Welcome to Next Gen sound studies! In the month of November, you will be treated to the future. . . today! In this series, we will share excellent work from undergraduates, along with the pedagogy that inspired them. You’ll read voice biographies, check out blog assignments, listen to podcasts, and read detailed histories that will inspire and invigorate. Bet. –JS
Today’s post comes from Binghamton University sophomore Kaitlyn Liu, former SO! intern and student in SO! Editor-in-Chief J. Stoever’s English 380W “How We Listen,” an introductory, upper-division sound studies course at Binghamton University, with a typical enrollment of 45 students. This assignment asked students to
write a 3-page biography of your voice. You may choose to organize the paper and tell the story however you wish, as long as you consider your experience in light our classroom readings and conversations. . .Here are some questions to help you get started. You do not need to answer all of them, but they may lead you toward some important realizations that you can share through this paper: Have you thought critically about your voice before this class? Why or why not? If so, when did you first become conscious of your voice? Why?What do you love about your voice? Why? Who were your models for learning how to speak and style your voice? Have you ever wanted to change your voice? Why or why not? Have you? Have you liked or disliked your voice at some times in your life more than others?
For the full assignment sheet, click Voice Biography Assignment_F18. For the grading rubric, click Voice Biography Grading Rubric_F18. For the full Fall 2018 syllabus, click english-380w_how-we-listen_fall-2018
While the course usually seats mainly juniors and seniors, Kaitlyn was only a freshman when she wrote this powerful piece!
The first joke I can recall took place in fourth grade; then again, I am unsure why it is easier to call it a joke rather than its true word, which I learned only three years ago. Perhaps, given the fact that an eight-year-old is typically still protected from most forms of racism, the fact that I could only categorize this statement as a joke back then is what propels me to do so again as a college student.
I remember that he hadn’t even formed words, he simply yelled out sounds. He pulled on the corner of his eyes and did his best impression of an Asian man’s accent from across the room, letting the whole class know his perception of my race. Ten years later, I realize that this incident was just the start of a lifelong endurance of misjudgment, bigotry, and the largely unwelcome narration of my life.
In tenth grade, I applied for a student exchange program my high school had recently undertook called Community Wide Dialogue. The program involved my suburban school pairing up with an urban school nearby to discuss, and hopefully dismantle, racist ideals within our city. Although there is no explicit definition of the word “suburban” that details an overwhelming whiteness of its residents, this seems to be the case more often than not. After being accepted into the group, I attended our school’s first informative session about the program. Walking into the room, I quickly noticed that of nearly twenty-five students, I was the only minority they had accepted. I remember thinking to myself, Is this the best they can do? Am I a token minority here? My school had, albeit scarce, minority representation; why weren’t they included?
Being a minority in a program specifically designated for alleviating such ideals meant that I felt very discouraged from speaking in a setting where discussion, specifically from the point of view of minorities, was essential to the goal. I found it was often the white males of both groups speaking for minorities. One day, we studied vocabulary pertaining to racism; this is when I first learned that the term “color blindness” was actually quite racist, as opposed to its intended meaning. Additionally, this is when I first learned the word for what I had been hearing my entire life: microaggressions. My experience suddenly became real; what I had been calling “jokes” was racism.
I felt validated. Being Chinese-American, I am lucky to be protected from more extreme forms of racism that members of the African-American or Latinx population may face. Similarly, I am a minority, but in contrast, I am not perceived as a threat. I am not, as Sandra Bland was, a cause for a repulsive increase in the ease of extending an official white hand. I will never be the tragedy that causes Regina Bradley, a Black professor, to cautiously check herself in order to abide by her grandmother’s warning: “don’t attract attention to yourself.”
The most extreme racism I have endured lies in statements similar to: “Of course you did well on that test!” The only thing that surprised me is that these statements never came from strangers or acquaintances; instead, it was always my closest friends who felt comfortable enough to cause my own sense of discomfort. The most harmful thing about microaggressions is that it is socially unacceptable for the victim to verbalize their being affected by these hurtful phrases. When a victim acknowledges they are hurt, perpetrators are quick to cast their pain aside as hypersensitivity, working to further marginalize them while justifying their own discrimination.
