does it serve to erase these groups from national debates about literacy standards?

Rac(ism) in Assessment Theory

• How has the assessment literature attempted to address the issue of race or racism? What about in discussions of task design, topic selection, inter-rate reliability, or consequential validity? • How are writing assessments constructed, or been constructed, by racial formations in local and national sites? • What does the theory, history, or practices of writing assessment look like through the lens of critical race theory or other theories of racial identity?

Rac(ism) in Classroom Assessment Practices

• What racial formations occur as a result of particular writing assessment practices in the classroom? • In what ways does racial bias operate in students or teachers in classroom writing assessment? • How do teachers’ expectations affect the way writing is assessed in the classroom? • What might be done to counter racism in classroom assessment practices?

Rac(ism) in Writing Program Administrations

• How are race and ethnic categories accounted for in local writing assessments, their validation studies, test results, or consequences? • How do racial categories inform the construction of writing assessments, the instruments used, and/or decisions made? • Where is race in writing across the curriculum assessments? What might writing assessment and racial identity have to do, for example, with the “pipeline problem” in STEM? • How does race or racism affect or factor in writing centers and tutoring programs?

Rac(ism) in Community, Literacy, and Immigration

• How does race or racism operate in community-based literacy projects and writing projects? • How is racial identity constructed in news accounts of test scores, education, literacy (crises?), and classrooms? • How is racism encoded in other debates such as English-only laws, bilingual education, and related immigration issues?

EDITORS AND TIMELINE

The editors of this collection are Asao B. Inoue (California State University, Fresno) and Mya Poe (Massachusetts Institute of Technology). All inquires may be emailed to either editor at ainoue@csufresno.edu or myapoe@MIT.EDU.

PROPOSAL DETAILS AND CONTACT INFO

All proposals are due by August 1, 2008 to Asao B. Inoue (ainoue@csufresno.edu) by email attachment. All accepted proposed chapters will be determined by Aug 30, 2008, and writers will be notified shortly thereafter. All review drafts for chapters will be due by Jan 01, 2009 emailed to Asao B. Inoue (ainoue@csufresno.edu). All submissions will undergo a double-blind review before acceptance.

All proposals should be 2-4 pages (around 600-1,200 words) and provide the following information: a proposed title for your chapter, an abstract, and the author’s contact information, title, and institutional affiliation. Authors of accepted proposals will be notified and sent chapter style guidelines. Full chapters will be in APA style."

Feminism and Rhetorics '09


Feminisms and Rhetorics: Enabling Complexities: Communities/Writing/Rhetorics 

Michigan State University / East Lansing, Michigan / October 7–9, 2009

"The 2009 Feminism(s) and Rhetoric(s) conference will be sponsored by the Coalition of Women Scholars in the History of Rhetoric & Composition and hosted by the Rhetoric & Writing program at Michigan State University. We invite proposals that:

  • reflect the complexity and diversity of who “we” are as a scholarly community;
  • make manifest the deep structure of the connections, intersections, and overlaps that actually make us a community;
  • help articulate who “we” are as a deliberate community of scholars, and what that means about our responsibilities and relationships to one another across scholarly areas and institutional positions;
  • highlight scholarly and teacherly activities that deliberately create space for more complex notions of scholarship and teaching within the discipline of Rhet/Comp;
  • include and significantly engage communities outside of the academy;
  • focus on antiracist pedagogies and scholarship; present interdisciplinary scholarship in Afrafeminist Rhetorics; American Indian Rhetorics, Chicana Rhetorics, Asian American Rhetorics, post/neo- colonial rhetorics;
  • highlight the intellectual traditions of women’s communities, especially communities constellated around specific identity markers such as race, ethnicity, class, sexual orientation issues, geographic origins;

  • explore the relationships between written, oral, and material discursive production;
  • and other topics that address the connections in the conference theme.

    We also welcome proposals on relevant topics not directly addressed above, that significantly engage disciplines other than Rhet/Comp, and that have consequences for communities located outside of the academy.

    Although traditional presentations are acceptable, we encourage participants to create formats that go beyond the read-aloud academic paper. Interactive sessions that include discussions, dialogues, and performances are especially welcome. Proposals should be uploaded to the FemRhet 2009 web site (www.femrhet.cwshrc.org), and can be for:

  • 20-minute individual presentations (250-word proposals)
  • 90-minute 3–4 member panels (500-word proposals)
  • 90-minute workshops or roundtables (500-word proposals)

    Please plan to submit a title, a proposal the length indicated above, and a program-ready, booklet-friendly 50-word blurb for the presentation. Proposal System: December 15, 2008 Open Proposal Deadline: February 1, 2009 Acceptances Distributed: April 30, 2009 For more information: Contact Malea Powell (powell37@msu.edu), Nancy DeJoy (dejoy@msu.edu), or Rhea Lathan (lathan@msu.edu)."

