Category Archives: Teaching

The Lie of Critical Thought

While a graduate student, I wrote a paper entitled A Marxist Synthesis to Educational Analysis. In this paper, I addressed a shift promulgated by neo-Marxists vis-à-vis culturalist theory. Aspects of cultural theory shaped my educational and pedagogical premise that students must be free thinkers. Furthermore, if they are to become free thinkers, they must construct their own synthesis toward ideas and ideals… not a mere synthesis of their academic environment. Much of my conclusion is shared by Stanley Fish, a wonderful leftist academic who always looked to empower the well prepared student through Socratic discussions. His post-modern analysis toward radical theory, queer theory, and deconstruction has continued to revolutionize education.

As a student, I recall on a number of occasions challenging the status of my campus. Often frustrated by the same white protestant male espousing the same political, ideological, and religious beliefs. From class to class, I watched my anger grow as I sought to understand my own learning and identity from the likes of Richard Wright and W.E.B. Du Bois. I knew they would not sing the same old company lesson plan articulated by one-dimensional institutions. I asked more than once: Why the preachy lessons on moral abstract construct espoused by ONE ideological thought? or, What does the black teacher think? or Where are the black, Asian, American Indian teachers? How about ONE Jewish teacher? Maybe a pro-Palestinian professor?  Creating institutions that inculcate the same values and norms does not allow students to become critical thinkers. It is a lie. We (including myself) recycle the same language but, each time we do, we ask students to think critically. Here is what Fish has to say:

…the Academic Bill of Rights, the Student Bill of Rights and the Princeton Student Bill of Rights all speak of the importance of promoting and protecting the academic freedom of students. What could this possibly mean? The only freedom students rightly have is the freedom to vote with their feet if they do not like the syllabus in a particular course. They are not free to demand on the basis of an intellectual diversity or balance or pluralism or some other specious abstraction that the syllabus be changed to suit their personal or ideological inclinations. Nor are students free to introduce into a classroom issues or perspectives that are judged by an instructor to be beside the point he or she wishes to explore. Instructors are free to say to a student, that may be an interesting question, but it is not one we shall be asking here.

The rhetoric of academic freedom for students is a subset of the rhetoric of student rights. But students have no rights, except the right to competent and responsible instruction. They certainly do not have any right to be instructed by a conservative teacher or a liberal teacher or a religious teacher or a white teacher or a black teacher or a teacher of any color. The idea that students have rights often accompanies the idea that students are customers and teachers, providers. Students are not customers and if we survey their preferences and alter our product accordingly, we will not only have betrayed our professional responsibility; we will have betrayed them

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Filed under Education, Free Speech, Ideology, Students, Teaching

Revisiting the CV

As noted on an earlier post entitled The CV, I am pretty good when it comes to maintaining my CV (curriculum vitae), and not because I am searching for a job. I learned years ago to maintain one for the following reasons:

1. In a graduate school seminar course on professional activities, it was pointed out that if you are greatly involved on campus and in the professional community of attending conferences, presenting at them, or working with colleagues on a project, you will forget what you have done. Thus, I made an effort to note as much as possible. And not so much for my employer, but for my own records.

2. I have been fortunate enough to serve on various committees and projects in which I have been asked to send my CV. I simply point them to my webpage. Some may see this as a sign of boasting; however, I see it as being excited about what I do and what I will do. Teaching is who I am and what I am about. I cannot imagine doing anything else. For every conference I attend or every committee I serve on, I gain something that will only enhance who I am and what I know. I have never submitted a paper or a proposal for a paper without it being accompanied by my CV. With that stated, I have seen “call for papers” in which the conference placed page limits.

I like this page here on constructing the CV. I used to think that documents of this type should not exceed 2 pages. But that is simply not the case. I have omitted somethings over the years. I do not think I am one who should have a 25 page CV as noted by the author of the hyper-linked page.

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Filed under Academic Life, Education, Teaching

Wine if You are for Finals!!!

With finals week now here, I like to re-post my advice on managing said week. Yes, it is true, faculty members just like our students stress in trying to get exams finished and marked. The good news for faculty folks is that we can have a drink during and when done with this process. Those who know me understand my love for wine. A teacher fav student (I have many of them) visited me today with mucho wine gifts. And, two great bottles of reds.

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My desk is trying to discern between the wine(s) and the countless things on my desk that I must negotiate.

For students, here is a bit of advice on dealing with this week.

  1. Do not go to sleep until you have gone at least three straight nights without any sleep. Only real students can pass this endurance stage. Forget everything your parents taught you about a good night sleep before finals.
  2. Eat healthy. A true final’s diet consists of Mountain Dew, pizza, and coffee.
  3. Borrow notes from the smartest kid in the class.
  4. If you have to study math, history, English, and science for the final, take this advice: ignore math – if you do not know it by now, you are not going to learn it in 24 hours. Ask the countless people in society who took calculus and still cannot balance their check book. Always mark this as your answer for English, “he wrote this piece due to his inner conflict with himself.” If you are taking a history exam, just write down the Treaty of Paris. Better yet, talk about the rise of class conflict and its inability to resolve racial and/or economic problems. Be sure to use Karl Marx’s name. As for science, list all of the terms you memorized from the typical bold print column in your textbook.
  5. Study in a tent (did it once, it was awesome). Best grades ever!
  6. Spend the week building up this incredible vocabulary to use on the exam. At worst, you can later argue that your instructor missed the concepts you developed in your essay. Or, if you are lucky, your instructor will assume that you know it before he/she stops reading.
  7. Write too much. Maybe your instructor will again assume you know it.
  8. Take your teacher out for lunch; I would only do this after you take the final and have clearly failed it.
  9. Fake a nervous breakdown. This will require medical leave. Think, two more weeks to study a semester worth of material you never learned.
  10. As a buddy of mine did, go to the movies every night during finals week. According to him, there is nothing wrong with a 1.5 GPA.
  11. Some schools have a policy that will allow you to exempt all finals and receive a grade of an (A) if your best friend dies. There are books on how to fake this. I would save this as your absolute last resort.
  12. If all fails, tell your instructor how much you enjoyed his or her class, even when you were reading the news paper during a lecture.
  13. If you have to take calculus, chemistry, and physics on the same day, refer back to advice number 9.
  14. If you leave campus thinking that all of your exams were very easy, you most likely failed them.

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Filed under About Carson, Alcohol, Finals, Teaching

Thoughts on Running and Teaching

CB is a teacher in the great state of Colorado. She and her husband most recently moved from the depths of Houston’s heat to ice town USA. She is a big time runner who not only runs marathons, but races longer than that. I taught CB while teaching at a private school in North Little Rock from 2000 – 2004; CB was easily a favorite of mine. She was a National Merit semi-finalist and she performed very well while taking my AP European History course. We tend to chat a lot about running, politics, and beer. I ran this as a cross post with my training blog, too. Here are her thoughts and questions to me.

CB: What’s the deal with people who want to run just because they like running? September through December I hated it the whole time. The second I signed up for a race, though, boom. Big turnaround in my attitude and big jump in my weekly miles. Were you that same way before you started really working on your Boston goals? I wish I could just be casual about it and maintain enough miles to do a marathon occasionally if I feel like it, but I just don’t enjoy it if I don’t have a specific end in mind.

