Friday, July 13, 2018

Meeting Chomsky (Sunday, February 11, 2018)



            I’ve never experienced such danger as when driving through freezing rain from Lansing to Detroit to see my intellectual hero, Noam Chomsky.  The windshield wiper mounts were frozen over, so there was no fluid to de-ice the windshield.  The front defroster was as high as it would go which would melt the ice on the windshield about six inches from the bottom, but then as it traveled up, it would collect on the other approximately two-thirds of the top portion of my windshield freezing into a blinding mass.  I pulled over four times on the shoulder of the highway in that first hour to scrape my windshield.  As I leaned all the way over the steering wheel to see through the visible part of my windshield I kept thinking: Noam Chomsky…Noam Chomsky…Noam Chomsky…
            Somehow, I made it to Detroit.  I had worked my way into an invitation to the social event prior to the National Lawyers Guild (NLG) Annual Dinner later that night.  I knew it was going to be a small setting and that I must have a few words with the greatest intellectual alive.  He arrived late, as his plane had arrived late the previous night.  He wore jeans rolled up at the ankles, grey slip-on tennis shoes, a blue oxford shirt covered with that blue sweater that I recognized from the last time I streamed one of his public talks.  He smiled at us and walked into the front hall of the old house that now doubled as a law office.  People circled around him and stared.  He smiled some more and slowly people began asking him questions about his flight and such.  Eventually he made a plate, which prompted me to make a plate as I hadn’t eaten anything all day.  People gathered around him in chairs, some kneeling to hear the soft-spoken man.  He could talk about anything on the drop of a dime.  I spoke briefly with a guy about his fascination with the Meyers-Briggs test, and then with a San Francisco couple that were friends of one of the lawyer honorees at the NLG dinner.  I briefly spoke with the lady honoree herself and congratulated her for her lifetime achievement award.  After the dinner, I wish I would’ve had more time and background knowledge regarding the two honorees, but my mind was set on one thing: Professor Noam Chomsky.
            I moved my way towards the most influential thinker in my life.    When the seat next to him opened up and I sat down.  “I’m going to be a high school English teacher, and I intend to bring your essays into my classroom whenever I can.” 
“Oh really!  That’s going to be hard work.” 
“That’s what I’ve been told.” 
“Does Michigan have charter schools?” 
“This is Betsy Devos’ home state, we are ground zero –“
“Noam?  Noam.  We’ve got to get going.”
“Would you sign my book quickly before you leave?”
Noam takes my copy of Chomsky on Miseducation and signs it with a note.  I say thank you.
“In high school, I remember a lot of inspiring teachers in that rotten place.”
We shake hands, and I walk away knowing what I have to do from there on out.
“To Brandon, Good luck in what lies ahead – exciting, difficult, lots of promise! Noam Chomsky”
The rest of the day I recovered from my encounter with Saint Chomsky.  I headed over to where the dinner was being held – a United Auto Workers (UAW) hall in Dearborn – and found a Starbucks nearby for coffee and WiFi (I tried to find a local coffee spot, but to no avail).  As the place filled up, a man approached me and asked to sit with me.  We began talking.  I told him I am a pre-service English teacher and he informed me he’s teaching math at a local charter school.  He’s a Yemen immigrant; his name was A---------.  He’s frustrated with secondary education.  He said the language barrier that many young immigrant children face causes the content to be neglected which compounds as they continue up through grades so that when they reach him, they are just coming into academic English but unable to handle the content of their grade.  He wanted to return to teaching at a college as he had done in Yemen.  We get talking about Noam Chomsky obviously, and he said he is a fan.  We begin talking about world affairs and this man gets it.  He has some family in Yemen and sends them money to buy food.  I tell him everything I know about US foreign policy I learned either from, or through the critical lenses, of Noam Chomsky.  We talked about how US fuel planes are fueling Saudi Arabian fighters in the air which then in turn go commit human rights abuses and acts of war in Yemen.  The conversation is spoken in solemn, hushed tones, and I realized just how important Professor Noam Chomsky’s criticism of the United States empire really is, and how I must take on another mantle other than being an inspiring teacher – I must be a radical and relentless social critic.
I was pleasantly surprised in my small talk with other members of the National Lawyer Guild, how much this organization does and has done for the anti-capitalist, pro-indigenous, anti-State state violence, and pro-environmental causes.  Looking through the event’s publication I saw just how connected the NLG was to advocating and defending alternative social orders in the US.  The UAW hall in Dearborn felt like a monumental space for labor resistance, and it all seemed very fitting.  The only thing that didn’t fit was the jackets worn by the weight staff.  My heart goes out to them for I will always be one of them.  I had a Pabst Blue Ribbon before dinner and enjoyed a plate of greens, potatoes, chicken and cold cheeses.  I had the fullest plate at my table and sort of made it a point of pride to use my dinner roll as a napkin to clean my plate entirely.  The most wasteful way to serve people is a buffet because people’s eyes are always bigger than their stomachs.  I had not eaten all day so my plate wasn’t big enough, but I was not going back for seconds because speeches were about to begin.
A lawyer pleaded for us to donate more (I had already paid the student price of $85 to get into the event) and I realized in her speech just how far to the Left this event was.  These were not the lawyers of lawyer jokes, but the epitome of bleeding heart radicals, who although came from means or acquired a great deal of student debt, had forgone the material promises of the legal profession and gone to work to empower and defend the capital P-People.  The artists showcased were a hip-hop collective dedicated to indigenous, environmental and poor people’s causes – all causes that are entirely connected to each other and marginalized by the business-as-usual of both US governments and global capitalism.  The student honorees were tireless defenders of the People in the streets.  From Standing Rock to J20 (the Trump inauguration resistance) to the confrontation that went down on March 5th at MSU against the Neo-Nazi Richard Spencer, these young people often donned Day-Glo hats and worked as Street Lawyers hand-in-hand with the anarchists, unionists, anti-fascists, environmentalists and all the other schools of revolutionaries.  The lifetime achievement recipients were a husband and wife team.  Those two had done it all – from defending Black Panthers and the Weather Underground during the sixties, to suing every level of the State apparatus.  The woman noted that it was difficult at first to defend a citizen’s rights to blow up bombs in their backyard, “but the Constitution is the Constitution” and must be defended.  I understood from their short speeches that they knew their role in the struggle against power, inequality and State violence – they were there to use the law to hold those in power in check.  Of course they wanted another world, but they recognized the need for the legal work to protect the individual lives that are harmed by the criminal negligence of police, corporations and the State.  The husband spoke passionately against the US as an imperialist empire.  “You can’t have imperialism and democracy.  You can’t have both.”  He urged against insane defense spending and went so far as to voice support for the Vietnamese during the American invasion of Vietnam.  “Vietnam beat the US,” he said.  That tiny country fought the US every step of the way and modeled a mode of resistance against US wars of aggression.  He recognized his work as a lawyer by saying, “Sometimes, if ya can’t kick their ass, you can bite them in the ankles.” 
