All posts by Guest Writer

Guest post: “Sometimes You’re Santiago”

When I first read The Old Man and The Sea, I hated it. I truly hated it. I do not think it is fair to make junior high aged students read Ernest Hemingway. But even though I hated the book as a 7th grader, I constantly find myself coming back to that story over and over again in my head. And I think as I started graduate school I found myself relating more and more to the Old Man, Santiago.

I am sure you are wondering how a twenty-four-year-old Black woman can relate to a character written centuries ago by a white American man; however, have no fear I am going to explain.

It is only right that I use a classic novel to explain my struggles as a graduate student. I would even call it ironic because at the age of twenty-three I found out I have a reading impairment, along with two other learning disabilities.

In my first semester of graduate school I had hit a wall so to speak. It seemed like week after week I was unable to pass a quiz in class or even write a decent enough paper for my professors. I literally felt like Santiago who had not caught a fish for eighty-four days. Nothing seemed to be going right.

I knew that I had general anxiety disorder before I moved from Texas to Iowa City, Iowa; however, I really had not had too many anxiety attacks until I started graduate level classes. I even began to question who in the hell told me to sign up for this shit; however, I knew I had goals to reach so I pushed through.

And even with all of my personal perseverance—again much like Santiago—it really did not matter. It actually made me feel like I was not good enough to even be in this program. And to make it worse, I was the only black person in almost all of my classes, so I felt like they were just calling me the stupid black girl in their meetings. (I later found out that they weren’t calling me stupid, but they were saying that I was incapable of doing their work—that’s a story for another day).

I do not know if you have ever had that feeling of something being so close but yet being so far away at the same time. Like Santiago fighting with the fish to get it shore and with every mile he got closer but the struggle also got harder and harder. That is how I felt in every class and even after finding out there was a reason behind why I had been struggling so much, it still felt like I still had so much further to go.

How was a I supposed to process this information about these learning disabilities when I literally have a processing disorder? It honestly makes no sense and if you have the answers, please let me know. All I am trying to convey is that I really did not know what to do even though I was happy I received some answers.

But what does having a learning disability look like in graduate school? Will professors think I am making it up? Will they care? Will they work with me? How do I talk about it and not make it sound like an excuse? Obviously you can see that this new diagnosis caused quite a bit of anxiety in me—and I already had enough. The questions just kept coming of how and what I should do. I finally just had a complete breakdown; and to be quite honest it felt amazing to the tears to flow down my face because it was some sort of release.

Even after that release, I still did not have the answers; however, I knew that I could find them and that it may take some time.

Santiago was very prideful and that is why he did not give up with the fish and I can relate to that; however, I the fight he had with the fish just to bring it to shore left not just the fish but him as well, extremely mangled and broken. I knew that I did not want my graduate career to leave me like that. I did not want my pride to end up breaking me just to prove a point. And that is when I realized that I was going to have to reach out for help and that meant letting the university know about my diagnosis. If I did not tell them, I was going to fail out of school just to not disclose learning disabilities. Honestly, I do not want to pressure people reading this to disclose your personal business; however, people cannot help you if they do not know what is going on.

Learning this lesson was hard to learn. I am not a person who likes asking for help. It felt weird to make a conscious decision to be vulnerable when it came to my schooling. I can write a blog about my struggles with depression and anxiety but I liked people thinking I had school under control (because I had for so long).

I have written about my learning disabilities on my personal blog and I even allowed the university to use me for an awareness campaign and I even was interviewed for the school website. I realized that my pride was not going to not only hinder me from achieving greatness in my academics but it also was not going to stop me from being a voice for others.

I do not think that I will ever read Old Man and The Sea again, but I never knew a book that I read in 7th grade could later be used as an analogy for my life—I guess that is why it is called a classic. I guess the moral of my story is that the struggle has a purpose and that pride can really hold you back.

I hope that this story helps someone and if it doesn’t, it helped me to write about it once again.


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Joy Melody Woods, masters student at the University of Iowa studying sociology of education and sport. She is a native Texan and loves all things southern cooking. She is an advocate for mental health and learning disabilities. Her writing can be found on withoutaspace.com and her podcast Morning Joy.

morningjoypodcast@gmail.com

Twitter @smileitsjoy

Chaos Before This Black Girl Does Grad School

Often times I am asked why I’m applying to graduate school. That’s followed with questions about my area of study and, upon me explaining it, most ask why I’m choosing to study fine arts. And I appreciate the concern. Making money is a requirement in the game of life. However, there is a seemingly huge contrast between income and studying the arts, you know, music, film, and writing.

A lot of my family and friends ask me, “what do you plan to do with that?” and ‘that,’ being a Master’s of Fine Arts. If they catch me on a good day, when I’m not being stubbornly sarcastic, I tell them that I plan to write, with all of me.

