Tag Archives: Elaine

Songs in the Key of Life at 40

18 Friday Nov 2016

Posted by in 1, Boy @ The Window, Christianity, culture, Eclectic, eclectic music, Hebrew-Israelite, Jimme, Marriage, 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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Stevie Wonder's Songs in the Key of Life LP/CD cover and sleeve, 1976, 1999. (http://genius.com).

Stevie Wonder’s Songs in the Key of Life LP/CD cover and sleeve, 1976, 1999. (http://genius.com).

In all the nuclear meltdowns in the last weeks of Election ’16 and in the asteroid impact of Donald Trump becoming the 45th president of the United States, I almost completely forgot about one of the modern era’s greatest milestones. At the end of September, Stevie Wonder’s Songs in the Key of Life double-album turned forty years old!

My wife swears that this was Stevie Wonder’s last great production of genius, that virtually all the music he’s done since has either been merely “that’s nice” or complete schlock. But compared to Songs In The Key Of Life, at least 75 percent of the music produced since 1500 CE would be schlock! I mean, between “I Wish,” “Sir Duke,” “Love’s in Need of Love Today,” “Have a Talk with God,” “Village Ghetto Land,” and my all-time favorite, “As,” who could ask for anything more out of an album or an artist?

My fandom for Songs in the Key of Life has occurred over several stages since its release on September 28, 1976. I was nearly seven when the double-album dropped, and my life couldn’t have been messier. Between my Mom and my father Jimme’s rocky and violent divorce process, my own coping with sexual assault, and my Mom getting kidney sick and ending up at Mount Vernon Hospital as a patient for three months. Add to this having babysitters as primary caregivers during that time, and a second-grade teacher who wasn’t exactly sympathetic to Black kids who couldn’t settle down. It was a rough time, maybe even rougher than my Hebrew-Israelite years.

But songs from the double-LP were there, either thanks to WBLS-107.5 FM, or to people blasting songs off 8-tracks and cassette decks out of their cars in South Side Mount Vernon. Or, in the case of hanging out with my dad, because of his drinking buddies playing Stevie Wonder’s songs over and over again. For those first few years, “I Wish” and “Sir Duke” were my favorite songs from Songs in the Key of Life. That was probably because they were the only songs from the set I’d heard in full prior to 1982.

Then, with the Wendy crush/puppy love/mini-love of the spring and summer of ’82, one of the songs my mind conjured up was “As.” The song’s more than seven minutes long, and I barely knew the words “until the rainbow burns the stars out in the sky,” much less the entirety of the poetry of that song, much less its full meaning. But my heart knew how that song made me feel, and for matter, how Wendy made me feel, at least for a time. Once my stepfather Maurice began beating on me, my Mom lost her job, and we slipped into welfare poverty, though, Stevie Wonder’s greatest works slipped from my mind.

Nine years later, and it was my friend Elaine who reintroduced me to Songs in the Key of Life. It was during the spring and summer of ’91, when I both liked and loathed Elaine at the same time. It was also the summer before graduate school at the University of Pittsburgh, and it was like my mind and heart knew I needed to feed myself more than Phil Collins, Anita Baker, PE, and Salt ‘n Pepa. I borrowed Elaine’s set of cassette recordings from the genius’ 2-LP set, and spent parts of April, May, and June walking the 3.4 miles between my place in S’Liberty and my job at Western Psychiatric in Oakland listening to Stevie Wonder. I played Songs in the Key of Life straight through a half-dozen times. But of all the songs, “Love’s in Need of Love Today” and “Have a Talk with God” became two of my favorites. After the potential for a more serious relationship with Elaine faded, I gave her back her cassettes in August.

It would be another fifteen years before I finally got Songs in the Key of Life on CD. It was 2006, and I’d finally gotten me and my wife into the iPod era. Between that and my work on my memoir Boy @ The Window, I wanted to explore what made me me musically over the years. In remembering my Wendy-love days, I literally had to go through every song on Songs in the Key of Life again before I remembered “As” in full. I was shocked that after thirty years and so many other Stevie Wonder songs, that it had remained a melody in my heart and mind. It was in the summer of ’06 that “As” became my favorite song off this all-time great album(s).

Given what had occurred in the US over the past decade, and what has been happening to people of color in the US for as long as I’ve been alive, Stevie Wonder’s music from Songs in the Key of Life is always relevant, always uplifting, always life-affirming. Trust me, with Trump’s ascendancy to the White House, “the force of evil plans” will try “to make you its possession.” And yes, I did think “that love would be in need of love today,” because it wasn’t as if “hate” wasn’t going around “breaking hearts” and bodies during the Obama years.

