Wednesday, February 4, 2015

The Heroic Slave of 1853 versus the Superbowl of 2015 
by Jolivette Anderson 'the poet warrior'

The real title of the post is: 
The Slave Ship 'Creole' and the 49th Superbowl: That Running Back, That Quarterback, and That Coach who cracked that whip aimed at Black Agency, but missed, and he ended up ripping off the flesh of  Converging White Interest -- when it was on its way to satisfy itself using a Black man's labor --to benefit the white imagination-- that is really white supremacy in drag and in love with capitalism-- even when it refuses to come out of the closet --even when everybody knows it is designed and used to screw the masses up the butt whether they like it up the butt or not. (sex reference intentional but not meant to offend, so just chill the fuck out)

"we refuse to be, what they want us to be
we are who we are, that's the way it's going to be" -- Bob Marley

My question is and always has been, "Who the fuck is 'they'?

Oddly enough, I found that 'they' is a thing and not a people. 'They' is a practice that must always have White over Black when dealing in human interaction. I believe we act on this practice of white supremacy 'consciously' and 'sub-consciously', the subconscious also being called the 'unconscious'.

'They' were at the Superbowl. 'They' were acting on old United States customs and practices. 'They' would prefer to see images of things as close to the way they 'use to be' as possible. 

The Slave Ship 'Creole' was on its way from Richmond, VA to New Orleans when the 135 enslaved persons on board. They were to be sold. 

Of the 135 who were enslaved, 19 created a mutiny - a revolt - on board the ship. Four primary figures played key roles in the revolt. 

Enter into this modern day comparisons to Madison Washington, Ben Blacksmith, William Loyd Garrison and the Anti-Slavery Movement and its White Abolitionist, Non-Violence, Interest Convergence, Image Control and Capitalism.


MADISON W ASHINGTON;
THE SELECTION AND CANONIZATION OF A HERO
The roots of'The Heroic Slave' are historical. Madison Washington was one of the leaders of a slave revolt in 1841 aboard the Creole, a brig engaged in the internal slave trade. The key source of information about the revolt and Madison Washington's role in it is the December 1841 deposition sworn by the Creole's company in New Orleans and published with minor changes and omissions in several places including the Liberator, Douglass's most likely source.^ The Creole was sailing between Richmond and New Orleans with 135 slaves when, on the evening of November 7, 1841, nineteen slaves mutinied and took control of the ship. 

The Seattle Seahawks Franchise is the modern day slave ship 'Creole', for the purposes of this comparative analysis.

Madison Washington helped to ensure that the victory was achieved with as little bloodshed as possible; the captain was badly wounded, and one passenger, a slave trader, was killed. The officers' lives were spared on the understanding that the ship would be taken to a British port in the Bahamas; on November 9, the Creole arrived in Nassau. All but the nineteen slaves directly involved in the mutiny were invited to disembark as free men and women. Madison Washing- ton and his fellow mutineers were held for a time but were re- leased without charges being filed against them. Efforts to have them extradited failed.

The discovery of Madison Washington's presence in the section of the hold reserved for the female slaves apparently started the mutiny. Washington fought off two men trying to hold him and allegedly leaped to the deck, shouting: 'We have commenced and must go through, rush boys, rush aft we have got them now.' Then, calling to the slaves below, be reportedly said: 'Come up every damned one of you, if you don't and lend a hand I will kill you all and throw you overboard.'^ 

The Seahawks Quarterback is our modern day Madison Washington, for the purposes of this comparative analysis.

Despite this description of Washington's threatening language in the formal 'Protest' that was lodged by the first mate and ship's company, it is also apparent that Washington exercised a restraining hand on the slaves who might otherwise have killed those in their power. The 'Protest,' however, also makes it clear that the mutiny was not led by a single individual, but by four men working together: Washington, Ben Blacksmith, Elijah J. Morris, and D. Ruffin.


Although Washington was not, then, the incontestable leader of the revolt, there are subtle hints in the record as to the importance of his role. He intervened twice to ensure that the others did not kill individuals then at their mercy, negotiated the new destination with the second mate, arranged food for those slaves who had not participated in the mutiny, and ordered that all guns be destroyed before the ship reached Nassau. The 'Protest' account gives Washington a less prominent part in the action that secured the brig for the mutineers, though, than either Blacksmith or Morris.

Indeed, Blacksmith's role in the mutiny was prominent enough to prompt another fictional depiction of the Creole revolt to portray him, and not Madison Washington, as the leader. 

That Seahawks Running Back is our modern day Ben Blacksmith, for the purposes of this comparative analysis.

Like 'The Heroic Slave,' Wolftden: An Authentic Account of Things There and Thereunto Pertaining as They Are and Have Been, is based on the account of the Creole revolt contained in the New Orleans 'Protest.' This is made clear in both the text and the appended notes of Wolftden' That work does not give the Creole revolt a central role in the plot but describes those events instead in a short interlude sketching the fate of Black- smith, a liberated slave of Harry Boynton. Within this short digression. Blacksmith quits his job in a foundry in the North and returns to Virginia to rescue his wife. He is captured and sold, and, along with his wife and child, is put aboard the Creole, headed for slavery in Louisiana. 