  • Call for Papers: "Silence and Memory"


    CALL FOR PAPERS:

    Special Issue on: "Silence and Memory"

    "Memory researchers often focus on what is spoken, but silences are also important elements in memory. Recent work suggests that what is not told, not rehearsed, and not spoken has implications for later memory, self, and identity. Moreover, that work further suggests that those implications are evident for both individuals and groups.

    We are seeking contributions to a special issue of Memory considering the implications of silence for memory.We are interested in a wide range of contributions, ranging from laboratory and experimental work to theoretical considerations, and on phenomena ranging from retrieval-induced forgetting to cultural and social factors that influence the nature of silences.

    Interested individuals should submit an electronic copy of their manuscript through our online submissions website at:


    (Selecting 'Silence and Memory' as the manuscript type) by December 31, 2008.

    All manuscripts will be subject to editorial and peer-review before acceptance for the special issue.

    If you have any questions about the special issue, contact
    Guest Editors:
    Kate McLean (Kate.McLean@wwu.edu)

    Wednesday, October 22, 2008

    Memory: Rhetoric's Forgotten Canon


    Memory: Rhetoric’s Forgotten Canon

    ***Open to faculty, graduates, independent scholars, and
    undergraduates***

    Federation Rhetoric Symposium 2009
    Texas A&M University-Commerce
    February 6, 2009

    Submission Deadline: November 21, 2008

    Acceptance Notification: December 31, 2008

    “Memory is the treasury and guardian of all things.”
    —Cicero, De Oratore

    At the Federation Rhetoric Symposium two years ago,
    composition scholar Kathleen Blake Yancey focused our
    attention on The Fifth Canon  Delivery, foregrounding the
    many ways that this largely forgotten canon shapes and
    defines 21st century literacies. This year we’re extending
    the discussion by considering the fourth canon  Memory.

    In what ways does memory live in current rhetorical
    practices?
    How does this classical device both focus and fragment our
    research?
    How does memory mediate our pedagogy and practice?
    How are 21st century literacies mediated by memory?
    How does new/old media mediate memory? (And vice versa?)

    Deborah Brandt (University of Wisconsin-Madison), noted
    scholar in literacy studies, is the keynote speaker this
    year. Her book Literacy in American Lives (2001) was awarded
    the 2002 MLA Mina P. Shaughnessy Prize, the 2003 Grawemeyer
    Award in Education, and the 2003 CCCC Outstanding Book
    Award. Brandt has additionally published Literacy as
    Involvement: The Acts of Writers, Readers, and Texts (1990)
    and has Literacy and Learning: Reflections on Reading,
    Writing, and Society forthcoming.

    We welcome submissions from all areas including but not
    limited to: Rhetoric and Composition, English, Journalism,
    Political Science, Education, History, Film Studies, Media
    Studies, Art, Psychology, and Sociology. We also welcome
    presentations via non-traditional modalities  video,
    audio-/image-based.

    Suggestions of possible areas of interest:
    Literacy Studies
    Critical Theory
    Pedagogy
    Rhetoric & Technology
    Composition & Rhetoric
    Creative Writing
    Memoir
    Writing Center Theory & Practice
    Basic Writing Theory & Practice
    Rhetoric & Philosophy
    TESOL, ESL & Composition
    Pop Culture
    Film Studies
    Rhetoric of Mass Media
    New Media
    Literature, All Genres

    Individual and Panel Proposals Welcome. Prizes for
    outstanding student papers will be awarded!

    Deadline for Submission of a 250-Word Abstract (electronic
    format preferred): November 21, 2008.

    Submissions and Additional Information:
    Rhetoric_Symposium@tamu-commerce.edu

    Via USPS:
    Federation Rhetoric Symposium 2009
    c/o Melissa Knous
    Department of Literature and Language
    PO Box 3011
    Texas A&M University  Commerce
    Commerce, TX 75429-3011

    For more information, see the conference website at:
    http://orgs.tamu-commerce.edu/FRS/

    Brandi Westmoreland
    Texas A&M University - Commerce
    Co-Chair, Federation Rhetoric Symposium 2009

    Sunday, October 12, 2008

    Memory Across the Color Line

    It's been quite a long time since I last posted anything, right?. As always, I've been working diligently on the research and the writing about memory, rhetoric, Frederick Douglass and Gloria E. Anzaldua.

    The latest of readings about Douglass, among many, has been Maria Diedrich's "Love Across Color Lines: Ottilie Assing and Frederick Douglass".