Many people frown upon a fine arts degree as if it’s worthless or something to study just to pass the time. And that may be true for some, but I am an individual who is fully invested in my craft. We don’t ask the pre-law student or the student studying pharmaceuticals, “what do you plan to do with that?” And it should be no different with a student studying arts. Granted, the road may be a bit harder or longer to achieve my dream but I don’t belittle the steps in reaching it.

It’s been almost three years since I completed my undergraduate career and the thought of pursuing a degree again is daunting. So, a little encouragement from my loved ones wouldn’t hurt. The specific school I’m applying to wants a passing GRE test score, a statement of intent and a 30-page sample of my writing that will blow them away. I’ve had the honor of studying for a test that I probably won’t use again in my professional career or life, and writing a paper pleading with admissions to let me in. Sound familiar?

Yup, applying to grad school is just like applying to undergrad except you already have a degree and probably loads of experience in your specific field of study.

I juggle a fulltime job, two part time jobs, a social life, and family relationships with hours of studying, days of blogging consistently and desperately trying to get a freelance writing career afloat. But in the end, I know my choice will pay off.

Like many black women, I have lofty dreams of going back to school, getting a degree or two, making more money, etc. however many of us are intimidated by the application; not to mention the internal conflict of not being smart enough or not having enough time to follow through. This explains why many of us quite soon or never start at all. There’s a part in me that still wonders if I still got it. Its been a while since I had to research and write papers on a deadline so I’m wondering if I still got the juice! But before I can even begin classes though, I have to be accepted. The school I’m applying to is pretty prestigious, given the amount of application materials they require of me, so the acceptance or rejection thing is a big deal.

And to make things worst, I can’t find out if I got in until three months after I submit my application, like people, at least give me a little hope. I have to twiddle my thumbs from February until May. Honestly, in grad school I have to get over my fears: fear of not being enough or being too much. There are plenty more things to lend my emotions to and fear isn’t one of them.


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Shanisha is a passionate writer and soon-to-be grad student. She writes over at Honestly Me where she promotes transparency among women of color.

Guest Post: American Anthropological Association Conference 2017 Recap

On Thursday, November 30, 2017 I attended my first ever American Anthropological Association (AAAs) Conference. I’ve been regularly attending professional conferences for over seven years, but the AAAs were both overwhelming, exciting, and unlike any other conference I have been to before. The sheer size alone was almost jaw dropping. There were approximately 6,000 people in attendance (!!), meaning that there were over 40 sessions at any given time between 8am and 8pm – totaling 750 sessions across five days. In fact, the conference was so large that it was held in two adjacent hotels in Washington, DC. Session topics ranged from roundtables on feminist ethnographies to oral presentations on manhoods and masculinities, from presentations on the global refugee and migrant crisis to the rise of 21st century nationalism in Europe and the US. The AAAs are an international conference and presentations focused on diverse cultural issues from an array of locations across the globe.

Dr. Faye Harrison presenting “From Ferguson and Flint to Standing Rock: Resisting Racializing Assaults on Community Sustainability and Human Life” at the 2017 AAAs Annual Meeting in Washington, DC.

This year’s theme was “Anthropology Matters” and numerous sessions focused on diversity, social justice, and the role of anthropology in a politically and socially turbulent world. One of the most intriguing sessions I attended was “Between Visibilities and Invisibilities: Forms of Racism and Anti-Racism in the Twenty-first Century”, organized and co-chaired by Faye Harrison (University of Illinois at Urbana- Champaign), Yasuko Takezawa (Kyoto University), and Akio Tanabe (The University of Tokyo). This panel examined race, racism, and racialization in the contemporary globalized world, juxtaposing transpacific and transatlantic experiences and perspectives. Ultimately, this session aimed to “provide a common platform for interrogating the various forms and mechanisms of racisms where visible and invisible modalities operate in diverse yet connected ways.” Oral presentations included the racialization of social movements in Ferguson, Flint, and Standing Rock (presented by Harrison), a comparison of the transracial and transsexual movements (presented by John Russell – Gifu University), an examination of the “othering” of Eastern Europeans in Iceland (presented by Kristin Loftsdottir – University of Iceland), racial discrimination in Japan against invisible groups like the Burakumin (an outcaste group that generally lives in small rural communes in Japan; presented by Takezawa), and an exploration of how marginalized social groups have been racialized in Odisha, India during the age of globalization (presented by Tanabe). I especially enjoyed Harrisons presentation, “From Ferguson and Flint to Standing Rock: Resisting Racializing Assaults on Community Sustainability and Human Life.” Harrison illustrated how racial subjection and violence have undermined the well-being and human dignity of racially subjugated communities (namely, Black and Indigenous groups) in the Americas. Additionally, she outlined how groups like Black Lives Matter and the Water Protectors are banning together for their rights to ancestral territories, clean water, and other basic human rights.

Jennifer Porter-Lupu, MA, presenting “Sex Workers as a Stakeholder Community in Washington, DC: Incorporating Harm Reduction Philosophies into the Archaeological Praxis” at the 2017 AAAs Annual Meeting in Washington, DC.