In Wolfsden, Ben Blacksmith is 'the Vulcan of the plantation, a fellow of herculean strength and dauntless courage,' echoing the description of Madison Washington, with arms 'like polished iron,' in 'The Heroic Slave.'^ However, in Wolßden, it is 'the controlling energy of the master spirit Ben [Blacksmith], communi- cating itself like the electric current to the sympathizing hearts about him,' that sustains the revolt.** While Blacksmith breaks free from his fetters with superhuman strength, Madison Washington, 'a man of milder mood and less feared by the captors, [who] had just been unfettered that he might perform some laborious service for his masters, . . . now [sprang] to the side of Ben, and shouted "Liberty!""'


It is easy to see how the 'Protest' could be used as a source for the different versions of events contained in 'The Heroic Slave' and Wolfsden. Both are built from meager character sketches provided there. Both also note a central irony bebind the 'Protest,' which was a document designed to shield the officers of the Creole from claims of negligence or mismanagement. The self-serving 'Protest' inadvertently reveals the restraint, heroism, and foresight of the mutineers that were quickly recognized within an antislavery movement well schooled in using Southern testimony to condemn slavery.'^ 

But why, one must ask, was it Madison Washington, and not Blacksmith, as portrayed in Wolfiden, or Morris, the man who fired a pistol at the start of the mutiny, who emerged, by consensus within the antislavery movement, as the hero? 


The Seahawks Coach is the White Abolitionist of the 1850s, who has power to set the stage and the tone for how Slaves should deport themselves in their quest for liberty (freedom). A leading White abolitionist of that time was William Loyd Garrison who believed that violence should never be used by anyone, not even those enslaved (slavery being an act of violence itself on the body, mind and spirit) and the Abolitionist Movement used this and other strategies to end slavery, including the celebration of former slaves who demonstrated the respectability associated with non-violence.

One answer is suggested by the movement's discomfort with the use of violence. In its Declaration of Sentiments, the American And-Slavery Society had announced that its principles forbade 'the doing of evil that good may come, and lead us to reject, and entreat the oppressed to reject, the use of all carnal weapons for deliverance from bondage, relying solely on those which are spiritual.'^' 


Indeed, the executive committee of the American Anti-Slavery Societ)' felt compelled to issue a disclaimer in the wake of a reso- lution passed at a meeting of the Liberty Party on December 29, 1841, which 'Resolved, That the slaves of the brig Creole, who rose and took possession of said vessel, thereby regaining their natural rights and liberty, acted in accordance with the principles of our Declaration of Independence, and the late decision of the Supreme Court; and have proved themselves in their whole con-
duct worthy of their freedom; and we trust that their noble exam- ple will be imitated by all ifi similar circumstances' Expressing concern that such views might be confused with those of the American Anti-Slavery Society, the society's executive committee repudiated this invitation, making reference to Article 3 of its constitution, which states, in part, 'this Society will never, in any way, countenance the oppressed in vindicating their rights by resorting to physical force.'''*

Despite the absoluteness of such a pronouncement, one senses a certain equivocation at times. One instance is evident in the concluding remarks of a work entitled 'The Hero Mutineers,' which places an expressed admiration for those involved in the Creole revolt against a more general denunciation of the use of violent resistance to end slavery:


There are only two grand reasons which render it the duty of men, in any circumstances, to submit to the enforcement of such an ignominious claim on themselves and their offspring. One is the hope of obtaining deliverance hy patient waiting, and the other is the impossibility of obtaining it by insurrection. These two reasons rest over the condition of our Southem slaves at large, and sustain the true abolition doctrine of doing nothing to eficotirage, but every thing to discourage imurrcction.But these reasons in the case of the Creole slaves had vanished. Before them, there was a splendid prospect, by valorous resistance, of immediate and perpetual liberty. Again we repeat it, the restrain ing reasons had vanished, and both law and gospel justified their rising.'^

This is NOT about what happened DURING the game. This is about what the Coach wanted to happen AFTER the game. The need of Whiteness to control Blackness to the benefit of Whiteness. It just so happens that the plan - whether the coach is conscious of the plan or not - did not work because the Seahawks lost the game. This is not to say the coach is a racist. This is to say that we all perform racial acts against Blackness and Black identities all the time, personally and professionally, and this has been the nature of race relations dating back to the 1840s as documented by the happenings in U.S. Racial History outlined in this post, in the writings of Frederick Douglass and the scholarly article by Cynthia S. Hamilton that interrogates the novella written by Douglass called 'The Heroic Slave'

Given this conclusion, it is not surprising that 'The Hero Mutineers' contains a description of the revolt that emphasizes the restraint of the mutineers rather than the violence of the uprising. In this account, it is the mutineer's 'symbolic' renunciation of further violence that resonates most deeply for the author. 'But nothing in the whole affair appears so sublimely affecting as their conduct on arriving at Nassau,' the author notes. 'They divested themselves of all their arms, even casting them into the sea, and came before the British authorities defenseless^confiding in the justice of their cause, and in the protection of free and righteous institutions against the claims of their oppressors! Noblemen! ^^

Within this context of equivocal support for violent resistance, one can see the logic behind the selection of Washington as the hero of the moment in preference to either Blacksmith or Morris. It seems likely that Madison Washington's name, 'a name unfit for a slave, but finely expressive for a hero,' helped with his selection as well. 