    Ottilie Assing was a German-American who created and carried a semi-public relationship with Douglass. Unfortunately, the relationship ended in disappointment which Diedrich tells you about in her book.



    This book examines the semi-public relationship that Ottilie Assung created and sustained with Frederick Douglass. In the introduction, Diedrich talks about the secrecy--among Douglass biographers--revolving their relationship despite the public nature of it at public gatherings and such. Diedrich also discusses how this privacy could have stemmed from many reasons, one being that biographers did not have access to the papers of Assing because some of them were destroyed.


    Although, Diedrich adds that Assing's letters to her sister provide some clues as to Assing's relationship with Douglass. Throughout time, Douglass' biographers have had different purposes for writing their biographies of him, some historically situated to attempt to promote an African American cultural icon to confront and combat the ideology of racism at a particular place and time. However, a public historical documentation (one based on fragments of historical evidence) of Douglass' relationship with a white woman during the nineteenth century is a controversy that Diedrich knows is sure to unsettle the biographical tradition that Benjamin Quarles and William McFeely--among others--created in order to represent the iconic Douglass within American history. Nevertheless, Diedrich believes that this interracial relationship is worth examining because, as she states, "race does matter".

    Saturday, August 9, 2008

    R.I.P. Bernie Mac (1957-2008)



    Thanks for making us all laugh, Mac Daddy!

    Visit the Bernie Mac Tribute page here ------>>>>> Bernie Mac Memorial

    Wednesday, July 30, 2008

    The Return of Political Oratory?



    According to Jodi Kantor's article in today's "New York Times," Barack Obama "stood apart" from his colleagues when he was a law professor during his 12 years at the University of Chicago Law School. Some of Kantor's "inside details" about Obama's academic performance include Obama's suprising disinterest in publishing within academe and snubbing colleagues. However, he broke ground in offering courses on race and law among students who embraced him for his sharp skills in argument as well as for his approachable manner in teaching law, especially within the context of race. According to Kantor:

    "His [Obama's] most original course, a historical and political seminar as much as a legal one, was on racism and law. Mr. Obama improvised his own textbook, including classic cases like Brown v. Board of Education, and essays by Frederick Douglass, W. E. B. Dubois, the Rev. Dr. Martin Luther King Jr. and Malcolm X, as well as conservative thinkers like Robert H. Bork."

    In addition to a featured syllabus, the article also drew my interest because of Obama's reverence for Frederick Douglass, which was a remembered by a former student. According to Kantor:

    "Byron Rodriguez, a real estate lawyer in San Francisco, recalls his professor’s admiration for the soaring but plainspoken speeches of Frederick Douglass.

    'No one speaks this way anymore,' Mr. Obama told his class, wondering aloud what had happened to the art of political oratory. In particular, Mr. Obama admired Douglass’s use of a collective voice that embraced black and white concerns, one that Mr. Obama has now adopted himself."

    Obama indeed read my mind about the existence of the art of political oratory. Throughout his campaign, Obama has reminded us that he has achieved and now joined an important place within a diverse African American rhetorical tradition, which includes Douglass, DuBois, hooks and West. Even if he doesn't win the election, he has still made history.

    Also, Obama has brought back eloquence. However, some are asking if that eloquence is supported by action. There can be no doubt that Obama's efforts in teaching race and law is evidence that his rhetoric is one about action.

    Check out the article for yourselves:

    "Teaching Law, Testing Ideas, Obama Stood Slightly Apart"

    A Modern Day Rhetor


    "Standing in his favorite classroom in the austere main building, sharp-witted students looming above him, Mr. Obama refined his public speaking style, his debating abilities, his beliefs."

    (Photo Courtesy of the Obama Campaign)

    Tuesday, July 29, 2008

    Rhetoric and Public Memory


    Call for NCA Preconference Seminar Participants

    Title: Rhetoric and the Study of Public Memory

    Thursday Nov.20: 9:00am to 5:00 pm

    Conveners:

    Kendall R. Phillips, Syracuse University
    G. Mitchell Reyes, Lewis & Clark College

    Rationale:

    The study of public memory has achieved remarkable prominence in the humanities over the past few decades. Not surprisingly, rhetoricians have been heavily involved in this trend and our journals are filled with articles engaging the rhetoric involved in public acts of remembrance. The preconference is designed to provide a space for rhetoricians engaged in questions of public memory to consider the broader relationships between rhetoric and public memory and to consider the role of rhetorical studies in the larger growth of public memory studies.

