Learning from other scholars’ work on Haitian radio was, and still is, one of the greatest pleasures in the process of writing Isles of Noise: Sonic Media in the Caribbean (UNC 2016). People living in or from Haiti widely acknowledged and almost took for granted radio’s outsized role in public and political life. Edwidge Danticat and Jonathan Demme also understood this and paid tribute in Claire of the Sea Light and The Agronomist respectively, but historians remained largely fixated, understandably, on pivotal moments in Haiti’s rich history. Radio is different. Not pivotal, but witnessing the pivotal. Less dramatic and more long lasting and adhering to the same format for days, years, decades. It speaks to people who wouldn’t read newspapers or books. It floods private and public space with the sounds of music, talking, ruling, dissenting, explaining, satirizing, creating, crying, testifying, lying. But it leaves few archival traces. This is why the work of the five scholars in this series is so important. They allow us to hear a little and honor the listeners who make the medium what it is.
To start the series, Ian Coss gave a finely tuned account of a “day in the life” of a radio station in Cap Haïtien that follows the programming rhythm of days and nights. Then, Jennifer Garcon recounted one of the pivotal points in the relationship—its near breakdown and ultimate survival—also a turning point for a 19-year-old Jean Claude Duvalier, newly proclaimed President for life. Last week, Laura Wagner, who listened to each recording Radio Haïti-Inter and its archive (now at Duke University) and wrote its archival descriptors, writes of the work itself, the emotional, financial and intellectual challenges involved, and the reason this archive is essential to anyone interested in Haiti, or radio, or racial justice.
We continue the series in Brooklyn this week, where amidst gentrification and millennials seeking upscale vegan quesadillas, the ‘culture of the transistor’ is alive and well. Pirate radio stations broadcasting music and news in Haitian Creole have loyal followings, mostly of an older generation for whom radio was the primary medium during their youth. Listening brings back memories of a prosperous 1940s and 50s Haiti that recent narratives centered on catastrophe tend to bury. David Goren, who has not just written about but also mapped Brooklyn’s pirate stations, reminds us that these aural communities connect past and present, and perhaps future as well.
Guest Editor– Alejandra Bronfman
Click here for the full series!
‘A lot of these stations, especially the Haitian stations, they have such an extensive music library that a song will come on the radio and all of a sudden my mom is like, ‘Oh my God! Your grandma used to have this record and she played it every Saturday!’ says Joan Martinez, a young Haitian-American born in the US and a former program host on some of the unlicensed Kreyol language stations. “Now she’s transported back to being on the island, with the big radio that’s a piece of furniture in the living room. People are chatting, little drinks are flowing about, my grandmother milling about in a gorgeous dress. It’s kind of like that whole nostalgia era that unfortunately was probably lost because of the political turmoil in Haiti. So it’s harkening back to a good time, to a simpler time, a better time, a more carefree era.”
Every day, the skies of New York City fill up with unseen clouds of radio signals spreading over immigrant neighborhoods. These culturally charged clouds of radio energy burst with a flow of content that continually shifts and transforms, following the lifecycle and rhythm of the streets.
From clandestine studios tucked behind store fronts, DJs transform time and physical space with Konpa, Reggae and Soca music, mixing the sounds of ancestral homes with the thump and challenge of adapting to a new life in the United States. Jolted by electrified fingers of Signal, the old radio poetry of hiss and hum leaps from a scattered forest of antennas connected to transmitters hidden away inside rooftop sheds. In Brooklyn, the signals alight on Flatbush Avenue, blasting from radios in dollar vans, bakeries, churches and on street corners and kitchen tables. By accessing an analog technology that (outside of the radio itself) is essentially free for the listener, economically marginalized communities avoid the subscription and data fees built in to the conveniences of the digital life. Listeners, often the elders of the community, extend metal antennas and position the radios just so, trying to catch the elusive vibrations of crucial music, news and information that are seldom felt in New York City’s legal and mostly corporate owned media soundscape.
