I’m quilting it all together today with Jimmy Santiago Baca. He’s here on Male Monday this first Monday in April: Poetry month. From his biography:
Baca has devoted his post-prison life to writing and teaching others who are overcoming hardship. His themes include American Southwest barrios, addiction, injustice, education, community, love and beyond. He has conducted hundreds of writing workshops in prisons, community centers, libraries, and universities throughout the country.
Welcome April, month of poetry!
Ten
from Healing Earthquakes (1989)
If it does not feed the fire
of your creativity, then leave it.
If people and things do not
inspire your heart to dream,
then leave them.
If you are not crazily in love
and making a stupid fool of yourself,
then stop closer to the edge
of your heart and climb
where you’ve been forbidden to go.
Debts, accusations, assaults by enemies
mean nothing,
go where the fire feeds you.
Turn your attention to the magic of whores,
grief, addicts and drunks, until you stumble upon
that shining halo surrounding your heart
that will allow you to violate every fear happily,
be where you’re not supposed to be,
the love of an angel who’s caught your blood on fire
again, who’s gulped all of you in one breath
to mix in her soul, to explode your brooding
and again, your words rush from the stones
like a river coursing down
from some motherly mountain source,
and if your life doesn’t spill forth
unabashedly, recklessly, randomly
pushing in wonder at life,
then change, leave, quit, silence the idle chatter
and do away with useless acquaintances
who have forgotten how to dream,
bitch rudely in your dark mood at the mediocrity
of scholars who meddle in whimsy for academic trifles–
let you be their object of scorn,
let you be their object of mockery,
let you be their chilling symbol
of what they never had the courage to do, to complete, to follow,
let you be the flaming faith that makes them shield their eyes
as you burn from all sides,
taking a harmless topic and making of it a burning galaxy
or shooting stars in the dark of their souls,
illuminating your sadness, your aching joy for life,
your famished insistence for God and all that is creative
to attend you as a witness to your struggle,
let the useless banter and quick pleasures
belong to others, the merchants, computer analysts
and government workers;
you haven’t been afraid
of rapture among thieves
bloody duels in drunken brawls,
denying yourself
the essence of your soul work
as poems rusted while you scratched
at your heart to see if it was a diamond
and not cheap pane of glass,
now, then, after returning form one more poet’s journey
in the heart of the bear, the teeth of the wolf,
the legs of the wild horse,
sense what your experience tells you,
your ears ringing with deception and lies and foul tastes,
now that your memory is riddled with blank loss,
tyrants who wielded their boastful threats
to the sleeping dogs and old trees in the yards,
now that you’ve returned form men and women
who’ve abandoned their dreams and sit around
like corpses in the grave moldering with regret,
steady your heart now, my friend, with fortitude
long-lasting enduring hope, and hail the early dawn
like a ship off coast that’s come for you,
spent and ragged and beggared,
if what you do and how you live does not feed the fire
in your heart and blossom into poems,
leave, quit, do not turn back,
move fast away from that which would mold your gift,
break it, disrespect it, kill it.
Guard it, nurture it, take your full-flung honorable
heart and plunge it into the fire
into the stars, into the trees, into the hearts of others
sorrow and love and restore the dream
by writing of its again-discovered wild beauty.
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[Editor's Note: Are you looking for information about the shut-down of the Mexican American Studies classes at Tucson Unified School District? A chronological list of links to AICL's coverage of the shut-down is here.] On its
homepage, Tucson Unified School District posts 'Announcements' on the lower right side of the page. Yesterday, I saw "TUSD Adopts New Curriculum" and clicked on
the link. I wonder if TUSD admin realizes that the new curriculum includes "I Am Offering this Poem to You" by Jimmy Santiago Baca? The poem is in his
Immigrants in Our Own Land & Selected Early Poems.The announcement itself doesn't have a date. The only date for the page is a "last updated" notice at the bottom indicating the page was last updated on March 28th, 2012 at 11:53 AM. Here's the introductory paragraph:
The TUSD Governing Board has adopted new mathematics and English language arts curriculum for the district. The new curriculum is based on the Arizona Common Core State Standards and is designed to assist teachers in teaching those standards. The curriculum is in a rollout phase and will be fully implemented in the 2013-2014 school year.