    With this goal in mind, the preconference format will integrate three sets of concerns: 1) the theoretical relationship between rhetoric and public memory; 2) the contribution rhetorical criticisms can make to the study of public memory; and 3) the ways that rhetorical studies can be positioned within the broader community of public memory studies. In order to facilitate this conversation, scholars interested in public memory should submit a short position paper (no more than 2 pages single spaced) addressing one of these broad issues:

    1) Theoretical Relationships: The rhetorical tradition is replete with references to memory and collective remembrance and contemporary theories of rhetoric continue to develop that connection. Scholars interested in the intersections between theories of rhetoric ­ from classical to contemporary ­ and public memory should submit papers that expand, explore, question, or challenge contemporary thought

    2) Critical Interventions: Case studies constitute much of the work on the rhetoric of public memory. Scholars interested in analyzing the rhetorical dimensions of public memory within a specific context should submit papers offering short but instructive readings that explore the rhetoric of remembrance or the ways that critical case studies expand our understanding of public memory.

    3) Disciplinary Issues: In spite of the important work on public memory within rhetorical studies, many of the most prominent public memory scholars are operating within other disciplinary frameworks. Papers under this section should address the relationship between rhetorical approaches and other disciplinary approaches and consider the avenues that rhetoricians might pursue in making rhetoric a more prominent part of the interdisciplinary conversation on public memory.

    Please send your two page position papers to G. Mitchell Reyes at mreyes@lclark.edu by September 1, 2008. Please include the issue you are addressing, your current position, and your contact information in your submission.

    Note: In order to be included as a presenter at the preconference in the NCA program you must register for the conference and submit your position paper to us by August 5. You need not pay the additional preconference fee when registering for the conference. If you submit after August 5 you may still be selected to participate, but your name will not be listed as a preconference presenter in the program.

    G. Mitchell Reyes, Ph.D.Department of Communication, MSC 35Lewis and Clark College0615 SW Palatine Hill RdPortland, OR 97219
    (above photo courtesy of Keith Dotson)

    Wednesday, July 16, 2008

    R.I.P. -- Lindon Barrett (1962-2008)



    UCR professor and scholar Lindon Barrett was found slain on Sunday in his Long Beach apartment. Barrett was a professor of African American literature and culture and was associate editor of the journal Callaloo. He also authored "Blackness and Value: Seeing Double", a careful inquiry into the relationship between race and value. He was at work on a book about slavery and Western modernity. He held distinguished degrees from York University, UCI and University of Pennsylvania. He was 46 years old.

    An investigation into his murder is currently pending.

    Sunday, July 13, 2008

    Friday, July 4, 2008

    Danny Glover Reads Douglass' Fourth of July Speech

    Douglass' "The Meaning of the Fourth of July for a Negro"


    "The Meaning of July Fourth for the Negro"


    "Fellow Citizens, I am not wanting in respect for the fathers of this republic. The signers of the Declaration of Independence were brave men. They were great men, too great enough to give frame to a great age. It does not often happen to a nation to raise, at one time, such a number of truly great men. The point from which I am compelled to view them is not, certainly, the most favorable; and yet I cannot contemplate their great deeds with less than admiration. They were statesmen, patriots and heroes, and for the good they did, and the principles they contended for, I will unite with you to honor their memory....


    ...Fellow-citizens, pardon me, allow me to ask, why am I called upon to speak here to-day? What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? and am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits and express devout gratitude for the blessings resulting from your independence to us?


    Would to God, both for your sakes and ours, that an affirmative answer could be truthfully returned to these questions! Then would my task be light, and my burden easy and delightful. For who is there so cold, that a nation's sympathy could not warm him? Who so obdurate and dead to the claims of gratitude, that would not thankfully acknowledge such priceless benefits? Who so stolid and selfish, that would not give his voice to swell the hallelujahs of a nation's jubilee, when the chains of servitude had been torn from his limbs? I am not that man. In a case like that, the dumb might eloquently speak, and the "lame man leap as an hart."


    But such is not the state of the case. I say it with a sad sense of the disparity between us. I am not included within the pale of glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you, this day, rejoice, are not enjoyed in common. The rich inheritance of justice, liberty, prosperity and independence, bequeathed by your fathers, is shared by you, not by me. The sunlight that brought light and healing to you, has brought stripes and death to me. This Fourth July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony. Do you mean, citizens, to mock me, by asking me to speak to-day? If so, there is a parallel to your conduct. And let me warn you that it is dangerous to copy the example of a nation whose crimes, towering up to heaven, were thrown down by the breath of the Almighty, burying that nation in irrevocable ruin! I can to-day take up the plaintive lament of a peeled and woe-smitten people!