When it came time for Chomsky to speak, it was ten minutes to the scheduled time for closing remarks, but no one was leaving when the main event was the most cited intellectual alive.  I had an inkling at what Chomsky would talk about.  He’s been giving the same speech for awhile now, but it didn’t take away from the pain, irony and rage that it churned up in my heart and mind.  He began asking the audience if we want organized human existence to continue in the next one hundred years.  He spoke of the “terminal disaster” that the future is converging upon with insane nuclear nation states posturing and politicking all over the globe and he reaffirmed the newest research regarding the apocalyptic reality of global warming.  He called the USA a “rogue state” and didn’t let up. 
In regards to the threat of nuclear war, he cited declassified US and Soviet documents that showed just how close the world came to terminal disaster due to the stupidity of the world’s leaders and a little luck from a few soldiers.  One Soviet soldier was noted to not send a nuclear missile warning up the chain of command because it just seemed too improbable.  At the time the US was testing the missile defense systems on the border of the Soviet Union under Regan’s operation Able-Archer.  Chomsky said every school child should know that Russians name, because without him we wouldn’t be here today.
He quoted the science saying in the next one hundred years the Earth’s climate is going up 4 degrees Celsius which is twice as much as the previous suspected amount and will cause the sea levels to rise fifty feet or so, which will undoubtedly cause a majority of the world’s population to be in some deep water. 
Then he asked, exasperated, what the fuck is the news media reporting on these days?  How is the world being so complicit as the trajectory for human existence in one hundred years goes to shit at the hands of primarily US Republican party politics, but also that capitalist motto of profit over people.  “Those in power know what they’re doing, and yet they do nothing.”  Chomsky went on to say that he, the revolutionary figure in linguistics is at a loss for the word to describe this race towards extinction.  “It’s not insanity,” he said.  It’s something more serious and sinister.
After the doom and gloom, he asked another question: What would the world be like if countries followed their own law?  He cited a US law that says we cannot provide military aid to human rights violators.  Our two biggest recipients of bombs and intelligence are Israel (the apartheid state) and Saudi Arabia (the oil rich country causing famine and a cholera-epidemic in Yemen). 
Then somehow, he turned to the US invasion of the Middle East and how we’ve spent nearly $6 trillion dollars occupying the region.  He noted, oddly, that the returns for the couple of hundred dollars that the terrorists spent to commit 9/11 had the best rate of return than any investment.  He cited post-Soviet Union, US military strategy where general and policy makers agreed that a “Mad Man” strategy would be in the US’ best interest because it would make us seem unpredictable and therefore dangerous.  He gave the example that if a person robs a store with a gun but doesn’t shoot anyone they still used the gun.  The same goes for US foreign policy: if the US invades, or even bullies, a country then we are using nuclear weapons.
He then turned to a short study of what a “humanitarian intervention” really was and which past warlords had used the term.  He found that Mussolini, Japan and Hitler had all claimed their pre-WWII invasions were humanitarian in nature.  Then he cited the NATO bombing of Serbia and later the US bombing of Libya as other examples.  For both acts of war, he quoted government officials saying in more or less words that they dropped bombs because the regions were unwelcoming to western business interests.  He cited India invading West Pakistan and Vietnam invading Cambodia as actual interventions because of a greater evil, but that the US was on the wrong side of those conflicts as well.
He ended with an analysis of a 2008 Supreme Court case that he called the “Heller case.”  The question at hand, said Chomsky, was, “is it the Divine Right of citizens to be able to bring assault rifles into a Starbucks?”  He got truly originalist and questioned the purpose of the 2nd Amendment.  “Why did the founders think men should bear arms?” he asked.  “Two reasons really, to kill Indians and keep down slaves.”  He cited Britain’s suggesting that slavery in the colonies should be abolished at that expansion into the North American continent should at the Appalachian Mountains.  Thus, the Revolutionary war.  Let me repeat, Chomsky said that the Revolutionary war was fought in order for the colonies to keep their slaves and to continue western colonial expansion.  Then he said that the USA has been engaged in arm conflict ever since our foundation. 
I stopped taking notes at this point.  He ended on the need to curb the US empire and work for a better world, but I was just as exhausted then as I am now writing this entire essay in a single, over-caffeinated sitting.
Chomsky was 89 when I met him.  It was a blessing for me to see him, but from what I can tell he’s got more years ahead of him.  His mind keeps him alive.  After all of this, I would ask him how he remains so calm, positive, and agreeable (at least in person, maybe not in ideas) when he exposes himself to so much pain and injustice in the world (apparently, he reads four or five newspapers a day). 
I owe a lot to Noam Chomsky.  When I think of critical thinking or critical lenses in my education class, I think of Noam Chomsky.  I’m afraid no person can take up the mantle of his genius or analysis.  I’m afraid he’s right in his doom and gloom.  I’m afraid I’m right in knowing that this murderous experiment in freedom in the US is coming to a close, at least the ‘freedom’ part anyways.  I’m afraid that the dehumanization of the world’s population by war profiteers, global capitalists, and technocrats is finally going to come to a head.  One of the speakers said, that all revolutionaries hope for the revolution to come in their lifetime but it never does.  My fear is not that the revolution will come, but that the fall of an Empire is going to be messy and idiotic. 
I chose education because it’s sustainable and the necessary precondition for creating another world, a new world in the shell of the old, I just hope 1) there is a world to recreate, and 2) that I can inspire future generations to take on the mantle of revolutionary ways of living like Chomsky inspired in me.