Staying quiet had everything to do with who I was: a female and a minority. I let my intelligence show through my writing and my academic performance. Even if I wanted to speak, I was aware of the little relevance my voice had to others, particularly boys. As Kelly Baker remarks in “Listen to the Sound of My Voice,” “teenage girls were supposed to be seen, but when they spoke they had to master the right combination in order to be heard.” Of course, just like Baker, I, along with several other females, never could master this cultural puzzle.
I took after most girls when I say that I tended not to speak much in class so as not to make boys uncomfortable by letting them into a female’s darkest secret: I was smarter than most of them. My teachers knew, of course, but they rarely mandated that I spoke out loud. I developed an especially close relationship with my English teacher of two years; he was one of the teachers who had the most insight into my thoughts as written in formal assignments. In other words, he knew my capabilities.
In my second year of his class, he announced that there would be a slam poetry unit in which each student had to write a five-minute poem regarding something they felt strongly about. Most students were quick to write about their perception of the injustice of the school system. I assume this topic was popular due to it being deemed “safe,” meaning the majority of students had the exact same beliefs, and because, as I alluded to before with my deep, dark secret, who would want to make anyone uncomfortable by saying something meaningful?
I decided I would. I could have easily written a poem about a neutral subject that still would have been much more memorable than the others in the class, but my teacher had a faith in me that I decided I would not disobey by lowering my standards for the sake of my classmates’ comfort, so, I did it. I talked about being Asian.
I started the poem with quotes of microaggressions I have heard during my life. It’s said that opening with a joke can lighten the mood, and that was what these sayings were to them, right? I had judged their reactions rightfully; the crowd laughed at the pure absurdity of most of these quotes. When I turned the subject of the poem to how it made me feel, however, is when the class went silent. My voice shook until I reached the third page. I ended up winning the class award for that poem, but do not let that fool you into the amount of eyes that refused to meet mine when I finished speaking.
Their embarrassment is how I knew it had worked. People can cast away a few comments or corrections, but given a platform and five minutes of speech that can not be interrupted, people have to listen. More importantly, they have to listen to me. One of the rules the teacher had put in place regarding our poetry slam was that listeners had to ask each speaker questions after they read their poem in order to receive credit. Our school’s pride and joy, our white, male, three-sport athlete valedictorian, was the first to raise his hand.
“How often do you hear these jokes?”
“Three to five times a day,” I responded loudly, bluntly.
There were no follow up questions.
The word got around. I had people coming up to me and asking me about the poem they had heard about; they began to call it the “Asian poem.” I noticed immediately that the microaggressions stopped, and when a friend witnessed one of the very few I encountered afterwards, her mouth dropped, looking at me to say, “It’s just like the poem!”
My voice had officially become my own through… poetry? I had never considered the ability to find my voice and, in turn, myself through a writing form that I thought to be obsolete. I began writing poems about everything- immigration, love, mental illness, sexual assault- and what was most important is that I was praised. As a Chinese teenage girl, I was heard. I was heard by my classmates, by SUNY Oswego, by Ithaca College, by Scholastic. I realized that poetry could better consolidate and portray my thoughts on a topic than a simple speech. It was the art of speech, the cunning of rhyme scheme and line breaks that finally made what I had to say captivating to others because my skill was admirable. It was an acquired learning, figuring out what to cut, where to end, when to eliminate punctuation to portray certain emotions- it was a combination I actually enjoyed solving.
I ended up using this poem for my college application. I distinctly remember handing in a rough draft of what I thought to be the epitome of a college essay only to have my teacher promptly return it, saying, “You should use your poem instead. That is what is going to show your writing skills- not the typical college essay.” She gathered two other English teachers of mine to consult over the idea. Poetry was not the safest choice for a college application. One of the essay prompts on the application was very vague, simply claiming that the selection of this prompt would indicate that your writing was an explanation of something that the you felt was too important to leave missing from the rest of your application. The four of us easily came to a consensus: this was what colleges needed to see. Call it affirmative action, but I firmly believe it was the quality of my writing–the way it carries the sound and the force of my voice–rather than the subject that got me where I am today.
My secret was finally out; I have shit to say.
