Why Fab 5 at 25?

This is the text of my opening remarks for the Fab 5 @ 25 round table symposium.  The University video taped the event and will be making that available to the public, hopefully before too long.

screenshot-2016-10-10-06-44-48The impact of the Fab Five on basketball and our cultural landscape was immeasurable.  As we’ve just heard it was felt even by a young Hoosier attending a small liberal arts college who would grow up to become a quantitative political scientist and our Dean.  He was not alone, of course. Their superb and electrifying play, their exuberant and authentic self-expression, and their courageous outspokenness transformed not only college basketball, but, in some ways, all of sport, and sparked challenging and increasingly urgent conversations about race, money, and education in big time college sports.  But you know all that.  You know, too, that their legacy was left in limbo as a result of investigations uncovering the loans that one member of the team accepted.

We are here, as Dean Martin explained, to address these topics openly, in an academic setting, in keeping with the mission, and best traditions, of the great community of students and scholars that comprise the University of Michigan.  We have here an opportunity to lead by continuing and deepening the challenging and urgent conversations these players and their teammates helped amplify:  how can universities like Michigan preserve their educational mission and safeguard the well-being of their students in the context of the rapidly expanding commercialization of college sports? What sort of opportunities do college sports provide us for addressing and overcoming social inequalities and cultural stereotypes? What is the legacy of the Fab Five in Michigan’s own history, and what is the most appropriate way for the University to mark that legacy?

But, even as we take up these questions today, I know from experience that our event offers another, deeper opportunity for all of us.  I met Jimmy King in March of 2012, when he accepted my invitation to speak to students in my undergraduate Cultures of Basketball class.  He has come every time I’ve taught the course since then and has even played in the intra class 3 on 3 tournament the students organize at the end of each semester.  Now, I pride myself on being an effective teacher. But I know they feel that the hour and a half they spend with Jimmy is the unforgettable highlight of the semester and that the challenging and inspiring lessons he imparts will stay with them forever.

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I understand why they feel that way.  I feel that way too.  It’s because Jimmy is, among many other things, a superb teacher.  In fact, though I don’t know Ray as well, nor Jalen or Juwan at all, I believe that all four of these men are, and were when they were students here, superb teachers. In fact, I view them as one of the University great treasures: a trove of unique life experiences which they transform into accessible lessons. These are lessons not only about basketball, or college sports.  Not even only about race or class or exploitation.  They are deeper life lessons about joy, creativity, and integrity, about solidarity, trust, and loyalty and, perhaps above all, about freedom.  We should consider ourselves fortunate that we have here today something life doesn’t often provide: a second chance; a second chance not only to hear their voices, but to listen to them and so to learn what we may have missed when they first offered it 25 years ago. I for one, plan to make the most of it.

As the fellas used to say before stepping into the arena: let ‘em hang.

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5 for the Fab 5 @ 25

The Fab Five first set foot on Michigan’s campus 25 years ago.  The first group of freshman ever to start for a major college program, they led their teams to consecutive NCAA Men’s Basketball Championship games in 1992 and 1993, and sparked a cultural revolution in the sport and beyond.  In time, a scandal led to sanctions imposed by both the University and the NCAA.  The Final Four banners came down and were tucked away in the Bentley Library and a shroud of silence settled over the players and their era.

Until now.

The Fab Five are returning to campus on at 2 pm, October 8th to discuss their experiences in Hill Auditorium.

In honor this group of teenage black men whose messages of brotherhood, community, joy, and freedom has never been more resonant, here are 5 links to things I’ve written on the Fab 5 shared in celebration of the 25 year anniversary of their arrival at Michigan.