'The Hero Mutineers' calls Washington 'the master spirit' behind the revolt, applauding his 'commanding attitude and daring orders, when he stood a freeman on the slaver's deck, and his perfect preparation for the grand alternative of liberty or death, which stood before him.' 'The Hero Mutineers' sees Washington's actions as 'splendid exemplifications of the true heroic' Washington is not credited with heroic deeds of conquest; it is, instead, 'his generous leniency towards his prisoners, his oppressors' that is noted and praised.'^ '

The Hero Mutineers' is an important document in the selection and canonization of Madison Washington; it set the tone and terms for the way the Creole revolt would be treated, especially within the Garrisonian antislavery movement. But although Madison Washington emerged there both as the hero of the revolt and as the ideological 'master spirit' and moral exemplar of the incident for the antislavery cause, his leading role in the revolt allowed others to see him as a symbol of violent resistance rather than of restraint and reconciliation.

I would like to respond to the previous paragraph, but life is calling me and I must respond. Perhaps, the contradiction of the last line to my argument will feed into a deeper discussion on Black diversity and the 'kinds of Black folk' in the United States.

Peace,
Jolivette

Sources:

Hamilton, Cynthia S. Models of Agency: Frederick Douglass and 'The Heroic Slave. American Antiquarian Society, 2005 pp 87-136
  


Tuesday, February 3, 2015

To Be A MOMENTUM MAKER and to be STOPPED from making change
by Jolivette Anderson 'the poet warrior'

I was nominated to be a Momentum Maker. I was notified, interviewed, photographer took my picture to go on the website with a story and then I WAS NOTIFIED I WAS NOT GOING TO BE RECOGNIZED FOR THE WORK I WAS DOING AT THE PURDUE BCC.  The reason, oh the person that notified you made a mistake. I had told the Provost, I had told my mother and mailed her a copy of the interview questions I had answered because she did not have internet so she would not be able to see it online.

I remember telling her about my troubles at Purdue. I had been hiding it from her as to not have her worry about me and my daughter. My mother said to me,"Don't you worry about them people, Jolivette. They don't want you there. You know how to talk to all kinds of people and you doing a good job and peoples get jealous of people like you cause they can't do what you do. First of all, you Jethro and Helen's child, and then you done went and got your degrees from the Black folks at Grambling and now you got one of their degrees up there with big time Purdue. Now you trying to get a doctorate. Shit, you doing good, them folks get jealous. Don't worry, you gonna be alright and Nadja gonna be alright. Shit, me a Jeff done worked and we got this land and these houses down here. You can always come down here and get you a job and help your people dow her. Hell, Black folks is everywhere."

My mother had NEVER lifted me up like that. She had always been proud of us but there was something in her voice. She must have heard the pain in my voice. I was hurting and she knew it and she was pissed off that someone was messing with her baby.

I have my mother's heart and her fire. I love that about myself but I have struggled with it because I always thought she could be harsh, hard, even rude to people with the way she talked. In retrospect, I see she needed to control her life, the things around her, and she taught that to me and my sister. We have had to unlearn some of that in our older years, but for the most part, Mama was right. Treat people like they treat you! Don't let people speak down to you, no matter who they are. If they ain't right, feed them with a long handled spoon or stay away from them altogether. If they dump shit on you, take it off and give it back to them. All these lessons, but she was also ill. I can't prove it, but I think something hurt her so bad that she lost a part of herself. Her being around young people kept her alive after Daddy died. I can't believe how fast she got to Indiana after Nadja was born. She called as said, 'I'm coming, I got to see that baby, that's my REAL grandbaby, something I KNOW is my blood.'

I love the people that made me.

Here are the interview questions and my responses for being a PURUE MOMENTUM MAKER whose momentum was stopped by the powers that be.

Anderson-Douoning, Jolivette – Momentum Maker Questions and Responses

How did you become the Cultural Liaison and Program Specialist for the Black Cultural Center?
  • My original title was Facility and Program Supervisor when I was first hired in January 2005. I had relocated from Mississippi and was working in social services and job placement when the previous person in this position, Mrs. Donna Hall, retired.  Once I became familiar with the position I was asked by my supervisor, Renee Thomas, to enhance the work previously done. With that in mind, I found a way to use my background in theater and performance to provide interactive educational experiences for high school students who tour the facility to learn about Black culture. Interactions with college students became more lecture based and eventually conversations took place that positioned me as a person students could feel comfortable talking to about Race.
What are your professional responsibilities?
  1. Provide oversight for student staff to work on the BCC Historical and Digital Archive Project which is a collaborative effort between University Libraries, University Archives and the Purdue Black Cultural Center.  The project began when I saw a need for the historical binders held at the BCC that document the history of the center since 1969 to be digitized and preserved for future generations. After taking a class on Digital Archives and the Humanities, I found the confidence to lay the foundation for the work to begin.  It is an ongoing project with many more years of work to be done.
  2. I develop content (curriculum) and implement that content using a teaching method (pedagogy) -- conducive for teaching in public spaces-- for the Race and Cultural Education Lecture Tours at the Black Cultural Center.  I have been trained by elders from SNCC (Student Non-Violent Coordinating Committee) in how I approach teaching the culture of African Americans in the U.S.. The people who trained me were trained by Ella Baker, Dr. Martin Luther King and many others who advocated for their citizens’ rights. I feel it is a part of who I am as a human being to do ‘culture work’. This is important, urgent work because Purdue students deserve to know more about African Americans than what has been taught K-12 grade. 