Rethinking Everything (2009)



            Last Tuesday, I read the headline of a USA Today article entitled, “Bird deaths soar at wind farms” (Sep. 22, 2009).  The article describes how wind farms are “slaughtering thousands of birds” as the birds are “sliced up by the blades of roughly 5,400 turbines” or “electrocuted by the wind farm’s power lines.”  For one wind farm, roughly 10,000 birds are being killed every year. 
            What is the response?  Interior Secretary Ken Salazar just writes it off saying that, “the fact is that some birds will be killed is a reality.”  This is typical.  An absolute acceptance in the way things are and the willingness to sacrifice life on the altar of civilization.
            Industrial civilization is killing the planet.
            Attempts to reform industrial civilization are still killing the planet. 
            I can already hear the opposition.  Denial is the loudest voice.  “No, industrial civilization is not killing the planet.”  Dead zones in the ocean.  Deforestation and the destruction of the native wilderness.  Factory farms.  Climate change.  The rapid extinction of species.  Oil spills.  Overpopulation.  Toxins in every source of water on the planet.  Escalating numbers of cancer victims.  Soil depletion.  Acid rain. Urban sprawl.  Ten thousand birds being electrocuted and sliced up by “clean” energy sources.
            Then there are those who downplay the situation and suggest we can fix it without attacking civilization.  We just need to be stewards of the Earth and live more eco-friendly lives.  These people are advocating wind farms, Toyota Priuses, LEED-certified buildings, and going green.  But honest reflection shows that wind farms murder birds.  Cars need roads and metals mined from somewhere, transported somehow, to be manufactured in factories running off some energy source.  LEED-certified buildings are still structures made of things taken from a finite planet, built with the same destructive machines producing everything else.  And going green is just what we the consumers want to satisfy our guilt from living within a culture this destructive.
            Or there are people using Ken Salazar’s defense that the fact is the Earth taking damage is a reality if we want to sustain microwaves, televisions, laptops, treadmills, dishwashers and material affluence in a techno-culture.
            All these ways of thinking are pathological and constitute a collective failure of civilized humans respect for life and ourselves.
            Anarcho-primitivist author, John Zerzan offers another way, “the voluntary abandonment of the industrial mode of existence is not self-renunciation, but a healing return.”
            Anarcho-primitivism?  Abandoning the industrial mode of existence?  Yes.
            Our existence on this planet has not always been characterized this way, and in fact, humans have lived longer and more sustainably as gatherer-hunters than as civilized humans within industrialization.  Pre-civilized life was not “solitary, poor, nasty, brutish and short,” but according to the American anthropologist, Marshal Sahlins, the gatherer-hunter existence was “the original affluent society.”
             Let’s start dialoguing about everything we have known our whole lives because it’s liberating and necessary.  People have already started.  And Christ-followers are speaking resistance too.  In October, I will be joining the Psalters and Theillalogical Spoon among others in Philadelphia for some “biblical explorations of nature, civilization, and feral faith” at the Gathering Around the Unhewn Stone conference. 
            We know that we cannot sustain this mode of existence forever, and the 50 Simple Things You Can do to Stay in Denial with fluorescent light bulbs and blood-splattered windmills are not a solution.  Let’s start somewhere and rethink existence.


           

An Open Letter to First van Reken (2009)



To the Creation Care Family,

At the end of the semester, I will be leaving Calvin College for Montana to join the Buffalo Field Campaign, a group working “to stop the slaughter and harassment of Yellowstone’s wild buffalo.”  Before I leave, I wanted to offer some thoughts on the floor’s question for the year:  What further initiatives can be taken to be truly sustainable, and who can inspire us to take these steps?

We live in the American Empire.  In history classes we are told of the trials overcame and the resulting greatness of our nation.  In regards to the formation of the country, we were told it was ordained by God for Europeans to spread across the continent because of Manifest Destiny.  This was a story that was told at the time to rationalize the destruction and slaughter of indigenous peoples and non-humans inhabiting the continent previously.  Here is another myth that is underlying our culture today with equally unsettling results: the Myth of Progress.  This myth tells us that every action taken by civilized people whether it is technological, economic, political, philosophical, or scientific in nature is a part of the ascent towards greatness and a better world.  The myth says that civilization is the pinnacle of human existence.  And most Christians believe this lie.