1.“Free the Banners, Free Discussion” – (2013)
Op-Ed piece I wrote for The Michigan Daily in which I called for the kind of public discussion we will finally be holding this Saturday.
2.“Uphold the Heart” – (2012)
A reflection on Jimmy King’s first visit to my Cultures of Basketball course, and on the impact of the Fab Five.
3.“Where is 1968?” – (2013)
On some of the lessons about race and social activism we can draw from the Fab Five. Never more urgent than now.
4.“Alphabet Soup” – (2013)
On hype, names, and numbers.
5. “_______________” – (2013)

Still today, the most viewed thing I’ve ever written, my open letter to Chris Webber asking him to join his former teammates in the stands at the 2013 NCAA Championship game to support Michigan, and five of my freshman students, in the game against Louisville.

I have mixed feelings about reposting this because I don’t feel exactly the same way I did when I first wrote and posted it three and a half years ago. Chris showed up at the game, but never responded to my letter and, more painfully, elected not to sit with his teammates.  Recently, I once again invited Chris to join his former teammates, and brothers, at a public event—Fab 5 @ 25—and once more he has not responded. So I thought about not reposting this, and even about taking it off my site—after all, the University came through by sponsoring, and paying for, this discussion. That means they would’ve bought Chris a plane ticket to get him to campus. If it he’d been willing to appear.

But so much about this conversation is about how we look at history, memory, and our own past.  And so much of what is painful in this derives from people trying to erase or ignore or deny the past.  I understand why this is tempting. But I think it is deadly.

There has been enough erasure and denial.

“An Open Letter to Chris Webber”

Integrating Academics and Athletics in the American College and University

Last week I spoke at Oberlin College, where the Athletics Department had invited me to share some of my ideas on this topic.

The turnout was impressive, the audience engaged and responsive, and the questions important and intelligent. I really had a blast exchanging ideas with this wonderful community.

And, they taped it, so I can share it with you as well. I hope you’ll check it out and let me know what you think.

(FYI: My friend, Oberlin’s Associate Men’s Basketball Coach Tim McCrory does a short funny intro first, then I go for about 35 minutes, followed by the QA).

I really enjoyed trying to create a quasi-documentary experience for the audience (ever experimenting to try to improve my lecturing technique).  And I learned a lot preparing for it, and thinking about the differences, and some surprising similarities, between the issues facing a DI FBS school like Michigan and those facing a DIII school like Oberlin.

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Image from NCAA.org, explaining the difference between Division I and Division III.

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Time Demands Comparison DI vs. DIII

To go or not to go? A View from Inside Big-Time College Sports

A couple of days ago I received an e-mail from the Athletic Director (AD) at the University of Michigan, inviting me and other members of the Advisory Board on Intercollegiate Athletics (ABIA) to join the “University Official Party” on a trip, courtesy of the athletic department, to watch the University’s football team compete at the Buffalo Wild Wings Citrus Bowl in Orlando, Florida on New Year’s Day.

I have decided to decline the very generous invitation. It is not, I want to emphasize at the outset, that I think I have a complete understanding of this industry, and less that I believe mine is the only reasonable or morally appropriate response.  Far from it.  In fact, as I’m not a big football fan and the trip falls at a somewhat inconvenient moment, I really don’t think of my decision as having been primarily a moral one.

However, that’s not to say that I don’t think there are moral questions at stake, questions that go well beyond the specific issues and choices raised by this particular invitation.  Among these, I’m most interested in what role university faculty members, entrusted with the intellectual growth and overall well-being of their students, should have in relation to university athletic departments. So I share this information and, below, the feelings and thoughts that informed my decision about it in the hopes that it sheds light on the tensions at work in one small, but perhaps telling, corner of the massive entertainment industry that big time college sports has become.

Let me first share my reflections on sharing this information in this format, which I considered carefully. First, the fact that the athletic department offers this benefit to ABIA members is a matter of public record.  Likewise, all the information that I’m sharing concerning ABIA’s constitution and function come, as you’ll see if you follow the links, publicly available documents.  This is, I believe, as it should be: we are a public institution and I think our discussions regarding how to administer this institution should be available to the public. I don’t think we as a board should take positions or make decisions that we wouldn’t stand by publicly.  That said, I also respect my colleagues. Everyone I’ve worked with in this capacity has impressed me as sincere, thoughtful, and well-meaning, even when I disagree with them, and I do not wish to embarrass them or cause them discomfort.  For this reason, I have not here and do not intend in the future to share the remarks or views of my colleagues on the board, even in anonymized form.  I hope this will be sufficient to assure my colleagues of my intentions.

