Sunday, June 19, 2011

Baba

Baba

Lumumba Akinwole-Bandele

Trying to avoid being late for Saturday morning dance class at Ifetayo, my daughters and I trot down Church avenue, we stop at a light, I bend down to fix a pony tail and I hear the woman next to me say to her friend, “he is such a great father.” To most men this statement may sound flattering. After hearing this for the umpteenth time I finally realize why it bothers me. The strangers who offer this compliment simply from seeing me with my children know very little and assume plenty. Too often my mere presence with my children meets the ultimate criteria of being “a great father.” What if I am abusive or neglectful? The realities of young black men cause us to have a very short measuring stick for healthy and great fathers.

We know these realities all too well. Almost as if it’s a song in heavy rotation on hot 97. Fatherless-ness and criminalization along with inadequate housing, education, employment and healthcare all stemming from the twin towers of capitalism and racism continue to be unshakable shadows for young black men. So for most of our community, they are happy if a father is simply present.

As young black men in the late 1970s and early 80s struggled to find their way, many found a home in Hip Hop. After consistently being told what we weren’t, we were able to define ourselves and with pride be IT. These issues while real were not the things that defined us. We were so much more and used Hip Hop as a way of expressing what and who we were.

Growing up as a child in the East (a Black Nationalist educational and cultural institution in Central Brooklyn), I was surrounded by men who were for the most part present in most of their families lives. These men also served as “positive” strong male role models for most of the children. The men I knew growing up were strong, defiant, courageous and proud. It was these images that helped me put on “my face” for the world. However, as we can imagine the African centered male image of the 1970s was one that was rooted firmly in machismo and supported most basic patriarchal traditions.

This face that was being prepared for me would not be radically different than that of my peers not in the East. The core pillars of most black men’s understanding of manhood was strong, non-emotional, and firm. These images of masculinity were re-affirmed for us through mass media and most importantly through our folktales, rap music. The characters that were born out of the imagination of the emcee became the lives young people attempted to mirror.

Baba, my father —Adeyemi “Yemi” Bandele, was not only present in our family he was involved in my life. I guess it also helped that I was actively involved in his. The joy of my childhood evenings and weekends was being by his side as he went from meeting to meeting. His work focused on organizing against Apartheid in South Africa, the police killing of Arthur Miller, the invasion of Grenada, and coordinating the African Street Carnival. Much of my joy simply came from being at Baba’s side. It didn’t take me long to realize my having a father in my home was a rare thing for young men my age. The adult male presence on the block was mostly uncles and grandparents.

At an early age I learned what a tremendous impact supporting the efforts of our children has on them. Most of the major benchmarks in my life were contemplated with how Baba would feel about it. I have always had problems with critiques, constructive or otherwise. Baba’s opinion was the only one I was really concerned about. Threatened with suspension from high school for conducting direct actions as part of our organizing for an African history class, Baba came to school and defended me. The level of empowerment I felt on this day was tremendous and greatly informed (albeit subconsciously) my approach on parenting.

On February 14th 1999 at about 2 in the morning, my wife Monifa gave birth to our first daughter Naima. I was 27 years old. My father was 21 when he had his first child. I figured if he was able to do it at 21 I surely could do it at 27. Immediately after I turned thirty Monifa gave birth to our 2nd daughter, Adasa. My life changed from being focused on the late night political meetings to laying out clothes and lunch for my girls.

Baba said to me at a very early age that being a father wasn’t easy. That was an under-statement. The easy part was the first stages of late night feedings and diaper changes. The hard part was and is trying to prepare our children to live in, transform and improve this world.

Being physically present is a logical necessity for being a father, however our children need and deserve much more. The measuring stick I had for being a good father was made up of the things I experienced with my father and then the things that I observed other fathers in my community doing. My job as a father is to love which means to be present, to be involved, to listen, to challenge and to share. The idea that I am responsible for developing a healthy human being is overwhelmingly frightening, but the idea of my child being left to either figure it out along the way or allow others to attempt to do it is far more frightening and unimaginable for me.

Half of the time I’m playing catch up trying to understand what’s going on, but at the end of the day Naima and Adasa both know when they turn around I will be standing right there. My daughters have a way of exposing issues and characteristics I see in myself. This continues to be un-nerving but is necessary for my personal development as well as my children’s. I was/am forced to acknowledge that the patriarchal environment that I grew up in did impact me greatly.

For most of my adult life I embraced most mainstream anti-sexist ideologies. Now I was faced with the reality of raising two daughters in a dangerous world. One that destroys girls in so many ways I never imagined. My ideology was not enough. I had to figure out how I was going shield them from these things and also prepare them to counter it themselves. First, I had to acknowledge and change some things about me. I had to realize that while I supported the destruction of patriarchy as an institution, I did not approach it with the level of seriousness or urgency like I have with capitalism, racism, and colonialism.

