Language Scraps

I found this reading interesting. I would like to know what others think of this.

Teaching toTransgress

Education as the Practice of Freedom

I I

Language

Teaching New Worlds/New Words

bell hooks

Like desire, language disrupts, refuses to be contained within boundaries. It speaks itself against our will, in words and thoughts that intrude, even violate the most private spaces of mind and body. It was in my first year of college thai I read Adrienne Rich's poem, "The Burning of Paper Instead of Chil­dren." That poem, speaking against domination, against racism and class oppression, attempts to illustrate graphically that stopping the political persecution and torture of living beings is a more vital issue than censorship, than burning books. One line of this poem that moved and disturbed some­thing within me: "This is the oppressor's language yet I need it to talk to you." I've never forgotten it. Perhaps I could not have forgotten it even if I tried to erase it from memory. Words impose themselves, take root in our memory against our will. The words of this poem begat a life in my memory that I could not abort or change.

When I find myself thinking about language now, these words are there, as if they were always waiting to challenge and assist me. 1 find myself silently speaking them over and over again with the intensity of a chant. They startle me, shaking me into an awareness of the link between languages and domina­tion. Initially, I resist the idea of the "oppressor's language," cer­tain that litis construct has the potential to disempower those of us who are just learning to speak, who are just learning to claim language as a place where we make ourselves subject. "This is the oppressor's languages yet I need it to talk to you. " Adrienne Rich's words. Then, when I first read these words, and now, they make me think of standard English, of learning to speak against black vernacular, against the ruptured and broken speech of a dis­possessed and displaced people. Standard English is not the speech of exile. It is the language of conquest and domination; in the United States, it is the mask which hides the loss of so many tongues, all those sounds of diverse, native communities we will never hear, the speech of the Gullah, Yiddish, and so many other unremembered tongues.

Reflecting on Adrienne Rich's words, I know that it is not the English language that hurts me, but what the oppressors do with it, how they shape it to become a territory diat limits and defines, how they make it a weapon that can shame, humiliate, colonize. Gloria Anzakliia reminds us of this pain in Border­lands/La Froniera when she asserts, "So, if you want to really hurt me, talk badly about my language." We have so little knowledge of how displaced, enslaved, or free Africans who came or were brought against their will to the United States felt about the loss of language, about learning English. Only as a woman did I begin to think about these black people in rela­tion to language, to think about their trauma as they were com­pelled to witness their language rendered meaningless with a colonizing European culture, where voices deemed foreign could not be spoken, were outlawed tongues, renegade speech.

When I realize how long it has taken for white Americans to acknowledge diverse languages of.Native Americans, to accept that the speech their ancestral colonizers declared was merely grunts or gibberish was indeed language, it is difficult not to hear in standard English always the sound of slaughter and conquest. I think now of the grief of displaced "homeless" Africans, forced to inhabit a world where they saw folks like themselves, inhabiting the same skin, the same condition, but who had no shared language to talk with one another, who needed "the oppressor's language." "This is the oppressor's lan­guage yet I need it to talk to you." When I imagine the terror of Africans on board slave ships, on auction blocks, inhabiting the unfamiliar architecture of plantations, I consider that this ter­ror extended beyond fear of punishment, that it resided also in the anguish of hearing a language they could not comprehend. The very sound of English had to terrify. I think of black peo­ple meeting one another in a space away from the diverse cul­tures and languages that distinguished them from one another, compelled by circumstance to find ways to speak with one another in a "new world" where blackness or the darkness ol" one's skin and not language would become the space of bond­ing. How to remember, to reinvoke this terror. How to describe what it must have been like for Africans whose deepest bonds were historically forged in the place of shared speech to be transported abruptly to a world where the very sound of one's mother tongue had no meaning.

I imagine them hearing spoken English as the oppressor's language, yet I imagine them also realizing that this language would need to be possessed, taken, claimed as a space of resis­tance. I imagine that the moment they realized the oppressor's language, seized and spoken by the tongues of the colonized, could be a space of bonding was joyous. For in that recognition was the understanding that intimacy could be restored, that a culture of resistance could be formed that would make recovery from the trauma of enslavement possible. I imagine, then, Africans first hearing English as "the oppressor's language" and then re-hearing it as a potential site of resistance. Learning English, learning to speak the alien tongue, was one way en­slaved Africans began to reclaim their personal power within a context of domination. Possessing a shared language, black folks could find again a way to make community, and a means to create the political solidarity necessary to resist.

