Episode Transcript
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Speaker 1 (00:02):
Welcome to Dear America, where your voice matters and every
vote counts. Join us as we explore the power of
black and brown communities in shaping our future. It's time
to make your mark and be heard.
Speaker 2 (00:16):
Hello America.
Speaker 3 (00:18):
This is Dear America with Chanel Barnes, where we are
interviewing real people and telling real stories. I am joined
with someone who I met actually on our film tour.
I've mentioned to you all that we've separately executive produced
a film called Dear America, A Letter from Black Women,
and I met Chanelle Murray, who is the founder and
(00:39):
CEO of All Black Everything LLC, an organization dedicated to
celebrating black history and culture through engaging curriculum, through theatrical
performances and interactive sessions for schools and businesses. One of
her featured offerings is All Black Everything, a theatrical performance
where actors bring poetry to life, exploring themes of identity, resilience,
(01:05):
and the richness of black culture. I want to do
something a little different. You know you brought your book
with us. Can you just show the book for our audience?
That can they can see she's holding up her book
All Black Everything. This is self published. Can you start
off with just reading us one of your poems from
(01:26):
your book. By the way, it's one of my favorites.
Speaker 4 (01:30):
This poem is called I am that Black. I am black,
that American Black. Black, that black that people turn up
their noses at while they benefit from the fruits of
our struggle. Black, that black that people distance themselves from Black.
I am that black. I am black.
Speaker 2 (01:53):
Black.
Speaker 4 (01:55):
I am no need to claim a country because Black
people are indigenous.
Speaker 2 (02:00):
To all lands. Black. I am. My ethnicity and race
are black. Black. I am.
Speaker 5 (02:09):
We've been here.
Speaker 2 (02:10):
Black. I am.
Speaker 5 (02:12):
We held onto our culture. Black.
Speaker 4 (02:16):
I am we had a rich culture before, during, and
during enslavement. Black I am we stay creating in Black.
Speaker 2 (02:30):
I am.
Speaker 5 (02:31):
Black history is world history.
Speaker 2 (02:34):
Black.
Speaker 5 (02:36):
I am.
Speaker 4 (02:37):
Pick a location and dig and find the oldest bones
are black.
Speaker 5 (02:42):
Black I am.
Speaker 4 (02:44):
They tried to take away our indigenous status on the
census record, but we know what it is.
Speaker 2 (02:49):
Black.
Speaker 5 (02:50):
I am.
Speaker 4 (02:51):
Insert any shade and that still makes me black.
Speaker 5 (02:55):
Black.
Speaker 4 (02:57):
I am push the moral compass of the world.
Speaker 2 (03:04):
Black.
Speaker 4 (03:07):
I am descendants of the blacks who were and are
gas lit in every sense of the word black. The
blacks labeled angry when we speak up Black. The blacks
called ghetto for being fabulously us black. The blacks who
get a bad rap for affirmative action when white women
(03:28):
actually benefit the most Black. The blacks who started the
free breakfast program that kids benefit from today Black. The
blacks who strategically let their body bear the brunt of
physical violence, the point of mirror right back at America.
Speaker 2 (03:45):
Black.
Speaker 5 (03:47):
The slap me and I'll.
Speaker 4 (03:48):
Get it televised for the world to see black and
to slap me. I'll slap your back black. The kid
out and vote black, the burn it down black.
Speaker 3 (04:09):
They you for reading my favorite poem out of the
book before we started, if you don't mind me sharing.
When I asked you just start off with that poem,
you said you didn't want to write that poem.
Speaker 2 (04:20):
Tell me why.
Speaker 4 (04:22):
It wasn't that I didn't want to write that poem.
It was just there were certain things that were written
that I that I just I didn't.
Speaker 5 (04:31):
I was just second guessing myself.
Speaker 4 (04:33):
Like I this book or this these writings came about.
I kind of just just flooded through me.
Speaker 3 (04:42):
Sure.
Speaker 5 (04:43):
And so.
Speaker 4 (04:45):
The last part where I say the get out and
vote black and the burn it down black, it was me.
That was that kept intercepting, trying to say, well, you know,
what will people think about this?
Speaker 2 (04:54):
What's gonna hapen? And so.
Speaker 4 (04:57):
I was getting involved in the process as opposed to
just letting that's that's what came happened, letting the process happen,
because these are the many ways in which black people,
you know, there are different ways that we feel well,
there's different ways that we engage. And you have people
that are like, yes, get out and vote, and the
other ones that are like, this system is broken and
(05:20):
you know, so yeah.
Speaker 3 (05:22):
Yes, And so your book you self published the book, yes,
is that right?
Speaker 2 (05:26):
Tell us a little bit about that self publishing.
Speaker 4 (05:29):
So I so I'm an educator and and even though
I taught reading and I taught writing, I had no
interest in writing, no interest in writing. I actually talk
about this in the book that I got a reading
(05:50):
and at the reading, the lady was like, yes, you
need to be writing, and I wanted a refund. I thought,
I was like, if this lady does not give me
back my money.
Speaker 2 (06:00):
Predicting the future the right way, because I'm like.
Speaker 4 (06:03):
She's telling me something that I have no interest in doing.
It's like, so imagine everybody imagines something that you have
no interest in doing and someone saying that is the
thing that you need to be doing.
Speaker 5 (06:13):
Sure, and also not just.
Speaker 4 (06:16):
Didn't have an interest in it, but there was a
lot of because we're taught these certain standards of how
you're supposed to write and how you're supposed to phrase things,
and so there was a lot of that baggage that
came along with it that prevented me from writing because
it was a fear of being judged and having to
have it, you know, a certain way. And I see
(06:37):
this with our students too, great storytellers, but when it
comes to the paper, you see it limited and what
they're saying, how come it's not transferring over? And so
I had to throw out of throw out those conventions
and just.