But I’ll close with this, perhaps the most important stanza from “As.” This, to remind myself and all of you America’s may be in more trouble than ever before, but know that trouble has been with America longer than we’ve had the privilege of Stevie Wonder’s Songs in the Key of Life as genius. Thanks to Wendy, Elaine, my former Mount Vernon neighbors, and unknown New Yorkers, for playing these songs for me over the years, whether they meant to or not.

We all know sometimes life’s hates and troubles
Can make you wish you were born in another time and space
But you can bet you life times that and twice its double
That God knew exactly where he wanted you to be placed
So make sure when you say you’re in it but not of it
You’re not helping to make this earth a place sometimes called Hell
Change your words into truths and then change that truth into love
And maybe our children’s grandchildren
And their great-great grandchildren will tell
I’ll be loving you

Grad School & My Most Special Summer Reading List

31 Saturday Aug 2013

Posted by in 1, Academia, Boy @ The Window, culture, Eclectic, Pittsburgh, Politics, Pop Culture, race, University of Pittsburgh, Work, Youth

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Just a small sample of the books I read/re-read summer before grad school in 1991, August 31, 2013. (Donald Earl Collins).

Just a small sample of the books I read/re-read summer before grad school in 1991, August 31, 2013. (Donald Earl Collins).

For me, August 28 this week was significant for any number of reasons. It wasn’t just that it was fifty years to the exact day and date that the March on Washington occurred and MLK gave his “I Have A Dream” speech. Or that is was fifty-eight years to the date that White supremacists lynched Emmett Till for allegedly whistling at some flat-butt White girl. This past Wednesday was also twenty-two years to the day and date that I began my first day of graduate school as a master’s student in the University of Pittsburgh’s Department of History.

Of course, I didn’t discuss this earlier this week (it would’ve been incredibly arrogant on my part to bring this up three days ago). My big steps for myself were infinitesimal when in measured comparison to the beginning of the two-year height of the official Civil Rights Movement. But even on an afternoon in which I attended my first course and meeting about teaching/advising assignments for the semester, it did feel like a bit of a triumph. Especially when considering what I had to do that spring and summer to get into the program with funding in the first place.

I didn’t learn that much that day. Except the low contempt Joe White and some of the other professors held toward pedagogy and teaching. “You already know more than your students,” White said as advice to us who’d be TAs that semester. I was lucky to not be among them for my first year. I was a GSA assisting in the advising of history majors, some of whom were my fellow undergrads just a few months before. But even then, I thought two minutes’ worth of advice on viewing students as empty vessels was insufficient training for learning how to lecture and facilitate conversations with upwards of 100 students spread out over several discussion sections each week.

I had other things on my mind at that moment, though, including the relief that I’d survived a summer making $5.20 per hour as a full-time employee with a Western Psychiatric Institute & Clinic project in which the project investigators were far more psychotic than the patients. Aside from that, I thought about how the previous four months had served as my preparation for the White world of grad school.

I’d done a lot of reading that late spring and summer, spurned on by boredom, disappointment in my weirdly evolving friendship with Elaine, and a sense that I needed to read to fortify myself against the neo-Marxists in my eventual field. So I read. I started off with Alex Haley’s The Autobiography of Malcolm X (1965), believe it or not, the first time I’d ever read it. Like so many before me, it made my views of the man less black and white than it had been before. I then picked up W. E. B. Du Bois’ Souls of Black Folk (1903), the first time I’d read that book since I wrote a book report on it for Mrs. O’Daniel’s class in fifth grade. Unsurprisingly, I got much more out of it in May ’91 than I did in May ’80.

I didn’t stop there, as my reading took me on three different tracks in June, July and August. One was the “I didn’t get to read this before” track, as I read Toni Morrison’s Tar Baby, Song of Solomon and Beloved (didn’t understand it then, and still don’t get the big deal about it now). Along with Alice Walker’s The Color Purple, Maya Angelou’s I Know Why The Caged Bird Sings (1969), bell hooks and several others on Black Women’s literature. Then, I decided to go back and reread some James Baldwin and Richard Wright that I’d first read for high school, and added Ralph Ellison’s Invisible Man (1952) to the mix. On the non-literature track, I ended up reading Franz Fanon, Du Bois’ Black Reconstruction (1935) — at least, I put a significant dent in it — Derrick Bell’s And We Are Not Saved (1987), and other writings on Black history and culture (broadly speaking).

But the third track would end up taking me on a path toward my dissertation topic and my first book, Fear of a “Black” America (2004). It started with articles on multicultural education that took me to James Banks’ theoretic constructions of what multicultural education ought to have been, but wasn’t. I also found myself reading books like Jonathan Kozol’s Savage Inequalities (1991), Molefi Asante’s The Afrocentric Idea (1987), Dinesh D’Souza’s Illiberal Education (completely indecipherable in a circular firing squad of a thesis kind of way) and Carter G. Woodson’s The Mis-education of the Negro (1933). I was reading anything that could inform my thinking about K-12 and higher education and how it played the role as both equalizer and oppressor for so many Black folks over the years.