Featured Image: “Voice” by Flickr User Laurel Russwurm (CC BY 2.0)
Kaitlyn Liu is a sophomore at Binghamton University with an intended major of English Literature with a concentration in rhetoric. Kaitlyn takes interest in writing about gender and race along with other intersectional classification systems. She has a passion for nonprofit work, including her previous work with student writers to raise funds for Ophelia’s Place, a nonprofit that provides support for those impacted by body image. Kaitlyn has also been awarded two gold keys for her writing through the Scholastic Art & Writing regional contest. Outside of writing, Kaitlyn enjoys reading historical fiction and singing for Binghamton’s oldest co-ed a cappella group, the Binghamtonics.
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On Sound and Pleasure: Meditations on the Human Voice– Yvon Bonefant
CLICK HERE TO DOWNLOAD: SO! Podcast #78: Ethical Storytelling in Podcasting
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Here at Sounding Out! we think that it’s best to learn from the experts. That’s why we sat in as a fly on a wall for a panel on ethics in podcasting put together by Laura Garbes at Brown University. Please join Laura as she discusses the politics of sound, podcasts, and more with SO! Editor-in-Chief Jennifer Lynn Stoever, storyteller Alex Hanesworth, and radio producer Babette Thomas (Now Hear This).
Laura Garbes was awarded a 2019 Engaged Scholarship award by the Swearer Center for Public Service. She’s recently published an academic essay entitled “Sound Archive Access: Revealing Emergent Cultures.” for the Journal of Radio and Audio Media. In addition to this, check out Laura’s more public facing scholarship: Both the excellent “How a CPB task force advanced a prescient vision for diversity in public radio” for Current and “Excellence, Reflexivity, and Racism: On Sociology’s Nuclear Contradiction and Its Abiding Crisis,” with Michael D. Kennedy and Prabhdeep S. Kehal for Critical Historical Sociology.
If you want to learn more about Laura’s excellent work, check out the page “A Pedagogical Approach to Storytelling and Technology” that details her collaboration with Dr. Nic John Ramos (now of Drexel University) in Spring 2019
for a course taught within the Department of Africana Studies at Brown University called African American Health Activism from Colonialism to AIDS. We have crafted this page to provide guidance and help to educators interested in experimenting with podcasting as a pedagogical tool, particularly in courses where sound or radio is not the primary object of study.
This panel, “Ethical Audio Stories: Teaching in the Age of the Sonic Color Line” was convened in conjunction with this course on April 18th, 2019 at the John Nicholas Brown Center for Public Humanities. The panel discussed questions such as:
If we are to be coming at the practice through a racial justice lens, does the code of ethics differ from journalistic professional ethics? Does it change the questions we ask? The way we interact with stories? How does this affect our notions of objectivity? How to make the audio storytelling more accessible: When we say audio storytelling has a “low barrier to entry,” what aren’t we considering in terms of resources and in terms of more complex cultural barriers?
and also offered general tips to audio storytelling and a Q and A with the audience. For a full transcript of the podcast, click here: AFRI0550 ethical considerations panel transcript final
Featured image is “Podcast” by Aristocrat @Flickr CC BY-NC-ND.
Alex Hanesworth is the managing editor for Now Hear This. She grew up listening to audiobooks in a nook somewhere on Fidalgo Island, WA and now spends her days studying, teaching, and making radio for Now Here This and the RISD Museum. She mostly makes stories about art, history, intimacies, and the intersection of the three.
Babette Thomas is a Black radio producer originally from Oakland, California and is also one of the current managing editors of Now Hear This. Her work is largely concerned with using sound and narrative to bring Black history in conversation with the present.
Jennifer Lynn Stoever is Associate Professor at SUNY Binghamton where she teaches courses on African American literature and race and gender representation in popular music. She has published in Social Text, Social Identities, Sound Effects, Modernist Cultures, American Quarterly and Radical History Review among others; her most recent research, “Crate Digging Begins at Home: Black and Latinx Women Collecting and Selecting Records in the 1960s and 1970s Bronx” was published in The Oxford Handbook of Hip Hop Studies (and is FREE to download as of September 2019). In 2016, she published her first book, The Sonic Color Line: Race and the Cultural Politics of Listening (NYU Press).
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Education is never politically neutral. Many of us advocate for social justice when we’re outside of the classroom but struggle to continue that work inside as well, especially with issues that appear on the surface largely unrelated to our disciplines. This inaction maintains the centering of the white experience, continuing to normalize and prioritize it at the expense of all others. Marginalized voices remain marginalized. We don’t need our own students to be directly impacted by policies to advocate on behalf of those who are. This is work we all must do.
