In speech, prof raps about rap

Addressing a standing room only crowd at the Graduate School of Education last week, a visiting professor emphasized the need to reinforce black cultural identity in classrooms. Speaking before a receptive and racially diverse audience of nearly 60 people, Gloria Ladson-Billings -- a visiting assistant professor of education from the Santa Clara University in California -- said black students should not forfeit their heritage to a predominantly white society. "Teachers need to correct racial distortions that society has created without being judgmental or derogatory," Ladson-Billings said. Affirmative cultural identity is essential if black students are going to transcend contradictions of a society that primarily stresses assimilation, she added. Claiming that "rap is more than lyrics," Ladson-Billings presented rap music as "a representative aspect of African-American culture that white Americans cannot always recognize and understand." During her hour-long speech, she downplayed claims that rap lyrics such as those from 2 Live Crew are obscene, adding that there is a spectrum of black verbal creativity that is "absent from white culture." "The lyrics speak of anger and frustration, criticizing the American system and suggesting a new world order," said Ladson-Billings. "Rap rejects school and school rejects rap," Ladson-Billings said, "Children are asked to choose between the two." Positive cultural imagery deemphasizes "the pressure to act white in order to succeed academically," she added. Encouraging black students to feel confident about their abilities in school promotes a sense of self worth, she said. "Students who feel less confident are more likely to be suffering motivationally," said Ladson-Billings. Knowing one's heritage allows flexibility and opens alternatives to contribute to society, for both black and white students. Black students should be allowed the full chance to express blackness and humanity, said Ladson-Billings. Students afterwards praised the visiting professor's speech saying she highlighted some important issues that are not frequently addressed. "She pinpointed a very important topic," said Shirley Brown, a doctoral student at the Graduate School of Education. "Part of a teacher's job in the classroom is to act as an advocte for students, particulary for those minorities who have been silenced." "Now I know where to begin," said College junior Jay Mathews, an education major. "Not how to do it, but at least how to start."

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