What Would WEB Du Bois Tell Henry Jenkins and Soulja Boy?

The Criteria for Negro Art in the Age of Computational Media

In June, 2008, I attended a presentation in which Henry Jenkins, then Director of the Comparative Media Studies program at MIT, contemplated the lessons of Soulja Boy Tellem’s use of what he calls “participatory culture” to create a career as a hip-hop star. Jenkins described how teenager DeAndre Ramone Way (Soulja Boy)  built a fan base by posting the music and a home video of his song, “Crank Dat,” and encouraging listeners to remix it, make video responses to it, and share it freely. (The presentation video is only available to members of the New Media Consortium.)

The process illustrates Jenkins’ concept of “spreadable” culture — a term that he argues is more accurate than the  “viral”   model, since viruses proliferate by attacking their hosts, while “spreadable” culture invites voluntary participation. He showed examples of fan videos of “Crank Dat,” including produced by his MIT grad students. Then Jenkins paralleled Soulja Boy’s encouragement of artistic appropriation and the cultural borrowing employed by Herman Melville in crafting Moby Dick.

In his blog, Jenkins mused about Soulja Boy’s precocity:

I can’t decide what fascinates me the most about this story: the fact that this teenager broke into the front ranks of the entertainment industry by using tools and processes which in theory are accessible to every other person of his generation or the fact that he has recognized intuitively the value in spreading his content and engaging his audience as an active part of his promotional process.

Jenkins did not address the actual lyrical content of Soulja Boy’s music, and the actual ideas being packaged in the catchy beat and the playful dance steps. The content wasn’t the point of the presentation. The lyrics offer the kind of  puerile vulgarity one might expect from a boy who is trying to impress his peers with stories about his sexual prowess and toughness.  “Crank Dat” includes such lines as:

“Soulja boy off on this hoe…

“Then Superman that hoe…”

“I’m jocking on your bitch ass
And if we get the fighting
Then I’m cocking on your bitch ass…”

The lyrics reflect the cliches associated with the worst of hip-hop:  degrading women while  declaring dominance over other males by feminizing and threatening them.  When Soulja Boy released “Crank Dat,” he was a 16-year-old high school student, and the song was spread largely by other teenagers.  The character that Way portrays in the video is the stereotypical black male hip-hopper: hypersexual, prone to violence, gaudily attired. But the implausibility of the lyrics suggest that, like most amateur writers, Way is imitating what he has heard or gleaned from listening to others, not writing from life experience.

Jenkins showed videos of smiling teenagers and young adults bouncing on one foot, cranking their arms and lunging forward to make the “Superman” gesture.

In conversations with other conference participants, I seemed to have been the only person who was profoundly disturbed by the content that Way, AKA Soulja Boy, his minions, and ultimately, his record company were spreading. In part, I later learned, that was because many of my colleagues weren’t familiar with the lyrics. There was also the fact that “Crank Dat” was only another in a long list of songs, cartoons, games and other media content that they knew kids were exposed to, and it wasn’t the worst thing most kids would be exposed to. And after all, it’s not as if vulgar or even racially stereotypical music originated with remix culture.

I probably sounded like the scolds of the 1950s yelling about rock and roll, or the highbrows at the beginning of the 20th century inveighing against comic books and “pulp” novels. The Republic was still standing. I’m sure some thought I needed to smooth out that bunch in my panties and move on.

Or maybe not. The practice of analyzing form and distribution apart form content sits well within the tradition of media studies, going back to Marshall McLuhan’s declaration that “The Medium is the message,” and in rhetorical terms, “The medium is the massage.” However, I find Kathleen Welch persuasive when she argues that rhetorical analysis of both content and delivery is important to understanding the social justice implications of modern communications. If one follows the history of remixing trail of “Crank Dat,” one finds that its commercial success, facilitated by social media, led to the song being played in venues that would have been unimaginable in earlier times.

For example, a few months earlier, I had been sent a link to another performance of the song by a frustrated colleague and fellow member of the National Association of Black Journalists. It seemed that someone thought it would be fun to liven up a New York local morning traffic report with a performance of the song. The traffic reporter, Jill Nicolini, was part of the morning news “happy talk” format. A former Playboy bunny and occasional reality TV star, she routinely drafted men to dance with her after detailing the morning’s jams, delays, and alternate side-of-the-street parking rules. On this particular morning, she summoned Craig Treadway, the co-anchor, as her dance partner.