I’d like to suggest that the Genesis narratives offer us an alternative vision of life.  In fact, Genesis offers a story of civilization as decent, the antithesis of our delusional myth.  Life in the Garden of Eden more closely resembles the mass of Homo sapiens existence on the planet as hunter-gatherers (anthropologist Marshall Sahlins describes this as, “the original affluent society”) rather than modern society.  God, through the earth, provides for the naked vegans, and it is very good.  When we try to “be like God, knowing good and evil” and eat from the tree in the middle of the garden we fall into a life of toil through agriculture.  This also coordinates with histories of human existence from anthropologists such as Marshall Sahlins, Richard B. Lee, Stanley Diamond, and author, Jared Diamond.  Once hunter-gatherers begin to rely on agriculture and domesticated animals instead of nomadic foraging, everything changes.  From agriculture comes a surplus of food.  Ruling classes form and require armies to protect the elites and surplus.  Extensive labor is needed to work in the fields, and slavery becomes the solution.  Violence, inequality, and oppression become widespread.  We see an agriculturalist attacking a non-agriculturalist in the Cain and Abel story: Cain, the agriculturalist kills Abel, the pastoralist.  Then Cain builds a city, the defining feature of civilization, and historically the next step in humanity’s decent.  In the Tower of Babel story, we witness civilized people attempting to, “make a name for ourselves,” by developing a technology to build a “city and a tower with its top in the heavens.”   God knows, “this is only the beginning of what they will do; nothing that they propose to do will now be impossible for them,” and ends this by confusing their language.  God intervenes in the exploits of civilized people in order to stop them from becoming too powerful. 

This does not sound like civilization as ascent or the Myth of Progress.  This is civilized existence as decent and the alienation of humanity from the living world and from God.  (I refer anyone wanting a better description of this to check out Ched Myers or Jacques Ellul on Jesusradicals.com.)

With that said, what is it that we are trying to sustain?  And do we even want to sustain plastic, cancer, species extinction, unmanned drones, pavement, pollution, computers, rising suicide rates, suburbia, wage slavery, starvation, consumerism, fast food, industrial agriculture, and bananas in Michigan during the winter?  Do we want to sustain our Tower of Babel?

So who can lead us towards a new mode of existence?  God instructs Moses through a burning bush in the wilderness (Ex. 3:1-5).  Throughout 1 Kings 17, 18, and 19, the prophet Elijah travels the wilderness doing as God directs him.  John the Baptist lived out feral faith in the wilderness of Judea proclaiming the coming of the Lord (Mat. 3:1-4).  Jesus was led into the wilderness before he could start his ministry (Mat. 4:1), then commands us not to be anxious and offers the life of the birds and lilies as a way to live (Mat. 6:25-34).  There is a trend and we’ve stopped listening.  We’ve surrounded ourselves with glowing screens, multitasking, frantically doing little, and our re-created environments.  We can identify more celebrities than we can plants living outside our door.  We spend most time walled into sterile environments void of life beyond people.  Even outside, instead of the rustling of the fauna and the calls of birds we hear the distant roar of car and construction sites.  This is alienation.  All living things are groaning for us to abandon this existence.  We were not created to live this way.

“For the creation waits with eager longing for the revealing of the children of God; for the creation was subjected to futility, not of its own will but by the will of the one who subjected it, in hope that the creation itself will be set free from its bondage to decay and will obtain the freedom of the glory of the children of God.  We know that the whole creation has been groaning in labor pains until now.” (Romans 8:19-22)

Creation can care for itself, but it cannot care for this pathological civilization we have created by believing we can control and re-create this good earth.  We on the other hand cannot care for ourselves, and in believing we can, turn our back on each other, our non-human neighbors, and God. 

May we be holy and wild,
Brandon Lee









Anarchy and Absurdity (2011)



The world is in a constant state of anarchy.  Order is imposed on it in the forms of science, religion and politics, and the individual, for the most part, accepts it.  The ones that don’t are considered subversive, and while some subvert the system through violence and self-exclusion from society, the most continue on the same course as those who accept it.  The individual that accepts the pillars of society accept the power established in the anarchic nature of the world.  American democracy is the victory of white landowners establishing laws and establishing a mode of existence for the borders of America that the populations residing within these borders will accept.  This mode of existence tells the individual to fear anarchy as it is in the existence of politics’ best interest that no other contender manifests, but nonetheless it is anarchy repressed by the State.  Maybe the current State is most beneficial for the biggest number inhabitants of the American continent, but that is not the case when an ecological, spiritual, and qualitative existence are the lenses that one wears to judge.
               Judgment of something this abstract is the death of the anarchist who is destroyed by the State by repression or conformity, or is temporarily dispatched to the realm of the Absurd.  The anarchist, after finding the inherent evil in Power, Control and Authority resists as the will allows, but the individual is unable to continue resistance indefinitely and wanders away into a situation that turns the evil into a sick joke.  The Absurdist takes the sick joke as a new Cause and begins it’s dissemination among those around him or through writing.  The sick joke must be told because an anarchist devoid of the fervor that anarchy provokes is without a thought-home.  The sick joke is Power of man over anything, and an intense need for ridicule is needed to satisfy the Absurdist’s ontological dilemma.
               And what an ontological dilemma the Absurdist is faced with!  With the critique of Power internalized, the Absurdist chooses to temporarily ignore the active rejection of Power and chooses a tactic that is not considered productive in the arsenal of anarchist’s tactics: ridicule.  Rejection is still carried into the realm of the Absurd, but rejection is voiced in a new light.  But this light does not cast the shadow of productivity that the active anarchist is able to use to keep his mind out of guilt. 