Now, I’m new to the ABIA and to the Academic Performance Committee (APC; a subcommittee composed of the faculty members on ABIA), having just started my first three-year term this Fall, so I confess I’m still fairly ignorant of how all this plays out in actual practice. But as I understand it, the ABIA’s role is to provide faculty input into the decisions made by the AD concerning the athletic department and the APC’s role is to provide faculty oversight concerning matters pertaining to the academic experience, performance, and eligibility of athletes—all this subject to the final authority of either the President or the Provost. There have been questions raised in the past at Michigan, and elsewhere, about whether this really constitutes adequate faculty control. (For details on the constitution and function of the ABIA and APC, and their history at Michigan, you can jump to the end of this post. As I say, everything there is drawn from publicly available documents to which I’ve provided links.)

But, seeing aside the historical details of ABIA at Michigan and beyond the specifics of the particular issue of the invitation to attend the Citrus Bowl, there remains the underlying, substantive issue, which I’ll frame in personal terms since that’s how I best process such questions: what (speaking now as a Michigan faculty member with a scholarly interest in matters of sport and society who regularly teaches students who are also athletes, and who know holds an administrative position on the only university agency through which faculty have input on the activities of the athletic department) should my role be?

I’d like, in part at least, to be the kind of person who, finding himself in this situation, can draw upon a set of stable, consistent, rationally derived moral principles to guide my decision making.  To my mild disappointment, however, I’m not locating such principles within myself.  Mostly, in fact, I’m encountering what feels like a pretty unstable mire comprised of visceral pulls and aversions, feelings, conscious and unconscious investments,  (some quite idiosyncratic, personal, and narcissistic), sparsely mixed with opinions whose strength is not quite matched by my still-growing knowledge about the issues.  It’s kind of a mess, and a mess that I find points my actions in different and sometimes contradictory directions at different moments depending on the the specific circumstances facing me.

That said, a promising, because relatively solid, starting point I find is my strong feeling of care for my students.  I’m not talking about students in general, nor about all students who are athletes. I’m saying I find I care very much about the well-being of my students, including those who are athletes.  But what does it mean, in this case, to act on that feeling? Some of my students are on the football team. I care about them and I remember that when I was an athlete, it meant a lot to me that teachers came to my games. I don’t mean to exaggerate the importance of this, but I’m sure that my football-playing students would feel some version of this.

On the other hand, they are also my students, some of whom have during this semester in my Global Sports Cultures course heard me describe the current state of research on the harmful effects of sub-concussive brain trauma sustained regularly by football players in the course of practice and games; or the vast sums of money that the NCAA and its member institutions, media conglomerates, and apparel manufacturers make off their efforts.  I’ve asked them, as I’ve asked all my students, to consider carefully their position in relation to these dynamics. What lesson—and I don’t mean this rhetorically, but genuinely—might they draw by my going to the Citrus Bowl—where they will collide with other young men as millions watch and millions of dollars are generated? I wonder.

Moreover, I care about my students not only as athletes or students, but in a holistic way; perhaps most of all in a holistic way. I feel responsibility for their growth and development and well-being as adolescent human beings.  As such, I’m concerned about the toll that their participation in college sports, as currently configured, may have on them. I don’t just mean the physical toll, but the psychological and intellectual toll. Don’t get me wrong: I’m aware that most of them would say that playing college sports is one of the most physically, psychologically, and intellectually satisfying parts of their life experience.  That may be true from their point of view and perhaps that is where my rumination should stop.  But I’m their teacher and mentor, not to mention their elder, with all the differences in perspective, for better and or worse, that comes with that. From that perspective, my concern only heightens precisely because they seem so innocently unaware of it. I worry, in other words, about their futures.

