scholarly journals It Doesn't Have to Protest: A Review of Black or Right: Anti/Racist Campus Rhetorics

2021 ◽  
Vol 2 (2) ◽  
pp. 36-41
Author(s):  
Shenita Denson

[To predominantly white institutions:] Whose responsibility is it to make our Black community feel like their lives matter here, and what are we purposefully and creatively doing about it [every day] to live up to it? Reflecting critically on my own intimate experiences as a Black doctoral student, college lecturer, and former student affairs professional in predominantly white spaces, I share an insightful review of Louis M. Maraj’s (2020) riveting new book, Black or Right: Anti/Racist Campus Rhetorics. Based on the title, I initially expected Black or Right to be some sort of a guidebook to help campuses learn how to refrain from using racist language in their marketing, programming, classrooms, and ways of interacting with campus constituents and community partners. I speculated that it would teach these same folx how to make Black faculty, staff, and students feel welcomed and equal instead of anxious and hyperaware. I thought about the white colleagues [and students] I could pass this text on to, with the accompanying note, “You might like this!,” which really means, “You need this.” Sigh. While Black or Right is not a guidebook on how to eliminate racist language on college campuses or an explicit outline for how to embrace the Black members on them, it is a beautiful piece of choreographed words that illustrates, examines, and disrupts how decolonized ways of writing, storytelling, and ways of being, teaching, and communicating on college campuses confronts, strategizes, calls out/in, and proclaims notions of Blackness in anti-Black spaces. I argue that this type of work is far more important than a Black person writing another book to teach white people how to talk to and treat us. Black or Right pays homage to and educates readers on the Black academy’s social justice pioneers, whose trailblazing paths and research encourage us to keep running in this race and reminds us we are dynamic. Courageously accepting the baton to complete the next leg, Maraj empowers and pushes us to run alongside him through his creative ability to discuss these topics through literary events, discussions, and assignments he has created in his own safe space, in his classroom. Brother Maraj, thank you for bringing your whole self, multiple identities, and diverse lived experiences to this text. In the spirit of your mother who allowed you to leave the islands to come to the US for greater opportunities - this book is a manifestation of her knowing your worth. Thank you for writing this fascinating piece that reminds us to never forget our worth, to demand our respect, and for educating and engaging all people in this necessary dialogue. Black is right. Black is right. Black is right. But Black folx are always protesting. Dear Brothers and Sisters, never forget: We always mattered.

2021 ◽  
Vol 29 (1) ◽  
pp. 20-28
Author(s):  
Natalie M. Welch ◽  
Jessica L. Siegele ◽  
Robin Hardin

Women continue to struggle to reach senior-level leadership positions in collegiate sports, and ethnic minorities face the challenges due to their ethnicity as well. This research examined the experiences and challenges of ethnic minority women who are collegiate athletic directors at predominantly White institutions (PWIs). Semistructured interviews were conducted with eight participants using intersectionality as a theoretical framework. Three themes emerged from the data analysis: (a) intersectional challenges, (b) questions of competence, and (c) professional support. The women were continually battling the idea of having to prove themselves and negotiating the challenges of being an ethnic minority woman working in collegiate athletics. They credit their professional networks as a valuable resource during their career progression. The women noted that sexism was more prevalent in their experiences than issues related to their ethnicity. The masculine athletic director stereotype persists in collegiate sports, but the findings of this study can contest the notion of a standard leadership identity that has long been perceived as a White man.


Author(s):  
Kanita K. DuCloux ◽  
Michelle S. Jones ◽  
Jeffrey D. Herron

In this chapter, three Black faculty from two different predominantly white institutions (PWIs) reflect on how they were able to successfully transition their traditional face-to-face courses to online or remote courses in a short time frame. They briefly describe the two institutions followed by a discussion of the struggles with technological issues, the benefits and disadvantages of working from home, as well as the stress of coping with COVID-19-related issues. Next, the faculty describe the strategies implemented with college students to help the students navigate the transition and be successful in their courses when all schools, colleges, and universities were forced to make the switch from traditional face-to-face instruction to online or remote teaching due to the pandemic.


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