On Anachronistic Bullshit

12 Monday Oct 2015

Posted by decollins1969 in 1, Academia, Carnegie Mellon University, Christianity, culture, Eclectic, Movies, Patriotism, Politics, Pop Culture, race, Work, Youth

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Afrocentricity, Anachronisms, Anachronistic, Beating a Dead Horse, Black Nationalism, Bullshit, Burnout, Conference Presentations, Fear of a "Black" America (2004), Jesus, Journal of American History, Mental Exhaustion, Multicultural Education, Multiculturalism, Nat Turner, OAH, Politics of Academia, Politics of Education, Socialism, Toronto

Kirsten Dunst and Jason Schwartzman get anachronistic between shots on set of Marie Antoinette (2006), September 2012. (Pinterest via http://buzzfeed.com).

It’s that time of year in academia, folks. The heart of the fall scholarly conference schedule, between the beginning of October and mid-November (American Political Science Association conference as an exception, though). For the first time in a few years, I’m part of the schedule, as part of a panel on American imperialism and narcissism this weekend at the Society of U.S. Intellectual Historians conference here in DC.

The topic is a departure for me. In the couple of dozen or so conference presentations I’ve done since the mid-1990s, I have discussed two interrelated topics. Multiculturalism in the contexts of US history, African American history, and education policy was one, and covered every presentation I did between 1992 and 2003. Education reform in the context of college access, retention, and diversity was the other, and covered every conference presentation or other talk I did from 2004 through 2009.

Bokeem Woodbine, October 12, 2015. (http://imdb.com)

I never wanted to be wedded to one topic my whole career. It was the academic equivalent of being typecast, like Bokeem Woodbine (thug) or Anthony Azizi (terrorist). But in the spring of 2003, there I was, doing conferences as “Dr. Multiculturalism,” either for the benefit of eager grad students or to the chagrin of more senior scholars.

No one really discusses this issue in academia. The idea that any of us can decide to move on to a completely different topic as a scholar, become engrossed in it, even become an expert and present and write on that topic, and then move on to the next one (yes, there are consequences, but…). At best, most scholars in academia have variations-on-a-theme careers, covering sports history and society, moving from baseball to football to tennis. Or from Black migration in the early 20th century to gentrification and its impact on Black families in the ’90s and ’00s. (It’s not as if many academicians can’t find the time to pick up another idea!)

What’s even worse are the ways in which we in academia beat up on each other’s work at conferences, and not in a constructively critical way, either (that would be refreshing). The key for me moving on from multiculturalism began at the 1999 Organization of American Historians conference in Toronto. I presented on “The Black Brahmins of Harvard: W. E. B. Du Bois, Carter G. Woodson, and Alain L. Locke on
Multiculturalism, 1890-1940.” Admittedly, there were a few issues with the paper. I didn’t include any Black women in my consideration (although, given Harvard’s institutional racism and sexism in this period, Black women were almost nonexistent, including at the doctoral level). I had to deal with the Afrocentricity sect, who didn’t see multiculturalism as a fellow traveler, but instead as a Eurocentric “feel-good” understanding of US and Black culture.

Most importantly, I was being “anachronistic.” I had applied a term that hadn’t become commonplace until the 1970s to a previous period in history, one in which the term hadn’t been conceived. It didn’t matter that cultural pluralism had existed as a term since the 1890s and that many in the philosophy and education fields had used cultural pluralism and multiculturalism interchangeably. For this group of cultural and education historians, multiculturalism in my work equalled a no-go zone.

Jesus was a Socialist bumper sticker, an anachronism, October 12, 2015. (http://plus.google.com).

Though I managed a few short articles and a chapter on multiculturalism, time and time again, the question of anachronism came up. And despite all of my documented evidence, more senior scholars at journals refused to accept multiculturalism and Black history in the same sentence. “Surely you must be referring to Afrocentricity or Black Nationalism,” one reviewer for the Journal of American History wrote on a manuscript that he rejected in 2002.

It never occurred to me to call them directly on this bullshit. These same folks will write articles with titles like, “Was Jesus a Socialist?” or “a Marxist?,” or “Nat Turner’s Rebellion and the Birth of Black Nationalism.” Talk about anachronistic! Jesus and Karl Marx are roughly 1,800 years apart, and Black Nationalism is a specifically mid-to-late-twentieth century term. Yet this was much more all right than my early-thirties-self yammering about something as complex as multiculturalism and its role in the thinking and education of African Americans.