But I’m also a sports fan and have been for as long as I remember. What does that mean to me? It means that I’m drawn to the aesthetic beauty of athletic performance as a form of art and to the suspenseful narrative micro-dramas that unfold in the course of sporting events. It means that to some degree I’m identified with and invested in the success of particular teams, like those that represent Michigan, and to individual players, some of whom I know personally.

It means also, in my case, that I feel a desire to be in the close proximity of sports and of athletes.  I feel a rush from my personal acquaintance with athletes that others know only as distant objects, two-dimensional figures on a television screen or dots on a field or court far below their perch in the nosebleed seats.  Of course, I also know this is childish and perhaps foolish. I know—I just said—that they are just human kids and that their being constructed as heroic objects of veneration by fans, the media, and their institutions is part of the problem. In fact, this dimension of sports culture is part of what makes me averse and somewhat ashamed to be a sports fan when I’m talking to people who are not. And yet, there that childish, foolish feeling is, rising up and nudging me toward the thrill of seeing a bowl game in person (never mind that I’ve probably watched no more than a dozen of them on TV in my entire life).

Finally, what about my role as a faculty member on the ABIA? Can I really perform the independent advisory functions I have been appointed to perform when I am also accepting a gift from the university agency that I’m supposed to be independently advising and overseeing? Honestly, I feel that accepting the gift wouldn’t cause me to pull any punches I’d otherwise be inclined to throw. But maybe I’m wrong. Yet, even if I’m right, that doesn’t mean there isn’t a structural conflict of interest involved, nor does it mean that this conflict of interest should be ignored.

Some of my students, when I shared the situation with them in class the other day, suggested that I should go because, after all, that would put me face to face with decision makers and augment the scope of my influence over them.  Maybe.  Though, if I’m honest, I have to say I don’t really believe it.  For one thing, I’m not sure that a bowl game is a place where any matters that matter are going to be discussed. As I told my students, it’s not as though I imagine getting Jim Harbaugh drunk in the hotel bar and convincing him to agree, with tearful relief, to blow up the whole system like some NCAA Mikhail Gorbachev presiding over the dismantling of the Soviet Union. My wife, who has a talent for storytelling, thought this would make a great short story, especially if it ended with me, having broken him down, berating him to “get it together, man, ’cause, after all, you got a ballgame to win tomorrow!” I wish, kind of, but I don’t think that’s how it would go down.

In fact, since I’m being honest, I’m somewhat skeptical about the possibilities of anything that matters in college sports changing as a result of the discussions and decisions that are made in the meetings of the ABIA. That’s not because of anything that has occurred in my experience so far.  And part of me understands that meaningful change in human history has sometimes occurred in piecemeal fashion.  But I also understand that these sorts of piecemeal changes don’t always add up to meaningful structural changes; indeed, that sometimes they defuse the energies that might drive more significant changes.

In this case, though I reserve the right to contradict myself and change my opinion, I see college sports changing in ways that significantly address what I see as the injustices in them only because athletes rise up collectively and threaten, as the Missouri football team did a few weeks ago, to refuse to play unless changes are made, which is why I actively support the work of the College Athletes Rights and Empowerment Coalition (CARE-FC).  In the long run, I suppose my hopes for change lie in the belief that subsequent generations of athletic and university administrators, if drawn from the ranks of the more politically conscious of today’s younger generation, will imagine and implement a new system.  Maybe.

