Archives for category: Art

Hannah Natanson of the Washington Post wrote about the rapidly spreading censorship that is casting a pall over many classrooms. State legislatures in red states have passed scores of laws describing in vague terms what teachers are not allowed to teach, even if it is factually accurate. Imagine a teacher told he must not say that slavery was wrong. Teachers comply rather than be fired. Some quit. And people wonder why there are teacher shortages!

She writes:

Excerpts from Mary Wollstonecraft’s “A Vindication of the Rights of Woman.” Passages from Christopher Columbus’s journal describing his brutal treatment of Indigenous peoples. A data set on the New York Police Department’s use of force, analyzed by race.

These are among the items teachers have nixed from their lesson plans this school year and last, as they face pressure from parents worried about political indoctrination and administrators wary of controversy, as well as a spate of new state laws restricting education on race, gender and LGBTQ issues.

“I felt very bleak,” said Lisa Childers, an Arkansas teacher who was forced by an assistant principal, for reasons never stated, into yanking Wollstonecraft’s famous 1792 polemic from her high school English class in 2021.

The quiet censorship comes as debates over whether and how to instruct children about race, racism, U.S. history, gender identity and sexuality inflame politics and consume the nation. These fights, which have already generated at least 64 state laws reshaping what children can learn and do at school, are likely to intensify ahead of the 2024 presidential election. At the same time, an ascendant parents’ rights movement born of the pandemic is seeking — and winning — greater control over how schools select, evaluate and offer children access to both classroom lessons and library books.

In response, teachers are changing how they teach.

A study published by the Rand Corp. in January found that nearly one-quarter of a nationally representative sample of 8,000 English, math and science teachers reported revising their instructional materials to limit or eliminate discussions of race and gender. Educators most commonly blamed parents and families for the shift, according to the Rand study.

The Washington Post asked teachers across the country about how and why they are changing the materials, concepts and lessons they use in the classroom, garnering responses from dozens of educators in 20 states.

Here are six things some teachers aren’t teaching anymore.

“Slavery Is Wrong”

Greg Wickenkamp began reevaluating how he teaches eighth-grade social studies in June 2021, when a new Iowa law barred educators from teaching “that the United States of America and the state of Iowa are fundamentally or systemically racist or sexist.”

Wickenkamp did not understand what this legislation, which he felt was vaguely worded, meant for his pedagogy. Could he still use the youth edition of “An Indigenous Peoples’ History of the United States”? Should he stay away from Jason Reynolds and Ibram X. Kendi’s “Stamped: Racism, Antiracism, and You,” especially as Kendi came under attack from conservative politicians?

That fall, Wickenkamp repeatedly sought clarification from the Fairfield Community School District about what he could say in class, according to emails obtained by The Post. He sent detailed lists of what he was teaching and what he planned to teach and asked for formal approval, drawing little response. At the same time, Wickenkamp was fielding unhappy emails and social media posts from parents who disliked his enforcement of the district’s masking policy and his use of Reynolds and Kendi’s text. A local politician alleged that Wickenkamp was teaching children critical race theory, an academic framework that explores systemic racism in the United States and a term that has become conservatives’ catchall for instruction on race they view as politically motivated.

Finally, on Feb. 8, 2022, at 4:05 p.m., Wickenkamp scored a Zoom meeting with Superintendent Laurie Noll. He asked the question he felt lay at the heart of critiques of his curriculum. “Knowing that I should stick to the facts, and knowing that to say ‘Slavery was wrong,’ that’s not a fact, that’s a stance,” Wickenkamp said, “is it acceptable for me to teach students that slavery was wrong?”

Noll nodded her head, affirming that saying “slavery was wrong” counts as a “stance.”