The amount of support Baba exhibited with me throughout my life had to be tripled with my girls. There was no African centered institution to thoroughly insulate and prepare them culturally and politically for this world. I didn’t have most of the answers but I was going to find the answers and cover as many bases as possible.

Hip Hop has always reflected the current conditions of our people. There is a new sound to Hip Hop, a new feel and a new understanding. For many our approaches to our lives especially fatherhood have developed as well. We have moved beyond basic gender roles and are attempting to engage this process of parenting in a way that develops our children in a far more effective way. As a DJ I recognized that my tolerance for music that I wouldn’t want my children to hear has diminished greatly. All though I rarely spin for the “top 40” crowd I occasionally get an R Kelly request. My instant response is always “hell no.” My politics have become far more personal.

Being a healthy father isn’t something that is done in isolation. The best fathers I know are involved and attached to communities. They are in circles that support the healthy development of families. That simply means being in the company and lives of other families and fathers that are trying to do the same thing. These circles not only become a resource of information on parenting, they are also a support base when you need it.

I have surrounded myself with some of the best fathers I know. I don’t think I’ve said it enough, but thank you to the brothers that I learn from. I continue to be enriched by you all through our conversations, our mutual experiences and by observation. Thank you Baba Malik, Baba Emir, Baba Tarik, Baba Gamba, Baba Atiba, Baba Will, Baba Russell and plenty others. We aren’t perfect but we are aggressively pursuing perfection.

I’ve been accused on many occasions of being just like Yemi. Much of this was my intent while some I had very little control over. Adeyemi Bandele has been and continues to be my measuring stick.

*Baba – means father in several African languages including Yoruba, Arabic and Kiswahili.

- Originally published in Be a Father to Your Child: Real Talk from Black Men on Family, Love, and Fatherhood

Edited by April R. Silver, Softskull Press

http://softskull.com/?p=711

http://www.tumblr.com/tumblelog/lumumbabandele

Me and my Baba, Adeyemi Bandele

Thursday, January 27, 2011

Committee of the Whole of Faculty Response to Chancellor and President’s Statement on Faculty Vote of No Confidence

Committee of the Whole of Faculty Response to Chancellor and President’s

Statement on Faculty Vote of No Confidence

The President’s and Chancellor’s Response to the definitive Faculty Vote of No Confidence is disrespectful to the faculty, lacks integrity, is replete with inaccuracies and represents a failed attempt to present a distorted view of what has occurred at the College since President Pollard assumed its leadership. Additionally, the response of the President and his leadership as well as recent actions reveal incompetence and violate the mission and core values of Medgar Evers College.

We find it difficult to concede that Chancellor Goldstein read the Faculty Vote of No Confidence Resolution and still offered his unwavering support to the Pollard Administration, one that is riddled with blatant numerous union violations as well as work place intimidation and bullying.

Let’s be clear. It was the Faculty, not external forces, who issued a Vote of No Confidence. We find the suggestion that external interference prompted a Faculty Vote of No Confidence concerning college decisions in violation of CUNY and MEC processes, procedures and shared governance to be insulting. We are insulted that the Chancellor indicated in his response to the Faculty Vote of No Confidence that college decisions must be acted upon locally consistent with University policies and must take place without external interference. And further that the President would state that he would not allow special interests to deter the administration from making the necessary changes designed to ensure the academic integrity and fiscal soundness of the Medgar Evers College is disingenuous. The Committee of the Whole of the Faculty Vote of No Confidence was prompted by this administration’s continued violations of processes, procedures and abrogation of the principles of shared governance.

These are the facts.

  • As a result of the nullification of the Faculty Senate Elections held from October 5-7, 2010, the faculty at Medgar Evers College formed The Committee of the Whole of Faculty at a meeting on November 17, 2010.

  • On December 6, The Committee of the Whole of Faculty unanimously charged the steering committee of The Committee of the Whole to formulate a statement reflecting a vote of No Confidence that would be presented at a meeting held on December 8, 2010.

  • On December 8, 2010, 89% of faculty present (63 total, 6 negative votes and one abstention) at a specially called meeting approved a Vote of No Confidence against the current administration and specifically in the Office of the President, Dr. William A, Pollard and in the Office of the Provost, Dr. Howard Johnson

  • The number of faculty who voted for a Vote of No Confidence against the Administration and the leadership of President Pollard and Provost Johnson leadership is significant. The Pollard Administration refers to this vote (as a so called vote of no confidence). Given the number of faculty who generally attend and participate in Faculty Senate, College wide and Union meetings, 63 faculty represents a significant number of faculty.
    • Less than 25 faculty voted in the nullified Faculty Senate Elections.
    • Less than 7 faculty attended the President’s Holiday Party
    • Most of the faculty who were honored at the President’s Staff and Faculty Recognition Program did not show up.