My therapist asked me today to imagine going to the game and sitting next to our AD, Jim Hackett, who in my few encounters with him has struck me as a sincere and caring person, one who has in his short time as interim athletic director left the program in better shape than he found it. What, my therapist asked me, do I imagine myself saying to him as we munch on Buffalo Wild Wings and watch, comfortable behind the plexiglass walls of a skybox, my students bashing into some Florida professor’s students on the field far below under the Florida sunshine? I had an answer straightaway. “Man, Jim, I love sports and I love my students, but I’m finding it hard to watch this.  They’re hitting each other so hard and I just can’t forget what I know may be happening to their brains on every play. What do you do with that?”  My therapist thought that would be a good thing to say. He said it sounded empathetic and inviting.  Maybe that would be good.  Certainly, I’ve found Jim to be an empathetic person.

But I must admit that the fantasies my imagination has generated—with and without therapeutic prodding—in response to this invitation suggest an investment I have in being important and being recognized as such; in being uniquely suited to somehow say the right thing, push the right button, and save the day.  “Bad Prof Fixes College Sports” the headlines in my imagination might read.  Those fantasies and the insecurities and investments they bespeak don’t feel like very promising ground from which to be making decisions.

So all this messiness might disqualify me in some eyes from holding the positions as professor, as scholar, or as board member, that I hold. I confess I feel that way myself sometimes.  But I wind up feeling that it shouldn’t be so.  On the contrary, I feel that faced with the enormous complexity of the situation called big-time intercollegiate sports in this country, and the powerful cocktail of emotions that situation stirs in just about everyone (even those who hate them and feel they have no place in universities) it might actually be better if more of the participants and decision-makers were honest with themselves and publicly forthcoming with others about their uncertainties and ambivalences.

It’s not that I’ve encountered any individuals who I’ve felt were insincere or deceptive in the their words or actions.  It’s more that I feel that there are systemic pressures in place that subtly lead all of us involved to disregard certain concerns or uncertainties as either out of place or unworkable or for some other reason not worth considering or not safe to say.  Airing these, as I’ve tried to do here might not lead to any immediate solutions. It might lead to some ultimately unproductive discussions.  Perhaps, even, it would create some chaos.  But imagine a conversation in which various “stakeholders” were free to say, “Man, we really love college sports, but this is a bit of a cluster fuck right now, isn’t it? Let’s try to do better!” or whatever their version of that might look like. Things could get interesting.  In any event, I guess I’m feeling that a little honest chaos would be preferable to what seems to me to be a somewhat dishonest order.

A History of ABIA, APC and Faculty Control Issues at Michigan

In accordance with the University of Michigan Regents’ Bylaws (section 11.58.1), I was appointed to the ABIA by the president from a panel of senate members chosen by the Senate Advisory Committee on University Affairs, subject to the approval of the Board of Regents. The ABIA also includes two members of the faculty senate, the University’s Faculty Athletics Representative (FAR), two student-athletes, two alumni, the AD (who has no vote), and an executive officer of the University.  The Bylaws also specify that the faculty members on ABIA, myself included of course, will constitute—together with a representative from the  Registrar’s office—a separate committee, now known as the Academic Performance Committee (APC).

The ABIA’s functions are also defined by the Regents’ Bylaws. First, the ABIA advises the AD, who is supposed to seek and consider our advice on “all major financial and policy decisions with respect to the program on intercollegiate athletics.” Then, the ABIA makes, adopts, and enforces—”subject only to the ultimate authority of the president and the Board of Regents”—”the necessary rules and regulations governing all questions pertaining to the eligibility of players, intercollegiate relations, and membership in associations of universities and colleges organized for the regulation of athletics” (11.60)  As for the APC, its function is—”subject to the final authority of the provost”—”to examine and appraise the academic performance of intercollegiate athletes, to determine their eligibility for competition in intercollegiate athletics, and to take any other action regarding such candidates as may seem necessary or appropriate under the circumstances (11.59).”