Beneath it are links to the curriculum at each grade level. I downloaded "Grade 11-12 English Language Arts Curriculum" and started reading. On page five:
Competent readers recognize that:
- Effective authors make specific language choices (emotive, evocative, formal, impersonal) and use specific organizational strategies to position readers to accept representations of people, events, ideas and information in particular ways.
- An author's perspective and global cultural experiences impact choices made about the text, such as what to include or not include as well as considering the point of view from which the narrative is told.
- Reflection on the nuanced meanings of words and phrases in texts is a tool by which readers discover the meaning, tone and theme of a text.
That is precisely what the Mexican American Studies program was doing! The MAS teachers designed a curriculum that taught readers to recognize that an author's perspective impacts choices made. And, they taught students to recognize point of view!
According to Horne (he wrote the bill to ban ethnic studies) and Huppenthal (he enforced the bill) and Stegeman (he is the president of the governing board and voted to shut down the classes), however, there are limits on point of view. To them, thinking critically about the Founding Fathers is not ok.
On the first page of the document, there are pdfs teachers can go to for further information. Among them is "Appendix B: Text Exemplars and Sample Performance Tasks." Exemplary texts. Ok... what constitutes exemplary? I clicked on the link and started reading Appendix B. I learned that the list of items (books, essays, speeches) are guideposts and "expressly do not represent a partial or complete reading list" (p. 2).
There's a lot to say about the
Common Core Standards and the idea of a "Common Core" list of books, bu
Jean Gillis teaches English in a Continuation High School. 
This is her first guest column at La Bloga. She blogs about her teaching experiences at "Dating Yourself in Pasadena."
Jimmy Santiago Baca .
A Place to Stand. The Making of a Poet. NY: Grove Press, 2002.
ISBN-13: 978-0-8021-3908-5
Those of you who know me are aware of my challenging and poignant job as a teacher at a continuation high school. My students are mostly boys, not keen on reading, more than disaffected by a whole lot of things in life. But god love them, they are usually fairly tolerant of my attempts to bring academic order to our school lives. (At our school the kids address me by the honorific MISS.) As one fella said, when I was trying to gain his attention, "Oh, go ahead, Miss, teach. Do your little thing."
A couple of years ago I was galvanized by reading a paperback called A PLACE TO STAND, by Jimmy Santiago Baca. This book was the answer to my prayer, because I needed something substantial to read with my kids that would speak to them on a genuine level. The book contains innumerable harsh life experiences, explicit language, and a verity laced with crime and punishment and survival. All this fits my students' milieu. Trouble is, if you are a learner reading at second to fifth grade level, but you are a young adult,even a great book like this might be beyond you. Still, I had to have this book. I wrote a little grant and purchased a class set the first year we tried it.
I have to say that in class I read the entire book out loud, but it is a guided reading. The students read along with me, and we build up our stamina so that we can concentrate on the story for up to 30 minutes a class period. My students may not have experienced that childhood luxury of being read to. In fact, one of them remarked to me, "You know what, Miss? I'm gonna get my diploma and then open an after-school homework center and hire you to read out loud!" I replied that I would dig it and that I might be in the market for some part-time work one of these days. But it is the potency of the narrative that hooks them. How many times have they told me that they have never read a whole book until this one? It's so important to me that they read, that they feel invited to that table of readers and not hang back in the shadows of the excluded. (And it doesn't hurt that A PLACE TO STAND is highly cinematic in spots.)
One of my old teaching chums used to say she reserved time in class for preaching, and I do that too. When I preach, I always tell the kids I am that other mother they never knew they had. This particular book is rife with redemption but never in either a saccharine or lachrymose tone. Instead, this book is about LITERACY--about how we all can release life's pent-up emotion through thinking and reading and writing. I couldn't have asked for better preaching material had I devised it myself.
One small problem is that these books vanish. Everyone asks to take them home and we don't have enough to go around. In fact, I had to order ten more from Amazon for this quarter's go round. But I don't feel like I'm paying fare to Charon to enter the Land of the Dead. Far from it. This is my investment in our vida together.
La Bloga welcomes and actively solicits guest columns
Thanks for reminding me to read Baca. My teachers loved him when I was in school.
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