“We had people that were slaves within our state,” Noll said, according to a video of the meeting obtained by The Post. “We’re not supposed to say to [students], ‘How does that make you feel?’ We can’t — or, ‘Does that make you feel bad?’ We’re not to do that part of it.”She continued: “To say ‘Is slavery wrong?’ — I really need to delve into it to see is that part of what we can or cannot say. And I don’t know that, Greg, because I just don’t have that. So I need to know more on that side.”

As Wickenkamp raised his eyebrows and pursed his lips, she added, “I’m sorry, on that part.”Wickenkamp left the Zoom call. At the close of the year, he left the teaching profession.

Contacted for comment, Noll wrote in a statement that “the district provided support to Greg with content through a neighboring school district social studies department head.” She did not answer a question asking whether she thinks teachers should be permitted to tell children that slavery was wrong.

I haven’t been to the Metropolitan Opera in years, due to the pandemic. In the past, I went once or twice a year. It’s a great treat.

In early January, Mary and I took our 16-year-old grandson to see Aida. He had never seen an opera. What a thrill for him and us.

The role of Aida was performed by Michelle Bradley. She is a newcomer but is already a huge star on the international opera circuit. She is African American. She was born in Versailles, Kentucky, a town of 10,000 or fewer people. She graduated from Woodford County High School, then graduated from Kentucky State University, then studied vocal performance at Bowling Green State University.

The town of Versailles, small as it is, used to have three high schools. One of them was for Blacks only, even though the town’s Black population is tiny, about 6%. After the Brown decision, the three merged, and the Woodford County High School opened in 1963.

The publication of the San Francisco Opera interviewed the phenomenal new star:

At school, she was the girl with the crooked teeth, the one the other kids teased and taunted. To spare herself the bullying, she kept her mouth shut.

Michelle Bradley

“I didn’t talk at all until I got home,” soprano Michelle Bradley explains. “I was getting picked on a lot at school. And so I just stopped talking. Until I could get braces, I just didn’t talk in public.”

But in the afternoons, before her parents returned from work, Bradley would retreat into her sanctuary: her bedroom’s walk-in closet. There, with the door closed, Bradley would sing, without fear that anyone would hear her or judge her.

One day, though, her singing would no longer be a secret. One day, it would grace stages around the world, making her one of today’s most buzzed-about up-and-coming opera stars.

Growing up in Versailles, Kentucky, Bradley remembers her mother received free CDs in the mail, with songs from Aretha Franklin, Diana Ross, and The Clark Sisters, a gospel group from Detroit. Bradley loved them all. But there was one singer who inspired her the most: superstar Whitney Houston.

“She was my idol. That’s who I was trying to be as a little girl,” Bradley says.

In those early years, she would tally the ways she and Houston were alike—they shared a birth month, a Zodiac sign—just to feel a little closer to the superstar. And when the movie The Bodyguard came out, with Houston in the starring role, Bradley watched it over and over.

But trying to sing big, powerful ballads like Houston did in a closet made discretion difficult. Bradley had three brothers, two older and one younger. And like many a pesky sibling, Bradley’s younger brother was all too eager to spill the beans on his sister’s secret hobby.

“Mom, Dad, Tammy likes to sing in the closet! Tammy likes to sing in the closet,” she remembers him shouting, using the name she’s called at home.

Even with her parents, Bradley only spoke when spoken to. She was shy. Her parents could hardly believe she had a secret pastime singing. They called her into the living room and asked her to perform something. Naturally, Bradley chose a Houston song: “I Love the Lord” from The Preacher’s Wife.

“After that, my parents had me up singing at church services and everything else,” Bradley says. “It just started from there.”

Bradley had shown musical talent even from a young age. At Kmart, while her mother did the shopping, an 8-year-old Bradley would park herself in the aisle with all the musical equipment: “That was back when they had all the keyboards sitting out and had them all plugged up. Ooh, that was fun!”

She had no problem finding the keys to play the theme songs for kids’ shows like Sesame Street and Fraggle Rock. “I really don’t know how I did it,” Bradley says. “I loved my little cartoons, and so I would hear that and then I could sing it or play it. I just needed to hear it, and I had it.”