Now, according to “Rule 3. Membership” from the Big Ten Conference’s 2011-2012 Handbook, “Only a university having full and complete faculty control of its intercollegiate athletic programs may hold membership in the Conference. Faculty control is achieved whenever authority over a university’s intercollegiate athletic programs is vested in a university agency composed entirely of faculty members or in which faculty members are in a majority.” I first encountered this passage before I’d been appointed to the ABIA and, at the time, I wondered whether Michigan had any such agency (i.e. “composed entirely of faculty members or in which faculty members are in a majority” vested “with authority” over the university’s intercollegiate athletic programs).

Colleagues with greater knowledge of our institutional history weren’t sure, but they explained to me that up until 2001, there was an agency with a faculty majority called the Board in Control of Intercollegiate Athletics.  This body appears to have been replaced by the ABIA and APC through amendments to the Regents’ Bylaws proposed by then University-President Lee Bollinger. Bollinger said at the time that “All of this is to make sure intercollegiate athletics don”t get out of control. The Athletic Department is not an independent body within the University but is subject to University policies.”  He went on to explain that the “Board in Control should be, and has been, unmistakably advisory the name should be changed to reflect that.”

According to The Michigan Daily‘s article on the change, “Bollinger said he wants to limit the authority of the Board in Control to issues in which academic and financial concerns collide, such as extending the sports season for playoffs even when such a move could compromise students” academic life by conflicting with exams,” but, quoting Bollinger now, “the question of whether our football players should practice in a national playoff should not be rested [sic] in the board.”

Apparently, some members of the faculty-comprised Senate Assembly Committee on University Affairs voiced concerns that this put the University’s policies at odds with both the Big Ten and the NCAA’s membership criteria.  Of even greater concern to the faculty at the time was the codification of the merely advisory function of the newly constituted ABIA: “‘If the president is the one making the final decision,” one faculty members asked, “is there a reason why the president should seek the advice of the Board in Control?'”   Bollinger, according to the article “said that although changes to the bylaws will place more power in the hands of the president, he does not believe the Board in Control’s concerns will be ignored or that the University”s Big Ten membership will be compromised.”  Some might argue that the APC’s authority over academic standards and eligibility or the President’s final authority on all these questions satisfies the membership criteria concerning “complete faculty control” described in the Big Ten Handbook.

I’m not so sure it does. But—surprise!—that might be okay with me since I’m not even sure that “complete faculty control” over athletics is a principle I support without qualification. I believe faculty with expertise in the matters constituting the intersection of athletics with the university’s mission (education, health and well-being, economics, ethics and culture) should be represented as the majority on a board that collectively has complete control. But I also believe that students (both non-athletes and, especially, athletes) should be on that board. Finally, I think it’s important to have representatives of the athletic department administration and the university’s central administration on the board, without a vote.

 

 

 

Troubleshooting the Sports Machine (Global Sports Cultures, 1st Lecture)

Yesterday I gave my first lecture in Global Sports Cultures (Comparative Literature 100).  After teaching the course for the first time last year, I retooled the syllabus both to make the material more concrete by prioritizing certain figures and moments as primary focal points for each week’s studies and also to facilitate my making my lectures more accessible, and more interactive.  I also put lots of time into creating an interactive online course concept map as a resource for students looking to find more about particular facts, ideas, or personalities or to explore comparative connections from week to week.  It’s still in progress, but I’m including it here below because I think it could a very valuable tool, and I certainly have been learning a lot putting it together. The image below gives you an idea of what that looks like (each of those “Thought” boxes is clickable and contains more specific thoughts), but feel free click here if you want to explore the course concepts for yourself.

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The fact is, I vastly prefer small groups and open-ended discussion.  But, as I told the students yesterday, we are at the University of Michigan and our administration wants us to have a certain ratio of student credit hours per faculty position: so here we are, 172 of them and me.  I’m not there yet, but I’m trying to find ways to flip this beast.