How do the BCC’s operations fit into the University at large?
The BCC operations are designed to meet the needs of the students, historically and primarily African American students. It is important for the BCC to be a source of encouragement for student success from entering the university to graduating from the university. It does this by being the hub for Black students to gather, meet, study, participate in the performance and academic ensembles, and build lasting friendships with other Black students. However, ALL students are welcome at the BCC and students that frequent the BCC build relationships with students from all over Indiana and the world. 
The BCC operation is the practicum or what is taught theoretically in the classroom.  We support the academic side of the student experience but in a more open, public space than the classroom.  

The BCC operation fits into the ‘global initiative’ of the university strategic plan. We provide a model for how to interact with individuals and the public to educate everyone. We do this with the classes I teach, with our extensive art collection, our programming and our Arts Education done through the work of the performance ensembles. Many people want to know about African Americans because they have heard about the Civil Rights movement and not because of the negative representations often seen through popular cultural images.

In what other ways are you involved in the community?
I have served on committees for the Jazz and Blues Fest, volunteered at the Hanna Community Center, served on a committee for local Underground Railroad history and I am the parent of a highly active and community involved 1st grader at Cumberland Elementary School.

Why did this job first interest you?
I wanted to work in an arts and culture environment. The BCC was a perfect fit.

What else does your job involve?
1. I also manage the daily activities in the Black Cultural Center where I try to create and maintain a welcoming, caring environment for ALL people to experience and to learn about Black culture but most importantly, to learn about themselves. 
2. I liaise with the campus community and the greater Lafayette/West Lafayette community.  I sometimes have the opportunity to work on national projects and one day, hopefully an international project that will serve to create an ongoing conversation and discourse on Africans in the Diaspora. 

What's your favorite part of the job?
Figuring out the needs of students and faculty, formulating ideas to communicate with students, sharing those ideas and how they connect to the present time and to their lives and then listening to students respond to or try to make sense of what was shared with them. In other words, TEACHING.

What's the most rewarding aspect of your job?
Working with students and providing an open ear, an educational moment or witnessing their excitement when they passed an exam or accomplished something they did not think they could.

How do you act as a mentor to current students?
I mentor students by being a window for them to see themselves in the ‘cultural work’ that acknowledges and edifies African American life in the U.S., no matter the students’ race, ethnicity, sexual orientation, religion, national origin. I assist them in developing their cultural competency about Black culture.  (this is but one way)

How has your personal background shaped the way you approach your job?
I am a descendant of ‘enslaved’ and ‘free’ Blacks. I am the daughter of college educated parents who were the first generation out of the rural farming and sharecropping into living and working in cities and urban areas. My grandmothers were domestic workers. My grandfathers were land owners and skilled laborers. All of them knew they were human and they carried themselves as human beings do, even when they were not treated as such. Their lives have shaped me first and foremost, in ALL that I do. I must give voice to the history of our [African American] families, our day to day existence, so others can begin to grasp a greater understanding of who we are and why we had to challenge the United States to live up to its ideals by doing away with the institutions of Chattel Slavery and Jim Crow segregation.  This IS black culture! One could say that my personal background IS my work, so I approach it with all the love and care I want and deserve for myself.

How do you work to promote leadership in a global and diverse society?
I feel it is part of my responsibility to teach and because I teach in a Public Space and not the classroom, I have more freedom to create a more relaxed energy so that students are relaxed and comfortable enough to ask questions they may have never asked an African American for fear of being embarrassed or misunderstood.  I share a part of who I am --as an African American woman from the South-- and some of the stories of my family to provide context to the legal history and culture of America and how African Americans had to navigate their actions and identity because of that history. In doing so, I encourage students of all backgrounds and experiences to take a leadership role in telling their stories, and most importantly, to take a leadership role in spreading diversity across campus and around the world by sharing what they learn about others with their personal and professional networks. In many ways, the laws of this land created Black culture as we know it today.

What other projects have you tackled here at Purdue?

Currently, my work as a PhD student in American Studies and Education Curriculum and Instruction, I have proposed that Purdue consider offering an online course on U.S. Race and Racism in the Massively Open Online Course (MOOC) format.  With assistance from the Office of the Provost, I am recruiting Purdue faculty to work on this project.    

Who Is God? (a poem for Helen Anderson, my mama)
By Jolivette Anderson ‘the poet warrior’
©March 2013 

(written to be performed live at the ‘March in March’ commemorating the 100 year anniversary of the March on Washington in 1913 by Women demanding the right to vote)

NOTE: words in quotations are from poems by Maya Angelou (Our Grandmothers) and Ntozake Shange (for colored girls /who’ve considered suicide/ when the rainbow/is enuf)


Esu Elegba
Walks the hallways of Purdue 
He takes my petition to my mothers  -- who
Take my prayers to Olo du ma re – who
Comes back to Purdue
Jumps into my mortal shell – and
Pushes me to tell
Each and every one of you that
GOD, yes, GOD, is a WOMAN too.

GOD is the great Mother, Ye ma ya  -- who
Dwells in the oceans and seas
Swelling our bellies with the 
Promise of future Divinities

GOD is Mama Oshun  -- a –
Warrior woman who would die – or – 
Be killed for what she believes in – JUSTICE. 
EQUALITY.

All the while, 
with sword in hand
with sweet honey 
--- dripping from her lips
To lure the unsuspecting, Ignorance
To entice the ever patronizing tone  --- that ---
Deemed me to be
LESS THAN and somehow 
OUTSIDE OF the
DEFINITION OF --- GOD.