Speaker 5 (06:54):
Express myself.
Speaker 4 (06:55):
However it came out, why it's not trans spurrying over
specific for the students. I think there's a lot of
baggage around, you know, being what is standard, what is acceptable,
how you're supposed to phrase things, and so then it
limits people's creativity because you have that, And so I
(07:18):
had to throw that out and think about just just creating,
creating whatever what however that comes about. So When it
came to writing this book, it actually started off with
a poem. I was during lockdown, going on a lot
of walks, and I love our history.
Speaker 2 (07:39):
During the lockdown, yes, COVID, COVID.
Speaker 5 (07:42):
Yeah, wait a minute, more like, wait, did you serve time?
Speaker 2 (07:49):
And it's okay?
Speaker 4 (07:50):
Yeah, no, yeah, I mean.
Speaker 2 (07:54):
I always say lockdown.
Speaker 4 (07:55):
I didn't realize that, but during COVID, going on a
lot of and I love learning about our history. Like
you want me to pick a great vacation, it's which
I do. I'll go with places.
Speaker 5 (08:07):
And I'm like, let me find a black history in
this area.
Speaker 2 (08:09):
Yeah.
Speaker 4 (08:09):
So I was thinking about our resistance and how often
the credit does not go to our ancestors, it goes
to Lincoln and not we don't we don't hear about
what our ancestors did because they put so much pressure
on the system that it that it couldn't continue. And
(08:29):
so it started off just taking these walks and I
had this phrase in my in my mind and it
was we resisted, We resisted, And.
Speaker 5 (08:37):
I was getting real powered. I'm like, yeah, we resisted,
we did did that. And I started to write a
little bit.
Speaker 4 (08:47):
This phone just opened it up and just I just
wrote the phrase we resisted. It was just in my
brain and I wrote a little bit, drafted a little bit,
went to bed, and then the next day it flowed
out and I knew exactly how to write it, and
it came out through poetry. And it wasn't something that
it's not it's not something I typically use. I don't,
(09:13):
but that's what that's what was coming out.
Speaker 3 (09:15):
We have had so many episodes at this point where
folks have mentioned writing as a way a tool to heal. Yes,
what I'm hearing from you is it's flowing from you.
Is there any part of you engaging in this writing
experience that has been a healing journey for you.
Speaker 4 (09:34):
Yes. So there's like there are different topics in this
book that I wanted to just get a cross, like
different maybe even stereotypes that that I hear or for instance,
I have a poem in here, uh and it's called
flip the narrative, and it's about how sometimes you'll hear
(09:57):
you know, black people, you know, we're not working together
like those other groups over there. They're over there, they
work together. That's how they're able to achieve X, Y
and Z.
Speaker 2 (10:06):
Sure and.
Speaker 4 (10:09):
Writing this and so the way I wrote it, it
sounds as though that's what I'm saying, sounds that I'm saying, yes,
we don't work together. But then when you read it backwards,
it's saying that exact opposite.
Speaker 5 (10:21):
And so that is healing.
Speaker 4 (10:23):
It is healing for me to to share with others,
just the beauty, like our culture is beautiful.
Speaker 2 (10:32):
It's beautiful, it's beautiful.
Speaker 4 (10:34):
And so you know, to be able to share that,
it just comes right back around to me because I feel.
Speaker 3 (10:40):
It right absolutely, So all black everything is your book, Yes,
from my understanding, is transformed above and beyond the book.
Speaker 2 (10:49):
You share a little bit more about that.
Speaker 4 (10:51):
Yes, So in addition to the book, we offer Black
History three sixty five, which is programming throughout the here,
So not just in February, because February hits and it's like,
look you let's do Black history.
Speaker 3 (11:05):
And then yes, what happens in March where we at
or all the other mos yes.
Speaker 5 (11:09):
All the other months.
Speaker 4 (11:11):
And so it is to learn about black history throughout
the year, to plug those those gaps that we have
in our educational system. Because honestly, everybody listening, like if
you could put your thumb up and just you know,
give a rating on what you were taught in school related.
Speaker 5 (11:29):
To black history, where would you be.
Speaker 2 (11:32):
On that rating?
Speaker 4 (11:32):
Because I would say I was like here like this
means like this means like yeah, so here learning about that,
you know, growing up, and then if you're and then
as an adult, still many people are learning now and
it's still I could speak from an educator standpoint, it's
still happening in the in the schools where students graduating,
(11:55):
they're going it's the same cycle.
Speaker 2 (11:58):
I mean, there's so many policies now.
Speaker 3 (12:00):
I think that people are trying to push or have
pushed in order to ensure that this level of content
as per our black history is in our school books
is toy.
Speaker 2 (12:12):
Yeah, what are your thoughts on that? Love it? I
love it?
Speaker 4 (12:15):
And yeah they're out there, they're doing that work. They're
put I know in New York City they have a
big initiative around this. So it just I want to
let's just keep it going, see more and what you've
always been.
Speaker 3 (12:27):
About the resistance around it, because there's also so many
people who who don't want to see this level of
black history to it in our schools.
Speaker 4 (12:37):
It's they say that the people that won the wars
write the history and you you you can't really understand
the world that you're in or even make genuine like
connections if you don't understand the history, if you don't
(12:59):
understand the past, you're really blinded to today. Yeah, you can't.
You can't just think it's a blank slate and and
think that you're understanding what's happening.
Speaker 3 (13:10):
Now.
Speaker 4 (13:10):
You have to go back and see. Even on my book,
I have an image of Sankofa which is this, It's
a Ganaian symbol and it's a bird looking backwards there
he goes. Yeah, And the importance of being able to
go back. You need to go back into your history
and bring it forward. That's right, that's right.
