What an honor to join sister scholars of the Association of Black Women Historians to process this ongoing moment!
Speaker, Author, Cultural Critic
What an honor to join sister scholars of the Association of Black Women Historians to process this ongoing moment!
As we’ve watched Donald Trump disregard the 300,000+ Americans who have died from COVID but still get support in trying to steal the election, brash villainy can make white mediocrity seem like a non-issue. However, white mediocrity has always been extremely dangerous. Trump became president because ordinary white people held themselves (and each other) to LOW standards, thereby failing to mobilize to stop him as soon as he called Mexicans “rapists.”
I’ve been highlighting the danger of white mediocrity for years, including here and here and here. This clarity puts me in conversation with people like Michael Harriot and Ijeoma Oluo, who just published Mediocre. Harriot and I caught up on camera around these issues. It was an honor, but the clarity is also important.

Watch the book launch! It was a VERY GOOD TIME!!! And please share widely! https://youtu.be/R_qkBy5jmuw

I took this opportunity to read a bit from my book’s Coda, “From Mom-in-Chief to Predator-in-Chief.” The recording is less than 15 minutes. Please enjoy and share widely! https://youtu.be/T22qBlt_fYs?t=9569

Ask A Bishop series “at” my alma mater, Ohio Wesleyan University, is giving me a chance to share what I have learned over the years from studying violence. Its goals are strikingly consistent.
Free and open to the public, so join me! Register here.

Imagine Otherwise is a great podcast I listen to regularly, so it is an honor to be a guest! And its host, Cathy Hannabach, founded Ideas on Fire, a remarkable company offering an array of editing services and professional development programming. I am pleased to have used their company for portions of From Slave Cabins to the White House.
In this interview, Cathy’s questions led me to share in some unexpected ways. I’m also happy to have had an opportunity to acknowledge the influence of Evie Shockley and Alicia Garza on my thinking. Listen and share widely! Full Episode