    "By the rivers of Babylon, there we sat down. Yea! we wept when we remembered Zion. We hanged our harps upon the willows in the midst thereof. For there, they that carried us away captive, required of us a song; and they who wasted us required of us mirth, saying, Sing us one of the songs of Zion. How can we sing the Lord's song in a strange land? If I forget thee, 0 Jerusalem, let my right hand forget her cunning. If I do not remember thee, let my tongue cleave to the roof of my mouth."


    Fellow-citizens, above your national, tumultuous joy, I hear the mournful wail of millions! whose chains, heavy and grievous yesterday, are, to-day, rendered more intolerable by the jubilee shouts that reach them. If I do forget, if I do not faithfully remember those bleeding children of sorrow this day, "may my right hand forget her cunning, and may my tongue cleave to the roof of my mouth!" To forget them, to pass lightly over their wrongs, and to chime in with the popular theme, would be treason most scandalous and shocking, and would make me a reproach before God and the world. My subject, then, fellow-citizens, is American slavery. I shall see this day and its popular characteristics from the slave's point of view. Standing there identified with the American bondman, making his wrongs mine, I do not hesitate to declare, with all my soul, that the character and conduct of this nation never looked blacker to me than on this 4th of July! Whether we turn to the declarations of the past, or to the professions of the present, the conduct of the nation seems equally hideous and revolting. America is false to the past, false to the present, and solemnly binds herself to be false to the future. Standing with God and the crushed and bleeding slave on this occasion, I will, in the name of humanity which is outraged, in the name of liberty which is fettered, in the name of the constitution and the Bible which are disregarded and trampled upon, dare to call in question and to denounce, with all the emphasis I can command, everything that serves to perpetuate slavery, the great sin and shame of America! "I will not equivocate; I will not excuse"; I will use the severest language I can command; and yet not one word shall escape me that any man, whose judgment is not blinded by prejudice, or who is not at heart a slaveholder, shall not confess to be right and just.


    But I fancy I hear some one of my audience say, "It is just in this circumstance that you and your brother abolitionists fail to make a favorable impression on the public mind. Would you argue more, an denounce less; would you persuade more, and rebuke less; your cause would be much more likely to succeed." But, I submit, where all is plain there is nothing to be argued. What point in the anti-slavery creed would you have me argue? On what branch of the subject do the people of this country need light? Must I undertake to prove that the slave is a man? That point is conceded already. Nobody doubts it. The slaveholders themselves acknowledge it in the enactment of laws for their government. They acknowledge it when they punish disobedience on the part of the slave. There are seventy-two crimes in the State of Virginia which, if committed by a black man (no matter how ignorant he be), subject him to the punishment of death; while only two of the same crimes will subject a white man to the like punishment. What is this but the acknowledgment that the slave is a moral, intellectual, and responsible being? The manhood of the slave is conceded. It is admitted in the fact that Southern statute books are covered with enactments forbidding, under severe fines and penalties, the teaching of the slave to read or to write. When you can point to any such laws in reference to the beasts of the field, then I may consent to argue the manhood of the slave. When the dogs in your streets, when the fowls of the air, when the cattle on your hills, when the fish of the sea, and the reptiles that crawl, shall be unable to distinguish the slave from a brute, then will I argue with you that the slave is a man!


    For the present, it is enough to affirm the equal manhood of the Negro race. Is it not astonishing that, while we are ploughing, planting, and reaping, using all kinds of mechanical tools, erecting houses, constructing bridges, building ships, working in metals of brass, iron, copper, silver and gold; that, while we are reading, writing and ciphering, acting as clerks, merchants and secretaries, having among us lawyers, doctors, ministers, poets, authors, editors, orators and teachers; that, while we are engaged in all manner of enterprises common to other men, digging gold in California, capturing the whale in the Pacific, feeding sheep and cattle on the hill-side, living, moving, acting, thinking, planning, living in families as husbands, wives and children, and, above all, confessing and worshipping the Christian's God, and looking hopefully for life and immortality beyond the grave, we are called upon to prove that we are men!


    Would you have me argue that man is entitled to liberty? that he is the rightful owner of his own body? You have already declared it. Must I argue the wrongfulness of slavery? Is that a question for Republicans? Is it to be settled by the rules of logic and argumentation, as a matter beset with great difficulty, involving a doubtful application of the principle of justice, hard to be understood? How should I look to-day, in the presence of Amercans, dividing, and subdividing a discourse, to show that men have a natural right to freedom? speaking of it relatively and positively, negatively and affirmatively. To do so, would be to make myself ridiculous, and to offer an insult to your understanding. There is not a man beneath the canopy of heaven that does not know that slavery is wrong for him.