It was easily the most reading I’d done on my own since the year before I’d gone into seventh grade, middle school and the Humanities Program. I wanted to read all I wanted to read before spending the next few years drowning my brain in hundreds of books and articles that I’d absolutely need to read as a historian. In the process, I may’ve radicalized myself a bit for the otherwise hum-drum experience of reading mind-numbing accounts of history in which the authors didn’t seem to see their own sense of high-brow White maleness.

And with all of it, I surprised myself. I realized once again that my Black classmates and 616 neighbors were wrong about me not being Black enough. Their “Black” wasn’t my “Black,” of course. But all those books confirmed for me that there were many ways to be Black that folks who didn’t read could barely understand.

Road to My Memoir, Part 2: Multiculturalism

08 Saturday Jun 2013

Posted by in 1, Academia, Boy @ The Window, Carnegie Mellon University, culture, Eclectic, Mount Vernon High School, Mount Vernon New York, New York City, Pittsburgh, Politics, Pop Culture, race, University of Pittsburgh, Youth

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When I wrote about this long path to Boy @ The Window last month, I figured that it would take three posts in all to discuss the path. But the road’s shown itself to be longer — and more convoluted — than I anticipated.

So I never did write my book about being on welfare, dehumanization and welfare policy. I found a much more interesting subject to take up the following year, in the summer of ’90. I decided to take the late Barbara Sizemore’s research methods course in Black Studies that fall, to move beyond my history courses, as I’d already taken enough of them to have fulfilled my major.

I wanted to look at the re-segregation of desegregated schools through tracking or ability grouping, specifically in Mount Vernon’s public schools. The book that brought me to this topic was Jeannie Oakes’ masterpiece Keeping Track: How School Structure Inequality (1985). It had begun to turn my mind away from slavery as a long-term history project (perhaps one I would’ve pursued in doing my master’s papers or doctoral research) and toward history of education and racial inequality.

Oakes’ main argument was that school desegregation was a mixed bag of success and failure precisely because of the fact that with tracking by academic “ability,”disadvantaged Black students and advantaged White students would seldom meet in the same classrooms. That made me think of my still recent experiences with the Humanities Program in middle school and high school. After all, a school district that was three-quarters Black, Afro-Caribbean and Hispanic had a magnet program that was about sixty percent White during my six years in Humanities.

I spent that summer — when I wasn’t working — at Mount Vernon Public Library, NYU’s Bobst Library, and New York Public Library giving myself a stronger background on this topic. I met with the former MVHS Humanities coordinator Joyce Flanagan (who had become Harrington by then) about getting more specific demographic data about the program by class year and school (Pennington-Grimes ES, A.B. Davis Middle School and MVHS). Much of the data had already been destroyed, Harrington confided. The data she did give me, while informative, wasn’t enough to do even a watered down version of what Oakes did for Keeping Track (she interviewed 14,000 students and teachers in all).

I ended up doing my research project on Pittsburgh Public Schools and their International Baccalaureate programs at Schenley and Allderdice HS. It was a solid paper, an easy A compared to my comparative slavery paper for Drescher’s graduate course the semester before. But it wasn’t enough for me.

In the course of building up my knowledge on segregation, suburban schools, urban school districts, and community control, I stumbled onto books about multicultural education. I wanted to learn more, so I took a sociology course my final undergraduate semester on the sociology of race and ethnicity (there weren’t any education courses that focused on either race or multiculturalism at Pitt in ’91).

The turning point came with my friend Elaine, who knew of my interest in the topic. She was the one who had informed me of a growing controversy with New York State’s newly proposed history curriculum, one in which the ideas of multicultural education had played a key role. That work the summer before grad school, that work to understand why there was any controversy at all, led me to finding out more about cultural pluralism and its history. This then led to the role of Black intellectuals and educators in applying cultural pluralism, the differences between multiculturalism, multicultural education and Afrocentricity.

I had my dissertation topic in broad strokes before I’d taken any courses as a master’s student (not counting the comparative slavery class). But in the process of moving from re-segregation and Jeannie Oakes to multiculturalism, I’d moved from a wide-eyed student of everything that related to my life at age twenty to an aspiring academician, a historian of educational and cultural ideas.

I’d taken the first steps to bury myself in academic writing and thinking, without fully understanding why I cared about multiculturalism in the first place. It took me a decade to figure out that the lack of understanding of diversity in Humanities was part of what made it a bittersweet experience for me, an experience that drove me toward multiculturalism as a research topic. It took ten years before I realized that my pursuit of multiculturalism in Black Washington, DC was my way of dealing with my own past without any emotion. Multiculturalism took me further away from the writer (and historian) I wanted to be, even as I earned my doctorate on the topic.