When I imagined the perfect book launch, this was my vision! I’ll be in conversation with Brittney Cooper, whose immeasurable contributions have inspired me for many years, and we are partnering with Semicolon, the Black woman-owned bookstore and art gallery in Chicago. I could not be happier about how From Slave Cabins to the White House will make its debut!
We will congregate via ZOOM on Thursday, September 3rd at 7pm Eastern time. It will be recorded and available later. To attend live and get all the updates, register at https://bit.ly/MitchellEvent
An official version of the letter below has been sent. Circulating a public version aligns with the mission of the Society of Senior Ford Fellows (SSFF). The organization takes a clear public stance oriented toward social justice, equity, and the advancement of intellectual rigor and democratic values in the United States and global society.
July 10, 2020
The Honorable Chad F. Wolf
Acting Secretary of Homeland Security
Office of the Executive Secretary
MS0525
Department of Homeland Security
2707 Martin Luther King Jr. Ave. SE
Washington, DC 20528-0525
Dear Acting Secretary Wolf:
The Society of Senior Ford Fellows (SSFF) would like to register its profound opposition to the Immigration and Customs Enforcement’s recent policy decision to revoke existing F-1 visas and deny applications for new F-1 visas to students who engage only in off-campus coursework during the coming year. The SSFF is a professional association formed by the more than 5000 prominent scholars in colleges, universities, and in the public and private sectors throughout the United States and globally who have received fellowships from the Ford Foundation.
This new policy is not consistent with widespread efforts by universities, colleges and other educational institutions to protect the health of students and staff in the midst of the Covid-19 pandemic. Many of these efforts involve reducing on-campus activities as much as possible—particularly for vulnerable students, staff and educators—so that required physical distancing and other infection reduction practices can be implemented.
This new policy would be extremely damaging to the US educational systems and catastrophic for many international students and their families. This policy will put thousands of students in the horrible position of having to choose between meeting the requirement to participate in on-campus activities, and protecting their health, as well as that of their families and communities.
Even more problematic is that many educational institutions are planning for 100% distance learning in the coming year to protect public health. This includes the second largest four-year university system in the country, the California State University, with almost a half million students. Thousands of students in this system alone would lose eligibility to continue their education because of this new policy. It would also devastate the very foundation of these institutions, by depriving them of the intellectual, cultural, ideological and economic diversity that has propelled US educational institutions to excellence and made them aspirational worldwide.
This new policy for F-1 visa holders and applicants is unnecessary, disturbing and harmful. It would have extremely damaging effects on the student bodies of US educational institutions at all levels. It would compromise public health. Furthermore, it would severely damage the US economy and its international reputation.
We strongly urge you to reverse this policy immediately, before it further harms our critically important international student population, and the educational institutions that are the core of our nation’s society and economy.
Sincerely,
Society of Senior Ford Fellows
Susan C. Antón, President
February 26, 2020
Office of the President Harvard University
Massachusetts Hall
Cambridge, MA 02138 USA
Dear President Bacow and Board of Governors:
The Society of Senior Ford Fellows (SSFF) would like to make known our concern and disappointment over the decision to deny tenure to Dr. Lorgia García Peña. Dr. García Peña is a well-regarded member of our ranks, having been awarded Ford Dissertation and Postdoctoral Fellowships in 2006 and 2015, respectively, for her interdisciplinary work that examines the complexity and importance of Afro-Dominicanidad via musical, literary, political, and historical narratives. We also are deeply concerned about what Harvard’s action may imply about the university’s commitment to Ethnic Studies as a discipline and for scholars and students of color, to embracing new disciplines, fostering underrepresented professors and students, or enabling the development of innovative pedagogy. We are concerned that this matter may hamper Harvard’s ability to be fully engaged in efforts to change the academy for the better by making it truly reflective of current scholarship, demographics, or 21st century approaches to teaching. Given this unfortunate situation, we must join with various colleagues in the nation and abroad to ask that Harvard initiate a transparent and ethical release of information outlining the reasons for Dr. García Peña’s tenure denial.
Dr. García Peña’s scholarship has national and international acclaim. She has been awarded numerous accolades by important scholarly organizations for her publications and was named Harvard’s Professor of the Year in 2015. The following year she received the Roslyn Abramson Award for excellence in Undergraduate Teaching and Graduate Mentoring, and the Harvard Graduating Class of 2017 recognized her as Professor of Year. In addition to her distinction in research and teaching, Dr. García Peña has served on numerous search committees for tenure-track faculty positions and engaged in the hiring process for lecturers in various departments, as well as having been a principal member of the search committee for the 2019-2020 Warren Center Faculty Fellowships. This tenure decision is baffling, given her transformational work in American Studies, Ethnic Studies, and Latinx Studies, along with her prolific and high-quality record of publication and her status as a beloved teacher.
The SSFF considers Dr. García Peña a vital, important, and venerated member of our community. If the denial of tenure has not been entirely fair, as it appears, then this individual case would be tantamount to an affront against each one of us and puts us on guard. If an exceptional scholar like her can be denied tenure, then it seems that other scholars of color could meet the same fate at Harvard. We call on Harvard to rectify this situation and, in the process, restore our faith in your institution so that when we utter its motto, veritas, we know that indeed the word is made manifest there and in the academy as a whole.
Sincerely,
On Behalf of the Society of Senior Ford Fellows Board
Susan C. Antón, President
susan.anton@nyu.edu
I have never been shy about sharing that I don’t appreciate hearing the N-word in my workplace, which includes classrooms and conferences in which texts that liberally use the word will be examined. Besides writing an essay that touches on the issue (2012, details below), I have addressed this by presenting on a “syllabus roundtable” for SSAWW, the Society for the Study of American Women Writers (2015) and by presenting at an Ohio State University English department event about Teaching Tough Topics (2014). For that occasion, I titled my remarks: “The N-word: A Not-So-Tough Topic in the Classroom.”
Below, you’ll find my “Class Covenant,” which is typically on the last page of the course policies for every class I teach, especially those that don’t focus on authors in dominant identity categories. Please feel free to adopt or adapt to suit your purposes. I’m happy to help as many people as possible with effective tools. A gesture like *Adopted/Adapted from Koritha Mitchell would be appreciated. Below the covenant, you’ll find additional explanations and resources.
CLASS COVENANT
Dr. Koritha Mitchell
To ensure that our time together is enriching, students will abide by the terms of this agreement. Anyone in our intellectual community can suggest an addition; the group will decide to accept, reject, or revise it.
1) The majority of our thinking about the literature will be done outside of class. An hour and twenty minutes is not enough time to appreciate the richness of this material. Remaining enrolled in this course means that you are ready to devote the time, effort, and energy to reading and thinking about this literature that it deserves.
2) In this course, we are studying literature. Although we are committed to considering these texts within their historical contexts, we must remain aware that they are creative works and are therefore CRAFTED. We will look at not only the message but also the craft—the artistic elements—that shape the delivery of that message.
3) This class will be free of hate speech regarding sexual orientation, gender expression, race, and socio-economic status or background. Inflammatory remarks will not go unchecked and will not be tolerated. Each member of this class is responsible for fostering an environment in which people and their ideas are respected. For the same reasons, students will strive to make remarks that are informed by our material and the history that surrounds it.
4) The N-word won’t be used in this class by a person of any race, even if it consistently appears in our texts. The same goes for the “F” word, regardless of a person’s (perceived) sexual orientation or gender expression. And, this is simply not a space in which we call people “trash.”
5) Profanity will not be common currency in this class.
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The N-word is not uttered in my classes, even if it appears in the reading. We simply say N or N’s when reading passages aloud. It easily becomes part of how we do things. It doesn’t take a PhD for my students to understand that we are literary critics, not re-enactors, so we need not let the text dictate what we give life to in the classroom. Just as their papers won’t generally refer to African Americans as “Negroes,” why must we operate as if the text leaves us no choice but to enact discursive violence? Is anything taken away because the word isn’t uttered while everyone is looking at it? Has learning been compromised? Might learning actually be enhanced because students aren’t having to work around the gut-punch some of them feel when they hear that word? The following help explain why I have adopted this practice:
UPDATE: as of March 4, 2019, The N-word in the Classroom: Just Say NO is available. It’s a 45-minute audio recording about how to handle racial and other slurs responsibly and with intellectual rigor. C19 Podcast: Official Publication of the Society for Nineteenth-Century Americanists. http://bit.ly/2TAkuU5
“Belief and Performance, Morrison and Me.” The Clearing, 1970-2010: Forty Years with Toni Morrison. Ed. Carmen Gillespie. Lewisburg, PA: Bucknell UP, 2012. 245 – 261. [downloadable from the Intellectual Autobiography section of http://www.korithamitchell.com/books-articles/]
“I’m a professor. My colleagues who let their students dictate what they teach are cowards.” Vox. June 10, 2015.
Also see: “An Open Letter to White People From Two Professors of Color: Step Up!” (co-authored with anthropologist Alex E. Chávez). The Huffington Post. March 21, 2017.
Also see: “In America, White Women Can Get Away With Almost Anything.” The Huffington Post. March 16, 2018.
Connected to all these issues: “Responsible Teaching in a Violent Culture” http://www.korithamitchell.com/workshops/