Quick Friend for Cash 4/12/16


               I’ll shoot the shit with you and sympathize with you and see your side of the story and invest a minute piece of my life into the going-ons of your life, but let’s call it as it is: a friend for hire.  If you’re feeling political, or curious about all things fairy, or maybe questioning whether there is a G-d, then the contract is off.  I may be positioned between you and the half-empty bottles of fire water behind me, but there are limits to the degradation that I will subject myself to, but I won’t tell you that, I’ll just smile, pause briefly and take me leave to walk a lap around the kitchen.  I control the interaction because I am standing and pour the libations.  Tip your bartender or the next one you meet will see it on your face.

Don Gately vs. Erik Prince (4/11/16)


What attracts me to fiction is the increasing sense that there are deeper, more worthwhile characters in novels than there are on the street.  This sentiment is obviously a product of my introversion, but also an invention of my repulsion at reading the stories of say Erik Prince, Dick Devos, Martin Shkreli or Jay VanAndel.  What my fiction shall do is to spearhead the hilarity and hideousness of despicably wealthy cultures and sentiments while maintaining enough realism so that people shudder at the actuality of the absurdity. 

Teacher Disposition Essay (Fall 2017)


Another world is shaping up in the poverty of global capitalism.  To defend life, dignity and equality, a critical, well-versed populace must challenge the insidious subtleties of power structures and the influence of propaganda over their lives and communities.  To discern and disrupt authoritarian trends and the mass media that panders to power, warrior-scholars must live and teach in a state of critique (Coffey 7).  Driving this revolt against the dominant order begins with asking: to what extent are we in control of our own thoughts? Ideologies? And lives? Through examining the nature of individual socialization, students can begin to uncover the effects of the carceral state in themselves, their communities, global governing institutions and the ideologies that sustain power relations.  This is what is meant by scaffolding liberation.  In Freire-ian terms, we must model the deconstructing of the “oppressor consciousness” within ourselves while replacing it with “a critical awareness of oppression through the praxis of…struggle” (Freire Chp. 1).
               “At all times education is a political act, and schools are embedded within a sociocultural reality that benefits some at the expense of others” (Morrell and Scherff xiii).  The warrior-scholar finds a constructive niche by practicing critical literacies with young people in the halls of public education, but not without resistance from the institutions themselves.  Anne Ruggles Gere offers six purposes for education in the US: “to improve morality, prepare good workers, create an elite, produce good citizens, foster personal growth and offset inequity” (24).  These six reasons all exist to sustain or re-adjust outliers to the dominant order and any tendency towards social justice perhaps through “producing good citizens” to “offsetting inequity” can only be taken as a false solution – a quick fix for alleviating the social tensions produced by global capitalism.   
               In the Critical English classroom, this means remaining vigilant against perpetuating the ideologies of the ruling class along with the authoritarian relationship Freire refers to as the “banking concept of education” (Freire Chp. 2).    By democratically selecting multimodal texts and examining them in a critical constructivist framework, can the warrior-scholar work with students to promote the outgrowth of a critical literacy that can be applied to social, economic and political realities in the world.  To begin to scaffold liberation, an emphasis must be placed on “procedural knowledge – that is, the knowledge of how to do things,” namely, how to challenge and change oppressive structures (Smagorinsky 21).  The procedural knowledge of discerning texts, institutions, and events begins with asking: “Who benefits?” and “Who pays?” and essentially never ends.  A focus on fiction pieces will strengthen an individual’s reading stamina (a requirement for engaging the world critically as compared to the status-quo-supporting means of quick-bite social media) while expanding perspective, possibility and empathy (Alsup 183).  In approaching literature, it’s imperative to do away with traditional fixed notions of comprehension but rather construct individual meaning through purposeful sense making events (Aukerman 55-56).  In encountering the varying types of literacies, research across the socio-political spectrum will be emphasized.  To channel Aristotle through Rage Against the Machine, “the educated revolutionary mind must be able to entertain a thought without accepting it to better know one’s enemy.”  At the same time, as literacy becomes intimately tied to the technological society, the ‘message in the medium’ must be critically examined considering rampant climate change and exploitative labor practices.  Finally, “the ability to deconstruct dominant texts is not enough for critical English education; students must also develop the skills to create their own critical texts that can be used in the struggle for social justice” (Coffey 13-14).  The warrior-scholar understands the student doesn’t need to be given a voice, but rather be allowed to lead with the voice they’ve developed through their own personal experiences and analysis.
               All of this takes time and immense energy.  Dominant ideologies, institutions and propaganda mechanisms are firmly embedded in the United States, but power unchecked will continue to create inequality, violence and environmental destruction.  The warrior-scholar remains patient in creating another world in the shell of the old, a world where it is easy to be more human because when we love ourselves and our communities we are good.
               

Impact Teacher (Summer 2017)