Needing the oppressor's language to speak with one anoth­er they nevertheless also reinvented, remade that language so lhat it would speak beyond the boundaries of conquest and domination. In the mouths of black Africans in the so-called "New World," English was altered, transformed, and became a different speech. Enslaved black people took broken bits of English and made of them a counter-language. They put togeth­er their words in such a way that the colonizer had to rethink the meaning of English language. Though it has become com­mon in contemporary culture to talk about the messages of resistance that emerged in the music created by slaves, particu­larly spirituals, less is said about'the grammatical construction of sentences in these songs. Often, the English used in the song reflected the broken, ruptured world of the slave. When the slaves sang "nobody knows de trouble I see—" their use of the word "nobody" adds a richer meaning than if they had used the phrase "no one," for it was the slave's body that was the concrete site of suffering. And even as emancipated black people sang spirituals, they did not change the language, the sentence struc­ture, of our ancestors. For in the incorrect usage of words, in the incorrect placement of words, was a spirit of rebellion that claimed language as a site of resistance. Using English in a way that ruptured standard usage and meaning, so that white folks could often not understand black speech, made English into more than the oppressor's language.

An unbroken connection exists between the broken English of the displaced, enslaved African and the diverse black vernac­ular speech black folks use today. In both cases, the rupture of standard English enabled and enables rebellion and resistance. By transforming the oppressor's language, making a culture of resistance, black people created an intimate speech that could say far more than was permissible within the boundaries of stan­dard English. The power of this speech is not simply that it enables resistance to white supremacy, but that it also forges a space for alternative cultural production and alternative epis-temologies—different ways of thinking and knowing that were crucial to creating a counter-hegemonic worldview. It is abso­lutely essential that the revolutionary power of black vernacular speech not be lost in contemporary culture. That power resides in the capacity of black vernacular to intervene on the bound­aries and limitations of standard English.

In contemporary black popular culture, rap music has be­come one of the spaces where black vernacular speech is used in a manner that invites dominant mainstream culture to lis­ten—to hear—and, to some extent, be transformed. However, one of the risks of this attempt at cultural translation is that it will trivialize black vernacular speech. When young white kids imitate this speech in ways that suggest it is the speech of those who are stupid or who are only interested in entertaining or being funny, then the subversive power of this speech is under­mined. In academic circles, both in the sphere of teaching and that of writing, there has been little effort made to utilize black vernacular—or, for that matter, any language other than stan­dard English. When I asked an ethnically diverse group of stu­dents in a course I was teaching on black women writers why we only heard standard English spoken in the classroom, they were momentarily rendered speechless. Though many of them were individuals for whom standard English was a second or third language, it had simply never occurred to them that it was possible to say something in another language, in another way. No wonder, then, that we continue to think, "This is the op­pressor's language yet I need it to talk to you."

I have realized that I was in danger of losing my relationship to black vernacular speech because I too rarely use it in the pre­dominantly white settings that I am most often in, both profes­sionally and socially. And so I have begun to work at integrating into a variety of settings the particular Southern black vernacu­lar speech 1 grew up hearing and speaking. It has been hardest to integrate black vernacular in writing, particularly for acade­mic journals. When I first began to incorporate black vernacu­lar in critical essays, editors would send the work back to me in standard English. Using the vernacular means that translation into standard English may be needed if one wishes to reach a more inclusive audience. In the classroom setting, I encourage students to use their first language and translate it so they do not feel that seeking higher education will necessarily estrange them from that language and culture they know most intimate­ly. Not surprisingly, when students in my Black Women Writers class began to speak using diverse language and speech, white students often complained. This seemed to be particularly the case with black vernacular. It was particularly disturbing to the white students because they could hear the words that were said but could not comprehend their meaning. Pedagogically, I encouraged them to think of the moment of not understand­ing what someone says as a space to learn. Such a space pro­vides not only the opportunity to listen without "mastery," without owning or possessing speech through interpretation, but also the experience of hearing non-English words. These lessons seem particularly crucial in a multicultural society that remains white supremacist, that uses standard English as a weapon to silence and censor. June Jordan reminds us of this in On Call when she declares:

I am talking about majority problems of language in a democratic state, problems of.a currency that someone has stolen and hidden away and then homogenized into an official "English" language that can only express non-events involving nobody responsible, or lies. If we lived in a democratic state our language would have to hurtle, fly, curse, and sing, in all the common American names, all the undeniable and representative participating voic­es of everybody here. We would not tolerate the language of the powerful and, thereby, lose all respect for words, per se. We would make our language conform to .the truth of our many selves and we would make our lan­guage lead us into the equality of power that a democrat­ic state must represent.

That the students in the course on black women writers were repressing all longing to speak in tongues other than stan­dard English widiout seeing this repression as political was an indication of die way we act unconsciously, in complicity with a culture of domination.

Recent discussions of diversity and multiculturalism tend to downplay or ignore the question of language. Critical feminist writings focused on issues of difference and voice have made important theoretical interventions, calling for a recognition of the primacy of voices that are often silenced, censored, or marginalized. This call for the acknowledgment and celebra­tion of diverse voices, and consequently of diverse language and speech, necessarily disrupts the primacy of standard Eng­lish. When advocates of feminism first spoke about the desire for diverse participation in women's movement, there was no discussion of language. It was simply assumed that standard English would remain the primary vehicle for the transmission of feminist thought. Now that die audience for feminist writing and speaking has become more diverse, it is evident that we must change conventional ways of thinking about language, creating spaces where diverse voices can speak in words other than English or in broken, vernacular speech. This means that at a lecture or even in a written work there will be fragments of speech that may or may not be accessible to every individual. Shifting how we think about language and how we use it neces­sarily alters how we know what we know. At a lecture where I might use Southern black vernacular, the particular patois of my region, or where I might use very abstract thought in con­junction with plain speech, responding to a diverse audience, I suggest that we do not necessarily need to hear and know what is stated in its entirety, that we do not need to "master" or con­quer the narrative as a whole, that we may know in fragments. I stiggest that we may learn from spaces of silence as well as spaces of speech, that in the patient act of listening to another tongue we may subvert that culture of capitalist frenzy and con­sumption that demands all desire must be satisfied immediate­ly, or we may disrupt that cultural imperialism that suggests one is worthy of being heard only if one speaks in standard English. Adrienne Rich concludes her poem with this statement:

I am composing on the typewriter late at night, think­ing of today. How well we all spoke. A language is a map of our failures. Frederick- Douglass wrote an English purer than Milton's. People suffer highly in poverty. There are methods but we do not use them. oan, who could not read, spoke some peasant form of French. Some of the suffering are: it is hard to tell the truth; this is America; I cannot touch you now. In America we have only the present tense. I am in dan­ger. You are in danger. The burning of a book arouses no sensation in me. I know it hurts to burn. There are flames of napalm in Cantonsville, Maryland. I know it hurts to bum. The typewriter is overheated, my mouth is burning, I cannot touch you and this is the oppres­sor's language.

To recognize that we touch one another in language seems particularly difficult in a society that would have us believe that

there is no dignity in the experience of passion, that to feel deeply is to be inferior, for within the dualism of Western metaphysical thought, ideas are always more important than language. To heal the splitting of mind and body, we margin­alized and oppressed people attempt to recover ourselves and our experiences in language. We seek to make a place for inti­macy. Unable to find such a place in standard English, we cre­ate the ruptured, broken, unruly speech of the vernacular. When I need to say words that do more than simply mirror or address the dominant reality, I speak black vernacular. There, in that location, we make English do what we want it to do. We take the oppressor's language and turn it against itself. We make our words a counter-hegemonic speech, liberating ourselves in language.





Now that you have read this go to this link:
http://www.sccs.swarthmore.edu/users/99/jrieffel/poetry/rich/children.html