  • The President’s statement that recent changes in personnel have occurred as part of the routine academic and administrative decisions which are in accordance with the College’s and University’s policies is dishonest. There were irregularities in the College Wide Personnel and Budget committee as well as in the College-wide Academic Review Committee.

· The process by which faculty were notified of their non reappointment is egregious. Faculty were notified in their classrooms in front of students, in their offices, via email and in the hallway. Precedent and practice since the inception of the College stipulate that faculty be notified on non reappointments by certified mail.

  • The President speaks to a strong academic curriculum under the strong leadership of Vice President Johnson and facilities that support the academic endeavor yet there has been no strategic plan for moving the institution forward. We have an academic leader whose ability to develop a strategic plan is questionable as is evidenced by the plan he developed while at the University of North Texas. Additionally, the elimination and reduction of critical student support services and faculty resources impede a strong academic curriculum. While student space is desirable, support for tutoring, research, library, writing labs and student mentoring are more critical to supporting a strong academic curriculum.

  • The smoke screen around saving the college money in a time of fiscal crisis is simply a myth. This Administration is simply top heavy with far too many administrators, senior vice presidents and assistant vice presidents (we now have two rather than one Senior Vice President). Recently the Administration hired two consultants for government community relations and public relations, although the college has staff in these titles. Meanwhile faculty positions in academic departments have not been fulfilled.

  • Further, the smoke screen around reassigned time reveals how much the administration is out of touch with MEC and CUNY in general. They fail to understand that the fact that adjunct faculty make up a sizeable percentile of the instructional staff at MEC is no different from CUNY. Thus the move on firing these major parts of the engine of our academic enterprise and reducing reassigned time for critical positions is just but one more attempt to dismantle and destabilize the institution.

  • The President indicated that efforts have been made to engage with and garner feedback from faculty, staff and students through several Town Hall Meetings and an open door policy in his office. Yet the President stated in several public meetings that he does not want to have substantive discussions with faculty and students. He wants to know to get to know them personally and when any substantive issues come up, he refers faculty to the Provost. The President held one Town Hall meeting with the Faculty, in May 2010 when most faculty were not on campus and were involved in preparing for final exams and closing out the semester.

The administration’s policies and practices reveal incompetence, undermine the mission and vision of our institution and reveal a lack of respect for the collective struggle of the founders, elected officials, and community leaders to bring this College into existence. As such, The Committee of the Whole of Faculty reiterates that they have no confidence in the current administration, and specifically in the leadership of the Office of President William Pollard and the Office of Provost Johnson to manage and lead this College and to serve the students of this College.

THE FACTS - From the Medgar Evers College Coalition for Academic Excellence and Mission Integrity (aka The Coalition)

THE FACT


Fact Sheet


From the Medgar Evers College Coalition

for Academic Excellence and Mission Integrity (aka The Coalition)

In view of the actions listed below, the faculty of Medgar Evers College affirmed a VOTE OF NO CONFIDENCE in the current Administration, and specifically, in the Office of the President, Dr. William Pollard and in the Office of the Provost, Dr. Howard Johnson.

At a meeting held by the Committee of the Faculty of the Whole, 89% of the faculty issued a vote of no confidence.

Under the Administration of President Pollard and Provost Johnson, the following have occurred.

1. Administration has violated CUNY Bylaws, union contracts and Medgar Evers Governance Plan in the non reappointment of faculty.

2. Administration has disseminated notices of non reappointment to faculty and staff via campus police, email, and visits to classrooms (in front of students), and offices.

3. Administration has removed the Chair of Education for spurious and unsubstantiated reasons. (Per PSC Contract, Chairs in CUNY elected by faculty not appointed by President and Provost). The Chair of Education had been elected by the faculty in her department for a 3 year term.

4. Administration has reduced support mechanisms and faculty resources which include:

  • Elimination of Writing Center.
  • Elimination of Center for Teaching and Learning
  • Reduction of tutors in Learning Center budget
  • Reduction of staff in College’s library
  • Reduction of staff in Student Computer Lab
  • Reduction of resources and research opportunities for Psych Lab.
  • Blocking of funding supporting faculty/student research and the mission of the College.

5. Administration has issued an eviction notice to Center for NuLeadership despite its formal approval by the College’s governing body, the College Council.