“These underground, unlicensed or pirate stations have been around for as long as there has been radio,” Martinez says. The legality of radio stations stems from The Communications Act of 1934, legislation that created the Federal Communications Commission (FCC), the agency tasked with penalizing unlicensed stations and shutting them down. “The focus really was on the listeners.” says Rosemary Harold, chief of FCC Enforcement ‘because what had happened before licensing became what we know as today, was that listeners weren’t able to consistently hear radio broadcasts. And now we’re kind of in a modern iteration of that.”
Others, like pirate radio historian John Anderson, see the Act as unfairly slanted towards commercial interests, awarding “the highest powers and clearest channels” to stations that sold advertising, tilting the medium away from serving specific communities. “By privileging commercial speech over non-commercial speech and by basically saying if you are a special interest, we will not award you a license.” Anderson says. “You create the conditions for there to be dissension over the media policy, which will lead people into radical actions, like putting stations on the air without permission.” In Flatbush, stations broadcast primarily to Haitians, Jamaicans, Trinidadians, Grenadians and Orthodox Jews. The Haitian stations are particularly active in East Flatbush with just under a dozen broadcasting daily in Kreyol to the large Haitian community.
“I came across it at a very young age. There was this really popular station back in the late 80s, Radio Guinee, and it was based in Brooklyn.” Joan Martinez says. “Nobody knows where it was, there are suspicions. But all I know is from Friday night all the way to Sunday night, you would just hear a series of these stations every weekend and it would be the place where you could listen to the latest in Haitian pop music, rap music. It was also the news, my parents and their friends would all sit around the radio and they would just be politicking in the living room getting really loud, you know, dancing, singing along that sort of thing. It was just like a meeting ground and the radio was guiding it.”
This phase of New York City pirate radio rose from the ashes of a previous scene dating to the late sixties: a dozen or so stations sporadically run mostly by white teenagers: a mix of hippies, radicals and electronically inclined misfits. By 1987, this loose collective of friends and rivals devolved into infighting after a short-lived attempt to broadcast from international waters off Jones Beach. This created room for new pirate radio voices from diverse communities that were increasingly being pushed off the legal airwaves by high costs, format consolidation, and “the low power desert”, an FCC-led phaseout of small community broadcasters. The local pirates joined a growing national wave of progressive pirate radio activity taking advantage of a new generation of cheap FM transmitters imported from China or homebrewed in makeshift workshops by free radio activists.
By the early 90’s, immigrant community-focused broadcasters In New York City flipped the unspoken rules of the earlier pirates who broadcast mainly late at night on a few pre-determined “safe” frequencies, instead filling the FM dial from bottom to top, day and night. In 2000, under pressure from a nationwide increase in pirate radio activity, the FCC introduced a new license class: Low Power FM (LPFM) but opposition from National Public Radio and the National Association of Broadcasters shut down the issuing of new licenses. That severely limited LPFM’s availability in major urban markets due to rules requiring LPFM’s to be “three click aways” from existing stations. Local pirates felt they had no alternative but to continue broadcasting and some stations in Flatbush have been on the air for decades. Despite the passage of the Local Community Radio Act in 2011, opening a new licensing window with relaxed spacing requirements, few new frequencies were available in NYC due to an already crowded dial. The continued pirate presence is enabled by a sort of safety in numbers, an FCC enforcement team hampered by a low budget and a bureaucratic process of enforcement.
Though the stations exist to serve their communities with news and culture and maybe make a little money for their owners and dj’s, they can and do cause interference for listeners of licensed stations, particularly low-powered non-commercial broadcasters like WFMU, a beloved freeform music station. Interference near their frequency has inspired the Brooklyn Pirate Watch Twitter group to keep a wary eye on pirate operations.