The Dancing Weather Girl – Watch more Funny Videos

The most telling moment for me was when Treadway broke into a tap dance.  What was Treadway’s shuffle? And what do we make of the black male crew member bunny-hopping in the background?

I don’t know Mr. Treadway, Nicolini or any of the other members of that newscast, and I have hesitated for more than a year about writing this post because I’m not trying to cast aspersions on him or any other cast member of the show. If this post does that, I apologize in advance.  They were doing their jobs, and perhaps they even had some fun. What I am trying to probe, as delicately as possible, is the meaning of the moment for journalistic norms in the age of remix culture.

Of course, the packaging of local television news as entertainment has been going on for a long time. A quarter-century ago, Neil Postman demonstrated the emerging parallels between the television news show and a television show designed as entertainment in his book, Amusing Ourselves to Death: Public Discourse in an Age of Entertainment (Penguin, 1985.):

“If you were the producer of a television news show for a commercial station, you would not have the option of defying television’s requirements…. You would try to make celebrities of your newscasters…. You would have a weatherman [sic] as comic relief, and a sportscaster who is a touch uncouth (as a way to relate to the beer-drinking common man.)  You would package the whole event as any producer might who is in the entertainment business.

“The result of all this is that Americans are the best entertained and quite likely the least well-informed people in the world….” (p. 106)

I came of age professionally during the early 1980s, so as a news consumer and media professional, I understand the pecking order of news shows. The anchor might smile and exchange some banter, but the anchor stayed dignified. I wasn’t thrilled at Nicolini’s shtick, but I understood it for the reasons Postman described. What I wasn’t ready for was an anchorman to be drawn into the clowning. It is very likely that what stuck in my craw was the sight of Treadway, who probably had to endure a great deal to attain an anchor desk in a major market, pulled out of the role on which, traditionally, his credibility rested.

There is one sense in which the problem is entirely mine, because it represents a collapsing of norms my generation of media professionals can’t quite stomach. It has become clear in recent years that there is a great deal of skepticism about the kinds of conventions that journalists traditionally adopt, whether it be certain standards of decorum, or a studied modesty about stating their political views.  Even a growing number of journalists reject that last standard.

Then, too, there is the shifting calculus of racial symbolism to consider. Surely, the sight of a black man dancing alongside a young white female in 2008 does not mean what it meant in my childhood during the 1960s. In those days, such a sight was restricted to Shirley Temple movies. Treadway and Nicolini’s performance occurred the same year that a man with an African father and a wife descended from slaves won the White House.

It’s unlikely that WEB Du Bois would have approved of SouljaBoyTellem’s art, or much of hip-hop, for that matter. The pioneering scholar, editor and activist hoped that those African Americans who gained access to the instruments of culture making would infuse high culture with the gifts of Africa. For him that meant spirituals (delivered Jubilee-style, of course) the vibrancy of traditional African art and artisanship, the nuanced poesy of a Jessie Fauset or Countee Cullen, with the occasional swinging riff from the deceptively accessible Langston Hughes. In his definitive essay on aesthetics, The Criteria of Negro Art, he implored:

“If you tonight suddenly should become full-fledged Americans; if your color faded, or the color line here in Chicago was miraculously forgotten; suppose, too, you became at the same time rich and powerful; — what is it that you would want? What would you immediately seek? Would you buy the most powerful of motor cars and outrace Cook County? Would you buy the most elaborate estate on the North Shore? Would you be a Rotarian or a Lion or a What-not of the very last degree? Would you wear the most striking clothes, give the richest dinners, and buy the longest press notices?

“Even as you visualize such ideals you know in your hearts that these are not the things you really want. You realize this sooner than the average white American because, pushed aside as we have been in America, there has come to us not only a certain distaste for the tawdry and flamboyant but a vision of what the world could be if it were really a beautiful world; if we had the true spirit; if we had the Seeing Eye, the Cunning Hand, the Feeling Heart; if we had, to be sure, not perfect happiness, but plenty of good hard work, the inevitable suffering that always comes with life; sacrifice and waiting, all that — but, nevertheless, lived in a world where men know, where men create, where they realize themselves and where they enjoy life. It is that sort of a world we want to create for ourselves and for all America.”

Part of Jenkins’ point is that participatory media expands the ranks of the tastemakers beyond Hollywood elites, intellectuals, and activists. Jay Rosen has been saying similar things about the shift to participatory journalism in essays such as The People Formerly Known as the Audience.” But when the ethos from which these new media products emerge can be tainted by values that are corrosive, a critical perspective is necessary.