Beating a dead horse cartoon, September 2012. (Marc Cortez, http://marccortez.com).

I’m hardly arguing that academicians who didn’t like my work should have seen my brilliance and allowed me to publish or present more on multiculturalism. Heck, by 1999, I was tired of my former dissertation topic already! A bit more honesty about what really bothered them, though, would’ve been helpful. The idea that ordinary people could be unconsciously participating in multiculturalist activities, in this case, ordinary Black folk, some academicians found unacceptable. The idea that I could write this was unacceptable to quite a few. The fact that my former patron in Joe Trotter wasn’t out there opening up doors for me on my topic left me in a bad place politically as well. I wasn’t supposed to be in academia, after all, at conferences or in scholarly journals. I know now that part of the point was to thin out the herd of competition, to anoint some and shun so many others, me included.

The constant rejection on fairly hypocritical grounds just made it easier for me to publish Fear of a “Black” America in ’04 and move on. Since I am at the beginning of the process of thinking through a new topic, I don’t have mental exhaustion as an excuse for crumbling in the face of soul-destroying, narcissistic opposition. I also have at least one thing going for me these days. I feel I’m old enough now to call numbskulls on their bullshit.

Montgomery County Public Schools’ World Studies Mythology

29 Tuesday Sep 2015

Posted by decollins1969 in 1, Academia, culture, Eclectic, Politics, Pop Culture, race, Religion, Youth

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Comfort Food, Common Core, Common Core State Standards, Crock, Curriculum 2.0, Curriculum Development, Eurocentric Perspective, Eurocentrism, Falsehoods, Latin America, Maryland, MCPS, Middle Ages, Middle School, Montgomery County Public Schools, Multicultural Education, Multiculturalism, Mythology, Teaching and Learning, Technocrats, Western Civilization, Western Dominance, World History, World Studies

Satirical cartoon of Rudyard Kipling’s The White (?) Man’s Burden (“white” colonial powers being carried as the burden of their “colored” subjects), Life Magazine, March 16, 1899. (Travb via Wikipedia). In public domain.

My son is taking Advanced World Studies in seventh grade this year. As a historian — and one that’s taught World History fifteen times over the years — I thought it was a good thing that he would have exposure to world history and cultures before engaging in US history in eighth grade and in high school. Once again, the technocrats in K-12 education have proven me dead wrong. While there may be some exposure to the rest of the world, the frame for the curriculum is one that not-so-subtly implies that world studies, advanced or otherwise, cannot exist without a European or Western frame to tell students how to think about the non-Western part of the globe.

I noticed it the first week, but didn’t pay much attention to the brief synopsis (what teachers call their “syllabus”) of the course until Back to School Night last week. The four units for my son’s course are

Unit One: The Foundation of Modern Political Systems: Europe in the Middle Ages
Unit Two: The Influence of Culture in Africa: The Middle Ages and Today
Unit Three: Geography Shapes Latin America
Unit Four: The Impact of Economics: One World Past and Present

When I finally read through it, I was incensed. It sunk in with my experiences with AP World History and with World History at the college level why so many of my own students were almost completely ignorant of world history that wasn’t about ancient Greece, the Roman Empire, or Western Europe. School districts, even ones as above par as MCPS, have helped lull students into a false sense of security through the exchange of knowledge as comfort food, rather than a higher protein diet of actual history.

Unit One is fine, for the most part, although the idea of a nation-state or some sort of constitutional democracy doesn’t entirely come from Europe. But it’s downhill from there. Culture, Africa and the Middle Ages for Africa? Really? The Middle Ages is a specifically Western and Central European experience, as no civilization from the classical world experienced a greater decline or collapse than Rome in the fifth century CE. To just take that term and paste it unto another continent, another group of people, and their different history is just plain wrong. How about Culture and Africa, 1000-1500 CE? You don’t need the frame of Europe’s Middle Ages to discuss Africa, unless your point is to embed some sense of Western dominance as a subliminal theme within the curriculum.

Or unless the curriculum developers in Rockville were thinking about making the Age of European Discovery and the Transatlantic Slave Trade Africa’s “Middle Ages.” The period between 1450 and 1800, in which the Portuguese, the Dutch, the Spanish, the English, and the French helped stoke the fires of intertribal and cross-kingdom warfare to obtain millions of slaves for their colonies in the Western Hemisphere. That’s probably too much for the advanced twelve-year-old, though, no?

