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Men We Love Men We Hate StudentS at the Center WritingS From douglass, McDonogh 35, and McMain Men We Love Men We Hate I can tell, he is ready. He wants me to ask about his dead father. I can tell by the endless pause after I’m done speaking, the way he opens his mouth now and again and then only sighs as if to ask himself where he could possibly make himself begin. —Edwidge Danticat, The Farming of Bones The fight begins, however, in the heart and it now had been laid to my charge to keep my own heart free of hatred and despair. This intimation made my heart heavy and, now that my father was irrecoverable, I wished that he had been beside me so that I could have searched his face for the answers that only the future could give me now. —James Baldwin, Notes of a Native Son If the great popular masses are without a more critical understanding of how society functions, it is not because they are naturally incapable of it… but on account of the precarious conditions in which they live and survive, where they are “forbidden to know.” Thus, the way out is not ideological propaganda and political “sloganizing,” as the mechanists say it is, but the critical effort through which men and women take themselves in hand and become agents of curiosity, become investigators, become subjects of the ongoing process of quest for the revelation of the “why” of things and facts. Hence, in the area of adult literacy, for example, I have long found myself insisting on what I call a “reading of the world and a reading of the word.” Not reading of the word alone, nor a reading only of the world, but both together, in dialectical solidarity. —Paulo Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed MEN WE LOVE MEN WE HATE Students at the Center Writings From Douglass, McDonogh 35, and McMain Copyright © 2009 by Students at the Center. All rights reserved. 10-digit ISBN: 0-9841971-2-5 13-digit ISBN: 978-0-9841971-2-5 www.sacnola.com [email protected] tabLe of Contents Foreword . 13. IntroductIon . 18. Fathers .and .chIldren . 21. Men .FroM .hIstory . 83. Family, .FrIends, . acquaIntances, .and . BoyFrIends . 125. Afterword . 271. authors Jaz’lin armstrong . 250 Walter bernard . 33. Darrelle billington . 232. De’Yonna booker . .165 Brandy brown . .85 Daja brown . 164 Asia brumfield . 64 Hoa bui . 77. Ieasha burnett . 207 Christopher burton . 108 Ande bushell . 209 Tachmonite butler . 50 Brandon Caldwell . 160 Naila Campbell . 270 Debbie Carey . .139 Keva Carr . 127. Michael Chancely . 203 Lizanne Coleman . .182 Donnae Collins . .74 Schdawn Copelin . 95 Marlon Cross . .90 Cynthia van Dam . 210. Kanisha Daniels . .176 Brittany Dorsey . 169 Veronique Dorsey . 191 Adonise Dupree . 23,. 121 Dayoka edmonds . .90 Evan egana . 217. Jonnee ellsworth . .38 Craig elzy . 180 Devin fields . 70 Jade fleury . .228, 259 Kenneth foxworth . 56 Joshua foy . 261. Adriane frazier . 111 Stephen Gladney . 102. Steven Grant . 63 Devin Green . .235 Rashad Harness . 52. Angelica Harris . 158. Amelia Hernandez . 47. Maria Hernandez . 75, 93 Monique Hill . 132 Nguyen Hoang . 243 Shelby Hollmon . .221, 223 Charles Johnson . 115 Ashley Jones . 86, 109, 134, 198 LaQuita Joseph . 96 Arvilla Kern . 267 Kristin Lewis . .193 Natalie Maloney . .78 Linda McGary . 189 Darnechia McGrew . 212. Amber Melton . 230 Earnetriss Moffett . 196 Tana Montrel . 68,. 208 Tiffany Morgan . 106 Willie Morgan . 265 Ngoc-Uyen nguyen . .178 Thao nguyen . .45 Shana o’Connor . .43, 104 Brittany Philson . 141. Towana Pierre . .113, 120 Jim Randels . 172, 234 authors Darrow Reaux . 66, 197 Andrew Reaves . 39, 57 Christina Ruffins . 34, 154 Kalamu ya Salaam . 186,. 263, 273 Rodneka shelbia . 92 Vinnessia shelbia . 54,. 144, 159 Iesha simms . 161 Kenneth sip . .241 DeVry smothers . 239 Erika snowden . 67 Jon stevenson . 118. Kirsten theodore . 184,. 268 Brittany thompson . .101 Dominique townsend . 225, 255 Dan Vy Tran . .61 Kewina trim . 28. Gabrielle turner . 26, 88, 98, 170, 219 Moriah tyran . 168 Shante vigne . 246 April vincent . 30 Ngan vu . 173 Kenisha Waker . 129. Sadiq Watson . 72, 164 Julie Wedding . 