People who know my father and I comment on how similar we are in our mannerisms and speech, but it’s his role as an educator and mentor to me that I wish to deconstruct below.  Dr. Lee, my father, is a psychologist and educator.  He currently sees clients in a private practice, teaches graduate level course at Western Michigan University and consults an array of professionals in ‘diversity trainings’ all over the country. 
In grade school, many of my teachers would know me because of my father’s work in consulting for the school district.  My earliest memory of working with my dad was reading off anonymous surveys taken from participants of his diversity trainings.  His business card read, “Dr. D. John Lee and Associates.”  When I asked him who the associates were he said, “you are,” then proceeded to tell me the real-world application of incorporating a lone enterprise.  It was an honor when teachers asked if I was John Lee’s son.  This established the respect I hold for my father as an educator: if he can teach teachers than he could teach me infinitely more.  The involvement in his work when I was young not only gave me a sense of value, which he increased by including me as an ‘associate,’ but also opportunities to extrapolate on the workings of the world, which he and I continue to do to this day even if people aren’t necessarily wondering how the world works as we see it.  This approach of educating everyone around us is a result of the value of knowledge that my father cultivated within me, and frankly, that’s one of the greatest gifts that a teacher can give to a citizen of the world.  It’s hard to pinpoint the roots of a value of knowledge, but I think it derives from the authentic interest and attention my father gave to my personal intellectual endeavors.  He made me feel validated and independent.
During high-school my father took me to my first protest and then took me away from said protest when snowballs were thrown at the police.  We got lunch afterwards and talked leftist politics.  Radical movements all around the world became my sole focus after my punk band disbanded in high school.  My dad had always had leftist leanings, but my radical pursuits allowed him to further develop his - a fact he reminds me of and thanks me for regularly.  Provision. Dialogue. Mutual aid.  Provision is basic, but entirely relevant to education.  My dad provided for his family.  I never went to school hungry or in want of anything reasonable, especially Noam Chomsky books which I was reading about one every week at my pique.  I try not to take this for granted now for I did when I was a teenager, but I know increasingly that access to food and clean water is a pressing issue for people.  My mentor provided that for me, and then some.  When we break bread together, whether after protests or at holidays we dialogue about the things relevant to us and the socio-economic landscape.  We make our own curriculum, we always have and always will.  This is discussion and mutual aid.  By sharing our experiences and passions in a respectful and loving environment, we can grow the manifest of our minds twofold. 
The lecture my dad gave at the Christian Anarchist gathering in Ohio on the beatitudes as a blueprint for social justice was a great joy for myself as a budding anti-authoritarian.  I was interested in attending a conference and expressed this to my dad who then not only takes me but prepares a talk regarding something dear to his heart and relevant to the gathering.  That was one of the greatest father-son moments I can remember. 
I look forward to what I can learn from my father as we both get older.  There are talks of co-writing a text based off some of his diversity training work: this would bring it full circle.  Status quo beware – there will be two Lees collaborating against business-as-usual.

Lowell (Michigan) Ledger Opinion Piece (2017)


               In 2008, I wrote a letter to the City Council requesting the name on the Showboat be changed from ‘Robert E Lee.’  It fell on deaf ears.  The time was not right.
               On August 14, 2017, I posted a petition on Change.org demanding the immediate removal of ‘Robert E Lee.’  Three days later supporters numbered over one thousand.  I regret it took a domestic terrorist attack to create the opportunity to remove a racist’s name from public space, but the time was right.  ‘Robert E Lee’ came off the Lowell Showboat on Friday, August 18th. 
               I wish to address some objections to the removal of ‘Robert E Lee.’  First, is the sentiment that people always called it the ‘Lowell Showboat,’ so it doesn’t matter.  To these folks, I say the Showboat is still the Showboat just without Confederate representation.  Then there are the misguided revisionists proclaiming Robert E Lee deserves recognition for his faith and military experience.  To be blunt, the Confederacy was built on the notion that white people were justified in enslaving other humans based on skin color.  Robert E Lee fought to defend this institutional violence and deserves no respect.  Finally, comes the voices echoing the president’s claim that today it’s Confederate monuments but tomorrow it’s Washington and Jefferson.  To this I suggest only education and critical honesty.  Do we value these men’s political legacies more than their violence towards others? 
I’ve heard some people recollect the song ‘Waiting for the Robert E Lee” – a song sang on the banks of the Flat River as the Showboat returned to dock, but there’s something insidious at play here in the same vein as ‘Make America Great Again.’  To ‘Wait for Robert E Lee’ sounds like a euphemism for ‘The South will Rise Again,’ and to turn the clock back on America in order to make it ‘great again’ is to overturn the victories of the abolitionists, civil rights leaders, labor activists and LGBTQ people.  Some white people may claim I’m distorting the message, but that argument is predicated on their white privilege – their exemption from being on the receiving end of America’s violent past and present.  For people of color, ‘Waiting for Robert E Lee’ means waiting for a white supremacist.
By removing the name of a racist from a public space in Lowell, the community has affirmed itself to be a welcoming place for all people. 

(There's a lot more to be said here, but for now, I'll leave it at this.) Originally published by the Lowell Ledger.

Star Spangled Erasure by Brandon Lee


Oh, say, can you see, by the dawn's early light,
What so proudly we hailed at the twilight's last gleaming?
Whose broad stripes and bright stars, thro' the perilous fight'

O'er the ramparts we watched, were so gallantly streaming.
And the rockets’
red glare, the bombs bursting in air,
Gave proof
through the night that our flag was still there.
Oh, say, does that star-spangled banner yet wave
O'er the land of the free and the home of the brave
? 

Can you see
                    the gleaming
          RED GLARE
                                        bursting through our flag?

What’s Important: Reflections Across Undergraduate Writings (Fall 2017)