With Her sweetness
She goes in for the kill

GOD is mi ori
Mama O ya
The Great Force of Nature
That is the wind
She makes her way to me as the hurricane --- who --- 
Destroys ignorance and inequality

Yes, GOD is a WOMAN just like me

God was…
A little Black girl
Her hands dark as coal 
Her strength made quiet 
Because of the time she was born into --- in ---  
1920, in the back woods of Louisiana
GOD cleaned homes --- and---
Nursed the children of White people --- who---
Were kind and 
Well intentioned – on --- 
Paved roads to racism  --- but ---
This was nothing new
It was what her Mother --- and ---
Her Mother before her knew

Racism smiles at us – often ---
While it kills our souls --- and ---
Leaves vestiges of generational trauma

--- I AM THE TRAUMA OF MY BLACK MAMAS ---

Excluded from participation
To march on this nation

GOD, oh GOD, 
GOD is a BLACK WOMAN 
Who used her notion of the American Dream
To achieve her goal of ---being---
College Educated 
Having 5 children (with my daddy!)  --- BOTH ---
Being present to raise them

GOD, taught school to Black Children --- who ---
Never had the same opportunities --- but ---
She loved them to a better understanding
Of being Black
By behaving --- with ---
Kindness --- mixed with---
A pinch of CRAZY – and ---
A Heart and Head filled with dignity

YES! God is a Black woman
GOD is the WOMAN who made me
GOD is the WOMEN who made me

And here I stand, microphone in hand
Screaming to Black female deities

!DO NOT BECOME SO TIPSY WITH THE PATRIARCHIAL POWERS YOU HAVE BEEN GIVEN THAT YOU CANNOT SEE – THE GOD IN ME!

How DARE you or ANYONE “dare deny me GOD
I WILL GO ALONE AND STAND AS 10,000” STRONG

Wrapped in Black ness
Black History
Black Culture
Black Thought
Honoring the BLACK WOMEN ---who ---
Fought for us to be here today  --- but ---
My dear Ladies, my Sisters in struggle
I am but 
ONE VOICE
ONE WAY OF SEEING

While my reflection is of
Goldleana Harris & Addie McCain
Helen & Rosie Mosley
Jamesetta & Ruthie Mae Anderson
I am also
Ella Baker & Fannie Lou Hamer
Sojourner Truth & Mary McCleod Bethune
I am the 20 young ladies of the Delta Sigma Theatas
The ONLY Black Women’s Organization to march in 1913
--- At the back of the line ---
But, --- who---
do you see, my sisters --- who ---
do you see, 
when you look into the mirror of 
NOW and the mirror of 
WOMENS’ history

I see
Self love --- and ---
Dignity 

I see a 
!BIG BLACK WOMAN!

You must go forth, in your mission STRONG  --- and ---

“find GOD … 
in your SELF --- and ---
Love   ---  HER --- FIERCELY


Find GOD in YOURSELF and Love HER –fiercely.”

I Brush My Teeth with White Supremacy 
(a release of trauma, inherited from Black Daddies and Mamas, so they be free through me)

By Jolivette Anderson ‘the poet warrior’
April 24, 2013

In the morning
when I rise
I shake
myself awake
make
my daily hygiene rituals
look in the mirror,
see my reflection, 
       mama's cheeks
       daddy's eyes
         ... SMILE …
reach for tooth-
brush, paste, waste
no time in pretense
today, still at war --- so ---
I brush my teeth
with WHITE SUPREMACY
it makes my teeth 
sparkle 

bright
so my SMILE beams light
Into darkness
blinding the Whites
Who hate the sight - of -
Me, and
     Jethro's eyes,
     Helen's cheeks
Cross or Crossroads: The Practice of African Spirituality in the Deep South
by Jolivette Anderson
(c) January 19, 2004

    As I sit here in Indiana, the 'Crossroads of America', called this I assume because of its position on the map, I am struggling with a way to define what I consider a deeper meaning of the term 'crossroads'.  Based on my understanding of the Ifa Tradition, Esu/Elegba is the guardian of the Crossroads, and it is Esu whom we ask permission to enter into any decision by giving him an offering before seeking guidance.  I usually toss three pieces of chocolate to Papa Legba before I proceed to ask for guidance, safe travel or assistance to make an important decision. I have been guided by elders in making offerings to Orisas since I have yet to be initiated, nor do I have any formal training in the tradition. It was at my father's burial site in our church cemetary, back in the woods of North Louisiana, where I realized how deep the hoodoo runs in my family. It is my understanding that West African Religious practices migrated with the slave trade and became VooDoo in the Caribbean and the South and later became HooDoo which is totally a Black Southern term and can not be claimed or owned by any other people on the planet, and because of this understanding, the simplest things from my childhood now have profound meaning and significance.

    1) my grandmother slept with a pail of water under the foot of her bed. Why?  It is believed that the soul would get out of the body at night and roam and if it got thirsty it would have water to drink.  Some people sleep with a glass of water beside the bed or put containers of water under the window sill for various reasons.
    2) my grandmother always wore an ankle bracelet with a dime on it. Why? This was to ward off evil spirits. There is something about Silver that is suppose to act as a deterent to evil. Perhaps there is a parallel to the silver bullet and the werewolf in horror stories, this idea having come from somthing in African Tradition and was misinterpreted. NOTE: an ankle bracelet with a penny was used for medicianal purposes, helping with arthritis.  It is funny and sad to see copper bracelets for sale in the pharmacy today.