    What, am I to argue that it is wrong to make men brutes, to rob them of their liberty, to work them without wages, to keep them ignorant of their relations to their fellow men, to beat them with sticks, to flay their flesh with the lash, to load their limbs with irons, to hunt them with dogs, to sell them at auction, to sunder their families, to knock out their teeth, to burn their flesh, to starve them into obedience and submission to their masters? Must I argue that a system thus marked with blood, and stained with pollution, is wrong? No! I will not. I have better employment for my time and strength than such arguments would imply. What, then, remains to be argued? Is it that slavery is not divine; that God did not establish it; that our doctors of divinity are mistaken? There is blasphemy in the thought. That which is inhuman, cannot be divine! Who can reason on such a proposition? They that can, may; I cannot. The time for such argument is passed.


    At a time like this, scorching irony, not convincing argument, is needed. O! had I the ability, and could reach the nation's ear, I would, to-day, pour out a fiery stream of biting ridicule, blasting reproach, withering sarcasm, and stern rebuke. For it is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake. The feeling of the nation must be quickened; the conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the nation must be exposed; and its crimes against God and man must be proclaimed and denounced. What, to the American slave, is your 4th of July? I answer; a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciation of tyrants, brass fronted impudence; your shouts of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade and solemnity, are, to Him, mere bombast, fraud, deception, impiety, and hypocrisy -- a thin veil to cover up crimes which would disgrace a nation of savages.There is not a nation on the earth guilty of practices more shocking and bloody than are the people of the United States, at this very hour.


    Go where you may, search where you will, roam through all the monarchies and despotisms of the Old World, travel through South America, search out every abuse, and when you have found the last, lay your facts by the side of the everyday practices of this nation, and you will say with me, that, for revolting barbarity and shameless hypocrisy, America reigns without a rival....


    ...Allow me to say, in conclusion, notwithstanding the dark picture I have this day presented, of the state of the nation, I do not despair of this country. There are forces in operation which must inevitably work the downfall of slavery. "The arm of the Lord is not shortened," and the doom of slavery is certain. I, therefore, leave off where I began, with hope. While drawing encouragement from "the Declaration of Independence," the great principles it contains, and the genius of American Institutions, my spirit is also cheered by the obvious tendencies of the age. Nations do not now stand in the same relation to each other that they did ages ago. No nation can now shut itself up from the surrounding world and trot round in the same old path of its fathers without interference. The time was when such could be done. Long established customs of hurtful character could formerly fence themselves in, and do their evil work with social impunity. Knowledge was then confined and enjoyed by the privileged few, and the multitude walked on in mental darkness. But a change has now come over the affairs of mankind. Walled cities and empires have become unfashionable. The arm of commerce has borne away the gates of the strong city. Intelligence is penetrating the darkest corners of the globe. It makes its pathway over and under the sea, as well as on the earth. Wind, steam, and lightning are its chartered agents. Oceans no longer divide, but link nations together. From Boston to London is now a holiday excursion. Space is comparatively annihilated. -- Thoughts expressed on one side of the Atlantic are distinctly heard on the other.


    The far off and almost fabulous Pacific rolls in grandeur at our feet. The Celestial Empire, the mystery of ages, is being solved. The fiat of the Almighty, "Let there be Light," has not yet spent its force. No abuse, no outrage whether in taste, sport or avarice, can now hide itself from the all-pervading light. The iron shoe, and crippled foot of China must be seen in contrast with nature. Africa must rise and put on her yet unwoven garment. 'Ethiopia, shall, stretch. out her hand unto Ood." In the fervent aspirations of William Lloyd Garrison, I say, and let every heart join in saying it:


    God speed the year of jubilee
    The wide world o'er!
    When from their galling chains set free,
    Th' oppress'd shall vilely bend the knee,
    And wear the yoke of tyranny
    Like brutes no more.
    That year will come, and freedom's reign,
    To man his plundered rights again
    Restore.

    God speed the day when human blood
    Shall cease to flow!
    In every clime be understood,
    The claims of human brotherhood,
    And each return for evil, good,
    Not blow for blow;
    That day will come all feuds to end,
    And change into a faithful friend
    Each foe.

    God speed the hour, the glorious hour,
    When none on earth
    Shall exercise a lordly power,
    Nor in a tyrant's presence cower;
    But to all manhood's stature tower,
    By equal birth!
    That hour will come, to each, to all,
    And from his Prison-house, to thrall
    Go forth.

    Until that year, day, hour, arrive,
    With head, and heart, and hand I'll strive,
    To break the rod, and rend the gyve,
    The spoiler of his prey deprive --
    So witness Heaven!
    And never from my chosen post,
    Whate'er the peril or the cost,
    Be driven."