EC: I started running back in graduate school. Then it was more to stay in shape and watch my weight; however, after slowly running for a period of time, I could not help but notice the rise of my competitive juices. I still enjoyed running, but I felt that if I was going to run, I wanted to see how good I could get. My initial purpose for running slowly started to change.  I increased my miles and attempted to focus on training and not running. But, that would not come to fruition until 3 years ago. Even while teaching you (CB) at CAC, I was always a step away from injuring myself; I was pretty reckless then. And, sure enough, I did just that. Developed an injury that would not go away.

Today I have discovered that I do not like running for the sake of running. Much like you, I am motivated by a goal. As soon as I sign up for a race, I am focused and ready to train – not run. I like to plot out my races well in advanced. The months of September through December are prime months for me. I try to get a fall marathon and at least 1 half-marathon in during this period. Knowing this forces me to discipline myself and think more about training and less about running. This sounds bad, but there are a number of day in which I just do not like running. I have come to see running as a job at times; it is what I must do not if I want to do it. I have found that this is the primary difference between running and training. It is too easy to quit and not run. That is less of an option when training since each workout build over a period of time. Back in 2008 I aimed to be really good. I am still working toward the point of being really really good. I do believe I will be there.  Getting into Boston is a logical goal for being a competitive runner; I like the changes recently made for qualifying for the Boston Marathon. It means that I cannot get comfortable. Of course I am not too concerned about that. My goals are pretty steep. That is why I train. I must do more than just run.

CB: Second of all, what do your students think about your running? I feel like I’ve connected with kids who might not have liked me as much otherwise, especially at Lamar, where I posted my workouts in the classroom and gave them regular reports. I’ve even had a couple of former students from Lamar who facebooked me about marathons they were training for. One of them was a girl who was overweight in high school, so that was really cool. I would like to see stats on the obesity rate among high school teachers because I would be surprised if it’s not even higher than the national average. I’ve read maybe a few articles about student obesity affecting academics, but I want to know how teacher’s level of physical fitness affects the classroom.

EC: Well, my running is the topic of a number of conversations. Some students are amazed at the time and miles I devote to doing it. I have found my colleagues to be the most curious at times. Many still struggle to comprehend what I do and why I do it. Students, on the other hand, find my running to be pretty exciting. They ask a lot of basic questions about running due to their lack of knowledge; I am sure you get some of that. I do not post my workouts; however, they do have access to my training blog. A few of them swing by to see what I am doing. During the Boston Marathon last April, a number of students followed me via the Internet. The BAA posted times at various points. The challenge faced on my campus is that students have no sense of a diet. Many eat poorly; we do not offer a P.E. class. Credit is earned by joining a gym or by participating on a team for a semester.

Though not runners, I do have a number of colleagues who participate in Cross-fit. They are pretty committed to this task. I am helping a few teachers on my campus train and get ready for up coming races. One of my colleagues could not run 3 miles just a few years ago; she now has a half-marathon time of 2:04. That is very impressive. I have also encouraged them to seek out coaching – as I have done; I am blessed in that I do not have to figure out what to do or how to train. That is taken done for me. My task is to execute my training.

CB: Do you think you are better teacher because you run?

EC: It has helped. In the past all I did was work. I focused on my research, my teaching, and the number of things I had on the stove at once. Now, I feel much more recharged and ready for a new day. Running has added much needed variety to my days. It has slowed that sense of burnout I felt creeping in a few years ago. Then, I started questioning if I should just go get a PH.D and focus on writing or if I needed to change locations. Now, I am happy to be teaching. I enjoy it. Running gives me more time to reflect on what went well and not so well in class; it allows me to edit a paper in my head that I would like to deliver or publish. It also helps me think about a different approach to teaching a particular subject. I think about running a lot. In truth, I like training more than I like racing. I try to limit the number of races I do in a year. I want to spend more time focusing on training for a particular race.

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Filed under Running, Teaching

Family Guy and Jesus in Popular Culture by Turner Batdorf

      http://www.microsoft-watch.com/FamilyGuyFamilyPromo.png

Turner Batdorf was one of my top American Studies students for the 2010-2011 year; he is a student in my AP European History course. One of the themes discussed in this course was that of religion and popular culture. Turner reviewed a number of academic articles on the dynamics of the American family and religion, while analyzing countless episodes of Family Guy in constructing this essay

The way the American family works and the typical values that are associated with various members of the family define not only what pop cultural portrays and mocks, but also the values influenced by Puritanism. But how does one possibly summarize the American family into simple roles for each individual and a set of specific values for the family to follow as a whole? Scholars of the typical American family, a middle class white family, have tried to define it, yet have always discovered that no family is the perfect model because every family is dysfunctional. While Puritanism describes the work ethic the father should possess to provide for his family and put a moral code into place for the family, not everyone is going to be able to follow that code. The Cosby Show, which portrays the “ideal family” consisting of smart, studious kids, a hard working father, a caring mother, and little to no problems involving drugs, alcohol, or violence is unrealistic. No family in America is like the Cosby’s because every family is dysfunctional. In his creation of Family Guy, Seth McFarlane “uses ‘uncomfortable humor’… by taking advantage of generalizations with stereotypes, race, and sex” (Employing Comedy: Family Guy). McFarlane is not afraid to show the flaws of the typical family, although sometimes he does in exaggeration. Ultimately, McFarlane tries to show how the family is, not how it should be, thus making the show directed toward the mockery of not only the typical middle class man, but also what he believes in.

One of Family Guy’s biggest targets is American Protestantism and the values that the average American calls American values, despite its Puritan origin. Family Guy’s approach to Protestantism is simple: They want to make God and Jesus look as silly and ridiculous as possible. Some people might say that this would drive away a large American audience, but in no way is that the case. Family Guy allows them to look at their own views and laugh at them from another perspective. While one person may have his own beliefs that define the way he lives his life, the show invokes humor by making the guy laugh and say, “Wow, that is horrible.” Though it may be looked at as “a light-hearted, yet potentially hurtful strategy” (Employing comedy: Family Guy), the show allows the viewer to not be offended by a lot of the humor because the characters are animated. While Peter may represent the average, stupid American, he is not real, and thus, his comments or actions cannot be taken personally, despite one not agreeing with what the show is saying.

American values obviously had to have an origin, as it is very improbable that the laws of our country do not originate around some random Moral Law. Therefore, when one looks at the most important documents of the United States, such as The Declaration or The Constitution, one sees that these documents make reference to a God, mainly because the majority of the nation’s founding fathers were wealthy Puritans. Therefore, the United States naturally adopted a Protestant value system. In their article, “American Moral Exceptionalism,” Uhlmann, Poehlman, and Bargh argue that, “one does not have to be an American Protestant to exhibit implicit responses consistent with traditional Puritan- Protestant values. One may only have to be an American” (Uhlmann, Poehlman, and Bargh). Because American values relate back to Puritanism, God and Jesus become easy targets for Family Guy.