Neither of Bradley’s parents had studied music, but both loved to sing. They had met during the civil rights movement in the 1960s, two of the first Black students to integrate their Kentucky high school. Bradley’s father passed her mother a note that read, “I want to be your man.” They sang together in church choirs ever since they started dating.

It was with their help that Bradley started to overcome her shyness. Her father, a police officer, was a deacon at Polk Memorial Baptist Church. Her mother continued to sing in the church choir. Bradley started by learning to play services with the church pianist. By high school, she could carry a whole service.

And when, at age 14 or 15, she started singing in public, Bradley’s parents were always there, cheering her on. “Honestly, that’s who I would focus on when I was singing. I would look at them if I got nervous. So that helped me a lot. They helped me a lot.”

Soon, Bradley had the confidence to sing at school pep rallies and Christmas parties. “When I started doing that, when I started singing at school, people stopped picking on me. I was going from, ‘Hey, a crooked-tooth girl’ to ‘Hey, can you come sing for us?’”

It was the start of something great. Bradley would go on to graduate from the Metropolitan Opera’s prestigious Lindemann Young Artist Development Program. Her voice won her awards galore—from the Leonie Rysanek Award to the grand prize at the Marilyn Horne Song Competition—and she toured Europe, performing in great opera houses from Berlin to Vienna to Paris and beyond.

Now, she’s taking the U.S. by storm. This past fall, she starred as the heroine Liù in the Metropolitan Opera’s Turandot, and in March, she makes her debut with the Lyric Opera of Chicago as the title character in Tosca. Then, she joins San Francisco Opera for its Centennial Season, making her inaugural appearance in the company’s Dialogues of the Carmelites.

Bradley frequently visits Houston, because that’s where her voice teacher, Lois Alba, lives. When the pandemic closed down everything, including opera, she stayed with her family in Versailles for eight or nine months. She practiced at Kentucky State and the local church.

During that time, she got requests to sing virtually. She found that the best acoustics in the house was in the bathroom. So she would get dressed up in her regalia and sing at an angle that didn’t show the toilet.

When she was in high school, she thought she might one day be a music teacher or choir director. But in her freshman year at Kentucky State, her voice teacher, AndrewSmith, told her she had the voice to sing opera and encouraged her. She “just fell in love with it.” He showed her Turandot on a VHS, the first opera ever for her and she was immediately transfixed. Mr. Smith also gave her a CD of Leontyne Price, and Michelle was star struck.

It was like when I was a little girl listening to Whitney Houston, except this was an opera singer. I heard that voice and I don’t know what inside me said, “That’s me. I can do that.” But hearing one of the greatest voices of our time, I said, “I can do that too.” I still, to this day, don’t know where that came from. Or maybe I do know where it came from. But that was really my first thought: that I can do this. I can sound like that. It’s like I found a home.

From Versailles, Kentucky, to the Metropolitan Opera!

What a remarkable story, and what a wonderful voice!

Thanks to Christine Langhoff for sharing this horrifying video.

It shows parents at Grant Middle School in Grant, Michigan, demanding the removal of a mural painted by a high school student. The mural was meant to make all students feel welcome.

But parents saw frightening symbols in it, such as a T-shirt that was a trans symbol, another that was a gay symbol, others graphics that were allegedly demonic or Satanic.

This country needs mental health services for adults who think that their children’s lives will be changed by seeing anything that offends parents. Do they object to textbooks showing the swastika? Really, there are many symbols to at could be interpreted in many ways.

Don’t they understand that children are shaped above all by their home environment?

We have seen plenty of movies about life in a dictatorship, but this video shows you the real thing. A well-known Russian pianist, Alexei Lubimov, announced a concert a few months ago. He planned to play a work by a famous Ukrainian composer, Valentin Silvestrov, and another by Schubert.