Storming of the Teocalli by Hernán Cortez and His Troops (1848), painting by Emanuel Leutze, January 11, 2012. (Penelope37 via Wikipedia). In public domain.

Unit Three and the term “Latin America?” Seriously? It covers the Maya, the Mexica (or rather, Aztecs), and the Inca, all prior to European contact in the sixteenth century. So technically, there’s no Latin in the Americas before 1500. MCPS, ever heard of the Americas, the Western Hemisphere, Mesoamerica, and Andean civilizations, all terms that are more accurate alternatives to Latin America in the time before Columbus and conquistadors? Unless, again, the point of curriculum designers here was to bake into the recipe for this course a sense of inevitability. That is, that the pre-Columbian cultures of the Western Hemisphere, no matter how sophisticated, were doomed to fall by the wayside in the wake of Western dominance over the globe.

Unit Four and “One World Past and Present” in the context of trade, economic systems, and communication bring the themes of European dominance together in the period since 1450. The MCPS curriculum designers do hint that “the cultural diffusion between many ‘worlds’ had both positive and negative consequences.” But for the most part, the technocrats provide a sense of progress to market-based economies and positive globalization in this unit, as Europeans led the charge to make the world one and whole.

Stainless steel Crock-Pot, September 29, 2015. (http://amazon.com).

This is a crock of a curriculum, MCPS, a shameful attempt at world studies. The course might as well be called, Advanced and Expanded Western Civilization, How Europeans Went From the Middle Ages to Dominating the World. The point of any world history or world studies course is supposed to be the study of specific bits of history of the world, without imposing a Western model, frame, or sense of progress and comparison on the rest of the world in the process. Otherwise, what’s the point? You might as well teach Western Civ in middle school, then, and save world history to teachers and curriculum designers who understand that the world is a bigger place than Western-culture-navel-gazing.

Though the pressures of Common Core may have birthed this new curriculum as part of MCPS’s Curriculum 2.0 efforts, it’s not specifically a Common Core-inspired curriculum. One of the problems with Common Core State Standards and PARCC assessments is that they mask the problems that existed in America’s K-12 education long before. One of which is fake efforts at diversity and a multicultural curriculum, of which MCPS’s World Studies is but one example. It may well be true that virtually all world history curriculum is bs, however. But that is an article for another day.

Aside

My “-tions” and History as Conjunction Junction

02 Wednesday Sep 2015

Posted by decollins1969 in 1, Academia, Boy @ The Window, Christianity, culture, Eclectic, Mount Vernon High School, Movies, Politics, Pop Culture, race, Religion, Youth

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American Exceptionalism, American Mythology, AP US History, AP US History Exam, Ben Carson, College Board, Conservatives, Curriculum Framework, Cypher, Educational Testing Service, ETS, Founding Fathers, Harold Meltzer, Joe Pantoliano, Lynne Cheney, Mealy-Mouthed, morison, Morison and Commager, Selling Out, The -tions, The Matrix (1999), WASPs

AP US History curriculum framework and Common Core, July 24, 2014. (Todd Wiseman; http://www.texastribune.org/).

So, the College Board and ETS sold out last month to the willfully ignorant, ideologically conservative set, and will mythologize AP US History after all. The tales of the perfectly brilliant Founding Fathers, of great, rich, powerful White men who built this nation with their bare hands, who pulled themselves up by their bootstraps without any help, will be front and center now. AP US History has gone through a re-re-revision of its curriculum guide to spend time providing lessons in blind patriotism, in American civics as great legend, making a generation of already over-tested kids even more ripe for being underprepared for college and beyond. One more instance where providing an opportunity for independent thinking has knuckled under to the profit-motive for two so-called, multibillion-dollar nonprofits.

I wrote about the small scale of the College Board’s middle-of-the-road approach in its second revision of the AP US History curriculum in the Atlanta Journal-Constitution in May, a few months before they showed flexibility to the right-wing nut-jobs. As a historian, professor, educator, writer, and critical thinker, I don’t think I was ever satisfied with AP US History or its mealy-mouthed curriculum. Just because one presents a complex concept that can be difficult to discuss in pleasant language doesn’t change the fact that people and even students will frequently resist that concept. The idea that slavery played a central role in building the economic infrastructure of the US, for instance. That’s hard for most Americans to accept, even with the evidence staring in their faces every single day.

Samuel Eliot Morison and Henry Steele Commager, The Growth of the American Republic, Volume I (unknown edition, but the edition I had access to in 1985), September 2, 2015.