    When I say 'hoodoo' I am speaking of the practices of Black people in the deep-south to ward off bad or evil spirits or to thank God for the blessings bestowed upon them in the form of healing herbs and healing words.  Hoodoo is the African American (Black Southerners) version of Voodoo or Voudou which means 'protective spirit' and can be found and identified in many countries in Africa especially West African Yoruba Religious practices.   It is the PRACTICE of becoming God as opposed to waiting on God to do for you what you can do for yourself. No greater 'protective spirit' do we lay claim to than Jesus the Christ but there are other protective spirits that were passed down to us orally that blended in with the worship of Jesus the Christ very well because of the CrossRoads that smybolize the powers or forces of nature smybolized by Esu/Elegba.

AT THE CROSS

"At the cross, at the cross where I first saw the light and the burdens of my heart rolled away.  It was there by faith I received my sight and now I am happy all the day"

    Happy indeed, the holy ghost got me even.  Arthur Flowers, moderator of the hoodoo way listserve posted some information on African American Archaeology in South Carolina.  An archaeologist by the name of JW Joseph mentioned  the signature of potters who 'made their mark' with an X.  The X itself has always symbolized the unknown for me and the X has always been a Cross in my mind. I designed an entire curriculum in the form of a 'cultural equation' that requires students to 'solve for X with X equaling an unknown, "x+y^5 = self". (D. Ciphers Language Migration: Explorations in Reading, Writing and Critical Thinking by Jolivette Anderson published by She Prophecy Entertainment).


    Because of illiteracy, the inability to read and write, many of the people of the south, descendants of the American Slavery Culture that turned into the Sharecropper Culture that turned into me, (Black Southerners) had to accept another persons interpretation of the Bible (their only written spiritual policy) that often left them submissive and passive when it was time to liberate themselves from oppression. The glowing example being Jesus, symbolically a white, blue- eyed Jesus.  Never did the question arise regarding seeing God or Jesus in ourselves and if it did then we did our very best to emulate white people because Jesus was always depicted as a white man. Those that used the Bible to rebel did it in the name of Non-violent social change by using churches to organize around gaining Citizens (Civil) Rights. They changed the words of Spirituals to reflect a struggle against a government that was Pilot and Judas ie Hell on a Black man and woman.
    The inability to read and write was a problem when conducting business of any kind so many Blacks who were illiterate would have to "make their mark" on documents.  I know this because I still have a relative who can not read and write very well and an uncle who learned how to write his name shortly before he died.  The mark made was sometimes an X. J W Joseph responded to one of my inquiries in the following way:
         Cross marks were used in the several African cultures, most notably by the
         Kongo who had a cross mark within a circle known as the Bakongo Cosmogram
         and the Yoruba, who had a cross mark that to them symbolized the cross roads.
         It was used in African-American culture in the New World as
         recorded   by
         interviews
         conducted during the WPA in the 1930s.  The meanings of the cross mark to African-
         Americans in the southeast appear to be varied - some regarded  it as representing a
         cross roads and used the mark in ceremonies where a decision had to be made, others
         considered it a mark of evil.  Others may have used the mark as a decorative treatment
         without it having meaning and to some it represented their African ancestry.  The
         Yoruba thought of the mark as a crossroads is similar to your notion of the unknown,
         as a crossroads implies making a decision about choices whose outcomes are unknown

    Being the daughter of two distinct kinds of Black Southerners, I see the tragedy of both existences. My mother came from a Sharecropping Family, a family that worked the land for white folks.  My father came from a Land Owners Family, a Black family that owned 309 acres in Keithville, LA for 120 years as of 2004.  The tragedy I see in both of these situations is Poverty.  While both of my parents had excellent work ethics.  (You work an honest job, earn your pay and get what you need and then get what you want if there is something left over after your needs are met.) Their work ethic came out of the NEED to work the land to live and to escape the death grip of being black and poor in rural Louisiana between the 1930s and the 1970s. They BEARED THE CROSS (the responsibility and the consequences of the decisions they made) and stayed together to raise 5 children in a two bedroom house. Their preparation for the afterlife began and ended at the Cross(Jesus the Christ) and their day to day struggles were at the Crossroads. (Esu/Elegba). Both the Cross and the CrossRoads have deep penetrating meanings

AT THE CROSSROADS
    As I left the cemetery, the resting place of my fathers remains, I made an X with my foot in the mud.  I remembered my grandmother doing this and when I asked her what it meant she would not tell me. Perhaps it was something passed down to her and she did not know what it meant anymore. Perhaps, it was her unknown leftovers of Esu/Elegba given to her by her mother and father. Whatever it was, she passed it down to me, and I respect it and take ownership of it as a part of my own.
    If the cross is a place where we can 'first see the light' then we can not ignore Esu/Elegba.  For, what is it that happens when we are forced to make a decision? The Light is but a symbol of knowledge, wisdom and understanding.  Once we decide to go in a particular direction, to take a certain road or path, that road opens and we receive the things we need to move forward. Right and Wrong are relative to many people but based on what you think about God and the Afterlife, you choose a Right or Wrong path.