In her essay, “Learning the 5 Lessons of Youtube: After Trying to Teach There, I Don’t Believe the Hype,” Alexandra Juhasz makes the argument that corporate dominance of this major media sharing site has turned do-it-yourself culture into a tool for replicating ideas and values that are fundamentally anti-democratic. In particular, she and her students found that depictions of African Americans that reinforce vulgar race and gender stereotypes are more popular, and thus more prominently featured, than those promoting more positive images or cultural critique.

And this is part of my concern, even as I contribute to this participatory culture and teach students to do it as well. The uncritical replication of negative images of black males is particularly vexing, because it undermines the effort to transfer of positive values from one generation to the next. In some ways, the current environment is arguably more challenging than the pre-Civil rights era, because in those days, there were alternative, black-controlled civic institutions that promoted images that countered the stereotypes of the dominant culture.  Byron Hurt’s 2008 mini-documentary demonstrated Barack Obama’s rise exposed a deep-seated confusion and ambivalence about the possibilities of success, respect and power for black men in an era that is supposed to be “post-racial:”

I thought about this ambivalence as I watched clips from DeAndre Ramone Way’s videoblog, which has since been removed. He has been known to talk about his interests in art, education, and business along with his  “beefs” with other rappers, his jewelry and his cars.  Pop culture never was a good place for a complicated persona. When pop culture goes “spreadable,” what gets lost? Sometimes I’m afraid it’s the substance of a culture that we can’t afford to lose.

Report from ASALH: A conversation about the Crafting Freedom project

Laurel Sneed and Beverly McNeill talk about the Crafting Freedom project, a curriculum resource project that offers teachers lesson plans, primary resources and videos about nine North Carolina slave artisans who excelled during the antebellum era. Sneed and McNeill presented their work ; at the 95th annual convention of the Association for the Study of African American Life and History along with fellow educator Katherine Paulhamas and moderator Donna Thompson-Ray of the American Social History Project. This interview took place Sept. 30, 2010 in Raleigh, North Carolina.

A new Scratch experiment

Here’s the thing. The emerging field of computational journalism makes it more imperative than ever that we find ways to broaden the narrow pipeline for computing professionals. While our IJIMS project was designed to attract young people who see themselves more as storytellers than “math types,” at some point, culturally responsive methods for making math more accessible are critical to producing students who are capable of taking programming courses in college. Algebra is a critical bottleneck.

This interactive story is a first draft of the first episode of a serial interactive story about getting through 7th grade math class. It is based on an interactive story engine designed by my colleague Ursula Wolz. A lot of work has to be done with it yet. The graphics were chosen because they were copyright-safe, so please try to look past that.

If you have trouble getting it to load, you can try the direct link on the Scratch site. I found it loaded best when I ran it through the experimental viewer.

Learn more about this project

Hope you find it interesting. Your feedback is welcome.

The Re-Education of Me: Prelude to My Sabbatical

With the commencement of the school year, I am officially on sabbatical to write about the research I’ve been doing to help bring together computing and journalism education. I have a proposal that lists the academic work I will complete. However, underneath the project is a cry of the heart that is aching for expression, and that will likely determine the form of the work I ultimately create.

This project is really about understanding how we foster constructive and inclusive conversation and problem-solving in an age where the craft of articulate writing and argument has lost much of its currency in public discourse and popular culture. We live in an age dominated by manufactured controversies, where propagandists like Andrew Breitbart get called journalists.

I could go on with all the examples of sour discourse out there, the full breadth of what Al Gore correctly called, The Assault on Reason, but I’ve come to the conclusion that one of the essential duties of journalism to democracy is to keep us talking so we don’t kill each other. My studies of other diverse cultures leads me to think that  a robust public square is what keeps a pluralistic democracy together. Our traditional fealty to uncovering verifiable truths is one of the important ways of fulfilling that obligation, but in the cacophony that our contemporary media landscape has become, it’s not enough. We have to facilitate democratic civic discourse even as the libertarian and utilitarian foundations of our belief in a free press buckle under the weight of the evidence that human beings are not rational actors, that it’s not always good that almost anyone can be a publisher these days, and that the tools that let us customize our news also allow us to ignore contrary views and evidence that we may need to understand for the sake of our own survival.

Also, we have to earn a living. To paraphrase Allen Ginsberg, I’ve seen some of the best newsroom minds of my generation completely buffaloed by the destruction of the business model for creating and disseminating the content that informs and entertains us. My job is to figure out what aspiring journalists and professional communicators need to know in order to be effective and ethical practitioners. I went into the classroom to serve people who are as I was – a young lover of words whose  dream was to earn a living weaving them together.