While social issues have made important inroads within musicology and ethnomusicology, they rarely make an appearance in music theory or composition, especially in a classroom setting. To begin these conversations, we must expand the scope beyond the purely technical and examine the ways in which music is a social and cultural phenomenon. Understanding how a triad functions, for example, is only part of the story. We must also recognize that any musical activity involves a network of people who might be engaged in any combination of producing, performing, buying, selling, listening, analyzing, teaching, institutionalizing, and so on. Discussing these networks means discussing their persistent systemic inequalities and power differentials, and understanding that these are social and not just musical issues. Cultivating this awareness is crucial in the development of our students as critical thinkers who can question the society in which they live, who can locate injustice and fight to advance social good. Abstract music theory is important, but music theory combined with a social awareness is vital.
Georgetown University hosts an annual Let Freedom Ring! initiative, a recurring project to honor the legacy of Dr. Martin Luther King. “Teach The Speech,” in particular, is a cross-campus curriculum project where interested faculty and staff incorporate that year’s selected work by Dr. King in our courses and workshops, sparking campus-wide conversations rooted in themes of social justice. The first time I joined the “Teach the Speech” efforts, I redesigned my basic theory class to include guiding principles from King’s entire body of work. In addition to covering the expected chords, scales, and other technical material, we discussed the disparity in representation faced by women and POC within music, viable modes of protest in music, and the possible roles of government sponsorship and censorship of artists. We rooted these issues in the real-life examples of the Grammy’s, the Women’s March, and the threats by the Trump administration to cut funding to the NEA and the NEH. Final projects based on these bigger-picture topics provided students further opportunity to reflect on the ways in which these and similar topics manifest in their own lives, transcending a preoccupation with “notes on a page.”
My second time participating in the “Teach the Speech” initiative, I used a recording of Dr. King delivering “I Have Been to The Mountaintop” as part of a module on sampling for my DJing and production class. Students had to create short tracks using this recording as the only permissible sound source. Anything resembling a kick, snare, hi-hat, melody, or harmony had to be constructed from a sample. Using something we don’t typically consider to be music as the sound source for creating music demonstrates the power of the studio and illustrates just how far creative slicing, dicing, and processing can take us. Beyond these important practical applications, though, the use of speech provides us with a framework for discussing why context matters. Do context and history always travel alongside the immediate acoustic phenomenon of sound? Can we identify something as “the music itself”? Through wrestling with these and related questions, students begin to understand sample-based composition as both a musical and a moral undertaking.
The process of sampling is largely a process of curation, involving a responsibility not just for the product but also for the source. If a student chooses to sample a large-enough portion of Dr. King’s speech, so that one can recognize words, phrases, even full sentences, then her choice includes the layers of extra-musical meaning attached to those words in addition to their musical qualities. “Violence,” for example, has a particular sonic profile and meaning that most listeners understand. How we actually interpret this word depends on many factors, including the context in which it is used in the original source, the identity of the speaker, and any audio processing that students might apply. The addition of distortion, for example, will influence the impact of that word on and its reception by the listener. The sampled word might be a fragment of a larger word, “violence” snipped from “nonviolence,” and never appear in its own right in the source. These and other complex issues involved in the process of sampling exist whether or not the student chooses to engage with them.
If the student samples an extremely small fragment of the Dr. King speech, obscuring the source and working with sound on an almost molecular level, then perhaps these questions go away. Can we still discuss the attendant connotations and denotations of indecipherable fractions of words or slices of the ambient hiss between the words? In this situation, is the origin of the sample still relevant for the work being done? When the ties connecting a heavily processed source to the finished product are untraceable, does it matter where we sampled from? Is white noise simply white noise?
Arriving at these kinds of questions is largely the point of the exercise. With a little deliberation, students realize that there is a very clear distinction between sampling the word “violence” from a speech by Trump and from a speech by MLK. There is a context, a lineage, and a history to samples that lives outside the phenomenon of pure sound, and this holds true even at the molecular level. This is crucial for students to understand, and its implications extend far beyond a music class.