As he was playing, with great brilliance, the police arrived to stop the concert. The pianist insisted on finishing the piece he was playing. As the two policemen stood there, the audience applauded vigorously. Then the police told him they had reports of a bomb on the premises, and they had to stop the performance until bomb-sniffing dogs arrived. The dogs arrived two hours later.

The concert was stopped.

We saw an off-Broadway show that we highly recommend. It’s a four-night only show. We saw the first. The others are May 19 and 25 at 7 pm. May 21 @2 pm.

“Margo & Juliette: A Dance on the Volcano in Weimar Berlin”

A two-woman cabaret of songs from the Weimar period. It’s risqué but no nudity.

It was wonderful!

The parallels to today are powerful, sometimes frightening.

It was akin to going to a cabaret during Weimar. Songs in English and in German. A simple production. Two beautiful singers and a piano.

In the end, very moving.

Only three more performances at the Triad Theatre on West 72 and Amsterdam in Manhattan.

Our friend Bob Shepherd shared this wonderful video of a musical group whose instruments (at least the strings) were made from garbage collected at a landfill in Paraguay. And the group is called the LandFillHarmonic.

Here is another.

Be sure to watch!

Jack Hassard taught science teachers for many years at the Georgia State University. He now blogs frequently at The Art of Teaching Science. This post contains a fascinating perspective on teaching science. Hassard reviews a new book by a fellow science educator.

He writes:

The author of the book is Charles R. “Kip” Ault, Jr. Kip and I have collaborated over the Internet for several decades without actually meeting each other.  Like many of you, the digital world of email and social media is the mode of communication that brings us together in personal and productive ways.  Kip and I know each other from the science education research and writing we’ve done over the last 30 years.  I’ve discovered that our career paths have crossed in several ways.  We both taught high school and university courses in geology and the earth sciences, and designed science teacher education programs.  Kip was professor of science education at Lewis and Clark University for 24 years. There he developed and directed the science teacher education program. 

As Hassard explains, Ault wrote a book in 2015 criticizing the value of the national science standards.

In 2015, Kip published the book, Challenging Science Standards: A Skeptical Critique of the Quest for Unity. The Next Generation Science Standards (NGSS), which were developed in 1999, were uncritically endorsed and granted outright compliance by the National Science Teachers Association (NSTA), even though there has been a groundswell of teachers questioning these standards. And, very little criticism has been written from major research publications, until Kip Ault’s book Challenging Science Standards. If you haven’t read this book, you can use the link above to review it or read my review on my blog. 

Kip’s New Book

So, now, in 2021, Dr. Ault has published a new bookgiving us an inside view of science teaching and learning. Instead of being about science teaching, this is a book for science teaching. If you are in a student in a science teacher education program, a practicing science teacher, or professor of science education, I think Kip’s book will augment your deep feelings about how students learn and why science teaching should be in the service of student’s lived experiences. 

If you are science education researcher, this book will provide the theoretical rationale to design studies cutting across the spectrum of learning for all students. Kip’s four themes, Play, Art, Coherence, Community are big ideas from which studies can emerge. 

If you are a classroom science teacher, I encourage you to apply any or all of Kip’s “stories” that form the substance of his book. He’s cast the stories into four themes: Play, Art, Coherence, and Community. You’ll find specific ideas that you can apply to your own classroom that I think you will find enthralling.

Hassard wrote the introduction to Ault’s new book. He wrote:

Kip’s book is a creative path to a new paradigm of science teaching and learning.  His book is an amazing journey of stories and experiences in classrooms that will be familiar to you.  The international science education community has embraced the importance of qualitative research.  Descriptions of people, events and situations are hallmarks of qualitative methods.  Kip has filled his book with playful, aesthetic, meaningful, and compelling stories about learning in which context and the needs of students reigns.   Kip’s book is a qualitative treasure chest of new paradigm learning examples.  His book is also fun to read. He names some of his stories Wavy Elephants, Binary Banjos, Skull Sockets and Crowned Molars, Hells Pig, Vivid Canyons, Flashy Plumage, Wicked Extinctions, and Caring Communities.