Interference aside, FCC commissioners and staff publicly fume at the pirates for a range of potential public safety violations, some more theoretical than others and claim they are somehow harming their own communities, and wonder finally, why don’t they just stream on the internet. By viewing radio piracy purely from a legal perspective, critics miss the cultural and historic forces driving the Haitian pirates. During the Duvalier dictatorship (1957-1986) Haitians had access to only two stations broadcasting in Kreyol, rather than French, the language of the elite. One was Radio Lumiere, a religious station and the other Radio Haiti-Inter, a fiercely independent voice whose director Jean Dominque was assassinated in 1999.
“The peasant in Haiti, while he’s working on his farm you know he had a transistor.” Says Dr. Jean Eddy St. Paul, Director of the Haitian Studies Institute at the City University of New York. ‘And many peasants, they don’t have money to buy tobacco to smoke, but they will have money to buy the battery to put in the transistor. The first generation of migration, in the US, was during the 1960s and for many of those people the culture of transistor was part of their everyday life, so they’re still maintaining the culture of transistor. For them, having a radio station is very important.’
In July 2019, on a side street in East Flatbush, I met a man calling himself “Joseph” aka “Haitian” (“because I’m a pure Haitian!”), part of a group that keeps Radio Comedy FM on the air. “There’s no owners and committee. It’s a bunch of young guys”. Joseph says, “We have to do something positive for our community. Right now the Marines are in Haiti and we don’t know what’s next! CNN don’t show you this! BBC don’t show you this! So what we do, we have people in Haiti that call us and tell us what’s going on and will send us pictures. This is how we get our information. And bring it to the people…. I have family over there, my mother’s still there. So I have to know what’s going on.
At this point in the digital age, it’s an open question how long these analog pirate stations will remain relevant, as their audiences age, neighborhoods gentrify and younger listeners gravitate to social media platforms. The answer seems to lie with their elderly and impoverished listeners. “They don’t have enough money to buy the newspapers understand?.” Joseph says.” For him that makes it worth it to keep Radio Comedy on the air despite a crackdown from the FCC backed by the PIRATE Act signed into law in 2020 that increases fines to $100,000 a day up to $2 million. But the legislation lacks funding to enforce the new regulations. With a federal statute still in place reducing fines down to the ability to pay, it’s unclear whether the PIRATE Act will be anything more than another in an escalating series of scare tactics.
“If they don’t want us to do it just make it easy for us. Let’s make a meeting with those guys [the FCC],” Joseph says. ‘We’re going to provide the air for you. A frequency. You’re going to pay for example, $500 a month even $1,000 a month.’ We will be more than happy to do it. “
Though the FCC has recently suggested the possibility of a new round of LPFM licenses in the future, the already crowded nature of NYC’s FM band makes it unlikely that new frequencies will be made available to the current pirate stations. In addition the FCC doesn’t want to be seen as rewarding illegal activity by granting a license to former pirate broadcasters, which was a prohibition in LPFM’s earlier licensing periods. And for the moment, Joseph, who’s been running unlicensed stations since 1991 (‘it’s an addiction’) is equally unlikely to cede the airwaves. He sees Radio Comedy as not just a radio station, but a community lifeline.
“You know many children we save? There was a bunch of guys…Jamaican, Trinidadian, Haitian trying to form a gang. We talked to them, bring them to the station. Most of them have a diploma now. Without the radio, most of them probably get locked up or dead.”
Even with the PIRATE act on the books, the number of stations on the air in Brooklyn has remained steady with an average of about 25 per day and the advent of the Coronavirus pandemic has only sharpened their mission. In March 2020 as the spread of Covid-19 lead to NYC’s lockdown, the unlicensed Haitian broadcasters and the other West Indian stations in Brooklyn took a step closer to their listeners, increasing their air time and enhancing their formats to deliver information about the virus both in New York and in their countries of origin amid the heavy toll it took on the community.