In 1990, when I took my magazine writing and public relations experience into the classroom full-time, we knew what that meant: reporting, writing, copy-editing.  A broad familiarity with literary forms and genres that could serve as writing models. A solid liberal arts education for the sake of cultural literacy, and as the foundation for developing expertise on a beat.  A little experience with a camera, enough graphics and production knowledge to be able to re-size a photo or write to a designer’s specs, and there was nothing wrong with some marketing and communications theory. Add campus media experience, some internships and you had the makings of a cub reporter, editorial assistant or PR staffer.

When I trained for my Master’s degree in journalism in the early 1980s, that approach to journalism education seemed natural. In fact, formal journalism education only began about a century ago, and this model of journalism instruction took a few decades to form. In other words, the academic discipline of journalism has always been in flux. Its place in the academy has always been suspect. The newspaper barons who endowed the first journalism schools believed that college educated men would create a superior product. Subsequent generations of journalism educators sought to define and instill certain professional norms through accreditation standards, ethics codes and other markers of professionalization. In this, they consciously mirrored such fields as law, engineering, education and medicine. However, unlike those other professions, there can be no licensing restriction on the practice of journalism, because that would violate the First Amendment.

Besides journalism education occupies a marginal place in both the Academy and industry because of the myopic view that journalism is primarily a set of skills and not an intellectually rigorous endeavor with its own approach to knowledge formation.   The media owners who were to be the primary employers of journalism graduates wanted to know that our students could report accurately, write grammatically and meet deadlines. That made them suitable raw material that could only be molded into a journalist after some real-world experience. They wanted faculty members who were steeped in newsroom culture, not some ivory-tower Ph.D. On the other hand, the attributes that employers valued were precisely the ones that led other scholars to disdain the intellectual value of formal journalism education and educators. There were a handful of journalism Ph.D. programs when I was pursuing my MA at NYU. My professors, all decorated veterans of the nation’s most prominent news organizations, were openly dismissive of them.

In any event, that world is long gone, and people who built their careers on that gospel either struggle to stay relevant or they have abandoned the game. We all have had to re-invent ourselves and examine our assumptions about the way civic discourse works, and the means by which one earns a living supporting it.

When you make a fundamental change in course, it’s good to reflect on how you got to be where you are. And so, the first part of this investigation will be a bit of auto-ethnography. I’m going to explore the roots and evolution of my approach to teaching and learning journalism and professional writing. Then I’m going to explore the shift from journalism to civic media, drawing heavily on my  teaching and formal research experiences. Then, I’m going to strive for some kind of coherent conclusion about how we meet the challenges of democratizing civic media.  Expect extensive explorations of seminal texts, such as Jay Rosen’s “What Are Journalists For?” Also I hope to record conversations with everyone from the retired principal of my middle school to my research partners, students and some of the leading lights in the contemporary media landscape. I’m also hoping for advice from you along the way.

In calling this entry the Re-Education of Me, I am paying homage to two unlikely sources of inspiration. The first is The Education of Henry Adams, an early 20th-century call for a shift away from the traditional 19th-century educational emphases on philosophy and classics in favor of  education in science and the professions. The second is Carter G. Woodson’s The Mis-Education of the Negro, a blistering and still sadly-relevant expose of the ways in which our education system perpetuates false notions of human difference that warp the social fabric.  With that, I begin.

Bringing interactive journalism into the middle school: A conversation with Laura Fay

Laura Fay is a Reading teacher at Fisher Middle School in Ewing, New Jersey. For the last three years, she has been an active collaborator in the Interactive Journalism Institute for Middle Schoolers (http://www.tcnj.edu/~ijims), a demonstration project at The College of New Jersey funded by the National Science Foundation’s Broadening Participation in Computing Program. (CNS #073973).

The goal of the IJIMS project is to expose students and teachers interactive journalism as a way of raising students’ interest in and awareness of computing careers. In a summer program and after-school club, participants created multimedia story packages, based on original reporting, that included text, video, images and animations created in Scratch, a programming language for novices created at MIT. Fay and her colleagues intend to continue the IJIMS project after its formal conclusion on August 31, 2010. This interview was recorded August 13, 2010 at the Scratch@MIT conference, where Fay and fellow teacher Marcy Havens presented their work along with the project’s Principle Investigator, TCNJ Associate Professor Ursula Wolz, and its external evaluator, Meredith Stone.