Ault connects his science thinking to that of Leonardo da Vinci:

When you read this book you are going to be immersed into the mind of a science education writer who’s thinking is drawn from the science of Leonardo da Vinci. Kip has created a new paradigm that is rooted in Leonardo’s mind. I wrote this in my forward about why I think there is a link between Leonardo and Kip Ault. I wrote:

On Beyond Science Standards describes a world view that is holistic and ecological which is, according to Fritjof Capra[1], not unlike Leonardo’s.  Leonardo had developed a solid body of science.  But his science could not be understood without his art, nor his art without science. Walter Isaacson[2] and Fritjof Capra wrote separate biographies of Leonardo.  In their biographies, they explain that Leonardo’s scientific explorations informed his art.  Capra says that for Leonardo “painting is both an art and a science—a science of natural forms, of qualities, quite different from the mechanistic science that would emerge two hundred years later.” For Kip Ault, paleontology cannot exist without illustration, and he shows how art can be the center of methodology. Art can be the center of learning science. And it doesn’t have to be only paleontology. 

When I took science courses in high school and college, most of our time was spent memorizing facts about science. i didn’t get the point.

But Ault has a different vision of science:

Kip Ault believes that the purpose of education is to:

prepare citizens for lives of social responsibility in a democratically governed polity.  Kip reaches out to the science education community to claim that our present practices of teaching and routines of selecting what to teach will not help our students achieve that end. He concludes that immersing students in “scientific diversity” can be a journey uncovering aspects of ourselves and the universe promising immense pleasure and joy.  Kip Ault has written the book that I’ve been waiting for.


During the Great Depression of the 1930s, the Roosevelt administration devised highly successful programs to create jobs and at the same time, perform useful public works, such as the Civilian Conservation Corps, which put young men to work, with a salary, food, and shelter while they performed manual labor related to the conservation of natural resources in rural lands owned by governments. Another worthy New Deal initiative was the Federal Writers’ Project, which hired writers to document their time and place.

Scott Borchert wrote a history of the Federal Writers’ Project. He recently wrote an opinion piece about proposed legislation to revive a new Federal Writers’ Project for our time.

Nearly eight decades ago, the Federal Writers’ Project — the literary division of the New Deal’s vast jobs creation program — met an untimely demise at the hands of its enemies in Congress. Now it seems that Congress may invite its resurrection.

In May, Representatives Ted Lieu and Teresa Leger Fernández introduced legislation to create a 21st Century Federal Writers’ Project. Inspired by the New Deal arts initiatives — which produced government-sponsored guidebooks, murals, plays and more — their bill is a response to the havoc unleashed by the pandemic on cultural workers in all fields.

Here’s how a revived F.W.P., as currently envisioned, would work. Instead of hiring impoverished writers directly — as the Depression-era F.W.P. did — the new program would empower the Department of Labor to disburse $60 million in grants to an array of recipients, from academic institutions to nonprofit literary organizations, newsrooms, libraries, and communications unions and guilds.

These grantees would then hire a new corps of unemployed and underemployed writers who, like their New Deal forebears, would fan out into our towns, cities, and countryside to observe the shape of American life. They’d assemble, at the grass-roots level, a collective, national self-portrait, with an emphasis on the impact of the pandemic. The material they gathered would then be housed in the American Folklife Center at the Library of Congress.

The new F.W.P., in other words, would revitalize and repurpose portions of our existing cultural infrastructure. The plan is drawing support from the Authors Guild, PEN America and the Modern Language Association, as well as from labor unions. Never in the almost 80 years since the dissolution of the original F.W.P. has there been such a unified and resonant call for its return.

