COVER STORY 6
NOVEMBER 23, 1992 |
White professors of Ai
Are they qualified
By Erika Helm
/nJc Staff Writer
The sccne is common at UNC:
signing up for an
African-American
or African Studies
course, only to
show up on the first
day of class to find
a white instructor.
The question then
undoubtedly arises
in ail African-
American students’
minds, “Should I
drop the coursc and
try to get a black
professor— or stay
in and be subjected
once again lo his-
story.”
It’s a difficult -- ■
question that must
be answered for a majority of Afri
can-American students at this Uni
versity.
Many find it hard to deal with a
while instructor whose culture for
years has distorted and ultimately
destroyed African-American his
tory.
They’ve owned the African-
American’s land, body, and now,
leach African-American students
theu" own culture.
But when viewing this should we
be so quick to judge? J ust because a
person is white, does that automati
cally stigmitize them as just another
white person who's trying to distort
our history? Or can African-Ameri
can students step back and see them,
not as white, but as instructors who
truly have the sincerity lo leach an
AFAM or Afri class?
Jesse Bolden, an instructor ai
Morehouse College whose area is
African-American history, said stu
dents should not be so quick to
judge white instructors. “They can
easily teach Afro-American history
as well as Afro-Americans instnic-
lors.”
As for bringing enthusiasm to
the course, Bolden said, it can go
both ways. “I believe some whiles
can bring passion into Afro-Ameri
can studies j ust as some blacks won ’ l
have the passion to leach Afro-
American classes.”
While instructors of AFAM and
Afri also agree with this statement.
Kenneth Janken, a white AFAM
instructor, said, “Can a white in-
sUTJctor have a passion for Afro-
American history, yes. Is it going to
be the same as an Afro-American
instructor, probably not, but so whaL
“I don’t necessarily find two
Afro-American insuuclors with the
same passion either, or two while
instructors. My view is look at
what the instructor is saying. Do
other readings and make up your
own mind.”
Many African-American stu
dents, however, have already made
up their minds. Todd Reid, a junior
biology major, said he was disap
pointed to have a white AFAM in
structor. “But that’s what I get for
coming lo Chapel Hill. I tell my
friends at Howard that I have a
while professor and they just laugh
at me and ask, ‘How is a while
professor qualified to teach black
history?’”
Nicole Huntley, a senior sociol
ogy major, said, “I don’t feel a
white instructor of Afro-American
studies can give me the personal
‘‘You can’t make sense
of this country unless
you come to terms with
the issue of race and
the issue of the Afro-
American experience.’’
—Kenneth Janken
insight on my history that an in
structor of color could offer.”
“Even though many white in
structors can claim involvement in
the Civil Rights Movement that
aided blacks, they could still es
cape the issues anytime if they
didn’t want to deal with them.
This discredits their ability, in my
opinion, lo teach me black his
tory. To put it bluntly, how can
you talk about what you don’t
know?”
Jon Spencer, a black AFAM in-
sUDCtor, agreed slightly with her
comments. It’s possible for white
instructors to have a passion
forAfro-American history, but
they have a different passion, he
said.
“I feel it would be difficult for a
while teacher to understand the
oppression I’ve been through, be-
cau.se I’m looking from the bot-
Blacks seek a true view of Africa
tom up.
The difference between black and
. while professors, said Spencer, is
often the more willingness of an
Afro-American student to listen to
the voice of the least of them. “This
is something that is not taught in the
class room.”
Being a blacl
AFAM instructor
Spencer said he's on :
mission to uplift th«
black community, fron
a black male wh(
knows what it is to b(
black.
Carlton Wilson,als(i
a black AFAM instrut
tor, said it’s difficult
generalize becau
there are some whif"
instructors wl
shouldn’t teach it b i|
cause they’re not coi t
petent, like some blacks.
“What students see sometim
is perhaps they [white instructor
can’t bring the emotionalism tli ^
certain students seek.
“ Being a historian, I know the
are some whites who do a very go(
I
Do you think white instructors effei
By Rynita Younger
Ink Staff Writer
Editor’s Note: Ebony voices are
black students on campus giving
their opinions about current is
sues.
“I don’t feel they can truly relate
to the studies. They can’t feel
what you are learning; this feel
ing is what makes you a stronger
black individual.”- Melody
Turner
“ I had a black female for African-
American studies; she was effec
tive because of her knowledge.
In addition she could relate to us
more than, say a while instruc
tor.”- Elliot Andrews
“ I think it is really flattering that
they want to learn more about our
culture; but they cannot give the
experience point of view necessary.
They can only teach book knowl
edge.”
- Tonya Williams
“ Just because you are black does
not mean that a white professor can
not teach effectively. If they go to
school and leam about our history,
it should not matter whether they
are coming fh)m a black perspec-
Uve or not.” - Shanirell WiUiams
“ I feel white instructors have the
same capabilities of teaching as
blackprofessOTs. True, black people
have the experience, however a
white person can give a non-biased
perspective to the course.” - Christa
Way
“WhiteprofessOTScan teach thete**
book point of view, however, th4]
would not offCT the backgrouif
necessary in relating the course r
being a black person today.” p
Jamilla O. Perry M
“ I do not feel white instructors cai
effectively teach Afirican-Americai ‘
courses because they have nevej
experienced being black; therefcffe \
they cannot teach others from
black perspective. Students nee('
that. The only thing they would dc(
is to uplift the whites that helpet
with the struggle.”- Chucki?
Burnette '
1
“I think they can, they can teach
African-AmCTican courses becaus3
anyone can teach out of a textbook i
however, they cannot undersiantj
and should not jwetend to under-