Speaker 3 (13:30):
Your work is featured in prestigious institutions like the Schomberg
Center in the Library of Congress. How does it feel
to have your work recognize at that level? And also
I think for those who are authors out there looking
to self published, how did you get there?
Speaker 5 (13:46):
So the Schomberg was just like I love being in
a Shamberg.
Speaker 2 (13:53):
That is huge.
Speaker 3 (13:54):
I'm like amazing, yes, right, yes, how did that happen?
I mean, besides the fact that the work is incredible,
like it's incredible.
Speaker 4 (14:02):
So I so, okay. So with the Schamberg, I connected
with one of the librarians there and they and he
was interested in the work. And so then that that
kind of got it going. And I'm gonna be honest,
like with this book because I'm a homebody, I'm.
Speaker 5 (14:21):
A body, like I'm.
Speaker 4 (14:26):
Yeah, I'm like, yeah, I'm a homebody. But when I
go out, I feel like this book it lives where
it wants to live. And I make these really great
connections like when I go out, because the book is like,
we don't know when this girl gonna be out again,
So let's.
Speaker 5 (14:40):
Just say, let's just throw everybody at it right now.
Speaker 4 (14:43):
So when I went to the Schomberg, I remember I
had gotten the time I got there, they had they
were closed, I mean the door was locked, locked to
and so the person at the door, I I just asked,
I was like, is there any way I could talk
to the librarian?
Speaker 2 (14:59):
And I I.
Speaker 4 (15:00):
Already knew that ninety nine percent sure that the person
was going to say no, but he said yes. And
so and this is you know, when people want to
go home, you know, And so I was able to
talk to that person connect they were interested in the book,
and that like started it started it.
Speaker 2 (15:17):
Off amazing, amazing and for America.
Speaker 3 (15:21):
For those of you who are just now tuning in,
I'm sitting with Chanel and we are talking about her
book All Black Everything, and it's above and beyond the book.
But I wanted to go I wanted to shift gears
a little bit to just talk a bit more about
civic engagement. Your work and the themes and your poetry, resistance, identity,
gentrification are closely tied to issues of social justice and
(15:46):
civic engagement. How do you hope your work inspires others
to become more active in these areas well? I think
the first step is awareness, such a critical step that
we don't pay enough to. Jintu, you're the first person
to say that on on the show.
Speaker 5 (16:04):
Yeah you have to, you have to be a Yeah
you have to, you have to start there right.
Speaker 4 (16:08):
And then education is a is a huge component because
we can have all of these efforts, these rallying efforts
to get people out to vote, right, so they come out,
they vote for the presidential election, but you have now
what and sometimes it even takes more than just that
one You know, you need to get out and vote
(16:29):
because our ancestors, you know, fought for this, you know,
like this. Sometimes that doesn't, that doesn't, that still doesn't
register at know. So it's it's continuous education because you
don't know what you don't know, and you don't even
know that you can't even see it yet. So with
my discussion guide that goes along with the poetry book,
(16:52):
it's called it so it's all black everything, and I
don't know if you if you can't see this. Everything
is spelled e R R y A. Yes, it's felt
like that because it's like celebrating African American vernacular, which
is a full language with rules and all of that.
(17:12):
But the Discussion and Action Guide it has questions to
unpack the poems, but then it also has actionable things
that you can do, so you can, you know, learn
more about the topics and become more engaged in your community.
Speaker 2 (17:25):
It's right. I love I love the discussion Guide.
Speaker 3 (17:28):
I think that's so important because there are so many
heavy things to unpack. Without the discussion, you could be
left a bit lost. Your discussion guide provides readers with
actionable steps. Can you give us some examples of these
steps and how you've seen people put them into practice.
Speaker 4 (17:46):
So one thing that comes to mind is, so the
poem that I was saying, flip the narrative, which talks
about how basically we are doing things. You know how
when people say black people aren't you know, aren't doing X,
Y and z, and that we you know, we need
to be like other communities. And what the poem is
saying is that we are, and it gives examples of
(18:09):
how we've been doing that. And even like with programming
like this, like so it's like kind of a slap
and a face to say that we're not doing the
work because you have people like you.
Speaker 5 (18:19):
What am I like you?
Speaker 2 (18:20):
What am I doing?
Speaker 5 (18:21):
I'm not doing the work?
Speaker 4 (18:23):
So we're working is so hard and so and what
it basically says is if you're able to say that,
that means that you're the one that's out of the loop.
Speaker 2 (18:33):
Right.
Speaker 4 (18:34):
And so the actionable god is one of the things
is to find out about community like local activism groups
in your area. That's one of the actionable things to do,
you know, so to get plugged in because they're they're there,
you just you just don't know them yet, you know.
Speaker 2 (18:51):
Absolutely.
Speaker 3 (18:53):
I think probably by way of doing this book, you
yourself had to explore a bit of your own identity.
What does it mean for you to be a black
woman in America? Assuming that's even how you identify yourself, What.
Speaker 4 (19:08):
Does it mean to be a black woman? And oh
my gosh, I need like some time to like even
think about this question. There's sadness that I feel in
when I see the accomplishments and the achievements and the
things that black people have worked for, and how it's disregarded,
(19:29):
and how people don't realize that their lives are so impacted,
positively impacted by the struggle and the fight of black people.
So if you're from you know, if you came here
at some other point, and yeah, you if you came
(19:50):
at some other point and you're you know, able to vote,
and you're able to you know, go to that school
over there, you're able to work at that that job
and be the CEO and the whatever of this job.
And I'm talking like even if you're not black. I'm
talking about if you're just another insert another person of color,
like insert whatever ethnicity, that those liberties that you had
(20:14):
black people died for, you know, got hot coffee poured
on them, got spit on got you all of those things?
Speaker 3 (20:22):
And do you have a message to people who are
thinking about voting versus.