Featured Image: Antenna in Flatbush, courtesy of David Goren
An award-winning radio producer, David Goren has created programming for the BBC, Jazz at Lincoln Center Radio, the Wall Street Journal Magazine, and NPR’s “Lost and Found Sound” series, as well as audio-based installations for Proteus Gowanus Radio Cona and the Ethnographic Terminalia Collective. In 2016, he was an artist-in residence at Wave Farm, a center for the transmission arts.
Since 2014, David has been recording New York City’s prodigious pirate radio activity and researching the evolution of this grassroots community radio movement resulting in the release of “Outlaws of the Airwaves: The Rise of Pirate Radio Station WBAD” (2018) for KCRW’s “Lost Notes” podcast, New York City’s Pirates of the Air for the BBC World Service (2019) and the “Brooklyn Pirate Radio Sound Map 2.0” (2020) which was featured in The New Yorker. He presented “Tracing Neighborhoods in the Sky,” as part of the Fall 2019 Franke Lectures at Yale University. In January 2021, the Brooklyn Pirate Radio Sound Map became a partner of the Library of Congress’ Radio Preservation Task Force.
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For a number of semesters, I invited composition students to explore the idea of using the mixtape as a lens for envisioning a writing assignment about themselves. Initially called “The Mixtape Project,” this auto-ethnographical assignment employed philosophies from various scholars, but focused on Jared Ball and his concept of the mixtape as “emancipatory journalism.” In I Mix What I Like!: A Mixtape Manifesto, Ball pushed readers to imagine the mixtape as a counter-systematic soundbombing, circumventing elements of traditional record industry copyright practices (2011).
Essentially, a DJ could use a myriad of songs from different artists and labels to curate a mixtape with a desired theme and overarching message, then distribute the mixtape as a “for promotional use only” artifact. Throughout the 1980s, but predominantly in the 1990s and early 2000s, many DJs used mixtapes as the medium to promote their DJ brands and generate income. It wasn’t long before labels began to give hip-hop DJs record deals to release “album-style” mixtapes where the DJs record original content from artists made specifically for the DJ album (see DJ Clue, Funkmaster Flex, Tony Touch). This idea evolved into producer-based compilation albums, best depicted today by global icon DJ Khalid. Rappers also hopped on the mixtape wave, using the medium to jump-start their careers, create a “street buzz” around their music, and ultimately gauge the success of certain songs to craft and promote upcoming albums.
The assignment revolved around mixtape framework in the earlier portion of my teaching career. Most recently, I began to realize as my students evolve (and I simultaneously age), that the “mixtape” – a sonic artifact distributed on cassette tape or CD – is becoming more remote to students. This thinking led to revising the assignment with a more contemporary twist. Thus, “The Playlist Project” was born: the first in a set of four major writing projects in a first-year writing classroom. The ultimate goal of the assignment was to immediately disrupt students’ relationships with academic writing, and to help them (re)envision the ways they embrace some of the cultural capital they value in college classrooms. Be clear, this was a particular type of mental break for students, a shift that was welcomed yet also uncomfortable for them.
“I Get It How I Live It”: Framing and Foregrounding the Assignment Set-Up
The course started with readings on plagiarism, intertextuality, and the hip-hop DJ’s use of sampling, curating, and storytelling. Next were readings by hip-hop artists describing their creative process and detailing their artistic choices sonically. These early readings helped pivot students from their stereotypical notions of what college writing courses – and writing assignments – looked like, and how they could enter scholarly discourse around composing. This conversation was foregrounded in students’ knowledge that they bring with them into the new academic space in the college classroom. My goal was to really focus on student-centered learning and culturally relevant pedagogy; ideally, if you are immersed in hip-hop music and culture, I want you to share that knowledge with the class. This sharing begins to create a community of thinking peers instead of a classroom with an English professor and a bunch of students who have to take the course “cuz it’s required in the Gen Ed, so I can’t take anything else ‘til I pass this!”