My goal for the first week’s lecture was pretty simple: to get them to use their own experiences and feelings about sport together with the readings they’d already done in order to get to three ideas: 1) that sports may be understood as a machine for delivering certain positive effects; 2) that it may not be running as well as it could; 3) that this class was about developing certain diagnostic skills and tools to begin to troubleshoot and fix the sports machine.  To aid me in this process, I prepared a power point presentation (I know, I usually hate them to, especially giving them) with some video clips and images that I thought would provide more concrete and so impactful ways for them to think about the positive and the negative effects of the sports machine.

I’m always nervous on the first day, but was even more so yesterday because: 1) 172 adolescent students in a big auditoriums; 2) technology; 3) trying to persuade sports fans that thinking critically about sports won’t ruin their love of sports.  But I donned my professorial uniform of khaki chinos and a navy blazer, laced up my pink Chuck Taylors and bravely stepped into the arena.

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The sound didn’t work on the powerpoint videos, which in one case was truly disappointing to me, but I think I rebounded from that pretty well.  By 9 pm on the day of lecture, students are required to post to a course website one quote from their lecture notes and then to explain why they selected it.  These went up pretty quickly yesterday afternoon and I was very heartened to see that many, if not most, of the students had chosen the sports is a machine metaphor and explained the choice by confessing they’d never really thought about it that way (or even really thought negatively about sports—one of them reported that this was the first time taking a sports-related course at Michigan that he’d heard a professor refer to a negative side to sports) and expressing their excitement to roll up their sleeves, pick up their tools, and get under the hood.

You can see for yourself what you think here.  A couple of technical notes, I’m sorry that, as I said, the sound on some of the videos didn’t work.  I’ll figure that out before next week.  And I’m sorry also that the only images are of the power point slide (if anyone care about that).  I’m going to try to change that setting as well so we get both the slides and the classroom.  Lastly, I’m sharing this in part because I welcome feedback, whether from students or other individuals who might, if they were at Michigan, take a course like this or from other teachers.  If you have suggestions that aren’t too terrifying and don’t make me feel defensive, I will most definitely consider them.  So, please click the link below, and enjoy!

Trouble Shooting the Sports Machine (Lecture 1, Global Sports Cultures, September 14, 2015)

 

Why (and how to) Read CLR James on Cricket

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What do they know of cricket, who only cricket know?

Over the past month or so, I’ve been reviewing my plans for Global Sports Culture, a course  I’ll be teaching for just the second time this fall. I knew there were some things I wanted to improve upon based on my first go round and so some changes I needed to make to the content and structure.  I’ve done a lot of that work, including create an interactive concept map which I’m going to share here once I’ve finalized it.

But for all the changes I’ve made (and there are many), one thing I knew early on that I wouldn’t change was the reading assignment for the first week’s lecture, in which I introduce students to the challenges, opportunities, and methods for studying global sports cultures. That’s a week where I want to entice a couple of hundred adolescent sports fans at a Big Ten university that reflecting upon their passion and the cultural objects that incite it can be a valuable thing: not only edifying, but pleasurable in its own right, and even, enhancing of the enjoyment they currently take in sports.  To aid me in this task I have recruited two different, short readings, both of which elegantly—though with different kinds of elegance—make the case for keeping our thinking brains working even as we let our feeling brains run riot in our encounters with sporting cultures.

Sports as Escape, Struggle, and Art

In their superb introduction to Blackwell’s A Companion to Sport, a comprehensive volume the two also edited, Ben Carrington and David Andrews—two of the most prolific and well-regarded sports studies scholars writing today—explain how the study of sports can move us past unhelpful dichotomous approaches to sport that either unsubtly trash it as a kind of opiate excess or naively adore it as a repository of proper values.  Instead, Carrington and Andrews encourage students of sports culture to think about sport

as an escape from everyday life whilst understanding that no cultural activity is completely autonomous from societal constraints, to examine sport as a form of cultural struggle, resistance, and politics whilst recognizing that it is also compromised by forms of commodification, commercialization, and bureaucratic control, and to consider sport as an embodied art form that is formed in relation to both intrinsic and extrinsic goals and rewards that sometimes over-determine the stated aims of the participants.