Speaker 4 (20:26):
Not people that are not voting? Listen, I understand. I
understand when people say, you know that they're not vote, like,
what is it gonna?
Speaker 2 (20:36):
What is it gonna?
Speaker 1 (20:37):
Do?
Speaker 4 (20:38):
You know? Where's still the system is? Some people say
the system is working the way it's intended intended to work,
you know, So I understand that. I don't I vote,
so I don't. I don't agree with that. Yeah, I
don't agree with that I vote, but I understand what
they're coming from. But I would still I would say
(20:58):
if my opinions it is to get out and vote,
even in those elections where because we have the presidential
election and that's where you see a higher turnout rate,
but then with the other elections you see that drop off, right,
And honestly I was part of that, you know that
camp too of like just vote for the president and
(21:18):
the other things would just be you know, just out
of mind. Sure, but I had to think about it
in this way. It's the it's the least I can do.
At least I could do is just vote that person
in so they can you know, start the work that needs.
Speaker 2 (21:31):
To be done.
Speaker 4 (21:32):
And what I'm gonna tell you, I don't know if
it's too late, but if it's not, and you could
and you don't want to go to the polls, look
into absentee voting.
Speaker 2 (21:40):
That's right, I'm.
Speaker 5 (21:41):
Telling you, like you'll never go back. Like it is.
Speaker 4 (21:45):
The quickest thing is it's a two minute process. You
really get the paper, you bubble it in, you put
it in an envelope, and it's pre you know, pre
stamp whatever they called pre postage. So look into that. Absolutely. Yes,
you don't need to take off work. You don't need
to wait in line, like yes, Google, Google that.
Speaker 3 (22:05):
You heard it straight from Chanelle Chanelle? What's next for?
And by Chanel, I.
Speaker 2 (22:10):
Don't mean this Chanelle, I mean Chanelle, our author twins.
Speaker 3 (22:15):
We're twinning what's next for? All black airthing, all black everything?
Speaker 4 (22:20):
Oh my, this book is just like breathing and living,
bigger than what I had expected. So I just let
it do what it wants to do. And right now
the book is like girl, we won't be on a stage, so.
Speaker 2 (22:34):
Then so then it must be on the stage.
Speaker 3 (22:36):
And when you're on the stage, and to come back
we would love to hear more about what I think
you're hinting at, which is a play. Yeah, is there
any final messages you want to leave our listeners with today?
Speaker 2 (22:50):
Before we Q two? I want you to just read.
Speaker 3 (22:52):
One more insert from your book if possible, but any
final messages before that?
Speaker 4 (22:56):
Final messages just continue to learn, learn, get hungry for that,
for knowledge.
Speaker 2 (23:04):
And how can people find your book in order?
Speaker 3 (23:06):
Oh?
Speaker 4 (23:06):
Yes, okay, So here's the thing. It's on Amazon. But
if you type in all black everything, Amazon loves the
self correct. Amazon's like, no, you meant everything Amazon. You're
gonna go back and forth. So what you're gonna do
is you're just gonna type in my name and you'll
see both of my books. So c h a an
e L Chanel and then Murray m U r r
(23:29):
A Y also follow me on Instagram. So my Instagram
is Chanel c ch a an e L underscore, not
in O T underscore Channel c h a n e L.
Speaker 2 (23:46):
And people will.
Speaker 5 (23:47):
Still read it and be like, what is it channel channel,
Channel not channel. I'm like, no, it's Chanel, not Channel.
Speaker 2 (23:54):
I had a mentor of my growing up. He used
to be channel.
Speaker 3 (23:57):
I'm like you know my name is Chanet, So can
you just please grace us with one more insert as
we close out this segment?
Speaker 4 (24:08):
What else am I? What else am I? She would ask,
hazel eyes and skin of caramel, wanting to hear something else,
as if black wasn't enough in her last name, looking
for something to claim Irish Scottish than anything more than
just being black. Learned her history, than fell in love
(24:29):
with her hair, her culture, and her blood. The greatest
strength to know thyself, and with that comes in a pride.
It was a way to treat us inhumane if we
didn't know that. In fact, it came from us. The
sciences and mathematics too, taught the Greeks what they knew.
We first sailed across the ocean blue. World's first college
(24:53):
in Timbuctoo. Never learned these stories in school. No mention
of black people ruling Spain with the moors taught them
how to wash They.
Speaker 5 (25:04):
Our rich history didn't start here.
Speaker 2 (25:06):
It goes way back.
Speaker 4 (25:08):
They didn't steal slaves. They stole warriors, teachers, eye surgeons
for cataracts, writers, storytellers, royalty. And that's a fact. We
weren't slaves. We were enslaved and the blueprint of civilization.
Our ancestors paved, steal from us, take our knowledge, creativity
(25:29):
and plagarise, repackage it with a different face.
Speaker 5 (25:33):
Huh.
Speaker 4 (25:33):
But it's our work in disguise, destroy the nose. But
we still know this shame is not for us to
hold the story of the Lion often silenced and untold.
But if I knew how deep the history lies, I
would have never asked what else.
Speaker 2 (25:51):
Am I amazing? Dear America.
Speaker 3 (25:55):
This is Chanel Barnes, and I am sitting here again
with Chanel Murray, author of All Black Erathing. Go on
Amazon get the books, you know. Thank you so much for.
Speaker 2 (26:06):
Being here with us today.
Speaker 3 (26:07):
And I'm looking forward to having you back so we
can talk about the Broadway play. Okay, And notice I
said Broadway Okay? All right, America, real people, real stories.
We can't wait to talk to you soon.
Speaker 2 (26:19):
Bye bye.
Speaker 1 (26:23):
This has been a Project Ready production. To learn more
and effect change, log onto Project readynjy dot org or
listen anytime on all major podcast carriers.