    Wednesday, June 25, 2008

    Quote of the Day



    "I may venture to affirm of the rest of mankind, that they are nothing but a bundle or collection of different perceptions, which succeed each other with inconceivable rapidity, and are in a perpetual flux and movement."



    David Hume, A Treatise of Human Nature

    Wednesday, June 18, 2008

    Using Writing to Fight Homophobia


    LGBT Youth Writer's Worskhop

    June 19-20, 9am-5pm
    UTEP Union Plaza
    500 W. University Ave.,
    Contact: Department Chair Johnny Payne, Ph.D. @ (915) 747-5713

    Spoken Word Featuring Dino Foxx & DJ Fresco
    Open-mic poetry night so you can speak, listen and express your LGBT soul
    June 20, 6pm-8pm
    The Percolator
    217 N. Stanton
    El Paso Contact: Owner Bobby Smith @ (915) 351-4377

    "Puentes LGBT Resources in collaboration with UTEP Creative Writing Department and The Percolator invite you to our LGBT Youth Writer's Workshop and Spoken Word event on Thursday and Friday June 19-20 as part of our programming for Frontera Pride Festival 2008.

    The writer's workshop is free and designed for lesbian, gay, bisexual and transgender youth between the ages of 12-24 who wish to develop their creative writing skills in an environment free from anti-LGBT bias. Our presenters will be giving 8 exciting writing workshops for the attending youth."

    Writer and historian Hector Carbajal will be presenting a workshop titled “The Metaphors of Empowerment: Writing as Resistance against Homo/Transphobia”. Queer youth will be encouraged to use writing as a form of resistance and empowerment against the injuries of homophobia along the border area.

    Monday, June 16, 2008

    Further Resources on Memory


    I'm constantly looking for new sources about memory in research databases. However, the best places to find sources are within books published about memory. "Theories of Memory: A Reader" (Rossington and Whitehead, eds) is a great resource for further sources about memoria.

    Some highlights:

    Radstone, Susannah (ed.) (2000) Memory and Methodology. Oxford and New York: Berg.

    Samuel, Raphael. (1999) Theatres of Memory, Vol 2: Island Stories: Unravelling Britain. London: Verso.

    Scott, Ann. (1996) Real Events Revisited: Fantasy, Memory and Psychonalysis. London: Virago.

    Warnock, Mary (1987) Memory. London and Boston: Faber.

    I'll try to post more sources in the future.

    If you would like to get a good foundation for rhetoric and memory, take a look at Rebecca Moore Howard's excellent bibliography.

    Click here-> Memory: A Bibliography for Composition and Rhetoric

    R.I.P. -- Tim Russert (1950-2008)

    Rhetoric and Technology


    "In the twenty-first century, it is necessary to think of rhetoric as the production and analysis of discourse--both spoken and written--and as the broad discourse of the comptuer that produces a mixture of images, sounds, and print in a rapidly developing new technology that has only begun to unfold. As the possibilities of communication continue to increase, our rhetorical concepts need also to expand. If our concepts begin to cramp our thinking and fail to fit around the expanding technology, time to then discard them like outdated clothes that no longer fit the growing child".


    Winifred Bryan Horner, 2000
    (Photo Courtesy of Texas Christian University)

    Quote of the Day


    "Memory, the art of committing the speech to memory by various mnemonic devices, and delivery, an art akin to acting, were essential to rhetoric as a spoken art. As the importance of the written word increased...the importance of memory and delivery as rhetorical disciplines diminished."

    Rhetoric: Discovery and Change (New York: Harcourt, 1970),
    Richard E. Young, Alton L. Becker, and Kenneth L. Pike.

    Monday, June 9, 2008

    Memory Sources


    The following are some noteworthy sources for those interested in creating a course on memory.

    These sources are currently discussed in Susannah Radstone's recent article about the debates of memory's place within and outside academia in the first issue of Memory Studies.

    Remaking America: Public Memory, Commemoration and Patriotism in the Twentieth Century (Princeton University Press, 1992), John Bodnar

    When Memory Speaks (New York: Knopf, 1998), Jill Ker Conway

    Social Memory (Blackwell, 1992), James Fentress and Chris Wickham

    Migrant Belongings: Memory, Space and Identity (Berg, 2000), Anne-Marie Fortier

    "'The Memoir Problem'", Paula S. Fass in Reviews in American History 34(1): 107-23

    Wulf Kansteiner's "Finding Meaning in Memory: A Methodological Critique of Collective Memory Studies" in History and Theory 41(2): 179-97

    The Ethics of Memory (Cambridge, 2002), Avashai Margalit

    Realms of Memory: Rethinking the French Past (Columbia University Press, 1996), Pierre Nora.

