Arturo Schomburg by Marcano García at Taller Borinquen

A few weeks ago, a few people asked me why I helped create the now annual event Quisqueya, a celebration of Afro-Latino history throughout the Americas at Syracuse University. Honestly, it had a tinge of selfishness: by then, I helped run a series of workshops dedicated to understanding the relationships between Blacks and Latinos at a time when others kept seeing schisms. Plus, my Dominican-Haitian background spurred me to explore that in a more open forum, i.e. a celebration where I could subliminally prove that schism false. It’s also the most obvious representation of Blacks and Latinos on the same “field”, whereas other lands in the Americas aren’t known for this dual identity, even with the plethora of races occupying Brazil, Peru, Colombia, or Mexico, for instance.

To wit, as the education chair of La LUCHA at the time, I never got asked why it made sense to have such an event; it was obvious how much unity such an event would bring on a campus where the split even existed within organization of mutual interest. The questions of whether I should lead a Latino organization enraged me at the start of my tenure, but instead of taking a reactionary stance against the critics, most of whom never confronted me personally, I decided to take to the streets, finding ways to build bridges in spaces where I didn’t even know I could fit in.

As with any of these experiences, I learned something critical to my formation: the idea of Quisqueya.

“Quisqueya” is a word I’d known so commonly because Dominicans often referred to their part of the island as such. As it turns out, while La LUCHA and the Haitian American Student Association sought funding for Hispaniola, the original name of the aforementioned event, one of the members of the committee pulled us aside and asked us to change the name of the program to Quisqueya. Whereas Hispaniola is a name placed upon the island by people who never originated from there, Quisqueya (or Kiskeya, or “mother earth”) was a name the Tainos used to designate for the entire island, before the countries occupying the island split it into the current countries they are now. That made more sense for the purposes of the event, so we kept it.

This serendipitous lesson on Quisqueya planted the seed for me to go to an event at the Arturo Schomburg Center for Research in Black Culture at Harlem. It’s the first time I’d ever been to the museum, and the first time I’d ever heard about him. Naturally, I was annoyed for a bit because, even after I’d met so many  intelligent men and women in Syracuse U, no one ever told me about this man.

I think it was Howard Dodson Jr., head of the Schomburg Center, who said it best when he mentioned that Arturo Alfonso Schomburg’s history was often ignored and ostracized when it came to Black history. He alluded to the fact that his contributions to Black history were only recognized later on in his career, even with the many allies he had. Thus, it was almost ironic to see that the primary center for Black history is under his name. Once equipped with knowledge, Schomburg found purpose for his work when others didn’t, or didn’t think he was the one who should do it. As a Puerto-Rican immigrant (an Afro-Borinquen at that), he had tons of battles, primarily for identity and membership.

For me, these were the most important contributions to history as a whole: he not only validated Black history, documenting and preserving the important parts of a history still not regularly integrated into our society, but he also validated Afro-Latinos as an essential part of Latino and African Diaspora history, because, while he may not have had the voice, he certainly had the knowledge, proof positive that history shouldn’t simply pass us by.

By being proactive in one’s history, you eventually become an integral part of that.

Jose, who should always write like this when we have snow days …

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For Reasons Beyond Me

by Jose on February 24, 2010 · 1 comment

in life

“For Reasons Beyond Me” by me (first, and a very rough, draft)

You’re not in my dreams anymore,
Self-felicitating figment of  my imagination,
Meet me at my torso
Talk to me real slow
Partition the convo like so
Tell me all your perfect flaws
Before we take a little pause
Work on in this little buzz
Drink up quick because
The cosmopolitan in you had to leave so quick

You’re not that far from me
Skin-tracing muse of many renderings
See me for the temporary
Ask for me the unnecessary
Our chemistry incendiary
Our night follows like this
That intimacy we missed
Take advantage of the kiss
Let your passions insist
The blue moon won’t stay out too long

You’re not worthy of the hurt
Self-healing woman of another’s embrace
Salute me with no byes
Exude your familiar highs
While to each other our whys lived lies
It was a myriad of expressions
Limited to alcohol-tinted lusty confessions
A little release to cut apart the tensions
Nothing more than an innocent and ephemeral digression
The rum and coke left me too readily

You deserved a chance at love
And a man who could consecrate all of the above …

Jose, who just made up this form …

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Blogging Requires Passion and Authority

This morning, Bill Ferriter on Twitter ranted a bit about an e-mail from a disgruntled hater who called his blogging an exercise in self-fellaciating (if that’s even a word). Naturally, Bill was quick to distinguish between those who believe that their blogging not only becomes a central part of the reflective process for their practice and those who simply use it to show off a little. Do edubloggers really reflect in these given venues? How much of it would we consider constructive and fructuous labors that push the national agenda for the teaching profession and how much of it do we see as an exercise in futility and self-serving, looking for pats on the back for doing what they’re supposed to do?