As a student in the late Harold Meltzer’s AP US History class at Mount Vernon High School in eleventh grade back in September ’85, though, I found the once nationally recommended textbook for the course unacceptable myself. It was a textbook people like Lynne Cheney and Ben Carson would’ve loved, and can still be found in many high school classrooms even today. Samuel Eliot Morison and Henry Steele Commager’s The Growth of the American Republic, originally published in 1930, a time when rich WASP males were the only people of US history who counted.

I don’t recall exactly what edition we had, but it was a 1962 version, well-preserved by Meltzer. It was built fundamentally on what we academic historians call consensus history, meaning a unified, singular march toward a better society, a better American republic. Meaning that American Indian removal, slavery, Reconstruction and Jim Crow, the Cult of Domesticity, the anti-immigration movement, the battles between labor and robber barons, got almost no play in the textbook. I was so bored with Morison and Commager that I stopped reading the book after the first eight pages, including the table of contents. I earned my 5 on the AP US History exam anyway.

That’s what the privileged set wants for our kids from pre-K through graduate school. A steady diet of history from a patriotic victors’ perspective, of progress and constant triumph, of narcissistic navel-gazing. But teaching history in the twenty-first century needs to be about more than powerful people, famous places, significant events or even a mass of faceless victims. Add to this the fact that most high schools and many undergraduate programs still teach US, European and most aspects of history around the world as if the subject was a trivia game like Jeopardy or Trivial Pursuit. I know that’s what most of my students would want — although a few would pull their hair out from a well-learned hatred of the subject or from sheer boredom.

What I have done in my US and African American history courses over the years is talk about what I call “the -tions.” Assimilation, civilization, exploration, and gentrification, and especially immigration, industrialization, migration, and urbanization. The -tions represent large-scale processes and patterns that add up to defining themes in history, especially for the past 500 years. After all, history is about people, and what people say, do, and leave behind over the course of their lives. Not just famous, rich, slaveowning individuals who came together to found a country to maximize their own material advantages. But the millions of African slaves and dusky non-WASP European immigrants whom those same WASP males worked to death to build this great nation.

The -tions give us historians the what and how, but not the why people did what they did. This would be where capitalism, sexism, imperialism, racism, and ethnocentrism come into play. The idea of profit, whether for oneself or for king and country, drove the need for cheap labor, and thus, the use of kidnapped African slaves on plantations or starving Irish peasants in northeastern factories. Or, the idea that middle class WASP “ladies” shouldn’t work outside the home or have a say in public life, lest their moral centers become corrupted.

“Ignorance is bliss” scene screen shot from The Matrix (1999) with Joe Pantoliano as Cypher eating a Matrix steak, September 2, 2015. (http://chicagoboyz.net).

I try to channel these ideas through my teaching, in smaller doses in introductory courses, in larger ones in upper-level courses. The majority of my students fight it like my teaching methodology is chemotherapy or like Joe Pantoliano’s character Cypher in The Matrix (1999), desperately desiring to be blissfully ignorant over knowing the full measure of US history. For me, it’s not even about ideology. It’s about truth, about viewing life and history and people with an independent and skeptical lens, as “everybody lies…but we don’t lie all of the time.”

To work through all this may be too much for many. But it’s better than taking the free ride of lazy history that the College Board and ETS are now providing, courtesy of the privileged class.

Aside

Leaving Mount Vernon

26 Wednesday Aug 2015

Posted by decollins1969 in 1, Boy @ The Window, Christianity, culture, Eclectic, eclectic music, High Rise Buildings, Jimme, Mount Vernon High School, Mount Vernon New York, music, My Father, New York City, Pittsburgh, Politics, Pop Culture, race, Religion, University of Pittsburgh, Work, Youth

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"Emotion (Ain't Nobody)" Remix (2014), "Swimming Pools (Drank)" (2012), Child Abuse, College, Domestic Violence, Emotions, Family, Kendrick Lamar, Leaving, Loneliness, Maverick Sabre, Moving, Pitt, Politics of Respectability, Poverty, Respectability Politics, Self-Awareness, Self-Discovery

I left for Pittsburgh and for the University of Pittsburgh on this day/date twenty-eight years ago, my first trip on my own. It was my first trip out-of-state since my Mom took me and my brother Darren on a bus trip to Pennsylvania Amish country in June ’78, nine years earlier. At 5:51 am on the last Wednesday in August ’87, with my older brother Darren’s help — and with my Mom and three of four younger siblings watching us from the living room window — I packed my luggage, Army sack, and two boxes of bedding and materials into a Reliable Taxi. We headed for East 241st to meet up with my dad. From there, we took the 2 Subway all the way to Penn Station, with enough time to board and get all of my stuff on the 7:50 am Pennsylvanian train to the ‘Burgh. For the second time in a row, my dad was sober, and gave me a glassy-eyed hug and shoulder squeeze. Darren was both sad and happy to see me go.