148 Ariel Wells . 59,. 151 Demetria White . 31,. 123 Arion Winfield . 76 Calbriell Williams . 25. LaShanta Williams . 205,. 229 Thomas Williams III . 257. foReWoRD . foreword 15 what .we .Know: . a foreword and acknowledgements “Start with what you know to learn what you don’t know. Start with where you’re at to get to where you want to go.” The Students at the Center (SAC) writing community follows this pedagogical motto in all of our work: from high school English classes in which we teach and learn, to workshops for school improvement that we conduct, to our writing with light project in which we make videos. The writings collected in this book are rooted in what students know and experience. But the writings, like the knowledge and experience, have not developed in isolation. All of these essays and poems were written in collective settings. In classrooms at Douglass, McDonogh 35, and McMain public high schools in New Orleans students read and discussed their writings with between 10 and 30 students and at least two SAC staff members. In youth writing workshops in community settings that have included Community Book Center on Broad St. (and later just off Broad St. on Bayou Road), Holy Angels (down the street from Douglass on St. Claude Ave.), and United Teachers of New Orleans (AFT Local 527) young people have further refined these essays and poems as they read and discussed them with peers, SAC staff, parents, and community members. Men We Love, Men We Hate also includes writings by teachers—a first for an SAC publication. In keeping with the SAC approach to teaching and learning, we try to develop situations in which students and teachers interchange roles. The students do not arrive in our classes knowing nothing. So it is important that teachers also write and discuss their essays, poems, movies, and other compositions with students. About a dozen of the writings in this collection are by teachers. In every case, the writings were developed, read, discussed, and revised during workshops in which students and teachers participated together as part of professional development and school improvement at the three schools and at workshops hosted by United Teachers of New Orleans and presented in collaboration with Students at the Center. 16 . men .we .love . men .we .hate Another important part of the social setting that produced the writings in Men We Love, Men We Hate is the academic work in which the writings were developed. Students and teachers write in response to and as a way of entering dialogue about a range of course materials, including autobiographical writings by Richard Wright, Andrew X. Pham, James Baldwin, bell hooks, Andrew Lam, John Edgar Wideman, and Virginia Woolf; essays by Carol Gilligan, George Orwell, and Rebecca Walker; plays and fiction by William Shakespeare, Edwidge Danticat, Arthur Miller, and Bessie Head. As our students examine these class readings, they refer to the writings they have produced from their own knowledge and experience to help them understand better the academic work and to use it as part of the dialogue to improve their own writing. In the Students at the Center community, students and teachers have been developing this material for over ten years. The writings straddle the human-made catastrophe that followed Hurricane Katrina, spanning from 1997 to 2009. During that time we have many friends, supporters, and organizations who have made this body of work possible. Funding for the settings that created this work and/or for the printing of this book has come from numerous sources over the years, including Algebra Project through National Science Foundation grant in partnership with Students at the Center, Algiers/Bywater Weed and Seed, The ASC Foundation, Baptist Community Ministries, the Ford Foundation, the Hazen Foundation, Middlebury College, Open Society Institute, Spencer Foundation, Time-Warner Foundation, U. S. Department of Education’s 21st Century Community Learning Centers and Smaller Learning Community programs, UrbanHeart Community Learning Centers, and What Kids Can Do. In the.
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