I thought I had a real answer to this question until I finished teaching the morning. Topic: angle relationships with two parallel lines cut by a transversal. Yesterday, I prepared them for the topic by introducing a visual glossary for them to use, reminding them of all the names of the angles they’d seen since 6th grade. They were sharper than I thought they’d be, actually using words like complementary and supplementary to discuss the relationship between some of these adjacent angles. Of course, we had to work through some of the harder problems, like when the sum of two adjacent angles was equal to one whole vertical angle, but then they were steam-rolling through these relationship. Even with the little annoyances, I was rather satisfied with how it went today.

So satisfied, in fact, that I stopped with about 2 minutes to go, where my students started annoying me (in a good way this time). They discussed some of the images they found of me on Google Images, and the social networks I might be on, including Twitter.

One of my smart-asses said, “Yo, Mr. Vilson, I got 100,000 followers.” I told him, “Maybe you should watch your house.” Laughter ensued.

Moments like this make me wonder what teaching was like when we didn’t have to worry about some little curmudgeons and sycophants crunching in numbers, making equations, and churning out pretty pamphlets for mass consumptions trying to establish a firm relationship between standardized test scores and true teacher effectiveness. These moments I share with anyone willing to subscribe to my rants, or accidentally run into this mess through a string of search terms or a click from a referral.

And I guess that’s the whole point of blogging. In spaces where critical feedback and camaraderie may not exist within a school (for various factors), the ability to make one’s own network of professionals willing to discuss critical issues has become paramount for growth.

In other words, blogging isn’t about us specifically.

That’s the whole point of doing what we do. Even when it’s completely non-sequitur, there’s an understanding with edubloggers who take this seriously that there are people of like minds and interest willing to share in their experiences, often hoping they’ll get pushed further in their profession.

Even if the moments are ridiculous. At least I know someone’s reading it. And nodding along.

Mr. Vilson, who has mannerisms even my kids are starting to imitate well. Ugh …

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Young Malcolm X

I hate case studies. A lot. They’re beautiful for story-telling and quirky books we can keep, like oral traditions and love poems. I just don’t find case studies particularly engaging. Yes, people can manipulate statistics ’til their face turns indigo, but people can hyperbolize the effect of one or two people without making sure that there’s a pattern for said behavior.

Except when it comes to Malcolm X.

Whenever he comes up in the discussion about whether our students need school, I lose my tongue. He is the essential answer to the question, “What’s the difference between education and schooling?” So many of us are caught up in pretty ed-tech solutions, teacher talk, and data enumeration, we forget the bare essentials and how we have yet to find real, concrete, and plausible solutions for as many students as possible, which is always the goal. How do we discuss those secondary parts of education when the more rudimentary parts of our pedagogy get completely ignored?

Taking a glimpse at Malcolm X’s life, one can see a clear delineation from when he was schooled to when he was educated. The schooling came naturally to him. He did very well in school all the way through 8th grade, until a white teacher told him he had no business pursuing his dreams of becoming his lawyer. At this point, he’d drop out of school and never returned. That is to say, he returned only when he was one of the most sought-out speakers of his era, speaking all over colleges and universities in his adult life.

He spoke with such conviction and acumen, he could have very well been the lawyer his teacher told him he couldn’t.

For Malcolm to get from there to the peaceful legend he embodied as El-Hajj Malik El-Shabazz, he had to hustle, run numbers, hustle some more, go to jail, lose his mother and other relatives early on in life, and deny a larger part of himself and his prosperous dreams. He had to be reprogrammed through the Nation of Islam, relearn everything he acquired through his father about black nationalism, and reform his whole life, eradicating those uglier parts. And that was only the beginning.

The part people miss about this man is that the schooling may have given him the basic elements of literacy and computation, skills he used in the revolutionary and the austere parts of his various careers. However, the education came when he took those skills and learned the hard life lessons that accompany using those skills. How does the legend of him reading the entire dictionary happen without those skills? How does he speak so well and tell stories the way he did without understanding metaphor or emphasis? How does he manage to create his own organization outside of the Nation of Islam, becoming the head of a multi-national organization without a little numeracy?

If we look at our students carefully, no matter what color, we may think that they’ll go to college, and learn everything there is about life there, but no. It happens in those teachable moments, like the ones where you tell them they can or can’t do something.