Amtrak’s Pennsylvanian train pulling out of Altoona, PA station, heading east for Philly, NYC, uploaded February 2013. (Dustin F.; http://www.northeastrailfans.com/).

I’ve gone over the trip to Pittsburgh and my transformation from a seventeen-year-old with the pent-up emotions of someone who hadn’t left May 31, 1982 behind throughout my eight years of blogging and through my memoir. I’ve written about moving on to Pittsburgh before. What I haven’t really written about fully is how I thought and felt in leaving Mount Vernon, New York behind. The short answer is, I was somewhere between terrified, joyous, embittered, and sad to go, and all at once.

I was terrified. It was my first trip on my own, to a city I’d never been to before, to a university I never visited prior to saying yes. I could meet people who might catch on that I was someone who had spent the previous six years with few acquaintances, much less friends. I was hopeful, but had zero idea what to expect.

But I really was happy to leave. Between my decade living at 616, the abuse, the poverty, the Hebrew-Israelite years, the constant ridicule, the years in Humanities, the constant work of watching after Mom, my dad, my siblings, I was through. Throw in a summer of obsession with and emasculation by Phyllis, and five years of realizing that I needed to get out, and going to Pittsburgh was a no-brainer. Heck, if I’d been a bit smarter about my application process, I could’ve just as easily applied to the University of Washington, Stanford, Northwestern, Georgetown, Michigan, University of Toronto and UPenn and almost certainly gotten in. It didn’t matter where I was going, really. I just needed to go and find my myself, and my education with that.

That last year or so in Mount Vernon had let me know that even with an academic scholarship (after a private investigation) from Columbia, staying would’ve been a huge mistake. Between the silent disdain and snickering of Black teachers at Mount Vernon High School around my sullen presence and the whole Estelle Abel episode at the end of four years of torment. Add to that the years of Black middle class folk talking at me about how my life was so much better because they marched or protested somewhere before I was conceived, or because they prayed for me. Add to that this insistence that I “give back to the community.” As if Black Mount Vernon had given me anything but a hard way to go since I was knee-high to a boil weevil.

Viewing and wake service for Heavy D, Grace Baptist Church, Mount Vernon, NY, November 17, 2011. (Mike Coppola/Getty Images; https://cbsnewyork.files.wordpress.com/).

As I saw it, the only difference between the vapid, seething facade of White liberalism among paternalistic White Mount Vernonites and the false smiles and frequent excoriations of Mount Vernon’s Black middle class was skin color. They drank deep from swimming pools full of what we now call respectability politics, born out of a need to be good examples to the world, like Kendrick Lamar described in “Swimming Pools” (2012). (Pour up [drank], head shot [drank]…faded [drank]). This isn’t the same as doing the right thing at the right time or speaking truth to power. You make money, wear nice clothes, drive a nice car, stand up straight, look a White man in the eye while firmly grasping his hand. And apologize for not being as assimilable as you pretend. It was 100%, USDA-approved bullshit, and it smelled like it a lot of days, too.

I was sad to leave, too. There was a part of me that still wanted to fit in, out of loneliness, if nothing else. I still liked Clover Donuts and some of the breakfast places on the South Side. I longed for some sort of acceptance, an acknowledgment that I was a real person, even though that would’ve required being around real people at 616, and in Humanities, and in the rest of Mount Vernon. I knew that I’d miss the close proximity to The City. I’d put my hopes and dreams in a place in which I knew I couldn’t afford to stay, literally and figuratively. That longing would come to haunt me in the coming year, but I’d eventually learn, I could always visit New York.