My research is entrenched in both hip-hop pedagogy and culture, specifically looking at the DJ as 21st century new media reader and writer. I liken my role as instructor to that of the DJ: a tastemaker and curator for the ways we understand sonic sources we know, and couple them with new and necessary soundbites that become critical to the cutting edge of the learning we need. I’ve engaged in the craft of DJing for more than half of my life, and use DJ practices as pedagogical strategies in my classroom environments.
The outcome of this curatorial moment was “the Playlist Project.” Students were asked to create their own playlists, which served as mixtapes that either “described the writer as a person” or “depicted the soundtrack to the writer’s perfect day.” This assignment was due during Week 6 of a 16-week semester, and was the first major writing assignment within the course. The assignment called for two specific parts: an actual playlist of the songs and an essay which served as a meta-text, describing not only the songs, but also the reasons why the songs were chosen and sequenced in a specific order. As an example, the guiding text we used was a DJ mixtape I created called “Heavy Airplay, All Day.”
“Heavy Airplay, All Day with No Chorus”: DJ Mixtape by Todd Craig
My playlist was a DJ-crafted tribute to a family friend who passed away in the summer of 2017: Albert “Prodigy” Johnson, Jr. Hearing the news of his untimely death reverberated through my psyche on that warm June afternoon; I remember meeting Prodigy when I was 15 years old. Many avid hip-hop listeners not only know Prodigy as one of the signature vocalists of the 1990s New York hip-hop sound, but also as one of the premier lyricists responsible for a shift in sonic content from emcees in New York and globally. His voice is one of the most sampled in hip-hop music.
One of the most anticipated moments of the mid 1990’s was the release of Prodigy’s first solo album, H.N.I.C. P was already shaking the industry with his lethal and bone-chilling visuals in his verses. But everyone knew he was on his way to dominance upon hearing the single “Keep it Thoro.” On this Alchemist-produced record, P basically broke industry rules in regards to typical hip-hop song construction; his verses were longer than the traditional 16-bar count, and the song had no chorus.
He returned to hip-hop basics: hard-hitting rhymes with undeniable visuals served atop a sonic landscape that kept everyone’s head nodding. P ends the song with the classic line “and I don’t care about what you sold/ that shit is trash/ bang this – cuz I guarantee that you bought it/ heavy airplay all day with no chorus/ I keep it thoro” (Prodigy 2000).
It was only right for me to create a tribute mixtape for Prodigy. And it felt right to start the Fall 2017 semester with the Playlist Project that used a shared text that celebrated and honored his memory. It highlighted the soundtrack to my perfect day: having my friend back to rewind all the memories that come with every song.
“I Got a New Flex and I Think I Like It”: (Re)inventing Mixtape Sensibilities in the Comp Classroom
The Playlist Project was aimed at achieving three different outcomes. The first goal was to invite students to use audio sources to envision a soundscape that explains a thread of logic. These sonic sources would hold as much value in our academic space as text-based sources, and would allow them to (re)envision what “evidence-based academic writing” looks like. Thus, students could utilize their own cultural capital to negotiate sound sources of their choosing.
The second was to get students to use DJ framework to think about sorting, sequencing and organization in writing. In our class discussions, one of the critical objectives was to get students to understand the sequencing of divergent sound sources could drastically alter the story one is trying to tell. Overall aspects of mood, tone, and pacing all become critical components of how a message is expressed in writing, but it becomes even more evident when thinking about the sonic sources used by a DJ. Each song – a source in and of itself – is a piece of a puzzle that constructs a picture and tells a story. Starting with one source can create a completely different effect if it is reconfigured to sit in the middle or the end. Explaining these sonic choices in text-based writing would be the second step in the assignment.
Finally, students would engage in editing by joining both sound and text based on a theme they have selected. Again, sequencing becomes a critical DJ tool translated into the comp classroom. Using this pedagogical strategy echoes the ideas of using DJ techniques such as “blends” and “drops” as viable teaching tools (see Jennings and Petchauer 2017). Students would need to critically think through an important question: in creating the playlist, how does one manipulate and (re)configure sound to create a sonic landscape that “writes” its own unique story?
