Thursday, April 30, 2009

Wise Ol' Owls...

Listening to these old guys "drop jewels" is a pleasure to me...



Check out a shorter video clip from a 1963 Dick Gregory interview as well.

OuttaBoundz
www.ghettogeekin.blogspot.com

Monday, April 27, 2009

Washington DC Hip Hop Teach-In

DON’T MISS OUT ON AN UNPRECEDENTED GATHERING OF HIP-HOP ARTISTS, SCHOLARS AND GRASSROOTS ORGANIZERS, REGISTRATION FOR WORDS BEATS & LIFE, INC.’S REMIXING THE ART OF SOCIAL CHANGE: A HIP-HOP APPROACH TEACH-IN (JUNE 12-14, 2009 IN WASHINGTON, D.C.) IS ONLY $15 UNTIL MAY 1ST (THIS FRIDAY!).

REGISTER TODAY AT: http://www.wblinc.org/remix.html


Definition of the Field:

Our “field” is made up of organizations and individuals that use hip-hop culture to promote social change.

WHAT IS THE TEACH-IN? A BRIEF HISTORY

The Remixing the Art of Social Change: A Hip-Hop Approach teach-in is designed to outline the tools and resources necessary to develop curriculum, programs, and work (artistic and scholarly) based on hip-hop culture. The teach-in will also address how to retain and attract high caliber hip-hop artists and build sustainable organizations.

Our field is made up of organizations that use hip-hop culture to promote social change and push the envelope of what hip-hop culture can produce artistically, academically, politically and socially. The presenters at Remixing the Art of Social Change are the artists and educators who never gave up on hip-hop and are still actively working through it to promote love, peace, unity and having fun. The teach-in is for people who move beyond hip-hop as a purely aesthetic art and see it as a vehicle to build organizations and to educate youth and families along with their communities through the arts.

OuttaBoundz
www.ghettogeekin.blogspot.com

Gift to the Graduates!

Because this is Graduation Season, ghettoGEEKS would like to present all those persons receiving degrees and diplomas a gift of inspiration. You will find an Autobiographical Sketch below. This particular sketch was written by Dr. eRiC Durham as a graduate school application requirement. Though it is based on his biography, hopefully it can provide YOU with inspiration during this time of flux, insecurity, and change. The world is yours, Graduates! Go get 'em!

“If you fall down seven times, get up eight.”

In the beginning, my parents were my teachers. My mother and my father seemed to be awesome banks of wisdom, direction, love, and protection. I can remember receiving my first reading lessons from my mother, and learning to ride a bicycle from my father. For an extended period of time, I relied on their expertise to guide me through unfamiliar situations. Because their lessons proved to be effective tools, I logged them into my ‘personal utilization reservoir’. As I matured, it was not my parents that offered direct knowledge as it was the experiences I shared with other people. I learned from people with honest intent just as I did from those whose intentions were somewhat malicious. In essence, my learning style changed. Unlike the open sharing I received as a child, information was no longer freely given. I found myself rather active in researching the information necessary for me to pursue a certain goal. Win, lose, or draw; the actual labor I invest in reaching a goal is what proves to be monumental in the end.

This autobiographical sketch will focus on my transition from a ‘parental pupil’ to an ‘experiential pupil’. The difference between the both is learning styles. Those students in the ‘parental pupil’ stage are learning by lecture, direct instruction, and regurgitation. Those in the ‘experiential pupil’ stage are learning from direct experience with a particular subject. These students are not studying someone’s interpretation of a particular object; these students are collecting, processing, and analyzing that particular object first-hand. Through a brief autobiographical narrative, I will illustrate my transition from ‘parental pupil’ to ‘experiential pupil’. This narrative focuses on my matriculation from high school to college. It was through this particular experience that I learned about faith, courage, fear, and determination for myself.

Texas A&M University: Fall 1995. It did not take long to notice that bicycling was a common mode of transportation on campus among the student population. My parents liked the idea of biking and they decided to purchase a bicycle for me as a gift. They thought it would be convenient for me to use for transportation to class, the grocery store, and any functions I might attend. Little did they know, I had my own purpose.