On a consistent basis, Family Guy portrays God as a womanizer, a drunk, and someone not able to control his powers. For example, in “Blind Ambition,” God approaches a girl and lights her cigarette with his finger, to which he says, “Yeah. I got the magic fingers.” Then, God points and winks, setting her on fire. In response, God screams, “Jesus Christ!” and Jesus appears; God then says, “Quick, get in the Escalade; we’re out of here!” In another episode, “Death has a Shadow,” God is shown the audience at church. When the priest reads the story of Job, God responds by sighing and saying, “Oh crap, I hate when they tell this story.” While comments on You Tube would show that even Christians admit to their humor, a few parent organizations disagree. For example, “The Parents Television Council, a watchdog group founded by L. Brent Bozell III of the Media Research Center, has been outspoken in his opposition to the portrayal of God and other religious figures on Family Guy. Several times, the PTC has deemed the show ‘The Worst Show of the Week’ specifically due to the portrayal of God in a gag or longer sequence” (God). While they were upset namely by the episode, “The Courtship of Stewie’s Father,” where God is shown in bed, about to have sex with a girl (God), the portrayal of God is very similar to the rest of the episodes.

Jesus, on the other hand, is portrayed as a magician. In “I Dream of Jesus,” Peter buddies up with Jesus, who is on Earth because he “visits every once in a while.” Upon first having dinner with the Griffins, Jesus says, “I’m actually glad you are all here tonight. I want to tell you that one of you will betray me… ha! Just kidding!” Peter then replies, “Haha, he is doing that thing he did in the storybook,” obviously showing Peter’s lack of religion. Throughout the episode Jesus walks on water, snaps his fingers to make ice cream sundaes appear, and, upon the request of Peter, makes his wife Lois’, breasts much bigger. He then reveals himself to be truly the Messiah, and goes off without Peter, to party and be a celebrity. While it is true that Peter is definitely not shown to be religious by his “storybook” remark, Jesus is a target for Family Guy because, as Stephen Prothero would argue, he is present in every American’s life, no matter what his or her religion is.

A theistic creation is also mocked in “Airport 07.” In the episode, Peter Griffin attempts to explain the origin of the Earth to his family. The show depicts a logical transition from lizard to dinosaur, to show evolution, and then proceeds to show a genie, emerge from the same water that the lizard came out of, and nod her head to create the rest of life, to show creationism. This is only after God creates the universe by lighting a fart, thus the “Big Bang”.

So what does this show about pop culture and our society as a whole? Although he claims that Seth McFarlane is an atheist, James Snare, from Hillis Bible Church, states in his article, “What should a Christian’s Response be to Pop Culture” that, “The irony is that their [Family Guy’s] mockery and satire has probably done more to bring Jesus and Christianity into the minds of Generation Y than most preachers in the world (Jesus has appeared in Family Guy in 19 episodes and that doesn’t include appearances made by God or other biblical characters). Generation Y is a generation that is deeply interested in spirituality yet many of its members have almost no experience with the Church, let alone any conception of who the biblical Jesus Christ is… If we as Christians remove ourselves from the pop culture discussion by only condemning portrayals of Christ like those mentioned above then the only conception of Christ that many members of Generation Y have are those which the likes of Family Guy shows them… if we fail to recognize the awesome opportunity that pop-culture depictions of Christ and Christianity are giving us to engage with a culture that ordinarily shirks at the name of Jesus, then we ignore Paul’s lesson at the Areopagus to engage a culture in a language they understand in order to preach to them a message they desperately need to hear” (Snare). While Snare may offer a good point on the positives that the humor has for Christianity and does agree that McFarlane “is not out to destroy Christianity” (Snare), it does not explain why Christians find the jokes humorous. One could argue, that for starters, Christians laughing at these jokes show that the public is generally accepting of jokes that target the beliefs of a large audience. While there may be a few groups that are very upset by the mockery of God, Jesus, or Christianity on Family Guy, there has been no effort to remove the show, nor has there been any shortage of the amount of puns intended toward God.

That being said, does this make America more or less Protestant? On one hand, one could agree with Uhlmann, Poehlman, and Bargh that “popular media designed to shock and titillate may not always reflect the average American’s explicit moral values” (Uhlmann, Poehlman, and Bargh 29). But one could easily argue that Family Guy shows America to be more Protestant, as jokes towards other religions are definitively used less frequently, mainly because people are nervous or uncomfortable about laughing at a group that they are not a part of because they do not want to offend someone. This relates a lot to the use of the word “Nigger.” A lot of times, it is white people who are against using the “N-word” in the classroom and the Blacks more for it, just like a the average Protestant American is okay about laughing at himself, but uneasy about laughing at jokes that target someone else of a different group. Therefore, the constant mockery of God displays that Family Guy is continuing its strategy of allowing people to laugh at themselves, and, thus, shows America to be truly Protestant.

Along with the element of religion, Family Guy depicts the societal norms and values of the typical middle-class man in Peter Griffin. As Family Guy takes on a different approach in portraying the family, one must question why so many people find it humorous. Do people laugh at the show’s constant mockery of minorities and social misfits, such as homosexuals, minority races, especially Blacks and Hispanics, and the mentally disabled, or is there a broader approach to what Family Guy is trying to appeal to in popular culture? More specifically, could it be that by making fun of minorities and social misfits, Family Guy is mocking the common man’s stereotypes and viewpoints of these groups? It is exactly through the creation of Peter Griffin that his stupidity allows us to laugh at the common man. For example, in the episode “Family Gay”, Peter is short on money, and thus signs up for experimental drugs. He receives the “gay gene” and ends up changing his clothes, the way he talks and walks, and in the process, invokes every stereotype that society has of the homosexual, White male. But, what is to be noted is that Family Guy is not making fun of gay people, but of Christians, who oppose the idea that there is a gay gene and believe that being homosexual is immoral. This precisely demonstrates that “Family Guy’s spontaneous and sometimes foolish attitude is effective because it targets a general audience to either laugh at themselves or laugh at another specific audience” (Employing Comedy: Family Guy). But this all generates around McFarlane’s idea to not portray the ideal American family but show how the common, White American thinks, and, more importantly, his faults.

There is no doubt that Peter is ignorant, socially unacceptable, and often, acts in ways that would peg him as a bad father. In fact, he is either rude or acts inappropriately to all of his children. For example, in “And the Weiner is,” Peter becomes very self-conscious and basically disowns his oldest son, Chris, because Chris has a larger penis than Peter. On another occasion (“Blind Ambition”), Peter becomes temporarily blind and waltzes into Chris’ bedroom, thinking it his own, climbs into bed with Chris, and mutters, “That’s right Lois, I’m your daddy. Shush, shush. Don’t talk Lois. Don’t talk. Just let me do all the work. Feel my warm breath on the nape of your neck, my hands on your big, soft boobs, running down your man-like chest… Holy crap, it’s Chris!” Peter, embarrassed, leaves the room, and is heard in the next room, saying “Honey, are you awake?” and is responded to by his other son, Stewie, an infant, yelling, “What the Deuce?”

This is also not the only time Peter mistreats Stewie. While wishing he was a mother, fat Peter caresses Stewie in his arms and breast-feeds him until Stewie realizes that there is one of Peter’s chest hairs in his mouth (“I am Peter, Here me Roar”). But, Chris and Stewie do not even get the worst of Peter’s immature behavior towards his kids. Meg, his daughter is constantly the receiver of the harshest puns. Primarily, one of Peter’s catchphrases on the show is, “Shut Up, Meg!” Also, Peter ravages Meg with disgusting behavior, like in “The Tan Aquatic with Steve Zissou”, where Peter runs around the kitchen after Meg farting in her face and laughing, until she falls on the floor and vomits, to which Peter replies, “Oh, not in the kitchen, Meg!”