Then again, this is the first time in generations that writers have faced the kind of sustained economic hardships the F.W.P. was designed to address in the first place.

The best reason to support a new F.W.P. is also the most obvious. Like its predecessor, the project would be an economic rescue plan for writers, broadly defined: workers who have been grappling with a slowly unfolding crisis in their industry for at least a decade. Even before the pandemic, the combined stresses of the digital revolution, the so-called gig economy, severe cutbacks to local journalism outfits, and other related developments made writing a precarious business.

Then came 2020 and an economic shutdown that exacerbated all these trends. Not every writer felt the worst of it. Book sales went up and the most successful authors, journalists and editors continued to work relatively unimpeded. But less secure writers — and many millions of white-collar workers in writing-adjacent fields — were not so lucky.

A new F.W.P. would deliver a much-needed economic boost, especially if we follow the original project’s example and define “writers” as broadly as possible. That means throwing open the doors to librarians, publicists, fact-checkers and office assistants, as well as beat reporters, aspiring novelists and junior editors. The original F.W.P. considered all such people “writers” as long as they needed jobs and could successfully carry out the tasks of the project.

But writers aren’t the only ones who would gain from a new F.W.P. The project’s documentary work would make an invaluable contribution to the nation’s understanding of itself. Think of the vast treasury that would accrue in the Library of Congress, forming an indelible record of how ordinary Americans live: not only how we’ve weathered the ordeal of the pandemic and mourned the dead, but also how we work and relax, how we think about the burdens and triumphs of our pasts, how we envision the future.

There is tremendous potential in this undertaking. Clint Smith, writing in March in The Atlantic, argued for a revived F.W.P. that would collect the stories of Black Americans who survived Jim Crow, joined the Great Migration, and fueled the civil rights movement — a contemporary echo of the original F.W.P.’s work collecting narratives from formerly enslaved people in the 1930s.

This is right, I think, and crucial. A new project should also grapple with all the major forces that have shaped our moment, from the deindustrialization of the Rust Belt and the collapse of organized labor, to the rise of the women’s movement and gay liberation, to the impact of species extinction and climate change.

The critic and educator David Kipen, a driving force behind the legislation, believes a new F.W.P. would carry out “domestic cultural diplomacy” — the project, as he put it, “might just begin to unify our astonishing, divided, crazy-quilt country.” Today, as we face increasing alienation, division and political tribalism, this quest for national understanding is more urgent than ever.

Recreating the original F.W.P.’s geographical capaciousness would be a key to this effort. In the 1930s, the project had offices in every state; for a time, federal writers were on the ground in every county. This forced the project to include communities far removed from the levers of power — and from one another. A new F.W.P. would also need to cover the nation from coast to coast and border to border. And today’s federal writers would need to be as diverse as the populations they documented.

The original F.W.P. remains a source of inspiration, and rightly so: Its American Guide series is still read and admired, and the reams of material it gathered — including life histories, folklore, recipes and much else — have fascinated countless scholars and curious citizens alike. But its story contains warnings we ought to heed. The project faced opposition from the start. Some critics mocked the F.W.P. boondoggle and jeered at the “pencil-leaners” who staffed it. Others fixated on the presence of radicals, real and imagined, and even accused the F.W.P. of creating a “Red Baedeker.” (Unremarkably for the Depression era, Communists and other radicals did work for the project, as was their explicit legal right; the claim that they controlled it was, and remains, absurd.)

The F.W.P. and the other arts projects, especially the Federal Theater Project, drew such scorn in part because they were perceived to be the New Deal’s soft cultural underbelly: easy targets for critics who sought to undermine the Roosevelt administration’s robust (if also limited) government activism on behalf of the poor and the working class.