Aside

Running Away, 30 Years Later

25 Tuesday Aug 2015

Posted by decollins1969 in 1, Boy @ The Window, Christianity, culture, Eclectic, eclectic music, Jimme, Marriage, Mount Vernon High School, Mount Vernon New York, music, My Father, Pittsburgh, Pop Culture, race, University of Pittsburgh, Youth

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"Emotion (Ain't Nobody)" (2014), "Runnin'" (1995), 616, 616 East Lincoln Avenue, Dreams, Envy, Family Responsibilities, Fleetwood, Lliy-White, Loneliness, Making Plans, Maurice Eugene Washington, Maurice Washington, Maverick Sabre, MVHS, Pharcyde, Single-Minded, Spin Moves, Visions, Whiteness

Today’s date marks three decades since I took on my idiot stepfather Maurice Washington, and actually won, even though I didn’t realize it at the time. I’ve written about the incident and my twenty-three-hour trek through Mount Vernon, my dreams, prayers, and wishes, and my confrontation before, here and in Boy @ The Window. (Even now, the baseline to Pharcyde’s “Runnin'” (1995) is running in my head, temporarily replacing my writing theme song for the past week, Maverick Sabre’s “Emotion (Ain’t Nobody)” (2011), but that’s how my mind works). So I won’t go over all of the details again. Still, there are a few important takeaways that puts Sunday, August 25, 1985 in my lifetime victory column.

Michigan WR Jeremy Gallon’s spin move gif on way to a 61-yd TD against Notre Dame, Ann Arbor, MI, September 7, 2013. (http://thebiglead.com/).

1. Physical advantages. It never occurred to me until Maurice tried to blindside me in the apartment hallway with a punch that I had much faster reflexes than the idiot. It also never occurred to me that I had a better sense of balance. I managed to avoid the punch and spin around him by using his 350-400 pounds of bulk against him (I really hated having to touch the unwashed, greasy fat frog of a man), and in only a foot of space between the two of us. That’s how I escaped Maurice’s punch and grasp, and got out of the apartment to begin my trek. Knowing what I know now, I should’ve tried out for basketball instead of baseball in eleventh grade.

2. Not finding my father. I kind of wished I had, just to have a few hours that day not to think about my present and future. But my alcoholic dad was a significant part of my present, and his absence gave me real time to think about how jacked up my family life was. I knew, if nothing else, that Maurice, Mom, and Jimme couldn’t pin that on me.

3. Walking up Gramatan Avenue and into Fleetwood. It was partly a walk that reminded me about how the other half of Mount Vernon — affluent and predominantly White — lived. I knew that I’d never be a part of that Mount Vernon, and not just because most of them would run me over with a car sooner than say “Hello.” It was the sense of exclusively, the ability to check in and out of progressive issues, like Humanities and magnet programs, that made me see. These folks I could never befriend.

St. Ursulas Roman Catholic Church, 213 East Lincoln Avenue, Mount Vernon, NY, August 2012. (http://maps.google.com).

4. MVHS overnight dreams and Catholic church prayers. Both reminded me that if I played my cards right, I could be on my way to college in two years, twenty-four months, 730 days. I could cope with 616, Maurice, my older brother Darren and my younger siblings and high school and Humanities for that much longer, I thought. But I also knew I needed to make a conscious, almost single-minded effort to do so. Even then, I was tired of burying my thoughts and emotions and playing the role of enigmatic weirdo, though. I realized this was going to be a battle with myself.

Yet what I didn’t learn from my ordeal would also be two more reasons to leave Mount Vernon. I wouldn’t learn those reasons and lessons until the spring and summer of ’87, when the respectability police, the good middle class folk of Black Mount Vernon, would give me just the push I needed…

Aside

“And There’s Winners, And There’s Losers…

19 Wednesday Aug 2015

Posted by decollins1969 in 1, Christianity, culture, Eclectic, eclectic music, New York City, Patriotism, Politics, Pop Culture, race, Religion, Work

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"Pink Houses" (1983), 2016 Election, American Narcissism, Bankruptcy, Comb-Over, Donald Trump, FOX News Debate, Frank Sinatra, Hypocrisy, John Mellencamp, Losers, Misogyny, Narcissism, New York, New York" (1980), Racism, RNC Debate, The Donald, Trump Supporters, Winners, Xenophobia

“But they ain’t no big deal/’Cause the simple man, baby/Pays for thrills/The bills the pills that kill” – John Mellencamp, “Pink Houses” (1983).