We can, for example, ask students to consider the related question about whether or not it’s possible to separate art from the artist. Can we ever listen to pre-MAGA Kanye with the same ears? How do we interpret a post-MAGA Kanye song about uplift and resilience? What does it mean to watch a film where Harvey Weinstein had a major role in producing? A minor role? Moral dilemmas form a part of every media interaction we have, and similar questions comprise other aspects of our lives. Can we continue to allow the misappropriation of Dr. King’s “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character” without acknowledging the “radical” Dr. King? Can we reconcile a country built on expropriation, slavery, and genocide with one whose propaganda extolls the principles of equality and freedom? These are indeed crucial lines of moral inquiry, and our pretending otherwise enables current systems to remain in place. Sampling King’s speech enables my students to engage with those lines of inquiry from an angle they have not considered before: at the level of sound.
This is work we all must do. Within academia, we need to combat injustice inside the classroom as well as outside to bend the arc of the moral universe toward justice. One way we can engage is through careful attention both to the examples we choose and the way we contextualize them. Students and educators alike need to understand the political nature of education that is too often a means of upholding the power structures within society that position whites at the top, and white males at the very top. These largely invisible systems have very real impacts on our lives, and the only way we can evolve to a more just society is by questioning their seeming inevitability. We must foster dialogue that transcends the classroom. We must engage with social problems. We must look beyond the accumulation of knowledge as an end in itself. We must, in short, to do good. This is work we all must do.
Featured image: “Martin Luther King, Jr. Memorial” by Flickr user Cocoabiscuit, CC BY-NC-ND 2.0
Dave Molk teaches composition and theory at Georgetown University. He’s close friends with producer Olde Dirty Beathoven, a founding member of District New Music Coalition, and a board member of New Works for Percussion Project. Outside of music, Dave is a leader of CCON, an organization devoted to supporting undocumented communities in higher ed in the DMV. Find him online at https://www.molkmusic.com/ and @DaveMolkMusic.
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A Listening Mind: Sound Learning in a Literature Classroom–Nicole Furlonge
The family in A Quiet Place (2018) lives a life marked by incessant trauma. Invisible to the hunters who are far more powerful than they are, the family remains safe from direct assault as long as they remain unheard by the hunters, who can’t see them. But that same invisibility means the everyday mundanities of life become a constant struggle marked by the terror of the horrific death that will claim them should they make an errant sound. A trip to the pharmacy could prove fatal; a hungry child could summon the hunters and put in danger the entire family. When sketched out in these broad strokes, A Quiet Place, as Kathryn Adams Burton pointed out to me when we left the theater, summons terror from its viewers by depicting the kind of institutional surveillance and violence that endanger Black lives in the US, without one person of color in the entire movie. Thinking with Simone Browne’s Dark Matters (2015), Jennifer Stoever’s The Sonic Color Line (2016), and Jared Sexton’s Amalgamation Schemes (2008), I argue here that A Quiet Place places white characters in a non-white relationship with surveillance, which they overcome in a way that projects white ingenuity and strength and reinforces the centuries-old notion that those who live under the eye and ear of hyper-surveillance tactics do so because they deserve to and because they are not exceptional enough to evade those tactics.
The Quiet family’s invisibility is literal: the creatures who hunt them have no sense equivalent to human vision and instead track their prey using hyper-developed listening abilities. They remain vigilant for the audible traces of their victims; sound is the thing that can put the family in trouble. Simone Browne highlights in Dark Matters the significance of visibility and invisibility in the history of antiblack surveillance in the US. Lantern laws in 18th century New York City stipulated that enslaved black and indigenous people must carry a lit lantern if they were in the streets after dark, a regulation that Browne understands as an act of “racializing surveillance,” a “form of knowledge production about the black, indigenous, and mixed-race subject” (79). Specifically, the knowledge created through the lantern laws marked bodies of color as “un-visible,” in need of illumination in order to be properly seen. And here “seen” slips into a couple of different meanings, encompassing not only the ocular but also the notion of “seeing” that connotes understanding and discernment.
The early technology of lantern surveillance, as well as the boundaries delineated by sundown towns, marked black, indigenous, and mixed-race bodies as untrustworthy, scheming, and therefore in need of ongoing surveillance that would make these bodies visible to the eye. At the heart of Dark Matters is Browne’s contention that the history and techniques of surveillance cannot be understood separate from their racializing work: “surveillance…is the fact of antiblackness” (10). So while the Quiet family is white, their relationship to the powerful beings that hunt them–an existence unseeable and unknowable apart from heightened measures of surveillance–appropriates signifiers of racialized surveillance in order to heighten the stakes of the movie’s characters.