The situation today would most likely be worse. Opponents will complain about excessive spending or subversive elements in the F.W.P.’s ranks. But this is no reason to hold back. In the 1930s, the project’s staunchest enemies — nativists and white supremacists among them — denounced the F.W.P. as the worst kind of left-wing folly. But the project found supporters in chambers of commerce, travel associations, and, especially, the commercial publishing houses that released most of the F.W.P.’s books. In fact, 44 of those publishers issued an open letter in defense, arguing that no single private house could have accomplished what the F.W.P. did in a few short years, under conditions of enormous strain, and that curtailing the project would be “a severe deprivation to the reading public and to the enrichment of our national literature.”

They recognized what the nation stood to lose when the F.W.P. was destroyed, and they were right. Now, generations later, we have a chance to bring the project back. Let’s take it.

David Kipen, the “driving force” behind the proposal, wrote about it in the Nation.

John Thompson, historian and retired teacher in Oklahoma, shares ideas about teaching in difficult times.


My high school and GED students always loved wrestling with the ideas presented by Ta-Nehisi Coates and Bruce Springsteen. I’m sure they would now agree that America needs both – Coates’ Between the World and Me, centered around Coates’ letter to 15-year-old son, and the 71-year-old Springsteen’s Letter to You. Actually we need both masterpieces and Kamilah Forbes’ HBO adaptation of Coates’ advice on how to “become conscious citizens of this beautiful and terrible world.”

Coates’ Between the World and Me tackles “the question of my life,” which is “how one should live within a black body, within a country lost in the Dream.” It focuses on the fatal police shooting of his fellow Howard University student, Prince Jones. It illustrates how “the plunder of black life was drilled into this country in its infancy and reinforced across its history, so that plunder has become an heirloom, an intelligence, a sentience, a default setting to which, likely to the end of our days, we must invariably return.”

But as Michiko Kakutani observed in her New York Times review, such assertions “skate over the very real — and still dismally insufficient — progress that has been made,” but Coates occasionally acknowledges there have been improvements. Kakutani writes, “His book often reads like an internal dialogue or debate.” And, seeming to concur with that interpretation when discussing the HBO presentation, Coates says it is evidence that “the story America tells about itself and how it tells it is a statement on how much things have changed.”

In the wake of the string of murders by police of unarmed black Americans that are now videotaped, the brilliant 80-minute program prioritizes the police shooting of Prince Jones in Prince Georges County. The location is important because Between the World and Me described the county as a “great enclave of black people who seemed, as much as anyone, to have seized control of their bodies.” But even there, “Prince was not killed by a single officer so much as he was murdered by his country and all of the fears that marked it from birth.”

It takes a full book, however, to recount the story of Coates who was raised in Baltimore, the son of a Vietnam veteran, who was a Black Panther and a librarian. As a student, Coates missed the wider historical context of racism. But the Howard faculty did “their duty to disabuse me of my weaponized history.” He reached a balance, however, and as an Atlantic Magazine reporter he drove a revision of the history of the New Deal, the post-WWII Fair Deal and the GI Bill. Despite the good they did for white people, Coates documents the lies perpetuated by these chapters of the “American Dream.”

Perhaps counter-intuitively, that leads to another set of truths found in Springsteen’s lyrics, as well as his autobiography, exploring the “Pax Americana” of his youth. He explains how working class kids or, at least, white youth during “the American Century,” were “destined to live the decent hardworking lives of their parents … if they could scoot through these years of wild pounding hormones without getting hurt or hurting someone else.” Bruce was acculturated into a value system where you “remain true to your crew, your blood, your family, your turf, your greaser brothers and sisters and your country. This was the shit that would get you by when all of the rest came tumbling down.”

As told in “My Hometown,” when Springsteen was 8-years-old, he would sit on the lap of “my old man,” a troubled World War II veteran who was the beneficiary of the GI Bill, and see its bounty, riding “in that big old Buick and steer as we drove through town.” Springsteen’s dad would “tousle my hair and say son take a good look around, this is your hometown. This is your hometown. This is your hometown. This is your hometown.”