Welcome to Dear America, where your voice matters and every
vote counts. Join us as we explore the power of
black and brown communities in shaping our future. It's time
to make your mark and be heard.
Speaker 2 (00:16):
Hello America.
Speaker 3 (00:18):
This is Dear America with Chanel Barnes, where we are
interviewing real people and telling real stories. I am joined
with someone who I met actually on our film tour.
I've mentioned to you all that we've separately executive produced
a film called Dear America, A Letter from Black Women,
and I met Chanelle Murray, who is the founder and
(00:39):
CEO of All Black Everything LLC, an organization dedicated to
celebrating black history and culture through engaging curriculum, through theatrical
performances and interactive sessions for schools and businesses. One of
her featured offerings is All Black Everything, a theatrical performance
where actors bring poetry to life, exploring themes of identity, resilience,
(01:05):
and the richness of black culture. I want to do
something a little different. You know you brought your book
with us. Can you just show the book for our audience?
That can they can see she's holding up her book
All Black Everything. This is self published. Can you start
off with just reading us one of your poems from
(01:26):
your book. By the way, it's one of my favorites.
Speaker 4 (01:30):
This poem is called I am that Black. I am black,
that American Black. Black, that black that people turn up
their noses at while they benefit from the fruits of
our struggle. Black, that black that people distance themselves from Black.
I am that black. I am black.
Speaker 2 (01:53):
Black.
Speaker 4 (01:55):
I am no need to claim a country because Black
people are indigenous.
Speaker 2 (02:00):
To all lands. Black. I am. My ethnicity and race
are black. Black. I am.
Speaker 5 (02:09):
We've been here.
Speaker 2 (02:10):
Black. I am.
Speaker 5 (02:12):
We held onto our culture. Black.
Speaker 4 (02:16):
I am we had a rich culture before, during, and
during enslavement. Black I am we stay creating in Black.
Speaker 2 (02:30):
I am.
Speaker 5 (02:31):
Black history is world history.
Speaker 2 (02:34):
Black.
Speaker 5 (02:36):
I am.
Speaker 4 (02:37):
Pick a location and dig and find the oldest bones
are black.
Speaker 5 (02:42):
Black I am.
Speaker 4 (02:44):
They tried to take away our indigenous status on the
census record, but we know what it is.
Speaker 2 (02:49):
Black.
Speaker 5 (02:50):
I am.
Speaker 4 (02:51):
Insert any shade and that still makes me black.
Speaker 5 (02:55):
Black.
Speaker 4 (02:57):
I am push the moral compass of the world.
Speaker 2 (03:04):
Black.
Speaker 4 (03:07):
I am descendants of the blacks who were and are
gas lit in every sense of the word black. The
blacks labeled angry when we speak up Black. The blacks
called ghetto for being fabulously us black. The blacks who
get a bad rap for affirmative action when white women
(03:28):
actually benefit the most Black. The blacks who started the
free breakfast program that kids benefit from today Black. The
blacks who strategically let their body bear the brunt of
physical violence, the point of mirror right back at America.
Speaker 2 (03:45):
Black.
Speaker 5 (03:47):
The slap me and I'll.
Speaker 4 (03:48):
Get it televised for the world to see black and
to slap me. I'll slap your back black. The kid
out and vote black, the burn it down black.
Speaker 3 (04:09):
They you for reading my favorite poem out of the
book before we started, if you don't mind me sharing.
When I asked you just start off with that poem,
you said you didn't want to write that poem.
Speaker 2 (04:20):
Tell me why.
Speaker 4 (04:22):
It wasn't that I didn't want to write that poem.
It was just there were certain things that were written
that I that I just I didn't.
Speaker 5 (04:31):
I was just second guessing myself.
Speaker 4 (04:33):
Like I this book or this these writings came about.
I kind of just just flooded through me.
Speaker 3 (04:42):
Sure.
Speaker 5 (04:43):
And so.
Speaker 4 (04:45):
The last part where I say the get out and
vote black and the burn it down black, it was me.
That was that kept intercepting, trying to say, well, you know,
what will people think about this?
Speaker 2 (04:54):
What's gonna hapen? And so.
Speaker 4 (04:57):
I was getting involved in the process as opposed to
just letting that's that's what came happened, letting the process happen,
because these are the many ways in which black people,
you know, there are different ways that we feel well,
there's different ways that we engage. And you have people
that are like, yes, get out and vote, and the
other ones that are like, this system is broken and
(05:20):
you know, so yeah.
Speaker 3 (05:22):
Yes, And so your book you self published the book, yes,
is that right?
Speaker 2 (05:26):
Tell us a little bit about that self publishing.
Speaker 4 (05:29):
So I so I'm an educator and and even though
I taught reading and I taught writing, I had no
interest in writing, no interest in writing. I actually talk
about this in the book that I got a reading
(05:50):
and at the reading, the lady was like, yes, you
need to be writing, and I wanted a refund. I thought,
I was like, if this lady does not give me
back my money.
Speaker 2 (06:00):
Predicting the future the right way, because I'm like.
Speaker 4 (06:03):
She's telling me something that I have no interest in doing.
It's like, so imagine everybody imagines something that you have
no interest in doing and someone saying that is the
thing that you need to be doing.
Speaker 5 (06:13):
Sure, and also not just.
Speaker 4 (06:16):
Didn't have an interest in it, but there was a
lot of because we're taught these certain standards of how
you're supposed to write and how you're supposed to phrase things,
and so there was a lot of that baggage that
came along with it that prevented me from writing because
it was a fear of being judged and having to
have it, you know, a certain way. And I see
(06:37):
this with our students too, great storytellers, but when it
comes to the paper, you see it limited and what
they're saying, how come it's not transferring over? And so
I had to throw out of throw out those conventions
and just.