But, when looking at the character of Peter Griffin, it is important to note that he has good intentions, and, while stupid, attempts to do the right thing on a daily basis. In all the examples sited, Peter has no intention of harming his children. He lacks basic common sense and maturity, and thus, finds humor in things like farts, wants to be a loving mother, and only “molests” his children as a result of his blindness. He feels threatened by Chris’ larger penis because he wants to feel like the man of the house, the provider just like middle class family ideology would dictate that the man is supposed to be the provider. But, while viewers find Peter’s worst moments to be the most humorous, and thus, the writers exaggerate the flaws of Peter and make them seen by the view more regularly, Peter still displays qualities that society would find admirable.  A great example is seen in the first episode of the series, “Death Has a Shadow”. The episode begins with Peter wanting to go to a stag party that his wife, Lois, is opposed to because of his irresponsibility when there is drinking taking place. She reminds him of the time he got drunk of the communion wine and said, “Whoa, is this really the blood of Christ? He must have been wasted twenty-four hours a day, huh?”, the time he got drunk off of butter-rum ice cream and passed out, and the time he got drunk at the movie Philadelphia and said, “I got it, that’s is the guy from Big. Tom Hanks, I love this guy. Everything he says is a stitch. (Tom Hanks: I have Aids) Haha!”. But Peter persists, saying authoritatively, “As the father of this household, I demand you to give me permission to go to the stag party.” “The oxymoronic nature of this statement is the “demand for permission” between two mutually accepting married people (Employing Comedy: Family Guy), and shows that while being the man of the house, Peter still has respect for his wife (In fact, the only time Peter ever cheats on Lois is after everyone thinks she is dead). But, Peter ends up going to the stag party, promising not to drink, and then under the poor influence of his friends, drinks “twenty-six beers, a new family record, thus raising the bar for his son, Chris.” Peter loses his job as a result and begins to worry about how he will tell his wife. He does this because Peter, being a good father and husband, wants to provide for his family. He invokes his welfare and begins to receive an inordinate amount of money from the government, an obvious mistake. But, he remains mute on the subject, buying excessive material gifts for his family until his wife becomes extremely angry with him. After realizing his mistake, Peter attempts to receive forgiveness from the both government and his wife, and states, “I cheated the government, and worst of all, I lied to my wife, and she deserves better”, showing that Peter does possess genuinely good qualities and intentions, despite his incompetence.

Peter is not a racist, as seen in his friendship with Cleveland, a Black man and does not discriminate against the handicapped, as seen in his friendship with Joe. He is against adultery and does not have any resentment towards upper class people despite his desire to be one. This is seen in his numerous attempts to befriend Lois’s rich father. Despite his lack of intelligence and bad decision-making, it is next to impossible for someone to find Peter Griffin, the exaggerated depiction of the flawed, middle class American, to be completely immoral.

That being said, how does Peter fit into the role of the father according to the scholars of the family? Eggebeen and Knoester claim in their article, “Does Fatherhood Matter to Men”, that men who are fathers are not only more dedicated to the work place, but also spend less hours working (Eggebeen and Knoester 384). If this is true of the typical middle class father, it is much easier to place Peter Griffin in the category of good fathers. There is no question that Peter wants to be a provider; after getting fired in “Death has a Shadow”, Peter tries numerous jobs, although failing in a lot of them. But, does that make him a bad father? No, it only displays his inabilities. In at least one episode, Peter attempts to bond with each of his children, including Meg, a child who a lot of viewers assume he hates. Additionally, upon becoming rich, he buys whatever his children want, all as a way of Peter trying to show his love. There may not be a great example of the Protestant work ethic in Peter, but he does attempt to provide for his family. He also revolves his goals around consumerism, just Family Guy is trying to depict of the typical American. But Peter fails is in his lack of control and minimal change upon becoming a father. Eggebeen and Knoester hypothesize that fatherhood should make a man reduce his risky behavior, such as a drinking, drug use, and smoking. As seen in the example from “Death has a Shadow”, Peter drinks a lot (twenty-six beers), and Peter could be setting a bad influence for his children, especially his sons. Stewie, is shown to have gotten drunk on occasion and there is an episode devoted to Chris doing a new drug the kids are using called “toad.” But, again, what rationalizes Peter is that he does try to think about his family, except that it comes after he has done something stupid. In “Death has a Shadow”, Peter sleeps on the kitchen table after the stag party, to avoid waking up his wife. And in the instance of Chris, Peter works hard to stop the use of “toad,” not only within his household, but also in the school itself. While his lack of social skills may get the best of him and determine how he treats his children, Peter’s fatherly work ethic, his will to provide for his family, and his respect for doing the right thing display that he is a good replication of the American value driven father.

For me, Family Guy, simply put, is humorous; I watch Family Guy because I find it funny. While I do agree that sentiment behind the humor is sometimes inappropriate, and I do often wonder why I am laughing at puns that are degrading to not only other people, but also me, I applaud what Seth McFarlane has attempted to put forward in the making of his show. Family Guy makes fun of me, the average American in many ways. As a Christian, I am targeted with the God and Jesus puns; my favorite music has been targeted, like when a character gave a Maroon 5 record to Meg and told her that “she would like it because he knew that she liked terrible music”; and above all else, I can find myself relating to the characters, especially Peter, even though he is simple-minded, to say the least. While Peter is immature, he makes up for his mistakes with a genuine care for his family, proving him to actually be a “Family Guy”. While the theme song is ironic, singing, “What ever happened to those good old fashioned values on which we used to rely?” and, yet, still displays excessive amounts of violence and sex, there is definitely a sense of values underlying in the Griffin family, namely those that actually do relate back to Protestantism. While the show is inappropriate, I must give credit to McFarlane, as he succeeded in creating the perfectly dysfunctional and highly immoral, Protestant value driven family.     

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Filed under Courses, Great Students, Political Correctness, Religion, Students, Teaching, tv

Getting Ready for My Next Class Discussion

I am frequently asked, “Carson how do you prepare for class?” I respond by saying, I read. And I read a lot. As you can see, I am still expanding my knowledge and understanding of the classical notion of “class conflict.”

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Filed under Books, Karl Marx, Teaching

The Social Studies Teacher

I have been giving this topic much thought since this summer. Being a “so-called” leader in history education, I am often asked to participate in various projects, forums, meetings, and conferences related to the process by which historians gather data, and how that data is disseminated within the classroom. I have noticed a troubling trend of late. Often when asked to speak to high school history teachers, or conduct a seminar related to the processes of historical thinking, I have found way too many teachers far too focused on the process of  history instruction without fully grasping the essential ideas of the conceptual process by which they are to instruct.

Usually after talking to teachers about a critical historical concept and the essential sources that support that concept, I am inundated with questions or emails from people asking me to hand them a lesson plan. Now, do not get me wrong here, I love sharing; it is what I do. Better yet, it is the great joy of working with colleagues. It is why we attend workshops and conferences. I am most troubled by those that want to disseminate historical information, but yet in doing so, lack a full grasp for the information they are presenting to their students. In one specific case, I was asked to speak to a high school history department on the theme of “historical change agents.” During this meeting, I discussed the importance of teaching political revolutions by focusing on social periodizations. In hopes of some discourse on the content…seeing that the topic is not simple, many  wanted to focus on the lesson planning of the subject. How can one plan to teach what one does not understand? In essence, they wanted the material I gave them in order to pass it off to their students. Though I was frustrated, I did not show it. I forced my participants to do the exercise themselves. And as I expected, they found it to be very difficult. And though it was difficult, the questions teachers asked still centered around making the exercise easier. Hence, eliminating the parts that were most crucial so that it might easily be passed off to students as a mere classroom activity, and not a lesson on historical reasoning and thinking.