    While living in Mississippi, I would often stumble across even the most casual conversations about the Blues.  It seems that everybody knows or has at least heard of the story of Robert Johnson allegedly "selling his soul to the devil at the Crossroads of Highway 61 and Highway 49 in the Mississippi Delta.  If you travel to the Delta and stay a while, you will feel, know and understand why Mr. Johnson may have been tempted to sell something, anything to escape the poverty of the Mississippi Delta, but was it the Devil or people's misinterpretation of Esu/Elegba, the guardian of the CrossRoads?  There is nothing evil about Esu/Elegba. He is but the guardian and the tester.  He presents you with options and based on what you know and what you don't know, you make the decision regarding which way to go.  Bad decison equal bad consequences.  If Mr. Johnson's choices were Blues and Gospel and he chose the Blues then based on the hardcore Christianity practiced in the Deep South, he chose the Devil over Jesus and he suffered the consequences.  The smoky juke joints filled with truth music that resonates the daily struggles and loves of a people living in poverty is it's own form of resistance to oppression. Whether oppression is an intangible system that controls the lives of Black and poor people from a distance like a juggernaut or whether we put a face and race to it (the white man), the road of resistance will be defined as the Devil's Way by many. While the road of least resistance leads us to the holy cross, the crucifix and the life and death of Jesus Christ. I love the idea of 'forgiving', it makes life so much easier, but the practice of forgiveness chokes me up every single time.  In short, it takes much work for me to forgive those that knowingly do evil to me, but because of Ifa, I am not so quick to seek revenge.The circle of life has shown me that all that I do comes back to me. Revenge is unnecessary because each action done to another is also simultaneously done to the doer. (What goes around come around - "Do unto others and you would have them do unto you") The Holy Bible

    Jesus the revolutionary and enforcer was never the topic of conversation in the church I grew up in down in Louisiana. Nor was Jesus the organizer, activist, and intellectual a theme of Sunday School or Bible Study.  Jesus the mild meek man who was the Sacrificed Lamb of God (oops, did I say Sacrifice and Lamb while talking about Jesus? Is this Christianity or West African Religion?)  You the reader should read, research and decide for yourself.  Beyond the cross (crucifix) there is the promise of everlasting life, being one with God, and living in the spirit world but only through Jesus Christ. Jesus aids millions daily from the spirit world because "He lives", but we stop believing in the spirit assisting us in our daily lives if it is anyone's spirit other than Jesus.  If it is other than, it is considered evil. This is the legacy of the Cross.
    Esu/Elegba the trickster and evil doer is defined as such to the closed minded or to those whose intentions are to do wrong but not want to deal with the consequences of doing wrong. Esu/Elegba guides us to the afterlife through the decisions we make in this life based on the roads we take or the roads we make to get to our destinations. This is the reality of the CrossRoads.

    Finally, an interesting thing happened the day I left Louisiana to drive 16 hours back to Indiana.  I was on my way to the neighborhood fish shack when I saw Cousin Sweet taking his daily walk. Cousin Sweet is my cousin because my grandfathers brother had an 'outside child.' His eyes are big and droopy like my Daddy's and you can tell we share the same blood.  He is 87 years old and lives a street over from the street I grew up on, Ledbetter Street.
    "Hey Cousin Sweet", I yell. As he makes his way to my car walking slowly, "Do you know who I am?"
    "I know your voice," he says.
    "I am Jethro's daughter, Jolivette. You know we buried Daddy the other day.  Have you been round there to see Mama yet?"
    "That's were I'm heading right now.  I'm just out here walking this train" he said.  "Do you know what I mean when I say that?
    "You out here getting your walk right?" I said.
    "Naw", he said. " I got this train in my side"
    "Is it something the doctor put in", I asked.
    "Naw, you ever here of HooDoo? VooDoo?"
    "Yeah, Yes Sir, I heard of it," I said holding back the peaceful smile of having hit  pay dirt. I say hitting pay dirt because knowing that there are African Practices in you family, church or community is different from actually finding an elder who believes in HooDoo and is not afraid to talk about it.
    "Well, that's what this is, I been HooDooed for life."
    "Tell me more about how you were HooDooed, " I asked respectfully.
    "Naw" he said "You don't want to know about this.  People say they ya friend but they not and they put stuff on ya.  The fella I use to go to to help me he died.  They tell me there is a fella out in Stonewall that can do a little something."
    "Well, do you need me to help you, I know a few people that may be able to help you, I offered.
    "Naw, you got to be experienced in these things, but I thank you."  "Naw, I got to live with this til I die."
    I wanted to stay and chat with him some more, but I had to 'hit the Road'.  During the drive, I was saddened that there was no balance revealed to me about how much HooDoo and VooDoo have helped people, especially during my parents and grandparents time.  I am sure the home remedies made by neighborhood doctors, midwives and Spirit Women saved lives. I must simply continue to find voices unafraid to tell the truth of their time and how they survived.

(c) 2004 by Jolivette Anderson thepoetwarrior@hotmail.com or thepoetwarrior@insightbb.com.
All Rights Reserved. Original submissions to thehoodooway@topica.com, kalamu@aol.com, globalafricanpresence@yahoogroups.com, 1725Topp@bellsouth.net, JW Joseph, Dr. Jerry Ward and She Prophecy Archives for posting on listserves for the purpose of dialogue. All others: Reprint by permission only.

Jolivette Anderson is a poet, organizer and activist from the Deep South (Louisiana and Mississippi).  She is author of Past Lives, Still Living: Traveling the Pathways to Freedom, At the End of a Rope, In Mississippi and the D. Ciphers Curriculum.  She currently lives in Lafayette, Indiana where she works in Social Services. She can be reached at 318-751-4709 or thepoetwarrior@icloud.com
Race Work at the Institutional Level: Still working on the Dream
by Jolivette Anderson 'the poet warrior'

This is the document I wrote and had approved by the former Provost and a group of faculty who agreed to commit to work with the Provost to create an academic course on U.S. Race, Racism and Anti-Racism. I feel the need to say I WROTE THIS, THESE ARE MY THOUGHTS AND IDEAS because recently, I heard and saw my own work, my own research and ideas introduced to me as something new to Purdue with a dollar amount attached to it for a person who wanted to do the work I am already doing as a graduate student.
Wow, just F-ing wow!