Speaker 5 (06:54):
Express myself.
Speaker 4 (06:55):
However it came out, why it's not trans spurrying over
specific for the students. I think there's a lot of
baggage around, you know, being what is standard, what is acceptable,
how you're supposed to phrase things, and so then it
limits people's creativity because you have that, And so I
(07:18):
had to throw that out and think about just just creating,
creating whatever what however that comes about. So When it
came to writing this book, it actually started off with
a poem. I was during lockdown, going on a lot
of walks, and I love our history.
Speaker 2 (07:39):
During the lockdown, yes, COVID, COVID.
Speaker 5 (07:42):
Yeah, wait a minute, more like, wait, did you serve time?
Speaker 2 (07:49):
And it's okay?
Speaker 4 (07:50):
Yeah, no, yeah, I mean.
Speaker 2 (07:54):
I always say lockdown.
Speaker 4 (07:55):
I didn't realize that, but during COVID, going on a
lot of and I love learning about our history. Like
you want me to pick a great vacation, it's which
I do. I'll go with places.
Speaker 5 (08:07):
And I'm like, let me find a black history in
this area.
Speaker 2 (08:09):
Yeah.
Speaker 4 (08:09):
So I was thinking about our resistance and how often
the credit does not go to our ancestors, it goes
to Lincoln and not we don't we don't hear about
what our ancestors did because they put so much pressure
on the system that it that it couldn't continue. And
(08:29):
so it started off just taking these walks and I
had this phrase in my in my mind and it
was we resisted, We resisted, And.
Speaker 5 (08:37):
I was getting real powered. I'm like, yeah, we resisted,
we did did that. And I started to write a
little bit.
Speaker 4 (08:47):
This phone just opened it up and just I just
wrote the phrase we resisted. It was just in my
brain and I wrote a little bit, drafted a little bit,
went to bed, and then the next day it flowed
out and I knew exactly how to write it, and
it came out through poetry. And it wasn't something that
it's not it's not something I typically use. I don't,
(09:13):
but that's what that's what was coming out.
Speaker 3 (09:15):
We have had so many episodes at this point where
folks have mentioned writing as a way a tool to heal. Yes,
what I'm hearing from you is it's flowing from you.
Is there any part of you engaging in this writing
experience that has been a healing journey for you.
Speaker 4 (09:34):
Yes. So there's like there are different topics in this
book that I wanted to just get a cross, like
different maybe even stereotypes that that I hear or for instance,
I have a poem in here, uh and it's called
flip the narrative, and it's about how sometimes you'll hear
(09:57):
you know, black people, you know, we're not working together
like those other groups over there. They're over there, they
work together. That's how they're able to achieve X, Y
and Z.
Speaker 2 (10:06):
Sure and.
Speaker 4 (10:09):
Writing this and so the way I wrote it, it
sounds as though that's what I'm saying, sounds that I'm saying, yes,
we don't work together. But then when you read it backwards,
it's saying that exact opposite.
Speaker 5 (10:21):
And so that is healing.
Speaker 4 (10:23):
It is healing for me to to share with others,
just the beauty, like our culture is beautiful.
Speaker 2 (10:32):
It's beautiful, it's beautiful.
Speaker 4 (10:34):
And so you know, to be able to share that,
it just comes right back around to me because I feel.
Speaker 3 (10:40):
It right absolutely, So all black everything is your book, Yes,
from my understanding, is transformed above and beyond the book.
Speaker 2 (10:49):
You share a little bit more about that.
Speaker 4 (10:51):
Yes, So in addition to the book, we offer Black
History three sixty five, which is programming throughout the here,
So not just in February, because February hits and it's like,
look you let's do Black history.
Speaker 3 (11:05):
And then yes, what happens in March where we at
or all the other mos yes.
Speaker 5 (11:09):
All the other months.
Speaker 4 (11:11):
And so it is to learn about black history throughout
the year, to plug those those gaps that we have
in our educational system. Because honestly, everybody listening, like if
you could put your thumb up and just you know,
give a rating on what you were taught in school related.
Speaker 5 (11:29):
To black history, where would you be.
Speaker 2 (11:32):
On that rating?
Speaker 4 (11:32):
Because I would say I was like here like this
means like this means like yeah, so here learning about that,
you know, growing up, and then if you're and then
as an adult, still many people are learning now and
it's still I could speak from an educator standpoint, it's
still happening in the in the schools where students graduating,
(11:55):
they're going it's the same cycle.
Speaker 2 (11:58):
I mean, there's so many policies now.
Speaker 3 (12:00):
I think that people are trying to push or have
pushed in order to ensure that this level of content
as per our black history is in our school books
is toy.
Speaker 2 (12:12):
Yeah, what are your thoughts on that? Love it? I
love it?
Speaker 4 (12:15):
And yeah they're out there, they're doing that work. They're
put I know in New York City they have a
big initiative around this. So it just I want to
let's just keep it going, see more and what you've
always been.
Speaker 3 (12:27):
About the resistance around it, because there's also so many
people who who don't want to see this level of
black history to it in our schools.
Speaker 4 (12:37):
It's they say that the people that won the wars
write the history and you you you can't really understand
the world that you're in or even make genuine like
connections if you don't understand the history, if you don't
(12:59):
understand the past, you're really blinded to today. Yeah, you can't.
You can't just think it's a blank slate and and
think that you're understanding what's happening.
Speaker 3 (13:10):
Now.
Speaker 4 (13:10):
You have to go back and see. Even on my book,
I have an image of Sankofa which is this, It's
a Ganaian symbol and it's a bird looking backwards there
he goes. Yeah, And the importance of being able to
go back. You need to go back into your history
and bring it forward. That's right, that's right.