Donald Trump’s entire campaign might as well be called “The Ultimate Narcissist Does The Pink Houses” Tour, complete with Def Leppard, his kids, and Omarosa going to bat for him on CNN. Trump and his angry band of supporters see the world in the simplest way, like an indoctrinated twelve-year-old forced to be part of a religious cult (I can definitely relate). Trump sees himself as a “winner,” the US as a country that used to be a “winner,” and anything or anyone who doesn’t fit his narrative as “losers.” Of course there’s a contradiction here. Trump doesn’t have the courage to call many of his supporters “losers,” though there are about four decades’ worth of his actions and statements that would serve as evidence of his thoughts about his base.

2016 presidential candidate Donald Trump meeting with New England Patriots owner Robert Kraft, Gillette Stadium, Foxboro, MA, October 21, 2012. (Nancy Lane/Boston Herald;http://bostonhearld.com).

At the “Big Boys” RNC debate a couple of weeks ago, Trump couched everything in terms of “winners” and “losers.” President Obama was an “incompetent loser.” The US is “losing to China” economically. Mexican immigrants are turning the US into “a nation of losers.” The US has to “win” against ISIS (I prefer the term Islamic State or IS that most news agencies use outside the US, but that would make me a loser). Trump’s pronouncements at the debate and since have been about more than sound bites of “us” vs. “them,” as the more progressive media elements have said. It’s been about presenting himself as America’s winner, as the one at “the top of the heap, king of the hill, A-number-1.”

In a nation full of narcissists, this has a real appeal, even if the reality of Trump’s life contradicts both the winner image he portrays and the lives that most of his supporters actually live. The most obvious is Trump’s net worth being more like between $1.4 billion and $4 billion (Oprah Winfrey territory), and not the $10 billion he says it is. Or that he has — or, as Trump would say, “my companies” have — filed for Chapter 11 four times in the past quarter-century. Or his multiple divorces. Or his ridiculous comb-over in 20+mph winds.

I guess all of those falsities and setbacks should be more nuanced, as part of life’s long and bumpy journey. By Trump’s own definition, because his net worth — though envy-inducing — is hardly #1 (still between Bill Gates, Warren Buffett, and Michael Bloomberg), he should see himself as a loser. Because Trump has seen multiple business ventures crash and burn, the “loser” moniker could fit. Oh, but narcissism allows for those suffering from grandiose inflations of themselves to see their failings, their losses as mere bumps in the road, and not part of the “winners and losers” narrative.

Picture of abandoned Palma Nova mobile home park, where the last of the 900 families had been evicted in 2009, Davie, Florida, February 15, 2010. (Mike Stocker/Miami Sun-Sentinel; http://www.sun-sentinel.com/local/broward/fl-palma-nova-davie-pg-photogallery.html).

The same goes for Trump’s supporters, most of whom couldn’t hope to be PTA president at their neighborhood elementary school, much less run for POTUS. The US is so replete with narcissism that it’s in the bloodstream of ordinary low-income Americans (the majority of the working population, by the way). And as such, their reasons for supporting Trump are as sad as they are predictable. They see him as a winner, even though he was born into wealth via his real estate magnate father (or as many New Yorkers saw him, slum lord), Fred Trump. The Donald was born halfway between third and home plate, and somehow ordinary Americans see him as a quintessential American?

Trump’s supporters also see him as someone who “tells it like it is.” Really? Ready to be fooled again, just like with so many numbskulls and wing-nuts who’ve sold Americans the magic of tax cuts for the rich and for corporations and endless prosperity in the past? Some of these narcissists are like gambling addicts, taking their last dollars to a slot machine on the hope of making it rich with crusty toenails. It both a real shame, and pitiful to watch.

Aside

What’s Up With These Leftist Labels, Anyway?

05 Wednesday Aug 2015

Posted by decollins1969 in 1, Academia, Boy @ The Window, Christianity, culture, Eclectic, eclectic music, Hebrew-Israelite, Mount Vernon High School, Mount Vernon New York, Pittsburgh, Politics, Pop Culture, race, Religion, Youth

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"I Am 32 Flavors" (1998), Alana Davis, Anti-Stereotype, Class Struggle, Critical Race Theory, Derrick A. Bell, Dick Oestreicher, Evangelical Christianity, Franz Fanon, Graduate School, Humanities, JD, Karl Marx, Labeling, Labels, Leftist, Liberal, Marxist, Neo-Marxist, Pitt, Rosemary Martino, Stereotypes, W. E. B. Du Bois

Asian woman in nude breaking through a bar code, September 2010. (unknown author/woman, http://www.willeyelisten.com).