Mission Statement
The U.S. Race & Racism Course Development Faculty Collective at Purdue is a group of dedicated faculty from diverse backgrounds of personal, professional, academic and scholarly experiences. The goal of the Faculty Collective is to assist the institution with its ongoing need to respond effectively to all who have been excluded from or denied the opportunity to question and explore human difference.  
The Faculty Collective is an academic body that demonstrates the meaning of “meeting global challenges by enhancing Purdue’s presence and impact in addressing grand challenges of humanity.”  
The Faculty Collective will create an academic experience at Purdue University that will function in a global arena where U.S. education, identity, values and quality of life is respected, admired and held in high esteem. U.S. history will be studied in global context to help students understand the political, economic and social forces that contribute to ideas about race, racism and the fight-back against it. American culture and values will be examined with an understanding that difficult dialogue and discourse is part of the growth process for all who enroll at Purdue.
The Faculty Collective is organized  to develop an ‘academic’ response to Purdue University students’ demand to have a psychologically, spiritually and physically safe campus environment, free of racist attitudes that disrespect, demean or in any way violate the personhood of any student, faculty, staff or guest at all Purdue University campuses.  
The Faculty Collective will serve as a body that is conscious of legal and social inequalities experienced by persons from diverse backgrounds in the United States. 
The Faculty Collective will assist the university in its development of academic courses that offer real life experiences that provide a working knowledge and a cultural understanding of Race in the United States, and help prepare students to combat racism and racial discrimination in their own lives and in collaboration with others.
The Faculty Collective will serve to create a teaching and learning environment that encourages open dialogue, freedom of expression and anti-racist activism coupled with genuine, intellectual curiosity, respect for self and others, and care and concern for humanity. 
Self-growth of individuals and institutional growth will set the stage for national and global developments in human, educational and cultural relations.

Vision Statement
The Purdue University course on U.S. Race and Racism and the Faculty Collective for Course Development specific to U.S. Race and Racism is committed to assisting Purdue as an institution of Higher Learning, into becoming the home for academic pursuits in experiential learning that serve as a training ground for teachers and community advocates throughout the State of Indiana to learn the necessary skills to talk about Race and Racism in the United States. Success at Purdue and in Indiana will position Purdue to be one of if not the only institution of higher learning to actively start a national, on-going dialogue and discourse on Race, Racism and Anti-Racism in the United States.
  • We envision, a Purdue University Training Institute for Learning and Teaching about U.S. Race and Racism. (on-campus and on-line)
  • We envision, a global online class and a Summer long visit to campus for those who complete the on-line class no matter where they are in the world. There must be an understanding that tackling U.S. Race and Racism can lead to global communities understanding Human Difference Issues in their part of the world (tribalism in Africa, religious intolerance in the Middle East, ethnic cleansing in eastern Europe etc. --campus visit will be hands-on training in learning and teaching about Race and human difference issues that intersect with racial, ethnic identity, etc.)
  • We envision, Purdue Faculty from all disciplines submitting week-long units to be incorporated into the U.S. Race and Racism class offered at Purdue (West Lafayette) and all of its extension campuses.
  • We envision, Purdue STEM and Humanities Faculty to Faculty collaborations that will create week-long (or longer) units of exploration and discovery that connect human  difference(s) to effectiveness of global relations between individuals and nations.
  • We envision, a group of students as the global public who are supported and encouraged in challenging themselves to do the necessary, hard work required to learn to respect self and others. (all students should be required to do the online portion of the class before participating in the Summer Training Institute)
  • We envision training student to become community leaders in fighting against racism. 
  • We envision … providing students with tools to reduce levels of racism in society

Sample Course Description Goals 
(submitted by Stephen Horrocks, Purdue Anti-Racism Coalition)

Course Description
The history of the United States is closely inter-woven with issues of race. From the displacement of Native Americans by early colonists to chattel slavery in the South, from Chinese Exclusion to Jim Crow segregation, and from internment camps and mass incarceration to post 9-11 treatment of Arab Americans, in many ways the history of the Unites States is the history of race and racism. Purdue is not immune to this long history, but has in fact played an often active role. This course is not only designed to introduce you to the prominence of race in U.S. politics and society, but also to understand the implications of race and racism in our local community. Through our discussions, we will seek out and identify numerous methods of fighting against racism. We will cover a number of difficult topics in this class, but it is in order to understand how and why our diligence and awareness are still vital in our current time.
Course Goals
In this class we will:

  • Learn historical patterns of discrimination based on race and ethnicity
  • Critically analyze historical texts as well as contemporary materials
  • Come away with a base knowledge of the history of race in the United States
  • Understand the difference between racism, bias and micro-aggressions, and how these
  • Attempt to understand the experience of those who deal with racism on a daily basis
  • Find effective ways of fighting racism—small-scale and large-scale
  • Study the history of anti-racist movements in the U.S. and around the world.
  • Explore the constructed nature of race alongside real, lived experience 
  • Race and Economics 
  • Race and Psychological impact on human behavior