The Fordham study has also been very critical on this matter. Better yet, it agrees with my assessment. More than half of high school history teachers did not major or even minor in history in college. Instead, most studied education or psychology or sociology. These are highly specialized areas. But, much like political science, do require the important skills to teach historical reasoning.  As a result, teachers charged with imparting essential information to young Americans about the history of their country and world must rely heavily on the textbooks available to them—often textbooks that teachers themselves had little to do with selecting. Because these texts end up serving as students’ primary sources of information, it’s vitally important that they be accurate and interesting, and that they establish a narrative of events with a strong sense of context. They must tell “the main story” without neglecting lesser stories that form part of an accurate picture of the past. What they must not be is sprawling, drab assemblages of disjointed information in which everything matters equally and nothing is truly important.

Thus the problem with the notion of the “Social Studies” teacher. When asked if I teach social studies, I politely ask what does social studies mean? I  have assumed that it is a process taught by elementary school teachers who teach every subject. This exact concept holds true for those that home school too. One cannot have the depth nor the understanding of the historical processes when they have not been asked to do the work needed for this. How can a person teach a history course when they have not read the most recent journal article offering new insights into a particular topic? I suspect the same old information published in a textbook is taught. Thus, too many teachers become overly dependent on a book, and less on the most recent scholarship.

So, when asked by teachers attending one of my seminars how I prepare for class, I respond by saying I read. And not just out of a textbook. I seek various references and articles that might shed a different point of view. I would hope that teachers who teach U.S. history might have their students explore the significance of Marxist Historiography on the process of sharecropping. Or, in World and European History, the shift from synthetic history to Annales history; I do not think it is always important to assign titles to such classroom studies, but having students understand historical periodizations is most crucial.

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Are Teachers of Color Likely to Stay? Topic at the Teachers of Color Forum

To be completely transparent, the two gentlemen above are friends and soul brothers I met while speaking on religious pluralism during a campus chapel forum earlier this year; I have stayed in contact with them, but they are not campus colleagues. In an ideal world, schools would plaster such a gathering of folks of color as noted in the picture above. Independent schools face a great challenge in creating a kaleidoscope of teachers. Of course, schools and other organizations must be aggressive in seeking out faculty members of color. Back in 2003 when I was living in Little Rock, Arkansas…I gave a presentation on the natural state of education through the lens of teachers of color. I expanded that presentation into a conference paper that I delivered in 2005 at the College Board’s regional meeting. In that session, I drew data from Pearl Rock Kane and Alfonso J. Orsini’s work, The Colors of Excellence.

In it, the authors stated that those members of color that responded to their survey, 65% were employed at their current school for 5 years or less. The interesting fact, according to this survey, was that 86% intended on remaining in the education profession, but not at their current school. Here are the reasons why:

  • a desire to be in a more diverse setting
  • feelings of isolation
  • to be supported more due to cultural factors
  • job advancement
  • low salary

I am blessed and fortunate to know that I am at a great, but not perfect school. As I get ready to engage and participate in a forum regarding faculty members of color, the above matters will be at center. We will also address ways in which folks of color can do a better job educating their community on matters central to us. Diversity is paramount when it comes to education. In truth, I believe that the presence of teachers of color on campus speaks volumes about a school. As noted in my 2003 presentation, getting teachers of color is not easy; it is a very competitive process. Not only must schools entice such folks froth other professions, but they must compete against other schools. Diversity is complex. It does not happen in a year, but signs of progress do. This is more than a matter of academics. While working on an ad hoc diversity committee at HCHS, I served with a board member who is also a lawyer. We discussed the efforts his firm takes in recruiting and retaining lawyers of color. This went as far as being active at black colleges, and attending job fairs hosted by the National Black Law School Association (BLSA).

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Filed under Diversity, Education, Independent Schools, Teaching

Race, Sexuality, Literature, and Professor Carson’s Frustration

A colleague and a dear friend who teaches English in the cold state of New Hampshire, invited me into her class as a guest speaker recently. As she noted on her blog:

Carson Skyped into my classroom again this morning.  I invited him to come and give some background and context about Jim Crow and segregation to my freshmen as they read To Kill a Mockingbird…. I recognized that a big missing piece for my students and To Kill a Mockingbird was likely the aspect of culture; as mostly white, mostly affluent, mostly liberal Northerners, most of us have never really had to consider the legacy of segregation and racism in our everyday lives, and I think that understanding those things is crucial to really appreciating the gravity and importance of this novel.  Carson did a great job of laying the groundwork for the students’ understanding of the CULTURE of the country – not just the South, but the whole of the US – from Reconstruction on, and I think they left the class feeling like they understood a little better the way that culture informs the characters in Lee’s book….I could probably have done a decent job covering the material that Carson taught my kids this morning, but I was particularly grateful that he was willing to get up early (we’re a time zone ahead of him) and beam himself into my classroom.  I think that it’s important for my students to hear a lot of different voices.  I admire Carson’s knowledge and adore his style, and I’m grateful and honored that he agrees to share his time and talent so freely with me.

I am always honored when others, but especially highly intelligent and dynamic individuals such as Mrs. Chili, invite me to participate in a class discussion. In truth, and like so many of us my age who are not teaching this work, I have not read this book since 8th grade; however, because it is such a profound work of literature, it is one that few forget. Yet, one individual took a punch not only at Mrs. Chilli and other English teachers who teach this novel, but at the significance of Black History Month. Of course, I am sure you are wondering how one created such a juxtaposition. Well, this person “named” Cal writes:

You’re kidding, right? TKAM was written for white suburban northerners; it was largely designed to make them feel good about themselves. The book simultaneously explained southern whites in a self-serving manner while reassuring northern whites that goodness, they were so much better than the average small town southerner–and certainly good enough to appreciate Atticus Finch.

There are all sorts of reasons why your class doesn’t appreciate the book, but it’s not because they aren’t white southerners.

As for them not appreciating the legacy of segregation and racism; good lord, they’ve had it preached to them every February for nine years. They get it. They just don’t like the book much. Oh, well.

I think it would help if English teachers didn’t treat it like a religious text to be worshipped.

I felt both a moral and academic obligation to respond to Cal’s comment. Thus, in return, I stated that his point is interesting but highly flawed in its analysis. Let us start with black history month — or as he called it, preachy February. In a world that sees and adheres to the greatness of whiteness, blacks have had to embrace a “sense” of societal servitude in relation to the notion of second class; I am not talking about Jim Crow here; I am talking about the element of not being relevant in a white mainstream society. Thus, black folks created specialized literature to showcase why black is not heathen, but significant. Magazines such as Jet, Essence, and Ebony demonstrate that there is a community making progress and one that has achieved much — even in a world that still view the plight of black folks as ghetto. Sure, Cal can deny this — but in the end, he and others subscribe to this thought, too.

Seeing that many white folks are not reading the literature of black folks above, blacks found ways to break into the mainstream TV viewership. Shows like the Cosby Show told whites to back off. Stop typecasting a race due to perception. Blacks are educated and have a sense of moral value. February offers some attention to explaining black suffering, which often accompanies a corresponding emphasis on black redemption via a sense of being Afrocentric.