Speaker 3 (13:30):
Your work is featured in prestigious institutions like the Schomberg
Center in the Library of Congress. How does it feel
to have your work recognize at that level? And also
I think for those who are authors out there looking
to self published, how did you get there?
Speaker 5 (13:46):
So the Schomberg was just like I love being in
a Shamberg.
Speaker 2 (13:53):
That is huge.
Speaker 3 (13:54):
I'm like amazing, yes, right, yes, how did that happen?
I mean, besides the fact that the work is incredible,
like it's incredible.
Speaker 4 (14:02):
So I so, okay. So with the Schamberg, I connected
with one of the librarians there and they and he
was interested in the work. And so then that that
kind of got it going. And I'm gonna be honest,
like with this book because I'm a homebody, I'm.
Speaker 5 (14:21):
A body, like I'm.
Speaker 4 (14:26):
Yeah, I'm like, yeah, I'm a homebody. But when I
go out, I feel like this book it lives where
it wants to live. And I make these really great
connections like when I go out, because the book is like,
we don't know when this girl gonna be out again,
So let's.
Speaker 5 (14:40):
Just say, let's just throw everybody at it right now.
Speaker 4 (14:43):
So when I went to the Schomberg, I remember I
had gotten the time I got there, they had they
were closed, I mean the door was locked, locked to
and so the person at the door, I I just asked,
I was like, is there any way I could talk
to the librarian?
Speaker 2 (14:59):
And I I.
Speaker 4 (15:00):
Already knew that ninety nine percent sure that the person
was going to say no, but he said yes. And
so and this is you know, when people want to
go home, you know, And so I was able to
talk to that person connect they were interested in the book,
and that like started it started it.
Speaker 2 (15:17):
Off amazing, amazing and for America.
Speaker 3 (15:21):
For those of you who are just now tuning in,
I'm sitting with Chanel and we are talking about her
book All Black Everything, and it's above and beyond the book.
But I wanted to go I wanted to shift gears
a little bit to just talk a bit more about
civic engagement. Your work and the themes and your poetry, resistance, identity,
gentrification are closely tied to issues of social justice and
(15:46):
civic engagement. How do you hope your work inspires others
to become more active in these areas well? I think
the first step is awareness, such a critical step that
we don't pay enough to. Jintu, you're the first person
to say that on on the show.
Speaker 5 (16:04):
Yeah you have to, you have to be a Yeah
you have to, you have to start there right.
Speaker 4 (16:08):
And then education is a is a huge component because
we can have all of these efforts, these rallying efforts
to get people out to vote, right, so they come out,
they vote for the presidential election, but you have now
what and sometimes it even takes more than just that
one You know, you need to get out and vote
(16:29):
because our ancestors, you know, fought for this, you know,
like this. Sometimes that doesn't, that doesn't, that still doesn't
register at know. So it's it's continuous education because you
don't know what you don't know, and you don't even
know that you can't even see it yet. So with
my discussion guide that goes along with the poetry book,
(16:52):
it's called it so it's all black everything, and I
don't know if you if you can't see this. Everything
is spelled e R R y A. Yes, it's felt
like that because it's like celebrating African American vernacular, which
is a full language with rules and all of that.
(17:12):
But the Discussion and Action Guide it has questions to
unpack the poems, but then it also has actionable things
that you can do, so you can, you know, learn
more about the topics and become more engaged in your community.
Speaker 2 (17:25):
It's right. I love I love the discussion Guide.
Speaker 3 (17:28):
I think that's so important because there are so many
heavy things to unpack. Without the discussion, you could be
left a bit lost. Your discussion guide provides readers with
actionable steps. Can you give us some examples of these
steps and how you've seen people put them into practice.
Speaker 4 (17:46):
So one thing that comes to mind is, so the
poem that I was saying, flip the narrative, which talks
about how basically we are doing things. You know how
when people say black people aren't you know, aren't doing X,
Y and z, and that we you know, we need
to be like other communities. And what the poem is
saying is that we are, and it gives examples of
(18:09):
how we've been doing that. And even like with programming
like this, like so it's like kind of a slap
and a face to say that we're not doing the
work because you have people like you.
Speaker 5 (18:19):
What am I like you?
Speaker 2 (18:20):
What am I doing?
Speaker 5 (18:21):
I'm not doing the work?
Speaker 4 (18:23):
So we're working is so hard and so and what
it basically says is if you're able to say that,
that means that you're the one that's out of the loop.
Speaker 2 (18:33):
Right.
Speaker 4 (18:34):
And so the actionable god is one of the things
is to find out about community like local activism groups
in your area. That's one of the actionable things to do,
you know, so to get plugged in because they're they're there,
you just you just don't know them yet, you know.
Speaker 2 (18:51):
Absolutely.
Speaker 3 (18:53):
I think probably by way of doing this book, you
yourself had to explore a bit of your own identity.
What does it mean for you to be a black
woman in America? Assuming that's even how you identify yourself, What.
Speaker 4 (19:08):
Does it mean to be a black woman? And oh
my gosh, I need like some time to like even
think about this question. There's sadness that I feel in
when I see the accomplishments and the achievements and the
things that black people have worked for, and how it's disregarded,
(19:29):
and how people don't realize that their lives are so impacted,
positively impacted by the struggle and the fight of black people.
So if you're from you know, if you came here
at some other point, and yeah, you if you came
(19:50):
at some other point and you're you know, able to vote,
and you're able to you know, go to that school
over there, you're able to work at that that job
and be the CEO and the whatever of this job.
And I'm talking like even if you're not black. I'm
talking about if you're just another insert another person of color,
like insert whatever ethnicity, that those liberties that you had
(20:14):
black people died for, you know, got hot coffee poured
on them, got spit on got you all of those things?
Speaker 3 (20:22):
And do you have a message to people who are
thinking about voting versus.