When you reaffirm their identities and whether they deserve the knowledge you hold … and the knowledge that has yet to be found …

Jose, who uses “we” in the sincerest way possible …

p.s. – In no way am I saying that Mr. Shabazz would advocate for our kids to drop out of school. He probably wouldn’t. However, this should give us educational evangelists a little pause …

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Malcolm X, "Our Freedom Can't Wait!"

A suggestion on building your own independence in the new decade, but first, a few notes:

Today, many of my compatriots celebrated the 45th anniversary of the assassination of El-Hajj Malik El-Shabazz, or commonly known as Malcolm X. His legacy and works still penetrate and influence so many of us who strive for true equality in this country. While so many remember what many consider his angry and rebellious side, people also need to remember the peace he advocated for, and the man he eventually came to represent later on in his life.

One of his central points of his legacy was his advocacy for independent ownership. Much of his body of work existed precisely because his constituency supported him outright and financially, and that’s an important part of his legacy. When the people who you wish to address support your most revolutionary work or when the monies you’ve earned support your own product, that’s following the compass in the direction of freedom.

In 2010, succumbing to ease of use and style for a small fee of one’s own person has become easier than ever. Free services have a great way of bringing the most random people together, especially ones with a common interest. However, these corporations have a bottom line, and the minute you mess with that bottom line, like asking for a little privacy with your activities or making sure your material belongs exclusively to you, they take a little back. They change your privacy settings. They block your site for “questionable material.” They change the terms of service on you.

So what does someone who wants liberation do? Get their own .com.

That sounds simplistic enough, but let me expound. Not only do you get your own .com / .net / .wtf, you pay for your own hosting, and you get some open-source software, and voila! You’ve established some sense of independence on the web! Now, the next logical step is for those of us on sites like Ning to get our monies together, buy a bunch of great servers, and start our own hosting, but the hosting world, unlike Blogspot / Facebook / etc. are much more beholden to their customers since we’re paying and our ratios are far more favorable.

Whatever your background, we who have Internet access have to consider our roles in assuring that access and equity still exist and that we’re represented in as many arenas as possible. Once we can say we own, we’re truly understood what independence means.

And none of this is free of cost. But freedom is not either.

Jose, who wonders where people get off dissing Black History Month …

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Keys in the Sand

In the previous essay, I discussed why I believe that opportunity and tenacity go hand-in-hand in a pendular relationship, even with the disproportionate balance of the discussion going more towards “hard work.” The struggle for opportunity is a battle many thinkers and advocates alike see as a critical component of finding equity in as many arenas as possible. In a country so proud of its opportunities for millions of citizens of many backgrounds to make “something” of themselves, there’s plenty of instances where the owners and bosses of the established order limit the opportunities to their liking, and often to the detriment of those we may consider hard-working.

With that said, when my students ask me, “Mr. Vilson, how do YOU think we’re going to make it up out of here?” Here, of course, meaning the metaphorical ghettos and impoverished neighborhoods they live in, and even subconsciously, the mentalities that persist in these neighborhoods, I’d say simply, “Work hard.”

That sounds rather hypocritical that I’d perpetuate that stance even after I just told hundreds of adults online that there should be a balance. However, if we look at the context of what I might say (and have said), it falls right in line with maintaining that balance.

For many of our youth, the idea of instant gratification has become more prevalent, a huge side effect of capitalism (the merits of which I won’t explicitly debate here). Everyday, my students are exposed to images that tell them that a) if you just do x-y-z, then you’ll get on this screen in front of millions of people, b) if you want something, it’s really easy to get it, and c) you don’t need to know much about what you see because things are really as simple as they’re displayed.

To expound upon the first point, I see many of my boys gravitate towards men such as Kobe Bryant, Jay-Z, and Jamie Foxx. These three gentlemen, among plenty of others, represent some of the hottest and successful in their respective fields. Yet, all my students see is that they’ve made it on the screen or the radio, and because they make their craft look so simple, my boys are deceived by these instant snapshots delivered at them rather than the more concrete evidence of their long, sleepless nights, tireless practice, and years of disappointment and failure to get to their positions. While it’s true that many of their opportunities were fairly lucky, and some were privileged enough to know the right people and have the proper upbringing, none of the success happens without a tub of elbow grease.

None.

Basketball courts and tabletops certainly come in abundance in my boys’ neighborhoods, and likely so does a certain level of competition. For that matter, so do get-rich-quick opportunities, illegal or otherwise. These opportunities come in abundance, and the right conditions can multiply the allure of selling drugs or buying into pyramid schemes. In spaces where they’re told that their parents work hard through a blue-collar job but their society undervalues it by only giving those workers enough to have a shabby square of an apartment, it’s easy to see why one might choose these options. The code for these occupations, thusly, is “ hustle,” because the returns on the investment come much quicker than a 9-5, but the risks involved often lead those involved to having to “run.”