I have yet to meet an English instructor that used this work as the gospel. That is usually reserved for William Shakespeare. But, Cal clearly missed the point. The work teaches us about love, compassion, courage, and a sense of morality. Atticus Finch, the protagonist in the book, was a lawyer teaching folks in the deep South how to be and act human. He put his life on the line for honor, knowing that most people in Alabama might want him lynched. He represented the fact that there were good white people in Alabama. Many suspect that he represents Harper Lee’s father, a man she looked to for moral guidance in a world missing it.

It is a work about competition between white men and black men. Seeing that white male heterosexuals hold power, white men felt threatened by black men, especially sexually. Thus, they created the idea that black men were animals looking to rape white women. Hence, the white race cannot survive if such predators are allowed to compete for this resource…a white female. Cal, you missed the boat.

Here is Mrs. Chili’s response. She discusses the geographical point, which I failed to do:

I think it is absolutely reasonable to think that my students’ being mostly white, mostly affluent, and mostly Northern DOES have an effect on their ability to really appreciate the concepts that TKaM is asking us to consider.  When one is not presented with a thing, one doesn’t have to really think about it.  I am not ever in a situation where I have to worry about where my next meal is coming from, for example, so I never have to think about being hungry in any meaningful sense.  When we’re healthy, we do not consider the workings of our bodies; when our cars are working properly, we never think about all the things that have to happen to get us from one place to another.  It’s only when something is amiss that we start to think about how – and whether – things are working.  That my students don’t have a baseline for experience with issues of race and race relations IS  significant – if one has no experience with something, one cannot be expected to understand it without guidance and education.

I disagree with your claim that the novel was written to make white Northerners “feel better.”   On what, exactly, are you basing that assertion?  My own experience with this novel would tell me that it was likely more intended for the white Southern reader, actually; it seems pretty clear to me that the novel’s purpose is to inspire some self-critical thinking on the part of people who might share some beliefs and assumptions with the people of Macomb – that’s certainly the effect it had on ME, and it’s that thinking that I try to inspire in my students.

Carson said everything I could have about Black History Month.  I don’t think you’re correct in thinking that the students have been indoctrinated or preached to; in fact, I invited Carson into my classroom specifically BECAUSE my students didn’t know what Jim Crow laws were.  It’s a mistake to assume that people know things they may not know.

Finally, I’m offended by your implication that I ‘worship’ this novel – or any novel, for that matter.  I see these texts as touchstones – guides by which I can lead myself and my students through a more rich, diverse, and complex way of thinking.  Everything is up for discussion; nothing is sacred, and I resent your implication that I – or anyone else – hold any of these books above scrutiny.  To do that is antithetical to everything that every good teacher does.

Cal, you really DID miss the boat.

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Filed under Black History, Books, Courses, Racism, Teaching

Interesting Class

I have been working with my department chair’s Global Affairs course most of this year; it is an independently driven course by students who discuss, write, and study global issues. Next week we are in Austin at the University of Texas serving as delegates to the United Nation as part of Model UN. In truth, I do very little here; I focus my efforts on trying to help students understand political and historical phenomena that might be of some importance to the 21st century. Students put together the video below of this class; we all take turns introducing ourselves to our partner school in Africa. This is part of another project known as the 20/20 Challenge.

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Filed under Education, History, Houston Christian High School, Students, Teaching

Old Post on Taking my Courses

I got an email a couple of years ago from a student who heard great things about my courses and wanted to take my AP US History course. She stated she is a bit nervous about it, though she contends that she would really like to try the Carson experience. So, I got to thinking about the “whole” Carson experience and re-pulled this post. After reading years of old letters, notes, e-mails, and teaching evaluations from various HCHS and CAC students, I noticed a pattern. Below are the 12 most commented things from students through my first 10 years of teaching. I decided to omit the wonderful things such as student autonomy, great class topics, teaching, annual cookouts, coffee, etc.,

Top 12

Dear student, according to students you get to…

12. listen to the same bad jokes all year — all four of them.
11. hear about his Atlantic Market research and work on race and independent schools.
10. hear Carson say “moreover, furthermore, case in point, and thus” throughout a class discussion.
9. ask Carson how Karl Marx fits into every equation, discussion, and assignment.
8. learn about Carson’s children: Sam and Denver (his cats).
7. follow all of his arrows from alphabet A to alphabet B.
6. take an exam or a quiz in which he scored a 100% on; Carson of course wrote the thing.
5. use terms such as nation-state, actor or actors, polity, and idiot frequently.
4. make up words such as commonsensical and historiography (which is a word).
3. study the French Revolution six months before (and after)it is scheduled to be taught.
2. hear him say, “according to Carson” or “give your soul to Carson”
1. ask him about his cool ties.

Funny, and I am not sure how to take this email I got from a student who has made it clear that my class scares him to death, but he wrote this after I served as a guest lecturer in an Economics course a week ago. My classes are not that difficult, you just have to open the book and read. I do like it when a student takes the time to send an email such as this.

I just wanted to personally thank you for coming and talking with our class. I don’t necessarily agree with all of your viewpoints, but it was very interesting to hear everything you had to say. I know I used to always tell you that I take summer school so I don’t have to have you as a teacher, but being able to hear you lecture our class was very awesome. Thank you so much for taking time to do that. I appreciate what you do here at this school Mr. Carson, and I hope you realize how much people appreciate you even if they don’t always show it. You are a bit of a giant here. People are scared of your tough courses and amazing mind. You are different. That is what is so great about you, besides the fact that you are smart.

In Christian love,

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Why the Mosque is a Good Thing

I used the above picture during my week-long summer history institutes, as well as in my US history classes to illustrate the notion of American terrorism, religion, and white supremacy during Reconstruction. It seems that many believe the KKK existed before Reconstruction — but that is simply not the case. Whites seeking to recapture the South in the name of God and white supremacy sought to terrorize blacks and sympathetic whites. If you look at the image carefully, it portrays a change of the guard. At one point, blacks were enslaved thus controlled by environmental factors that worked against them. After the 13th Amendment, blacks were legally emancipated.

I am very careful in my class to illustrate to students that the KKK took on this role and act of terrorism in the name of Christianity; however, the reality regardless of their justifications is one that does not speak towards Christianity. The United States consist of a number of hate groups. Many of them claim to be doing the will of God. In truth, we as Americans know this is not the case. Moreover, Americans recognize that said groups only undermine the mission and faith of many loyal followers of Jesus Christ. Before 9/11, the worst act of terrorism to take hold on American soil was that of the Oklahoma City bombing; it was here that Timothy McVeigh invoked an act of terrorism on innocent Americans. Later, he will claim that he was driven to do so because it was God’s will. In a 2001 Time Magazine interview, he states:

Time: Are you religious?

McVeigh: I was raised Catholic. I was confirmed Catholic (received the sacrament of confirmation). Through my military years, I sort of lost touch with the religion. I never really picked it up, however I do maintain core beliefs.

Time: Do you believe in God?

McVeigh: I do believe in a God, yes. But that’s as far as I want to discuss. If I get too detailed on some things that are personal like that, it gives people an easier way [to] alienate themselves from me and that’s all they are looking for now.