            Before my parents moved to New Mexico this year, my dad gave me a stack of college essays he had written.  One of them in particular caught my attention because he had previously provided me with the book that the paper was written about: “The Little Prince” written and illustrated by Antoine de Saint Exupery.  It’s this combination of artifacts, intimately tied and impossible to negotiate independent of the other, that I have chosen as my topic. 
The paper of the essay is thin and possibly yellowed with age (although I don’t know if there was laser white printing paper in 1978) and has a title page containing the name of the essay (“The Little Prince: friends and grown-ups”), the course number, the date (November 30, 1978) and my father’s name and what I assume is his student number.  Below this the professor has written his comments on the essay in pencil.  The paper received an “A –“ from the professor.
The paperback copy of “The Little Prince” was bought at “the bookstore.”  The sticker in the bottom right corner of the book indicates it’s for the “English 318” class which matches the course description on the title page of my father’s essay.  In 1978, my dad bought this book for $1.75 Canadian dollars.  On the title page of the book is my dad’s youthful signature.  He would later perfect a more Ph. D worthy signature - a signature with sharp discipline, purpose and practice, but this signature, penned in blue ballpoint looks lackadaisical, youthful, and sort of juvenile.  He was 22 after all when the essay was type-written for that unknown professor at Trinity Western in Vancouver, British Columbia.  I am 26 at the time of writing this, which makes me wonder if my child will ever analyze this text for a similar project during their own undergraduate studies.
There’s a blank page after the title page and then the pagination starts at two with the Preface.  It’s nine pages long, but type-written so the margins are nearly an inch and three-quarters – I’m guessing around 1,700 words tops.  The type-written text is the best aesthetic feature of the essay.  So much character.  So much permanence – there are maybe a total of fifteen white out spots and an equal number of grammar corrections done in pencil by the professor.  As I grow from a preservice teacher to a bona-fide teacher, I will make it a point for my students to have to print out their assignments and turn them in so that I may correct them with a thick red pen.  Internet drop boxes with comment bubbles are almost as unsatisfying as corrections done in a #2 pencil.  Give me a hard copy or give me nothing at all.
The annotations of the text are done in the same blue pen.  My mom told me my dad slept in the same sleeping bag through most of his undergrad years so he wouldn’t have to wash sheets, so I’m guessing he was a one-pen-at-a-time kind of student.  I had the same mechanical pencil from second grade till now frankly, so I’m not certain but not entirely surprised by the frugality.  There are about two or three annotations per page, which is fair because this book is legendary, piercing and soulful.  It’s eerie reading my dad’s copy of the book because my annotation wouldn’t be much different – indications of metaphors, double-meanings, clever quips, maxims to live and die by, and just heart-wrenching reminders of what love, knowledge and growing old really means.
The only dog-eared page of the book holds the quote that makes me choke up every time.  It must have this effect on everyone who encounters this text with an open heart and mind.  My dad quoted it at length in his essay so I will do the same, but some context is appropriate for it to mean anything.  The first-person narrator crashed his plane in the desert when a young boy happens upon him and informs him he’s from an asteroid.  This is the Little Prince.  The Prince traveled from his asteroid after cultivating a relationship with a pretentious rose.  Upon his travels he meets an assortment of adults on various asteroids doing menial jobs.  On Earth, his loneliness sets in before a fox befriends him.  After a while he must leave the fox which sets up this exchange:
“Goodbye,” said the fox.  “And now here is my secret, a very simple secret: It is only with the heart that one can see rightly; what is essential is invisible to the eye.”
“What is essential is invisible to the eye,” the little prince repeated, so that he would be sure to remember.
“It’s the time you have wasted for your rose that makes your rose so important.”
“It is the time I have wasted for my rose---” said the little prince, so that he would be sure to remember.
“Men have forgotten this truth,” said the fox.  “But you must not forget it.  You become responsible forever, for what you have tamed.  You are responsible for your rose…”
“I am responsible for my rose,” the little prince repeated, so that he would be sure to remember. (87-88)

            After quoting the above section, my dad follows writing:
            Maybe then, some things have to be said.
            But, maybe those things are best said in a children’s story.  Most of the time the matters which really need explanation can only be understood by children and the child that lives in all of us.

After leaving the fox the Little Prince happens upon the downed aviator and asks him to draw him a picture of sheep because he wants to take the sheep back to his asteroid.  After a while, the Little Prince and the aviator-narrator go in search of water, happen upon a well and then tragedy.  The Little Prince must return to his asteroid and allows himself to be bitten by a poisonous snake.  The book ends with the author asking the reader to consider the Little Prince, the sheep and the flower when one looks at the stars, and to wonder if the sheep has eaten the flower that the Little Prince loves.
My dad didn’t share this book with me until I was in my mid-twenties and I actually chastised him for it after reading it through: “Why didn’t you read this to me when I was a kid?!”.  This book holds power.  Ultimately, that’s why he probably never shared this book with me because if I were to read it aloud with another person I would cry and that’s something that we reserve the right to reveal (or not reveal) when the relationship is right.
The most touching part of my dad’s college essay is the Preface because he recognizes that his children’s literature class may be the last time he gets to encounter texts that aren’t beating him over the head with academic (grown-up) jargon.  He writes: “This paper will probably be the last of its kind for me.  And, in some ways I’m glad, but in others I feel regretful…Responding as an individual takes practice, for it involves dropping my intellectual shield and allowing an artist through his play or book to effect [I inherited his trouble with affect/effect] me in way only he, as one particular person, can do so.  I have not done a lot of that and I blame my education for this shortcoming.”  The professor, in pencil writes in the margin, “I’m inclined to agree.”
I put “The Little Prince” on a pedestal which makes it all the more worthwhile to take it down and handle it like I would any other text.  Wikipedia tells me the author is a French aviator turned writer who disappeared over the Mediterranean fighting with the French in North Africa during World War II.  An adventurer, highly-regarded author, turned anti-fascist pilot who didn’t have to return to the World War climate after a hiatus in North America, well that’s just someone who doesn’t ever have to come down from anyone’s pedestal.  The book is accessible.  It should be required reading for all students, much more so than other dead white men because this author, like Hemingway, Camus and Orwell, knew what it meant to fight evil wherever it may gain traction.
The essay was written at a Christian college for a 300-level children’s literature course in Vancouver, Canada by a Chinese twenty-two-year-old son of a truck driver and nurse.  The scripture quoted reads, “Greater love has no one than this, that one lay down his life for his friends (John 15:13 [NAS]).  My dad would go on to teach at a Christian institution only to not receive tenure for not sending my sister and I to overwhelmingly white Christian private schools.  This took him to private practicing and counseling where he remains today.
I value education and knowledge.  I hold all institutions in the lowest regard.  My Christian identity is thin at best and only goes so far as it can support my ideals of resisting power wherever it arises (“Give unto Cesar what is Caesar’s but give unto the Lord what is his.”).  I can pass for white, but am willing to admit my mixed-race identity.  I recognize racism, sexism and classism as oppressions based off arbitrary inheritances given to arbitrary factors of one’s personal existence.  What isn’t arbitrary is how one criticizes or resists injustices based off social constructs, and that’s what I choose to align myself with even if I do it haphazardly or not at all at times (which is a privilege I realize).  If we must quote scripture at length, let us quote the young rich kid who asks Jesus what he can do to get into heaven.  Jesus responds by telling him to sell everything he owns and follow him, which sends the kid away sad because he was really rich.  This is the cost of being a revolutionary, a cost I’m not entirely willing to enact at the present moment, nor a cost I’m entirely sure is necessary given the circumstances of complacency in the United States today.  The arguments to stay or go are both valid, but the material comfort and (although thin) security of being an educator in the US still seems to pave the path of my future.  It’s in this light to remember that what truly matters cannot be seen with the eyes but rather with the heart.