6. Administration had not hired faculty positions in academic departments (yet has hired high level administrators and consultants).

7. Administration has not supported the Medgar Evers College’s Preparatory School. Despite awards and accolades from College Board, Department of Education and President Obama.

8. Administration has withdrawn support for the Medgar College Preparatory School’s Dual Enrollment Program.

9. Administration has no announced Master plan or direction for MEC, after an entire year.


About Medgar Evers College, CUNY (MEC)

  • MEC was founded four decades ago during a period of institution building by communities of color across this country and in Central Brooklyn specifically to address the need for access to higher education coupled with community engagement and development.
  • MEC has a proud history of leadership and involvement in advocacy that advances and promotes the political, cultural, social, economic and academic power of people of color in Central Brooklyn
  • MEC is rooted in the progressive history of Central Brooklyn through its academic, professional, advocacy and civic programs
  • MEC has created a culture of academic excellence for students and faculty.
  • The actions of the administration, as represented by the Offices of the President and Provost, demonstrate a lack of commitment to the “community–oriented” mission of Medgar Evers College and to Central Brooklyn

More About Medgar Evers College…

  • Transforms the lives of individuals within their communities and the global world.
  • Provides students with access to high quality professional degree programs
  • Offers 17 baccalaureate and 8 associate level degree programs in the liberal arts, science, health, business, and education.
  • Provides students who move from associate level to baccalaureate level degree programs with high academic standards.
  • Maintains a national and international presence through its Centers
  • Offer conferences, seminars, workshops that support academic programs and student success

About The Students

  • Capture first place prizes in prestigious competitions like the Wharton Undergraduate Marketing Conference case competition
  • Present their original research and scholarship at conferences across the globe
  • Participate in student clubs that win national awards
  • Participate in national and regional conferences that promote personal and career goals

About The Faculty

  • Include distinguished scholars, researchers, legislators and congressmen
  • Are involved in a range of research and grant activities in their disciplines
  • Have received numerous awards within their disciplines
  • Include Fulbright scholars and a Guggenheim Fellow
  • Have collaborated with entities such as the National Aeronautics and Space Administration (NASA) to conduct space science research which includes the launching of a satellite for government payloads.
  • Have been awarded research grants by the U.S. Air Force’s Office of Scientific Research, the National Science Foundation, and the Department of Education among others.
  • MEC faculty and directors host national and international Conferences, including:
    • National Black Writers Conference
    • Environmental Science Conference
    • Social Work Conference
    • Diopian Inquiry and Research on Education as Culture Transmission Conference

About The Centers

  • Strengthen, enrich and support the College’s academic degree programs

· Serve as vehicles for research, training, instruction and advocacy

  • Fulfill the College’s mission of communicating the knowledge of tradition, the teaching of scholars and the beauty and profundity of students’ cultural heritage.
  • Develop non degree and co-curricular cultural programs which serve students and a broad range of community residents.
  • Fulfill the College’s mission through interaction with community representatives, cultural and public institutions

The Center for NuLeadership on Urban Solutions has operated at Medgar Evers College of the City University of New York for the past six years. Through its programs it provides quality educational research, public policy and social services, increases retention and graduation rates with special emphasis on those students who were formerly incarcerated and is nationally recognized as providing leadership and innovation in the field of education for previously incarcerated populations.

The DuBois Bunche Center for Public Policy is a think tank dedicated to forging solutions to the challenges confronting people of color living within urban communities in the United States and throughout the African Diaspora. DBC produces research, formulates policies, sponsors conferences and produces public affairs media programming that advances economic and social justice.

The Center for Black Literature expands, broadens, and enriches the public’s knowledge and aesthetic appreciation of the value of black literature; continues the tradition and legacy of the National Black Writers Conference and serves as a voice and resource for black writers. It is the only Center devoted to this in the country.

The Center for Law and Social Justice (CLSJ) is a community-based legal organization that specializes in addressing racial justice issues. CLSJ provides quality legal advocacy, trainings, and research services in a personal manner to people of African descent and the disenfranchised.

About the Medgar Evers College Preparatory School

  • The Medgar Evers College Preparatory School was created as a partnership with Medgar Evers College
  • Was cited by Department of Education, College Board and President Obama as an exemplary model of high school college collaboration
  • Was a College Board Inspiration Award Winner for helping underserved students achieve equitable access to higher education
  • Ranked as one of the top best public high schools in Brooklyn
  • Offers one of the largest Chinese language programs for students not from a Chinese background in the United States

For more information,

visit www.Facebook.com/MEfortheCommunity

Send an email to MECCoalition@gmail.com