    Theories of Memory: A Reader (Edinburgh University Press), Michael Rossington and Anne Whitehead

    The Rossington and Whitehead anthology is luckily available here in the States. The most seminal of these sources is the Nora monograph.

    Sunday, June 1, 2008

    The Confluence of History and Memory in African American Culture


    "On February 23, 1968, marking the hundredth anniversary of W. E. B. Du Bois' birth, Martin Luther King, Jr., delivered one of his last major addresses at Carnegie Hall in New York City. In a year that would prove pivotal in African-American history, and that would bring such anguished events as King's own death, it is interesting and fitting to note how King chose to celebrate Du Bois' legacy. Above all, among Du Bois' scholarly and organizational achievements, King stressed his role as historian. Du Bois' "singular greatness," argued King, was his "unique zeal," which "rescued for all of us a heritage whose loss would have profoundly impoverished us."

    King especially emphasized Du Bois' work on Reconstruction, a period traditional historians had for three generations portrayed as a tragic mistake in American race relations, an era when blacks, incapable of honest political behavior and self reliant economic activity, had been the principal cause of a sordid interlude in the progress of American history. King was no professional historian, but his own prophetic sense of history enabled him to grasp the social implications of historical understanding and debates. With all too much continuity, "the collective mind of America," declared King, "became poisoned with racism and stunted with myths."

    Traditional historians' treatment of the black experience, the civil rights leader argued, "was a conscious and deliberate manipulation of history and the stakes were high." The question of the stakes involved in struggles over rival versions of history leads us not only to the political and social meanings of what historians do; it also provides an angle of understanding about the confluences of history and memory for intellectuals and for the larger society."

    from "W. E. B. Du Bois and the Struggle for American Historical Memory" by David W. Blight in History and Memory in African-American Culture

    Friday, May 30, 2008

    Honoring Dr. Vicente Ximenes

    Dr. Michelle Kells

    At this year's RSA Conference, I was fortunate to present alongside Michelle Kells, Assistant Professor at the UNM Rhetoric and Writing Program. The title of her presentation was "Vicente Ximenes and LBJ's Great Society: The Rhetoric of Mexican American Civil Rights Reform".

    Dr. Vicente Ximenes is the first Hispanic appointed US Commissioner of Equal Employment. In 1967, he worked with President Johnson as Chairman of the President's Cabinet Committee on Mexican American Affairs.

    Dr. Ximenes


    Dr. Kells and Dr. Ximenes

    The title of our panel was "Rhetoricizing Latina/o Issues" and was moderated by the extraordinary David Zarefsky, who is the Owen L. Coon Professor of Argumentation and Debate, Professor of Communication Studies at Northwestern University, former RSA President, and author of "Lincoln, Douglass, and Slavery: In the Crucible of Public Debate".

    Dr. David Zarefsky

    ***

    In 2006, Dr. Michelle Kells published Héctor P. García: Everyday Rhetoric and Mexican American Civil Rights (Southern Illinois University Press). In 2004, she published and co-edited, with Victor Villanueva, Latino/a Discourses: On Language, Identity, and Literacy (Heinemann).



    Dr. Kells' presentation on Vicente Ximenes at this year's RSA Conference and book about Hector P. Garcia prove that Mexican American/Hispanic rhetorics, alongside the rhetoric of civic discourse, continue to matter.

    Photos courtesy of UNM, Sigma Tau Delta & Northwestern University

    Virtual Mapping of Malcolm X's Life



    Moraine Valley Community College has created a very interesting mapping of Malcolm X's life based on his autobiography as told to Alex Haley. Each geographic space on a virtual map unfolds the different chapters from X's life. What a fantastic idea, right?

    For those interested in further pursing an inquiry into the nature of space with relation to X's life, check out "The Geography of Malcolm X: Black Radicalism and the Remaking of American Space" by James Tyner (Routledge 2006).

    Thursday, May 29, 2008

    Malcolm X and James Baldwin Featured on BMA

    The Black Media Archive, a free podcast on itunes, is currently featuring a historic discussion between Malcolm X and James Baldwin.

    The discussion centers on race relations, the significance of a "sit-in" protest and the meaning of the "American Negro" in the United States.

    At one point in the discussion, Malcolm X talks about the Spanish derivative of "negro" and the way in which blacks, in Central and South America, refuse and protest the use of the word as a designating marker. Malcolm X also talks about Dr. Martin Luther King Jr.



    Malcolm X's comments have prompted me to look for sources that talk about race relations in Mexico during the colonial period. I think his comment about this particular word merits further historical inquiry.

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