But even this dream for white industrial workers was foreclosed. Deindustrialization led to racial violence and with the shotgun blast which signaled, “Troubled times they had come to my hometown.”

It is no criticism of Coates’ wisdom to say it should be complemented by Springsteen’s story of economic injustice done to “black and white” which derailed the progress that was once real. “The Boss” sings of the tragedy which undermined much of the best of the “American Dream:”  “They’re closing down the textile mill across the railroad tracks. Foreman says these jobs are going boys and they ain’t coming back to your hometown.

Your hometown. Your hometown Your hometown.”

Three decades later, Springsteen’s “American Skin” also supplements an understanding of the mindsets which have murdered so many black bodies. He begins the story of the “41 shots,” in Harlem, which kill Amadou Diallo as he tried to give his wallet to the police, through the cops’ eyes as “as they cross the bloody river to the other side.” Springsteen then sings about a black mother giving “the talk” to her son:

If an officer stops you, promise me you’ll always be polite
And that you’ll never ever run away
Promise Mama, you’ll keep your hands in sight”

He concludes:

Is it a gun (is it a gun), is it a knife (is it a knife)
Is it a wallet (is it a wallet), this is your life (this is your life)
It ain’t no secret (it ain’t no secret)
It ain’t no secret (it ain’t no secret)
No secret my friend
You can get killed just for living in your American skin

During this era of “Deaths by Despair,” which took off in the white working class America that helped boost Trumpism, Springsteen is the “last man standing,” the only survivor of his original band. He also uses multimedia poetry to make sense of America’s “dark evening stars. And the morning sky of blue…”

He has:

Got down on my knees
Grabbed my pen and bowed my head
Tried to summon all that my heart finds true
And send it in my letter to you

The CD doesn’t include the word “Trump.” I only saw what I believe is one clear reference to  him in “The Rainmaker.” It begins with “Parched crops dying ‘neath a dead sun. We’ve been praying but no good comes.” As they face, “The dog’s howling, homes stripped bare,” they admit, “We’ve been worried but now we’re scared.”

This fear opens the door to “the Rainmaker, a little faith for hire.” And the Rainmaker says that “white’s black and black’s white.” 

Getting back to the essential contribution of HBO’s Between the World and Me, Bruce Springsteen is my favorite poet/musical artist, but Kamilah Forbes draws on an all-star cast who place Coates’ “tactile, visceral” account of the “central truth” about the “domination of black bodies” in a profound context.  I’d say the amazing power of the images of the “entire diaspora” successfully allow Coates to speak the hardest truths without becoming excessively morbid. To really grasp Coates’ contribution, his indictments of America must be read along with the celebration of the multicultural, multigenerational expressions of black families, music, dance, art being sketched on the screen, and indomitable energy that Forbes brings together.

(I must also add that those touching scenes remind me of Springsteen’s videos of family, friends, and fellow musicians.)

The film version of Between the World and Mecombines historic and contemporary images family photos and videos, such as a baby boy feeding a candy bar to his dad, as well as historic battles, and the joyous dancing of children who would be killed, unarmed, by the police. Coates’ descriptions of Howard University as his “Mecca” juxtaposes the exuberant expressions of college students’ performances with that of tailgate parties of alumni reliving their Howard energies. Coates concludes this compilation of photos and films by saying they hold “power more gorgeous than any voting rights act.” 

Coates’ book – as opposed to a television special – had the space to acknowledge that white Americans also are a “new people.” They are “like us, a modern invention.” Coates concludes, and the awesome cast of the video also demonstrates how, “They made us into a race. We made ourselves into a people.”

I expect Coates would agree that both the indictments and the glories of American culture can be best understood when his books’ horrific truths are juxtaposed with both – the multiple genres of the HBO presentation and Bruce Springsteen’s versions of history which are also presented in multiple genres of lyrics, music, autobiography, and film.    

Just watch, listen and enjoy!