The range of diversity at the conference was so refreshing. Over the years, I have become used to being one of the only (or one of a handful of) black scholars at many of the conferences I attend. The disproportionate population of Euro-Americans scholars to Black and Indigenous scholars is well known within the archaeological community and has led to calls of a more inclusive archaeology over the years. But I have noticed that ethnic diversity is still severely lacking at the two to three archaeological conferences I attend or present at each year. Although, Euro-Americans and Europeans are still generally overrepresented in anthropology, Black, Indigenous, Asian, and Latinx scholars were well represented throughout the AAAs. This allowed for a variety of sessions and individual papers to focus on topics that commonly effect marginalized groups like decolonizing institutions (including anthropology and archaeology), health and sustainability for marginalized groups, activist scholarship, and race and racism. Although these topics are not new to anthropology, minority scholars allow for emic perspectives of the issues and fresh ideas for possible solutions to these challenges.

Dr. Kristen Barnett presenting “Archaeology as a DEcolonizing Mechanism: An Indigenous SURVEY and Response to Archaeologists” at the 2017 AAAs Annual Meeting in Washington, DC.

The first session I attended and perhaps, the one I took the most away from was the “Enhancing the Presence of African Americans in Anthropology: Discussion of the Problem” roundtable organized by Tony Whitehead (University of Maryland). When I walked into the room it was jammed packed with mostly African American graduate students and professors (including Michael Blakey, Faye Harrison, Rachel Watkins, Kalfani Ture, and Anna Agbe-Davies). The roundtable style allowed for an open, honest, and critical discussion of the issues that face Black anthropologists throughout our careers. How can Black anthropologists successfully navigate the persistence of anthropology as White space? Will it ever be possible to establish (or in some cases, reestablish) Anthropology Departments at HBCUs? What is the role of Black anthropologists in social justice movements like Black Lives Matter and Standing Rock? As we worked through these questions, a point that was stressed time and time again was the importance of being connected to uplifting communities, mentors, and groups (like the Association of Black Anthropologists). Graduate school can be very isolating and self-doubt plagues many, but having a community to reach out to will help you navigate through the often turbulent waters of academia and remind you that you’re not alone.

Dr. Joseph Jones presenting “Making Black Lives Matter: Lessons from the New York African Burial Ground” at the 2017 AAAs Annual Meeting in Washington, DC.

Finally, the dual African Burial Ground sessions, “Beyond the African Burial Ground: Anthropological and Trans-Disciplinary Innovations in Theory, Methods, and Technologies” and “Anthropology Beyond the African Burial Ground Project: Epistemologies, Ethics, and Interpreting the African Diasporic and Native American Pasts”, were thought provoking and inspiring. Presentations included with the African American descendant community members at James Madison’s Montpelier (Matthew Reeves – the Montpelier Foundation), the intersection of science and social justice in community-based anthropological investigations (Joseph Jones – William and Mary), the value of Black feminist anthropology (Rachel Watkins), the use of paleogenomics in African Diaspora archaeology (Hannes Schroeder – University of Copenhagen), lessons learned through the Werowocomoco archaeological project (Danielle Moretti-Langholtz), Indigenous archaeology and anthropology for and by Indigenous people (Ashley Atkins Spivey – Pamunkey Indian Tribe), and much more. These oral presentations highlighted the importance of ethical public engagement in anthropology and key takeaways from activist anthropological projects.

AAA President Alisse Waterston presenting her farewell address “Four Stories, A Lament, and an Affirmation”at the 2017 AAAs Annual Meeting in Washington, DC.

Although, I was thoroughly exhausted by the end of the conference on Sunday, December 5th, I really enjoyed my first AAAs and learned a lot. I saw old friends and made new contacts at the nightly mixers. I met a few of my favorite anthropological scholars which allowed me the chance to ask them questions about their research and get advice on my own research interests. It was an invaluable and encouraging experience as a whole.

The next AAAs will be held in San Jose, California from November 14-18, 2018.


About the Author:

 Chardé Reid is a first year M.A./ Ph.D. historical archaeology student in the Department of Anthropology at William and Mary. She received her B.A. in Archaeology in 2009 from the George Washington University. She has a wide range of archaeological field work experience, having worked on archaeological sites in the District of Columbia, Virginia, Maryland, and Athens, Greece. Chardé served as the co-field director of the Shotgun House Public Archaeology Project, Yarrow Mamout Archaeological Project (recipient of a SHA Gender and Minority Affairs Committee’s inaugural Mark E. Mack Community Engagement Award and a 2017 DC Award for Excellence in Historic Preservation), and the Stanton Road Archaeological Project, all in Washington, DC. She is interested in the relationship between landscape and memory in historically Black spaces. Chardé’s graduate research will focus on the intersection between race, identity, cultural landscapes, and materiality through community-based archaeology.