I had been at Texas A&M University for three days. It was the week dormitories were opening for the early comers; classes were to begin the following week. My plan was to be settled before all the students begin to flock the bookstores, registrar’s office, and financial aid buildings. However, I was not enjoying myself at all. There would be no problem getting to my classes on the first day because I had walked my class route 20 times. I repeatedly tried to strike up conversations with different people only to feel like a dunce when they seem the least bit interested in me. This place bared no resemblance to home, and I was in a deep state of sadness.

It was Wednesday morning, August 23, 1995 when I decided that I could no longer stay at this place. It was obviously not the place for me. I felt tremendous culture shock; I was miles away from home; I had not met anyone that struck me as appealing; and was I tired of trying to assimilate. I felt that Texas A&M was a worthless cause. After finishing a quaint breakfast at McDonald’s, I rode my bicycle back to my dorm room and commenced to load my backpack with sweatpants and t-shirts. After saying a prayer, I jumped on my bicycle and started to ride home…never to return. With my eyes full of tears and my heart racing uncontrollably, all I could focus on was hugging my mother. I pedaled and pedaled and pedaled. I kept praying, talking to myself, talking to God, talking to myself, talking to God, crying, pumping, thinking, sweating, and praying. I was confused, scared, angry, excited, and nervous. All I knew how to do consistently that day was ride my bicycle. So, that is what I did for eleven hours (88 miles). I rode my bicycle.

The thoughts that entertained my mind that day are indescribable. No one was on the road with me. No one was there to offer suggestion. No one was able to ease my fear of the future. I was on the road by myself. Even though I had no one there to offer direction, I did locate a sense of peace. I had plenty of time and space to think. I had the beautiful countryside to view and smell. I had the opportunity to get extremely personal with myself. Yes, I went through aches and pains, both physical and emotional, but I was able to make a sound decision. Through this intimate experience in soul-searching, a huge amount of growth was final product.

I am in agreement with the adage, “Life is like a bowl of cherries.” However, I also believe that some of the cherries are sweet while others are sour. If we yearn to understand why certain cherries are sour whiles others are sweet, then we begin to truly develop the perseverance necessary to maximize our potential. I have learned to appreciate the bitter periods in life; for they are training grounds that strengthen me for future endeavors.
OuttaBoundz
www.ghettogeekin.blogspot.com

Sunday, April 26, 2009

Whatcha Think?



OuttaBoundz
www.ghettogeekin.blogspot.com

Wednesday, April 22, 2009

Hip-Hop Art or Misogyny?












Art or Misogyny? ghettoGEEKS need to hear from you!

OuttaBoundz
www.ghettogeekin.blogspot.com

Tuesday, April 21, 2009

Reaction on Race

This piece was written late last year as my reaction to a class project in a communication course I instructed @ Loyola College in Maryland. I felt a bit nostalgic...and wanted to share my memory of our class discussion. Enjoy...

Greetings GoodPeople,

I send you this message today after much contemplation and observation. The United States of America has done something that I NEVER thought I would live to see. I say this because my current contemplation and observation is a direct result of the election of Senator Barack Obama as President of the United States of America. I, for one, thought this achievement was near impossible. [Because I was wrong, there is tremendous lesson in this event.] As I write this letter to you, the trees outside my apartment are decorated with bright autumn reds, oranges, and yellows...a natural sign of CHANGE. Like the trees, I and my country, are moving through a change as well.

I study Human Communication (Rhetoric), Culture, Politics, Race, and Power. I've also learned a substantial amount about Mass Media in the year 2008. I currently instruct an Introductory course on Mass Media at Loyola College in Maryland. My students submit four "reaction" papers during the period of a semester. These papers serve multiple functions, but above all, it allows them the freedom of expression. They receive the opportunity argue, extend, discredit, or agree with any material they feel is pertinent to material discussed in class. Though these assignments are usually submitted to ME, in the spirit of CHANGE, I am submitting a "reaction" paper to THEM (and anyone else in the world who reads these words).

This "reaction" paper is submitted in response to our inter-racial/inter-cultural discussions on Thursday, October 30th and Thursday, November 7th. My thoughts are as follows:

October 30th

Students within the Mass Media communication course I instruct at Loyola College in Maryland presented PetriDish to a group of media/cultural practitioners of whom I met during my tenure at Morgan State University. PetriDish is a blogspot that the class is constructing as a Final Semester Project. Its general bend is one of culture; more specifically the culture of Baltimore City, Maryland. For those who may not know, Loyola College is predominantly White and Morgan State University if predominantly Black. (These institutions are approximately 2 miles from each other.)