Over the years, I’ve grown tired of the idea that my social, cultural, economic and political beliefs could be summed up with one or two words. Like “progressive,” “Communist,” “neo-Marxist,” “leftist,” “liberal,” and/or “Marxist.” Why? Because like so many things American (or in this case, Western), ideologues and intellectuals take the easiest path and slap overgeneralized labels on groups of people without thought, without nuance, and certainly without an understanding of both people and history.

I’ve felt this way about these labels at least since my first year of grad school in the University of Pittsburgh’s MA and PhD programs (1991-92), and likely longer than that. But in that program, I was surrounded by professors and colleagues who were various shades of Marxism. At least that’s what they claimed. More to the point, they claimed that “the class struggle” was the defining feature of both human history and US history. “The class struggle” trumped slavery and America’s racial caste system, the near eradication of indigenous cultures in the US and around the world, it trumped the exploitation and exclusion of women in Western civilizations.

I admit it. It really, really, really pissed me off to be earning my MA and beginning my doctoral work around such ignorant thinkers. They would ask me about my Marxism, and I’d say, “I’m not a Marxist. I’m not a neo-Marxist. I’m not even a Groucho Marxist.” My Pitt grad school colleagues would laugh, sometimes a little too forcefully. My professors, for the most part, ignored me, since I was an African American history student who believed that race intertwined with class to be US history’s defining feature. How scandalous!

It wasn’t that I hadn’t read Karl Marx’s and Frederick Engels’ Communist Manifesto (1848). I read it via Rosemary Martino in twelfth grade, though I can’t remember if I read it for AP English or for her Humanities Philosophy class. I’d also read Marx’s much longer Das Kapital (1867), Frantz Fanon’s Black Skin, White Masks (1952) and The Wretched of the Earth (1961), Du Bois’ The Souls of Black Folk (1903), Ralph Ellison’s Invisible Man (1952), and so many other supposedly Marxist-leaning tombs by the time I’d taken my first full semester of grad-level courses (I took my first grad course my junior year at Pitt).

A basic world political spectrum chart (really, too simple), August 5, 2015. (http://www.endofprejudice.com/).

I just wasn’t that impressed on the Marxism part of things. I mean, I was well acquainted with oppression, exploitation and abuse long before I’d read anything by Marx and Engels, or George Orwell in ninth grade English, for that matter. I had a contrarian Humanities classmate in JD who espoused what I considered even at the time his version of Communist gibberish all through middle school and into our sophomore year at Mount Vernon High School. So how do you label someone a Marxist or Communist who both views it with disdain and didn’t grow up quoting from it? I’d like to know.

This last question, though, is bigger than just my own experience with poverty, race, racism, child abuse, sexual assault, domestic violence, homelessness, cultish religions, and sheer willful ignorance and neglect. Historically, labeling anyone who had radical ideas about the falsities of human civilizations as civilizing the human tendency to spread inequality and oppression to the most vulnerable as Communist is a bit ahistorical, no? So-called leftists or socialists do that with Jesus and Muhammad almost every day. Maybe we should call Karl Marx an original, Asiatic Christian or original Muslim, minus the spiritual component of kneeling before God in prayer.

Portrait of Guy Fawkes (1570-1606), author/date unknown, August 5, 2015. (http://plus.google.com).

For me, growing up in a striving household that ended up in grinding welfare poverty didn’t make me a Communist. I went through several stages of belief, from my Mom and idiot stepfather Maurice hoisting the Hebrew-Israelite thing on me, to evangelical Christianity, to just plain Christianity, to critical race theorist adherent. I never completely gave up on capitalist democracy, because what would’ve been the point of that? By the time my son was born in 2003, I saw myself more in European terms, as either a Social Democrat or a Christian Democrats, believers in compromises and reforms from within that ameliorate the worst forms of racial, gender and other forms of oppression and poverty.

Yet even that is too big a label to hang on me or others, now and across history. What did people call those who wanted to rid the world of poverty and economic oppression prior to 1848? Or prior to the French Revolution, for that matter? Troublemakers? Radicals? Jacobites? Weird? Lunatics? To be honest, any of these terms fit me better than progressive, liberal, leftist or Marxist. Because ultimately, I don’t believe in any single economic or political belief system crafted by Homo sapiens. They’re all subject to corruption, all subject to be bent by those with the most power and resources.

So, who am I, ideologically speaking? To quote Alana Davis, “I am 32 flavors” and dim sum. Go ahead. Try to figure that out and come up with a label that fits!