From what is often the variable.

Therefore, when I tell my students that hard work and dedication is the key, I’m more implying a few counterpoints:

We’re all working towards building bigger and better opportunities and equity across this space.
We have a long way to go before we get there, but I believe we can make it happen by believing in that balance, and having some discipline in what we do there.
Most occupations worth their weight in salt can exist without that balance of tenacity and opportunity, because when the balance gets out of order, the risk becomes a factor in that occupation.

As we teeter in our imbalances, I can only hope that we as thought leaders keep these things in mind as our culture obfuscates the ideas of opportunity with what we see on the screen. Particularly with the heightened rapidity of globalization and computer engineering’s huge influence on that speed, if we don’t seek to balance this, we’ll see a wider gap that many of our communities simply can’t withstand.

Let’s not miss another opportunity here.

Mr. Vilson, who really doesn’t like case studies too much …

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Scatter Plot with One Outlier

Scatter Plot with One Outlier

I hate being a case study for success in site of the odds.

OK, maybe I don’t hate it, but I do have a problem when people always mention how my success was determined because my parent instilled a sense of diligence in academics in me, and so there was no way I would fail. My persistent practice made it possible for me to succeed, according to most. While I agree to some extent, because perfect practice makes perfect, and hard work certainly has its benefits, I strongly believe that it’s a balance of hard work and opportunity. Here’s why.

Previously, I highlighted Malcolm Gladwell’s speech at the National Council of Teachers of Mathematics in Salt Lake City, UT. In this speech, he discusses the idea of success over time, using the example of Pablo Picasso versus Paul Cezanne, the former a model of instant success (that didn’t translate to sustained success) and the latter a model for hard work over a longer period of time. Many of the stories he spoke about never actually made it into the book Outliers, but this set a wonderful premise for the book, and it’s also a source of incredulity for how we as a society view the fantasy of hard work and success.

Let me start outright by saying that Outliers definitely highlights instances where tenacity paid off. Those of us worth our weight in salt can see many instances of those who worked extremely hard to get where they are, and their tireless efforts didn’t go unrewarded. Those people we consider overnight successes had to work really hard perfecting their craft. If these people make it look too easy, then chances are, it isn’t. Much of this goes without saying.

What really struck me about Gladwell’s book was that he balances the tenacity argument with the idea of opportunity, an idea not often discussed in this society that prides itself on “working hard.” Opportunity, in Gladwell’s opinion and mine, has LOTS to do with whether someone makes it where they do in life. Because we look at ourselves as individuals and not as a part of a whole, a synecdoche if you will, we’re prone to forget the various opportunities thrown our way that others didn’t.

Much of my educational career was a balance of hard work and opportunity. Without going too into depth, while I was cranking out good grades and showing up to school prepared, my elementary school gave me plenty of awesome opportunities. I had the best teachers in the building in my opinion, with a mother who just happened to find out about a really good small parochial school for middle school. I also had the fortune of going to the local Boys Club, where I found a cool computer club that I attended avidly when others didn’t really see anything cool in that. When I went to that school, I got great grades there, too, but people who worked as hard in different schools didn’t get some of the trips and stories of inspiration I got, or didn’t get to meet the people I did.

Even getting into college, I lucked out because my resume was strong, but my interview sucked. I had the fortune of having an interviewer who wanted to see me do well because she loved what I represented. In college, I found myself around people who didn’t work that hard, but smooth-talked their way through great grades, even as those who worked really hard got less credit for their efforts. People got job interviews on the strength of their presentation and less on their abilities. Thus, the equity of tenacity is variable.

But is this what I’m telling my students? Hell no. I’ll explain why tomorrow.

Jose, who’s been giving though to this for a good decade …

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21 Gun Salute

21 Gun Salute

Many of us live in an anarchist revision of love, hoping to understand its structures while simultaneously rationalizing why they just won’t work for us (and in many cases, trying to destroy previously conceived notions!) It’s amazing that any of us fall in love at all, or even attempt to understand this synecdochical emotion wrought with emotions, as if there is only one side to love. There’s certainly a side to love many of us hope to achieve, and even a few of us have achieved, whether with siblings or significant others, and when we see it, we go “Oh look, that’s great. At the end of the day, I wish I had that.” Even guys get like that sometimes.

Then there’s this ugly and funny side of love that makes Jazmine Sullivan sing a song asserting that animals in their natural habitats would be less injurious than heartbreak (I still side with the lions, tigers, and bears). We play this constant game of chess when some of us only prepared ourselves for checkers. We ponder whether the other thinks of us with the same affections and aspirations, questioning every little move the other makes, or a culmination of their moves, sometimes on a whim or a simple question asked by another party.