That initial meeting (October 30th) was, to my chagrin, an incomplete and unbalanced dialogue on race and culture...which also seemed to lack a clear structure or goal. As one who has conducted my share of inter-racial conversations on race, I DID notice some familiar patterns. My general assessments are as follows: 1.) Blacks speak with much more intensity and fervor on issues of race; 2.) Whites listen with more intensity and fervor on issues of race.

I was already familiar with these aforementioned observations, so consequently, we had to hold another meeting in hopes of gaining a greater understanding of such a pervasive yet elusive issue (race may very well be the ultimate paradox).

November 7th

Yesterday, November 7th, we came back together to "finish" our discussion on race and culture. Believing it beneficial to introduce a theoretical construct that could "guide" the conversation, we began our conversation familiarizing ourselves with scholarly notions of Black Rage (Gladney, 1995; Henderson, 1996; West, 1994) and White Guilt (Lewis, 2006; McCarthy, 1998; Steele, 2006). After gaining an understanding of these two notions, and more importantly, understanding how they "cooperatively" act as impediments to "Buberian" dialogue between races....we seemed more able to move in a progressive direction on the subject. I observed in this particular meeting that my two earlier observations can be challenged due to my 1.)observation of Whites speaking with more fervor and intensity about their observations and worldview, and 2.) witnessing Blacks listen with a bit more interest and curiosity regarding Whiteness. I also witnessed and participated in Blacks and Whites disagreeing on key/critical issues INTRAracially...which I believe takes a large dose of courage and fortitude; considering our racial history.

Important Notes:

1.) Participants in these conversations were between the ages of 18-30 years. At 30 years, I was the oldest in the room.
2.) I don't subscribe to the sentiment often heard in the Mass Media that purports notions that the youth have little or NO problem with race. I do believe, however, if we are diligent and honest with our approaches to race we can make significant positive changes.
3.) I believe we are all aware that these conversations aren't the most comfortable, so "Kudos" to all those that were present and active in the conversation. I have no doubt you're a BETTER person for it.

Unresolved Questions

1.) Was intra-continental African slavery of the same type as American chattel slavery; in reference to humanity and brutality, of course?

2.) Is the term "oppression" over-used by Blacks as an excuse for non-performance OR are there active/contemporary mechanisms of oppression at work in society which constrain Black freedoms?

During the time I've taken to submit this blog, I've watched the first press conference held by President-elect Barack Obama. I must say, I have the distinct feeling America, as a nation, made the correct choice...and I have little doubt we'll all be the better for it. The sun is now setting on the wonderful array of Autumn colors outside my window. Just as the autumn leaves and the setting sun have shown me today, CHANGE is natural...CHANGE is good.

Before Barack, there was Tupac [Excerpt]

How hypocritical is Liberty?
That blind bitch ain’t never did shit for me.
My history full of caskets and scars
My own black nation at war…whole family behind bars.
(Shakur, Letter to President, 1997)

Unlike empathetic understanding, which directs communicative energy on an audience outside of the inner-city, many of Tupac’s messages were directed at his community. These messages, directed at the community, are manifestations of the value of communalism. These types of messages were given in the form of lessons, encouragement, and beneficial advice through strenuous situations. Foster (1971) defines communalism, as it applies to African American referent, as the “relationship of the individual to the group in the larger quest for survival and the ultimate goal of social order” (p. 12). In many instances, this quest for survival and social order requires critiquing and criticizing the established order. By critiquing the established order, one highlights discrepancies in resources or treatment as it pertains to their group, therefore displaying communalism. This form of communalism is the basis for the small excerpt that introduces this section; the suggestion here is that the American value of liberty is hypocritical when related to the African American experience.
Tupac achieves communalism through the use of three general methods which include (1) assuming a pedagogical stance in relation to his audience, (2) making appeals for his young constituents to establish independence, and (3) direct confrontation with the agents of oppression, which in most cases, are the police. In his methodological approach to exercising communalism, Tupac assumes the role of a teacher and demonstrates qualities similar to that of a communal leader.

Go to Amazon.com and pick up your copy of Before Barack, there was Tupac! today!