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Black Lives Matter in the Classroom

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This document summarizes the key elements of Black student movements on college campuses from the 1960s to present day. It notes that in 1969, Black and Latinx students at City College/CUNY marched for open admissions and Black studies programs. As of 2014, over 70% of CUNY's nearly 250,000 students were students of color. It then provides examples of Black student activism at the University of Michigan in 1970 and currently. The document goes on to describe two projects in a course focusing on Black and Brown insurgency through digital media and vernacular. It highlights resources for learning more about the instructor's teaching in related areas like digital rhetorics, gender studies, and African American rhetorics

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“#BlackFuture is NOW” Carmen Kynard, Ph.D. Associate Professor of English, John Jay College/CUNY Black and Latinx students and community members march on City College/CUNY demanding Open Admissions and Black Studies in 1969
As of 2014, CUNY’s total enrollment (both part time and full time students) was nearly 250,000 students, over 70% of which were students of color.
One sample of the Black Campus Movement: THEN AND NOW University of Michigan, 1970 University of Michigan, This Semester
SHIFT ONE “Ev’ry Goodbye Ain’t Gone”: New Relations of Black & Brown Insurgency
Course Website: http://www.digirhetorics.org/
The Projects Student sample below is taken from a weebly website: www.changequalsuccess.weebly.com Second Project: Collaborative Website Students work in teams to create a website (using weebly) that archives the digital products and processes (primary sources) of activists and groups working for social justice alongside secondary sources investigating histories and issues.
Collective Student Metanarrative: https://www.youtube.com/watch?v=uc JbviCOu28 The 2 Most Visited Sites http://changequalsucces.weebly.com http://artisamovement.weebly.com
SHIFT TWO “Pretty for a Black Girl”: New Registers of Black Vernacular Insurgency
URL: bitly.com/andrene
Header and Top Navigation for “Pretty for a Black Girl”
Left Navigation Sample: “Burning through the Cerebral Cortex”
Close-up of Top Navigation for “Pretty for a Black Girl”
Footer for “Pretty for a Black Girl”
“They weren’t born from the body, they were born from the soul” “Mama Gave Birth to the Soul Children” by Queen Latifah featuring De La Soul (1989) Denied the integrity of our words, we lose possibility. In this sense our freedom depends directly upon our ability to represent the events of our lives… In telling the stories of our reality, both private and public, spiritual and material, we assert a future. The future, though always apparently beyond our control, is in actuality a continuing alternative, one we actively construct out of our understanding of past events… language powers the future. Gordon Pradl in his introduction to Prospect and Retrospect: Selected Essays of James Britton (1982)
With Andrene as a guiding symbol here, I mark this vernacular technocultural competence within a specific set of possibilities set in motion by three dynamics: 1) shifting racial demographics at our public schools and colleges, first most notably achieved in the 1970s where, for instance, for the first time in U.S. educational history, as many black students attended PWCs as HBCUs 2) a black protest movement that innovates and relies on the newest, most available technologies in order to push forth alternative sites of knowledge, cultural rhetorics, new authoring, and textual productions 3) new temporalities for cross-spatial, non-classroom- contained learning where our students’ connections to justice and aesthetics are centrally and critically informed by cultural, popular, and community movements
For More on Teaching and Classrooms realwriting.org (my first year writing and advanced writing courses) digirhetorics.org (my courses and projects related to digital rhetorics) blackwomenrhetproject.org (my courses related to gender studies) carmenkynard.org (“Education, Liberation, and Black Radical Traditions”[main website]) funkdafied.org (courses related to African American rhetorics and literacies) johnjay.digication.com/carmenkynard (Post-Tenure ePortfolio)

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Black Lives Matter in the Classroom

  • 1. “#BlackFuture is NOW” Carmen Kynard, Ph.D. Associate Professor of English, John Jay College/CUNY Black and Latinx students and community members march on City College/CUNY demanding Open Admissions and Black Studies in 1969
  • 2. As of 2014, CUNY’s total enrollment (both part time and full time students) was nearly 250,000 students, over 70% of which were students of color.
  • 3. One sample of the Black Campus Movement: THEN AND NOW University of Michigan, 1970 University of Michigan, This Semester
  • 4. SHIFT ONE “Ev’ry Goodbye Ain’t Gone”: New Relations of Black & Brown Insurgency
  • 6. The Projects Student sample below is taken from a weebly website: www.changequalsuccess.weebly.com Second Project: Collaborative Website Students work in teams to create a website (using weebly) that archives the digital products and processes (primary sources) of activists and groups working for social justice alongside secondary sources investigating histories and issues.
  • 7. Collective Student Metanarrative: https://www.youtube.com/watch?v=uc JbviCOu28 The 2 Most Visited Sites http://changequalsucces.weebly.com http://artisamovement.weebly.com
  • 8. SHIFT TWO “Pretty for a Black Girl”: New Registers of Black Vernacular Insurgency
  • 10. Header and Top Navigation for “Pretty for a Black Girl”
  • 11. Left Navigation Sample: “Burning through the Cerebral Cortex”
  • 12. Close-up of Top Navigation for “Pretty for a Black Girl”
  • 13. Footer for “Pretty for a Black Girl”
  • 14. “They weren’t born from the body, they were born from the soul” “Mama Gave Birth to the Soul Children” by Queen Latifah featuring De La Soul (1989) Denied the integrity of our words, we lose possibility. In this sense our freedom depends directly upon our ability to represent the events of our lives… In telling the stories of our reality, both private and public, spiritual and material, we assert a future. The future, though always apparently beyond our control, is in actuality a continuing alternative, one we actively construct out of our understanding of past events… language powers the future. Gordon Pradl in his introduction to Prospect and Retrospect: Selected Essays of James Britton (1982)
  • 15. With Andrene as a guiding symbol here, I mark this vernacular technocultural competence within a specific set of possibilities set in motion by three dynamics: 1) shifting racial demographics at our public schools and colleges, first most notably achieved in the 1970s where, for instance, for the first time in U.S. educational history, as many black students attended PWCs as HBCUs 2) a black protest movement that innovates and relies on the newest, most available technologies in order to push forth alternative sites of knowledge, cultural rhetorics, new authoring, and textual productions 3) new temporalities for cross-spatial, non-classroom- contained learning where our students’ connections to justice and aesthetics are centrally and critically informed by cultural, popular, and community movements
  • 16. For More on Teaching and Classrooms realwriting.org (my first year writing and advanced writing courses) digirhetorics.org (my courses and projects related to digital rhetorics) blackwomenrhetproject.org (my courses related to gender studies) carmenkynard.org (“Education, Liberation, and Black Radical Traditions”[main website]) funkdafied.org (courses related to African American rhetorics and literacies) johnjay.digication.com/carmenkynard (Post-Tenure ePortfolio)