While Browne focuses primarily on acts of looking as mechanisms for violently enforcing the color line in Dark Matters, Jennifer Stoever traces the history of that same color line through listening practices. Stoever isn’t explicitly engaging surveillance studies the way Browne is, but her theorization of the “listening ear”–the social and political norms that shape how we hear race–includes surveillance acts that, like lantern laws, mark voices perceived to be non-white as always already ready to be monitored, bounded, and eliminated should they exceed their boundaries (13). For both Browne and Stoever, the act of surveilling uncovers a racializing sleight of hand: non-Whiteness is held up as that which stands out, though this racialization is proven backwards if we look and listen a bit closer. US looking and listening norms condition people to organize blackness and brownness and noise as aberrations against natural, invisible, inaudible whiteness, but it takes a good deal of white supremacist work to create this illusion (by “white supremacy,” I mean the social and political practices and institutions that reify and reward whiteness). Looking through brighter lights and sharper camera lenses at non-White subjects and listening through amplification devices and ubiquitous bugs to non-White subjects are both ways of drawing attention away from whiteness–the racialized construct that fuels US social, legal, and political praxis–and toward non-whiteness.
Stoever opens The Sonic Color Line by considering the violence visited upon Jordan Davis, Sandra Bland, and a Spring Valley High School student when each was considered too loud and unruly by white listening ears trained to surveil blackness. The Quiet family is listened to in the same way Davis, Bland, and the Spring Valley student were, in the same way non-whiteness has been surveilled in the US: with dire consequences for being too loud. But, by erasing black and brown bodies and histories from the screen, A Quiet Place divorces these surveillance tactics from their real-world context, where they work as tools of white supremacist systems to “fix and frame blackness as an object of surveillance” (Browne 7). Part of the fantasy of A Quiet Place involves “fixing and framing” whiteness as the objects of sonic surveillance practices that have historically worked to preserve and reward whiteness, not target it.
While the Quiet family is subjected to antiblack surveillance techniques, they are otherwise marked as white–and not just based on what their skin color looks like. Farmers in a rural, hilly region of Upstate New York, the Quiet family navigates the apocalypse with a libertarian aplomb. They’re stocked and loaded when the government fails to protect its citizens, and they’re also aware of but not in collaboration with other survivors in the surrounding area. Operating outside the bustle of urban noise, which Stoever notes is marked as non-White by the listening ear, the Quiet family likely boasts generations of working class whites who benefited from the kind of social safety nets built by the New Deal, only to mistake the wealth those social programs built to be fully the fruits of their own hard work.
The independence and autonomy that the Quiet family demonstrates is not on its own a marker of whiteness, but the kind of wealth accumulation that makes non-collaborative survival possible is the kind that’s historically been more readily available to white folks in the US. It’s a history that is flattened, as is the history of the surveillance that shapes their lives. Their wealth simply exists, and viewers aren’t meant to wonder where it came from or at whose expense. Likewise, viewers learn very little about what the hunters are, where they came from, and why they’re here. The hunters just appear, terrifying sonic surveillers who carry signifiers of antiblack listening practices but who remain detached from the antiblack history of surveillance.
The racialized terror at the heart of A Quiet Place grows from the fear of being denied one’s whiteness, being subjected to the same controlling surveillance measures that have helped maintain the color line for centuries in the US. It’s a standard white sci-fi nightmare scenario where technologies spin out of control and subjugate all of humanity, white people included. It’s also a white exceptionalist fantasy, where whiteness–not just white people but the wealth and freedom created for white people by white supremacist systems–conquers the unconquerable. Jared Sexton’s Amalgamation Schemes can prove helpful here, as he outlines the way racial ideology has shifted in recent decades to permit multiculturalism so long as it preserves whiteness. While systems like slavery and segregation were buttressed by explicit white supremacy, where whiteness = good and non-whiteness = bad, contemporary racial hierarchies are maintained by conceding that multiculturalism = virtuous and race-based solidarity = problematic. Here, white supremacy cloaks itself in diversity, hybridity, mixedness and points to any group that coheres around racial identity as regressive.
