Claudia Rankine: From “You” to “I” and What It Means

Claudia Rankine’s “Citizen: An American Lyric” is a barrier-breaking, powerful mixed media piece which captures everyday racism and micro aggressions towards African American individuals in our society.  Rankine chooses to write incorporating several sources and artwork, but a key aspect of the book is her choice to write primarily in the second-person.  This choice carries a sense of controlled ambiguity as the main character “You” is supposed to be a black woman.  As the reader, we now obligated to taken on this identity of a particular African American woman and her experiences to feel what she feels; to go through what she goes through, and to experience the racism and micro aggressions as she goes through them.  In the previous section of the book, Rankine incorporates multiple images of artwork, along with examples of how other African Americans have handled micro-aggressions and racism, such as professional athlete Serena Williams.  However, in the final section of “Citizen” for this Thursday’s reading, it seems like the second person point of view has fully dominated over the other media with the exception of the final page, which is uniquely written in the first person.  This can suggest that Rankine’s authorial choice to primarily use the second person point of view followed by a brief first person point of view directly coincides with the character “You” desperately trying to make sense of the racism she’s experienced course of the book.  It seems that You’s desperation is grasped by the new first person perspective because of this particular sequence.

Rankine writes extensively in this section about the “ache” of the character You.  She writes, “All our fevered history won’t instill insight, / won’t turn a body conscious” (Rankine 142).  Here, Rankine is orchestrating the character You to feel a sense of defeat from constant racism.  This quote could be referring to the endless oppressions people of color have endured in our country, and You realizes that it can not be used to change the hearts or the mind of those who don’t understand its evil causing her spiral.  Rankine writes “You are not sick, you are injured— / you ache for the rest of life” (Rankine 143).  This quote creates a level of disparity, as You accepts that this feeling of oppression will never go away.  A sickness is something temporary, while an injury can be sustained long term.  Rankine is telling You that she will feel this internal struggle forever, suggesting that there is significant and dark longevity in racism as it has sustained through past, present, and future.  We see this tension and despair continue to escalate as Rankine writes on.  She writes, “Who shouted? You? You / shouted you, the murmur in the air…” (Rankine 145).  Again, a helpless feeling arises as Rankine compares You’s shout with a murmur in the air, suggesting no matter how loud You shouts; no matter how much effort she puts towards pushing back on the micro-aggressions and racism she’s experienced and understood throughout the book, her efforts will ultimately be unsuccessful.  A defeating realization and acceptance to assume the role of the book’s emotional climax.

In Rankine’s final page, she makes the dramatic change of switching to the first person.  She writes that as she’s laying in bed with her partner, she wants to tell him about a micro-aggression she experienced the day before.  She explains at the tennis courts, a woman was about to park in front of her, but after seeing she was black, turned around and parked somewhere else (Rankine 159).  She says to her partner, “I could have followed her to worry my question but I had to go, I was expected on court, I grabbed my racket” (Rankine 159).  Rankine expresses that she felt prompted to scold the woman, to point out her micro-aggression, but she didn’t have enough time.  Ultimately, here Rankine chose her peace instead of doing what was right in the situation which would have been correcting the behavior.  However, when her partner asks if she won her match she responds, “It wasn’t a match…It was a lesson” (Rankine 159).  This perspective by Rankine is profoundly wise and elevated.  For this perspective and point of view to be placed in the final moments of the book, directly following the character You’s overwhelming realization of desperation and a never-ending headache of racism, is to relocate the audience to a less desperate place and to one of acceptance.  For Rankine to end her book with a “lesson” profoundly suggests in a pessimistic way that the racism she’s experienced isn’t something that can be won or lost.  Her outlook on the final micro-aggression she writes about seems to be less about the unfairness and desperation expressed in the second person, but about the acceptance and realization that the micro-aggressions she’s experienced have taught her more about herself, made her who she is, and ultimately have taught her valuable lessons about other people; a deeply unfortunate and unfair lesson expressed to us by the author.

 

Discussion questions:

Why do you think Rankine writes using examples of racism in sports in the book and uses sports figuratively?  What is the significance of this?

I interpreted Rankine’s switch to the first person to be representative of herself and her own thoughts in order to deliver a message to the reader.  Do you think that Rankine writes as herself on the final page, or do you think she’s writing as someone else?

Works Cited

Rankine, Claudia. Citizen: An American Lyric. Graywolf Press, 2014.

Black History Month Event Review: Making Shakespeare Sexy

On February 6th from 2-3pm, I attended Dr. Willnide Lindor’s talk “Making Shakespeare Sexy Again: Pedagogical Approaches to Race and Empire,” in Old Main.  I was extremely interested in attending this event because I take a class with Dr. Lindor and she’s been one of my favorite professors here at SUNY Cortland because of her passion for her subject, and her active engagement with her students.