I use the above examples to state that it would seem asinine for non-Christians to protest against a group of Christians wanting to build a church a block from where the old federal building once stood, simply because McVeigh was an American terrorist and Christian. I suspect that non-Christians realize the acts of McVeigh and other hate groups do not reflect the Christian community. So, if that is the case, then why are so many non-Muslims against the Manhattan mosque? I am sure such Americans realize that this center will be a showcase of hope and freedom.

By allowing Muslims to construct an Islamic center in Manhattan, Americans will be showing the world that we do stand behind the 1st Amendment of the Constitution and its values. The United States is not Iran…a state that would never allow a Christian center.  Also, Americans might just weaken radical Islamic terrorist groups by allowing such a center to teach what is good and virtuous about the  Qu’ ran and its 1 billion followers. I do believe this center is a good thing for both the Muslim and non-Muslim community. This is not an Obama matter; it is not a liberal or conservative matter; it is both a moral and Constitutional matter.

A number of independent schools and colleges are now offering “studies” courses in areas such as Islamic studies. This academic endeavour along with cultural centers, such as the Islamic mosque, are necessary in a world made up of highly devout Muslims.

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Professor Carson, not Professor Wikipedia

I have students that live and die by what Wikipedia says. I will say that I too read Wikipedia for a hint of knowledge; however, it is not the place I derive much of my scholarship for authoring that conference paper or guiding that class discussion. I have taught my students to challenge me at all times on information I deliver that sounds biased or just incorrect. Thus, I get a great laugh when at times I see students reaching for their laptops to fact check me. Of course, they always go directly to Wikipedia. This year I have the king of Wikipedia in two of my courses: Chris Tutunjian; Chris is in both my AP European History course and my AP US Government & Politics course; I also had him last year in AP US History. He has a big reputation for not only being frighteningly smart, but for keeping Wikipedia close. Seeing that he will be the valedictorian this year, I cannot complain too much. His buddy, Parker Malone, is not too far from hitting that button on the Internet that launches this encyclopedia source.

As for me, I just try to get my facts right. I do a pretty good job here; I mean, I must maintain my credibility with a room full of frighteningly smart students. My AP European History class is made up of students I had in AP US History last year. All of them not only passed the AP US History exam, but I believe most of them got a 5…the highest score one can earn. And if I can get that Lexi Peterson girl in that course come next week — the overall intellect will grow.

I do not fear being replaced by Wikipedia anytime soon. However, if my classes starts to resemble Professor Wikipedia anytime soon, the end could be near. Check this video clip out here.

Above: Professor Wikipedia

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Friday Thoughts

I am still cleaning up my syllabi and making adjustments to my courses for this fall; I am teaching two courses that I did not teach last year: AP US Government and Politics and Contemporary American Studies. I will continue to teach AP European History. So, as Monday approaches, my stress level continues to increase. It is all good though. It should will be a great year. I hope to make a contribution to the thought processes of each student; in the end, I hope their ability to reason, analyze, question, and draw conclusions will be expanded some. I have so much to offer; I am blessed that God has given me a great mind and a thirst to be academic. I am lucky. My folks, who grew up in the deep South during Jim Crow, never got the education that I have received. Seriously, I have read countless books; I have traveled to Europe and throughout the U.S. to deliver conference papers and meet people far smarter and more intelligent than me.

Beyond the many conferences I have attended and presented at this summer, I have made great progress in my training. I have watched my weekly miles climbed into the 70s, 80s, and 90s this summer; I am doing long runs of 16 to 20 miles close to the pace I will need to earn a qualifying time for the Boston Marathon. With that said, I have only logged 42 miles over the past two weeks. The swelling in my right knee is down a great deal, but there is still some inflammation. It will get a good test in the Houston heat today, as I do an easy 7 – 8 mile easy run. The big challenge comes Sunday morning at 5 A.M. I will do what I hope is a good and very healthy 15 mile run; I am not sure of pace yet; it will probably be an easy 7 minute and 50 second per mile pace.

With 8 weeks until the Kansas City Marathon, I have decided to head to Tupelo, Mississippi for a tune-up. The local running club has sponsored a really good full marathon and 14.2 mile race; I will do the latter as prep work. My confidence is ebb and flow right now due to injury. But, if I can can get in a few more 20 milers at an intense pace, I have no doubt I will find that ego which is in hiding for now. Better yet, I need that ego. There is nothing better than having Lil Wayne’s “I’m Me” in my head as a defeat a course.

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Writing the Syllabus

What you see above is a picture of part of the study in which I am in the process of constructing my syllabi; I hope to have all three down by the middle of next week, but the process has been slow thus far. The great challenges comes in my new Contemporary American Studies Seminar course. I know what and how I want to teach the course, but as is the case with any course organization, I need to set a clear path for that of students.

At times, teachers struggle with this process at all levels. Teaching at schools that are notorious for changing plans in an ad hoc fashion is one of the great enemies to this process. The other of course is that of the instructor; it is a challenge to set a path that might be either too fast or too slow. It is always difficult to know seeing that one teaches a new group from year to year. Good teachers do not want to rush through complex topics just to check it off the list; yes, I am very guilty of this; however, there is an expectation on my campus that advanced students will do their part in meeting with instructors during non-instructional hours for additional help. Here is a link on the basic construction of a syllabus. I have yet to post any of my syllabi on my home page here, but hope to do so soon.

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Required Readings 2010 – 2011

Mucho mucho June. I am sure my Spanish is incorrect here, but it is fun to pretend from time to time; I have posted very little due to a hectic June filled with a number of professional venues; I hope to draft far more post come July, though this month is equally busy with me traveling a great deal to various conferences.

With that in mind, you know the start of the academic year is close when one (me) has drafted a required reading page on the ole’ home page here. Have you read any of these books?

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American Studies Reading List

I think I have selected an array of intriguing works as “required readings” for my new Contemporary American Studies seminar course next fall; in truth, I have been working on this course, its syllabus and outline, as well as the required readings for years now. The challenge was limiting the scope of books I want us to read. I have decided to put together a “course pack” which is comprised of a diverse set of primary and secondary articles to read, alone with the following three books:


The first is a great read linking race and black nationalism as a historical phenomena to the rise of hip hop and rap music. From Black Power to Hip Hop asks students to take on a more critical position regarding the music they listen to and the forces regarding economics that have shaped the modern paradigm called America. This review stated:

Despite legislation designed to eliminate unfair racial practices, the United States continues to struggle with a race problem. Some thinkers label this a “new” racism and call for new political responses to it. Using the experiences of African-American women and men as a touchstone for analysis, Patricia Hill Collins examines new forms of racism as well as political responses to it.

In this incisive and stimulating book, renowned social theorist Patricia Hill Collins investigates how nationalism has operated and re-emerged in the wake of contemporary globalization and offers an interpretation of how black nationalism works today in the wake of changing black youth identity. Hers is the first study to analyze the interplay of racism, nationalism, and feminism in the context of twenty-first century black America.

From Black Power to Hip Hop covers a wide range of topics including the significance of race and ethnicity to the American national identity; how ideas about motherhood affect population policies; African-American use of black nationalism ideologies as anti-racist practice; and the relationship between black nationalism, feminism, and women in the hip-hop generation.