Flattening history is crucial to that ideological shift. In order to maintain a racial hierarchy that tips in favor of whiteness, past violence and kleptocratic seizures of money, resources, and lives must be removed from the equation so that the kind of multiculturalism that Sexton critiques can proceed as if all who participate do so on a level playing field. Whiteness becomes “something equivalent to the…ethnicities and cultures of nonwhite immigrants and American Indians” (Sexton 66). The field, of course, isn’t level when white supremacy has funneled centuries of ill-gotten gains to whiteness, so this kind of multiculturalism is a way of gaming the system, mixing up racial signifiers so that white folks can take on just enough racial signifiers to blend into a racially diverse society without giving up the power and privilege that continues to give them a leg up.
A Quiet Place follows a calculus similar to the multiculturalism Sexton describes. First, the movie extracts emotional responses of terror and dread through a mixture of racial signifiers, subjecting white characters to forms of surveillance rooted in antiblackness. With no historical context to explain the forms of surveillance the hunters use or the characters’ previous relationships to surveillance, the Quiet family’s whiteness becomes just another ethnicity, a flattened way of being in the world divorced from the white supremacist context that funnels resources their way. Their privilege and power become as invisible to viewers as they are to the hunters. By masking that privilege, A Quiet Place clears space for a fantasy world where the white heroes have survived by virtue of being simply more clever, more resourceful, more brave, more everything than all the black and brown people who have, by implication of their absence from the film, been killed off by the hunters.
A Quiet Place, then, takes a family of multiculturally white characters and positions them in roles white characters have become accustomed to occupying: that of world saviors–some of them even martyrs. Here, hyper-surveillance is simply a fact of life, and those who are able to live life free of the dire consequences of that hyper-surveillance are able to do so because they are exceptional. By this logic, what protects you from the police is either your innocence or your guile, not your whiteness. What guarantees your safety when you publicly challenge government policies is the righteousness of your cause, not your whiteness. What allows you to move in the dark without a lantern or to listen to your music loudly in public spaces without being shot or to cross borders without fear is your inherent virtue, not your whiteness. And when surveillance is positioned as a fact of life, and when those who avoid the crushing consequences of surveillance are understood to do so because they are virtuously exceptional, then those who are targeted, hunted, and killed using hyper-surveillance tactics are understood to be deserving of their fate because they are not virtuous or exceptional enough to avoid it. This is the logic that frames slavery as a choice, that cages children at the border, that influences and fixes elections across the globe but takes umbrage when subjected to the same tactics.
One terrible irony of a movie like A Quiet Place is that its flattened hyper-surveillance context makes it incapable of seeing and hearing the deep and rich history of black and brown evasion of hyper-surveillance. There’s an ingenuity coursing through activities of evading surveillance–“looking back,” marronage, and fugitivity chronicled by writers including Sylvia Wynter, Franz Fanon, Katherine McKittrick, and Simone Browne, among others–an ingenuity that evades hyper-surveillance and simultaneously exposes hyper-surveillance as antiblack while arguing against the notion that it is simply a fact of life and signalling avenues to freedom. Instead of those stories, though, the white Quiet family whispers to us a familiarly unsettling refrain: the white Quiet family, alone, can eradicate these terrors. The white Quiet family, alone, can fix this. The white Quiet family, alone, are exceptional.
Featured image, and all images in this post are screenshots from “A Quiet Place ALL TRAILERS – Emily Blunt & John Krasinski 2018 Horror Movie” by Youtube user Flicks And The City Clips.
Justin Adams Burton is Assistant Professor of Music at Rider University. His research revolves around critical race and gender theory in hip hop and pop, and his book, Posthuman Rap, is available now. He is also co-editing the forthcoming (2018) Oxford Handbook of Hip Hop Music Studies. You can catch him at justindburton.com and on Twitter @j_adams_burton. His favorite rapper is one or two of the Fat Boys.
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Teach Me How To Dougie Like A Mediocre White Man–Justin Burton
Resounding Silence and Soundless Surveillance, From TMZ Elevator to Beyoncé and Back Again–Priscilla Peña Ovalle
Quiet on the Set?: The Artist and the Sound of a Silent Resurgence– April Miller