“But Does It Go In the Club?”: Outcomes and Initial Findings of The Playlist Project
The first iteration of the Playlist Project bore mixed results. Students found it difficult to think of this project as one whole assignment consisting of three different parts. Instead, they envisioned each of the three different pieces as isolated assignments. So the playlist was one part of the assignment. They picked the songs they liked, however ordering and sequencing to convey a logical theme or argument fell from the forefront of their composing. The essay then became its own piece divorced from the organic creation of the playlist. Thus, students weren’t “engaged in telling the story of the playlist.” Instead, students were making a playlist, then summarizing why their playlists contained certain songs.
For students who were more successful integrating the elements of the assignment, we were able to have rich and fruitful classroom conversations about both selection and sequencing. For example, one student chose the theme of “the Soundtrack to the Perfect Day.” Within that theme, the student chose the song “XO TOUR Llif3” by Lil Uzi Vert.
In the song’s hook, he croons “push me to the edge/ all my friends are dead/ push me to the edge/ all my friends are dead” (Vert 2017). When this song came up in class discussion, we were able to have a formative conversation around the idea that a perfect day entailed all of someone’s friends being “dead.” This also sparked a conversation about the double meaning of the quote; it didn’t stem from traditional print-based sources, but instead arose from a student-generated idea based in the cultural capital of the classroom community. In this moment, I was able to learn more from students about the meteoric rise in relevance of both the artist and the song which seemed to depict an extreme darkness.
“Big Big Tings a Gwaan”: Future Tweaks and Goals for The Playlist Project
Moving forward with this assignment, I have considered breaking the assignment up into three pieces for more introductory composition courses: constructing the playlist, sequencing the playlist, and writing the meta-text. In this configuration, the meta-text would truly become the afterthought (instead of the forethought) of the sonic creation. As well, more in-depth soundwriting could emanate from the playlist construction, manipulation, (re)sequencing and editing. I also plan to use the assignment with a more advanced-level composition course to gauge if the assignment unfolds differently. Using an upper-level course to attain the trajectory of the assignment may be helpful in walking backwards to calibrate the assignment for students in introductory-level classes.
Another objective will be to move away from just a “playlist” and back into a “digital mixtape” format, where the playlist songs and sequencing become the fodder for a one-track, “one-take” DJ-inspired mixtape. While students don’t have to be DJs, creating a singular sonic moment digitally may imbed students in marrying the idea of soundwriting to depicting that sonic work in a meta-text. This work may also engage students in constructing sonic meta-texts, thereby submersing themselves in soundwriting practices. This work can be done in Audacity, GarageBand and any other software students are familiar with and comfortable using.
Featured Image: By Flickr User Gemma Zoey (CC BY-NC-ND 2.0)
Dr. Todd Craig is a native of Queens, New York: a product of Ravenswood and Queensbridge Houses in Long Island City. He is a writer, educator and DJ whose career meshes his love of writing, teaching and music. Craig’s research examines the hip-hop DJ as twenty-first century new media reader and writer, and investigates the modes and practices of the DJ as creating the discursive elements of DJ rhetoric and literacy. Craig’s publications include the multimodal novel tor’cha, a short story in Staten Island Noir and essays in textbooks and scholarly journals including Across Cultures: A Reader for Writers, Fiction International, Radical Teacher and Modern Language Studies. He was guest editor of Changing English: Studies in Culture and Education for the special issue “Straight Outta English” (2017). Craig is currently working on his full-length manuscript entitled “K for the Way”: DJ Literacy and Rhetoric for Comp 2.0 and Beyond. Dr. Craig has taught English Composition within the City University of New York for over fifteen years. Presently, Craig is an Associate Professor of English at Medgar Evers College, where he serves as the Composition Coordinator and City University of New York Writing Discipline Council co-chair.
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