While sitting in at this event, many subjects were brought to my attention that I really hadn’t thought of before.  Dr. Lindor discussed the difficulty around making Shakespeare something enjoyable or interesting for her students of color.  Dr. Lindor explained that typically she’s noticed that her African American students are unable to make a connection with Shakespeare because of background ethnic differences.  She further stated that “black students are not the intended reader of Shakespeare” and that, “Shakespeare is the embodiment of whiteness.”  I found this very interesting.  As someone who plans on entering the field of adolescent education, I’m very conscious of the fact that I will more than likely teach Shakespeare in my future classroom.  I think of the stigma around Shakespeare; that it’s confusing and most students aren’t interested in it because of the language.  However, although obvious, I had never before thought of Shakespeare’s intended audience: it had never really been said out loud.  As Dr. Lindor discusses, it’s no mystery why she found that her African American students had difficulty forming a connection with texts written by Shakespeare.

 

After providing us with some background information, Dr. Lindor then dove into her strategies for teaching Shakespeare.  She explained that by understanding how students are introduced to Shakespeare that teachers are better able to understand the background that multicultural students bring to the college classroom.  She says that incorporating a race conscious pedagogy allows students to thrive in their education within the realm of Shakespeare.  Dr. Lindor then introduced us to her “Experience Retrieval Exercises.”  ERE’s, as she calls them, are activities where students share information about previous knowledge about a topic regardless of the education level.  Dr. Lindor then asked us to participate in an ERE that she uses in her classes.  In this ERE, we wrote down what we knew about Shakespeare on an index card in groups. Then, after a timer went off, Dr. Lindor collected our index cards, placed them in a bowl, shuffled them around, and picked out cards in a random order and read them aloud to the group.  She explained that often times when she executed this activity in her Shakespeare classes, she found that students typically had a few negative associations and memories of Shakespeare but also some positive ones.  Dr. Lindor said that as a class, hearing all of this different information from memory recall lays new touchstones for their future encounters with Shakespeare.

Ultimately, I learned a lot from Dr. Lindor’s talk.  I think all adolescent teachers who teach Shakespeare definitely need to consider making it more inclusive.  I think students learn best when they are able to relate to something, even in the smallest way, and for those who can’t I think Dr. Lindor’s strategies are an excellent way to help students become engaged in the work.

Extra Credit Event Review: Braiding Sweetgrass Talk

On Friday, April 12th, I attended Dr. Robin Wall Kimmerer’s keynote speech in the Corey Union Function Room titled “Braiding Sweetgrass: What does the Earth Ask of Us?”  Dr. Kimmerer’s speech was completely fantastic and moving, and I’m so glad I decided to bring my laptop and was able to take notes on some of concepts she shared.  Something that really stuck out to me was her overall (Native) approach/perspective on our relationship with the Earth.  Dr. Kimmerer discussed her transition to college where she was asked why she wanted to be a botanist by one of her professors, and her response was untraditional; she wanted to study the beauty of plants.  She described in detail her relationship to plants and the Earth; that she was raised to understand that plants were her brothers and sisters.  She proceeded to make the claim that “It is not the land which is broken, but our relationship to the land.”  This perspective is very new to me, but it’s something that makes perfect sense.  She claimed that in order to move forward and save the planet we need to fix our relationship with the land, our Earth, and a way of doing that is by accepting and taking on Native thought processes.

 

Additionally, I think she made an excellent point to reference higher education’s participation in Native American people’s erasure in higher education.  Personally, I grew up just 20 minutes away from the Seneca Nation territory, however, it is mind boggling to me that even in the state of New York, where we have multiple Native reservations, the education that we, as students receive about Native American culture and history is quite poor.  I strongly agree Dr. Kimmerer’s claim that higher education plays an important role in our understanding of aspects of Native culture and its values.  I think that it can be difficult for people to change their relationship with the Earth because of how most of us were educated or raised to think about Earth and how we use it as opposed to this healthy, balanced, and respectful relationship that Dr. Kimmerer discussed thoroughly in her speech on Friday.  Near the end of her speech, Dr. Kimmerer shared her thoughts on what it means to be educated.  She said that “an educated person knows their gifts and how to give them to the world.”  Again, she shares with us a unique, but quite positive perspective and mindset.  After listening to Dr. Kimmerer, it is very clear that she deeply values education, but contrary to what most people think of as the “correct” form of education, Dr. Kimmerer strongly believes that education comes from everything around you, especially our planet.

 

Overall, I was very moved by Dr. Kimmerer’s speech.  It really opened my eyes to a perspective I had never been made aware of, but once I heard her speak more about it, this perspective sat very well with me.  I hope I can continue to learn more about Native culture throughout my academic journey because I strongly feel it will well round me not only as a student, but as a person.

Introduction

Hi! I’m Katie and I’m freshman.  I am an adolescent English education major.  Some things I enjoy doing in my free time are going to the gym, spending time with my friends, or just relaxing.  Relaxing, for me, is watching tv or movies, reading before bed, and online shopping (not necessarily buying anything but just adding to cart).  I love comedy tv shows like Modern Family, The Office, Friends, and Parcs and Rec–they are some of my comfort shows!

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