"Harry Potter and the Prisoner of Azkaban" Selected Final Exam Responses for YAL Course at MSU


1.     What is your current thinking about the questions, “What is literature? And what qualifies a work as literature for young adults (or YAL)?” In your discussion, be sure to discuss whether HP#3 qualifies as literature and/or as YAL.  Be sure to discuss in detail at least several “narrative elements” of the text as part of this essay (characterization, plot, conflicts, language, point of view, and so on)
    1. I must remove my fanboy lenses for this one.  I wasn’t a Harry Potter fan although I was exactly the right age, (7 when the first book came out) but I still found this book to be one of the most engaging and delightful reads I’ve had since The Stranger.  My current position on young adult literature is that it’s a concoction by publishers, researchers, and capitalists to better train young people into standardized market genres.  Mainly, it’s a way to infantilize young people’s taste and then pigeon-hole them as they grow up to consume this or that.  Writers, growing out of this cycle of targeted consumption, write books that use young people as main characters because childhood and/or adolescence is usually a time of strong feeling.  Publishers, in turn, take these books and market them as the next big fad for wealthy Western parents to purchase for their children.  Ultimately, it hurts everyone to further charachterize some books as children’s or young adult literature, because there is a stigma that adults, in order to remain mature, cannot enjoy or partake in young adult or children’s literature, but if the definitive years of our youth really do provoke strong emotions when we read about other young people fiction or non-fiction, then it’s only a harm to adults, an alienation of them from their youth.  With that, said HP#3 qualifies as literature because I see mainly harm in the Young Adult qualifier.  This book takes place in a school which many in society associate with youth, but that’s not beneficial for a free and democratic society if schools have a monopoly on education which I believe they do in the US.  If education is for the young then the old will become Republicans and/or fascists.  Harry’s parents are dead, murdered when he was a child.  This trauma and the love and consolation that Rowling offers the reader through Dumbledore (p. 427) knows no age limit.  Anyone who has lost a loved one can benefit from this conversation.  My question then I why restrict any book to a certain age group?  (Again, my answer is to better sell it.)  Dr. Seuss can teach us lessons that Dostoevsky cannot and any attempt to sway me from any book is more or less a form of censorship, and therefore unacceptable.    


1.     Given the novel’s primary setting at Hogwarts School of Witchcraft and Wizardry, representations and evocations of teaching abound in HP#3. Trace out in the text some aspect of pedagogy or teaching presented in the book, being sure to take your own stance in relation to it.  
    1. Obviously, Dumbledore is the golden standard for educators and administrators, but the rest of the teaching staff at Hogwarts tends to humanize those in the education profession.  Snape is a trite and brutal character actively targeting students.  Professor Trelawney is a bit over-the-top and fatalistic, whereas Professor McGonagall sort of balances the energy out and reveals to student’s the inconsistent and reckless nature of the Divination instructor (109).  Hagrid reveals to us the nature of an educator under scrutiny and what a little bit of pushback from connected parents can do to exciting and cutting-edge educators.  Professor Lupin is the most intriguing case at Hogwarts and the one I most identify with not because I am a werewolf but because I understand the precarious identity I will bring into a classroom being a social critic and activist.  There are times where I must downplay my political positions and criticisms of capitalism, the federal government and even education in order to better prepare students against the dark arts of propaganda, power, and privilege.  I appreciate the diversity and flaws of the educators at Hogwarts.  All in all, the teachers bring their personalities into their classroom and this shapes their pedagogies.  This is true in HP#3 and in the world at large.  Often times we position teachers as simply teachers, but it’s becoming obvious that no one can be neutral anymore in the US as injustices, oppressions and inequalities pile up like bullet manufacturing during war time.  Lupin takes the time to covertly teach Harry a challenging spell in order to defend himself.  The battle against evils in this world do not require weapons training, but that is entirely what happened in Harry Potter.  The battle against evil in the world today requires hyper-critical vigilance, exposure to social movements of the past and present, and a willingness to create waves.  Perhaps the standardized classrooms of the US are not the place for training against tyrannical politics as the traditional classroom is designed to mitigate any waves.  Howard Zinn said it best when he noted that the worst atrocities in the world have been as the result of obedience.  Even Dumbledore advises students to break the Ministry of Magic’s laws in order to do the right thing (395).