The second work above looks at the Simpson’s and how the popular TV show has had a huge impact on contemporary history. I think the most interesting thing about this work is that it allows both historians and students to assess the functionality of culture, especially when it comes to defining the traditional family and knowledge. As one reviewer of this work noted:

In exploring the thought of key philosophers including Aristotle, Marx, Camus, Sartre, Heidegger, and Kant through episode plots and the characters’ antics, the contributors tackle issues like irony and the meaning of life, American anti-intellectualism, and existential rebellion. The volume also includes an episode guide and a chronology of philosophers which lists the names and dates of the major thinkers in the history of philosophy, accompanied by a representative quote from each.

And the last work above is one I most recently read: American Jesus: How the Son of God became an American Icon. This work will push students into thinking about how different groups see and define Jesus. Moreover, it will ask students to look at how Jesus has become exploited by various groups with different agendas. A review of this work stated:

Jesus appears to be alive and well in America. Many people seek to discover the “historical” Jesus who gave rise to the Christian religion, but at least as interesting is the “cultural” Jesus which has given rise to all sorts of modern religious movements, political developments, and cultural progress. Jesus is an important figure in the Christianity of every nation, but he appears to be far more significant in America. Why?

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Filed under Books, Courts, History, Teaching

I Do Not Teach Politics

In the comment box under Targeting People, my friend Matt S made the comment of the year. The paradox of ideology found here:

Too funny: progressives fear big government deciding what is “reasonable suspicion” (racial profiling, abuse of the system), while conservatives fear big government deciding what is “reasonable health care” (genetic and biological profiling, abuse of the system). Big government is big government.

Matt S comment sums up the process of politics — which I like discussing, but do not teach. Hence, I will teach the AP U.S. Government and Politics course next year as well as a course in Macroeconomics for the first time in four years. These are courses I am easily comfortable with and have a vast understanding of, though they are so different from a history course. I will admit that I like the graphs and economic theories that shape public policy. However, as a historian, the study and teaching of history creates greater debates due to being rooted in interpretation and past phenomena. That is not the case for “political science” type courses. They are driven by quantitative and behavioral analysis. People too often get caught up in the emotion of politics, however, those who understand it know that there is a predictability factor making it far more scientific. I am sure there are students wondering if I will approach this course from a biased perspective. The reality of course is that it is hard to be biased when one has data in front of them. Thus, I think I find the teaching of history to be far more interesting. I hope to do a good job blending the two.

As stated in my title, I do not teach politics; I teach about behavioral actions shaped by historical trends that bring about political actions. I will paraphrase what Professor Mark A. Elrod of Harding University once stated: “The teaching of political science is like being a surgeon, he is focused on fixing current problems, whereas a historians is like a mortician, who examines the past.”

I tend to see dead people.

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Rap and Popular Culture

If you follow this blog or if you are one of my students, you have a pretty good idea about my interest in exploring the relationship between rap music and contemporary history. A few years ago when looking to design a lesson on the 1980s, I thought why not center much of the period around popular culture. Besides heavy rock and T.V., I thought rap was a particular genre that encapsulates the heightened unrest of the period. That lesson has since evolved into a new course that I will teach come the fall, and a conference paper I am seeking to get published. Moreover, I have taken parts of the concept of gangster rap and linked it to American religious constructs as I noted here. Interestingly, I cannot help but be excited about Ice Cube’s ESPN 30 for 30 documentary entitled, Straight out of L.A., which airs tonight. This former gangster rapper turned actor will explore the relationship between rap, politics, race, and sports via the Los Angeles Raiders football team. You can bet I will be in front of the tube with pen and paper. My high school football coach was a big Raider fan…. I never was. I recall Tim Perry always talking about the great Raider nation and stating “I am a bad man.” For me, kids my age liked the Raiders because it represented gangster. Before I attended ACA (Montgomery private school), brothers at my previous schools used to arrive on campus sporting a black and silver Raider jacket. Well, this is before the Montgomery Public School system outlawed them, seeing that they promoted gang activity.

In his introduction to this documentary, Ice Cube states:

Ice Cube

Ice Cube

In 1980, Ronald Reagan was elected president, few white kids were listening to Rap and I was an 11-year-old kid in South Central Los Angeles. I was into sports and watched as many games as I could on TV—the Lakers, USC Football, UCLA, but I hadn’t developed a connection to any particular football team. But that fall, something clicked as I watched the Oakland Raiders….wanted to make this film for two simple reasons: 1) I’ve been a Raiders fan for most of my life and 2) My music career will probably always be linked, in one way or another, with the Raiders’ era in Los Angeles. The Raiders played in L.A. from 1982 to 1994—just 13 seasons—but during that time, the team’s colors, aura and superstar players became a phenomenon. And to put it bluntly, I had a lot to do with that.

The music, lyrics and images that I created with N.W.A as a solo artist and as an actor helped turn the Raiders into something more than a football team. It’s been 21 years since we released “Straight Outta Compton,” but to this day, kids all over the world buy Raiders gear, imitate the “Gangster Rap” style and try to connect with the South Central L.A. vibe that we brought to the masses. Over the years a lot of people have written books about the history of hip-hop, the cross-marketing of sports and entertainment, and the influence of Rap music on youth culture. Now it’s time for me to tell the story of how it really went down.

And it starts with the Silver and Black.

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Filed under History, Music, Research, Sports, Teaching

My “American Studies” Seminar Course

I officially announced yesterday that I am going to offer an American Studies seminar course starting next fall. There are some complex elements involved in this decision that I best not discuss; however, I will add that I have wanted to teach a course of this nature for some time. Furthermore, I have put in the reading and have a great base for the scholarly literature that defines it. And, I am about to get two papers published on this topic, as well as presenting another paper in this area at an association meeting next academic year. The most interesting thing about a course of this nature is the pace. I love teaching the U.S. History survey circa 1500 to the present; however, it is a daunting task to get through the material at times. But, it is a great course to teach. I have a great passion for the complex elements that define the period from 1950 to 1990.  Yet, I spend the least amount of time on said period due to time. I am gathering interest for this course as I write.

Course: Contemporary American Studies Seminar

What is it about?

Course Description:

Unlike the American history survey course, this interdisciplinary American Studies seminar course takes an in-depth look at popular culture and the emergence of mass culture in the United States from 1920 to the present. We will explore an array of “special topics” ranging from the impact of cinema on the rise of the KKK during the 1920s, to the economic and historical impact gangster rap, MTV, and the Cosby show had on the decade of the 1980s. Examples range from television shows such as the Simpson’s during the 1990s and Family Guy over the course of the past decade, to leave it to Beaver and I love Lucy during the 1950s. Moreover, an examination of works by Stephen Prothero will be discussed for a deeper more interesting look at how religion has shaped the American Identity. We will explore what he calls “The American Jesus: How the Son of God became a National Icon.”

This creative and innovative course draws from much of my historical and anthropological research in order to present a “studies” approach to understanding how social and cultural history impacts the American identity. An exploration into American poetry, literature, film, fashion, music, religion, race and gender will be analyzed. Furthermore, much of the course will be given to the cultural and social frameworks of the 1920s, 1950, 1960s, and 1980s. However, this does not mean other decades will be ignored. The nature of politics will be addressed as a secondary element in addressing how it impacted social and cultural history. Note, this course is taught by looking at themes — not so much the typical historical time line.

Grades:

Participation 50%

Exams (1) Take Home 25%

Paper (1) 15%

Ethnography/Oral Assignment: 10%

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Filed under Academic Life, Courses, Education, History, History Department, Teaching