Speaker 4 (20:26):
Not people that are not voting? Listen, I understand. I
understand when people say, you know that they're not vote, like,
what is it gonna?
Speaker 2 (20:36):
What is it gonna?
Speaker 1 (20:37):
Do?
Speaker 4 (20:38):
You know? Where's still the system is? Some people say
the system is working the way it's intended intended to work,
you know, So I understand that. I don't I vote,
so I don't. I don't agree with that. Yeah, I
don't agree with that I vote, but I understand what
they're coming from. But I would still I would say
(20:58):
if my opinions it is to get out and vote,
even in those elections where because we have the presidential
election and that's where you see a higher turnout rate,
but then with the other elections you see that drop off, right,
And honestly I was part of that, you know that
camp too of like just vote for the president and
(21:18):
the other things would just be you know, just out
of mind. Sure, but I had to think about it
in this way. It's the it's the least I can do.
At least I could do is just vote that person
in so they can you know, start the work that needs.
Speaker 2 (21:31):
To be done.
Speaker 4 (21:32):
And what I'm gonna tell you, I don't know if
it's too late, but if it's not, and you could
and you don't want to go to the polls, look
into absentee voting.
Speaker 2 (21:40):
That's right, I'm.
Speaker 5 (21:41):
Telling you, like you'll never go back. Like it is.
Speaker 4 (21:45):
The quickest thing is it's a two minute process. You
really get the paper, you bubble it in, you put
it in an envelope, and it's pre you know, pre
stamp whatever they called pre postage. So look into that. Absolutely. Yes,
you don't need to take off work. You don't need
to wait in line, like yes, Google, Google that.
Speaker 3 (22:05):
You heard it straight from Chanelle Chanelle? What's next for?
And by Chanel, I.
Speaker 2 (22:10):
Don't mean this Chanelle, I mean Chanelle, our author twins.
Speaker 3 (22:15):
We're twinning what's next for? All black airthing, all black everything?
Speaker 4 (22:20):
Oh my, this book is just like breathing and living,
bigger than what I had expected. So I just let
it do what it wants to do. And right now
the book is like girl, we won't be on a stage, so.
Speaker 2 (22:34):
Then so then it must be on the stage.
Speaker 3 (22:36):
And when you're on the stage, and to come back
we would love to hear more about what I think
you're hinting at, which is a play. Yeah, is there
any final messages you want to leave our listeners with today?
Speaker 2 (22:50):
Before we Q two? I want you to just read.
Speaker 3 (22:52):
One more insert from your book if possible, but any
final messages before that?
Speaker 4 (22:56):
Final messages just continue to learn, learn, get hungry for that,
for knowledge.
Speaker 2 (23:04):
And how can people find your book in order?
Speaker 3 (23:06):
Oh?
Speaker 4 (23:06):
Yes, okay, So here's the thing. It's on Amazon. But
if you type in all black everything, Amazon loves the
self correct. Amazon's like, no, you meant everything Amazon. You're
gonna go back and forth. So what you're gonna do
is you're just gonna type in my name and you'll
see both of my books. So c h a an
e L Chanel and then Murray m U r r
(23:29):
A Y also follow me on Instagram. So my Instagram
is Chanel c ch a an e L underscore, not
in O T underscore Channel c h a n e L.
Speaker 2 (23:46):
And people will.
Speaker 5 (23:47):
Still read it and be like, what is it channel channel,
Channel not channel. I'm like, no, it's Chanel, not Channel.
Speaker 2 (23:54):
I had a mentor of my growing up. He used
to be channel.
Speaker 3 (23:57):
I'm like you know my name is Chanet, So can
you just please grace us with one more insert as
we close out this segment?
Speaker 4 (24:08):
What else am I? What else am I? She would ask,
hazel eyes and skin of caramel, wanting to hear something else,
as if black wasn't enough in her last name, looking
for something to claim Irish Scottish than anything more than
just being black. Learned her history, than fell in love
(24:29):
with her hair, her culture, and her blood. The greatest
strength to know thyself, and with that comes in a pride.
It was a way to treat us inhumane if we
didn't know that. In fact, it came from us. The
sciences and mathematics too, taught the Greeks what they knew.
We first sailed across the ocean blue. World's first college
(24:53):
in Timbuctoo. Never learned these stories in school. No mention
of black people ruling Spain with the moors taught them
how to wash They.
Speaker 5 (25:04):
Our rich history didn't start here.
Speaker 2 (25:06):
It goes way back.
Speaker 4 (25:08):
They didn't steal slaves. They stole warriors, teachers, eye surgeons
for cataracts, writers, storytellers, royalty. And that's a fact. We
weren't slaves. We were enslaved and the blueprint of civilization.
Our ancestors paved, steal from us, take our knowledge, creativity
(25:29):
and plagarise, repackage it with a different face.
Speaker 5 (25:33):
Huh.
Speaker 4 (25:33):
But it's our work in disguise, destroy the nose. But
we still know this shame is not for us to
hold the story of the Lion often silenced and untold.
But if I knew how deep the history lies, I
would have never asked what else.
Speaker 2 (25:51):
Am I amazing? Dear America.
Speaker 3 (25:55):
This is Chanel Barnes, and I am sitting here again
with Chanel Murray, author of All Black Erathing. Go on
Amazon get the books, you know. Thank you so much for.
Speaker 2 (26:06):
Being here with us today.
Speaker 3 (26:07):
And I'm looking forward to having you back so we
can talk about the Broadway play. Okay, And notice I
said Broadway Okay? All right, America, real people, real stories.
We can't wait to talk to you soon.
Speaker 2 (26:19):
Bye bye.
Speaker 1 (26:23):
This has been a Project Ready production. To learn more
and effect change, log onto Project readynjy dot org or
listen anytime on all major podcast carriers.
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