Sometimes, I feel like I get it. Men often complicate things by thinking that they’re king of the jungle when they’re only pawns, in hopes of alluring suitors who’ll buy into the bravado. Women often have to make things difficult to find a strong suitor in her own right; that’s an evolutionary and natural process. A small part of me knows that these sorts of things keep humans heavily interested and “in the chase.” Oftentimes, particularly with men, the chase makes the whole first part of the experience worth it. Also, the idea of favoring someone or something can often get clouded by misperceptions of what our individual roles are with respect to others.

However, a bigger part of me feels that, as a society of extremes (e.g. “#fail” or “best.___. ever”), we don’t take into account of our own emotional needs. Furthermore, our constant affronts often conflict with our own true intentions. Sometimes, we hold so steadfast to our “game” that we become empty vessels unwilling to shed our borders in the face of false security. We’re willing to shoot down close intruders and put  those who wish to penetrate our borders through such a grueling process, they either cry from the whole experience or simply ditch in the middle of the naturalization process.

1/2 the time, we’re really just looking for someone to believe in so strongly, that even after we go through it all, guns blazing and smoke settling, we’ll still feel like it’s all worth fighting for. Then again, maybe it’s time for a war we really feel we have to fight.

Jose, who’s got 21 guns …

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David Bowie Wins Any Argument

For those who’d like a very fundamental and rudimentary explanation for slope and how to understand it as a function of two given variables, (and naturally, a correlation between that and real life), imagine the following:

Start walking for a good minute. Pick up the pace for another minute. Stop for a minute. Walk backwards for a couple more minutes. Then, walk forward for a few more.

In this scenario, as time (your x) increases, the line drawn will have different pieces varying on your movement or distance traveled (your y):

  1. it’s “going up” (in a positive direction, sometimes at a larger angle depending on how quickly you walked)
  2. it’s “going down” (in a negative direction, again depending on whether you paced or moonwalked)
  3. it flattens out (a representation of not moving whatsoever)

Even with that last one, your x variable time doesn’t actually stop, so your line doesn’t just cut abruptly away. The pencil keeps moving.

In the fourth case, and this is probably the best way one can explain in real terms the difference between no slope and undefined slope, the line just drops straight down or straight up. In other words, you moved to a certain distance … without respect to time. It’s as if you teleported in less than an instant.

And for now, that’s impossible.

In this life, we make many choices. Sometimes, our lives take divergent courses and other times they escalate to levels unforeseen. However or wherever we move, or even when we don’t, time will move on without us.

Maybe we should invest in making our slope positive. Continuously.

Mr. V, watch the ripples change their size, but never leave the stream of warm impermanence …

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In A Complete Act of Randomosity ...

Let me lay it out really quickly. I get asked to join a lot of projects, organizations, and groups of people.  My former self used to join everything, and most of the experiences resulted in positive relationships and fulfilling moments. However, these days, I’m not the plucky socialite I once was. Rough lessons will do that to any man. Here’s the three reasons I probably won’t join your organization:

1. It’s not very innovative or interesting.

if I’ve seen it before, and that movement’s been done already, I’m really likely not to join it. It’s the reason why I don’t do Foursquare, for instance. When I feel like anything or anyone’s function has already been fulfilled, then I tend not to gravitate towards that. In a forward-oriented mentality, regressing or repetition usually serves as a hinderance instead of say, a way to reflect on misgivings.

2. It’s got leadership I don’t feel comfortable with.

I know, I know. There’s plenty of times that an organization’s purpose is much greater than the leadership it has. Even when there are stark disagreements between people, they can band together in a way that lets the purpose shine without having the leadership involve itself too much. And that’s often why I won’t join the organization. Whether it was a misplaced handshake, a negative association, or simply treating a group of people as hooligans to placate (i.e. teachers). The minute you get names wrong or look like you’re trying too hard, you fall out of favor for my attention. It’s no disrespect, but that’s how I am.

3. I don’t have the time to play a pivotal role in it. (this tends to be last for some reason)

Even with my time management skills, I often don’t have the time to play an important role in the organization. In these instances, especially when I thoroughly believe in the traits of the movement, I’ll help promote it. I’m generous with my time in that respect, and support tons of organizations even when I’m not a full-fledged member.

So why would I join? In short: it’s gotta be real. It’s gotta ring true. It’s gotta feel like it’s such a part of me, I don’t even  need to think twice about it.

What would drive you to join a movement?

Jose, who’s in constant search of the next and best …

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