This is sport, in their words, as escape, struggle, and art.  We are to see not one or the other, but all three functions at once served in some way or another, though probably in different proportions, in every sporting event.  And, moreover, we are to see that sport’s ability to fulfill these three functions is constrained by the very condition that allows it to serve these functions: namely, that sport is a swatch in the social fabric.

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In this, Carrington and Andrews draw their inspiration from C. L. R. James who thought about sport, they write

as an activity that is simultaneously a space to which we escape for fun, relaxation, and enjoyment, a space charged with social significance and political possibilities for expressing who we are as individuals and the larger communities to which we belong, and as an embodied art form, a physically creative and aesthetic mode of being human, a world replete with all the ugliness and beauty, tragedy and joy, that resides within human society.

James, therefore, provides the second reading with which I begin my course.

For those unfamiliar with him, Cyril Lionel Robert James was, to put it simply, one of the most awe-inspiring cultural and political figures of the twentieth century. Novelist, playwright, philosopher, literary critic, historian, teacher, activist, journalist, cricketer and sports fan, James, who was born in 1901 in a small village in then-colonial Trinidad, lived, traveled and worked in Latin America, the United States, Africa, and England (where he died, in London, in 1989).  James is probably best known for The Black Jacobins, a definitive history of the Haitian revolution.  My personal favorite, for the record, is Mariners, Renegades and Castaways: The Story of Herman Melville and the World We Live In.  James presents Moby Dick as a prescient portrayal of the industrial and imperial might American would come to acquire in the century after the novel’s publication.  James wrote the book in the United States, while interned on Ellis Island as McCarthy’s HUAC investigated the activist work he’d done in Detroit. James believed the book would reassure his persecutors of his love for what he called “American Civilization.” It didn’t work.

Yet Mariners, Renegades, and Castaways, like all his writing, is imbued with extraordinary erudition, a breathtaking capacity to grasp as ambiguity not as an impediment to commitment, but as its precondition, and by an elegant style balanced by a teacher and activist’s commitment to clarity.  All this is in full force in Beyond a Boundary (1963), the work that inspired Carrington and Andrews (and before them several pioneering generations of students of sport and society).  Beyond a Boundary deftly mixes autobiographical recollection, historical analysis of West Indian decolonization, and reflection on the moral, aesthetic, cultural and political dimensions of West Indian cricket (here, by the way, is a documentary that was made of Beyond a Boundary in the late 70s).

Even this brief description probably explains how Beyond a Boundary complements Carrington and Andrews in helping get students to think about sports.  Because of time constraints, however, I can’t assign the entire work.  Instead, I ask them to read Chapter 1, called “The Window,” and the Preface.  Here I just want to share with you my way of reading the Preface, which is extremely brief and yet somehow, remarkably, already expresses in a kind of holographic magic, the whole of Beyond a Boundary and, for that matter, the whole of my course. In fact, it’s so brief that I can show it to you right here.

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Questioning

Now let me show you what we might make of it in class.  The first thing I notice is that James begins by telling us what this book is not: neither “cricket reminiscences nor autobiography.” This might seem curious since the book clearly includes both, and in great detail. So we have a puzzle right from the start: how do we make sense of this? James helps somewhat in the very next sentence, when he tells us what the book is, or rather—significantly—when he tells us what it is by telling us what it does: the book, he says, “poses the question [emphasized by italics] what do they know of cricket who only cricket know?”  The question, through its repetition of the terms, requires us to think about the relationship between cricket and knowing (which is to say, for my students, between sports and study).

Imagine that you are sitting with an alien from outer space during a Michigan football game on a Saturday afternoon in the autumn.  The alien has asked you to explain what you are witnessing together. How you choose to answer says a lot about what you know about football but also about what you think is important to know about football.  Would you identify the teams and the players?  Would you talk about where the players come from and how they came to be here? Would you mention that most of them are black? Would you talk about the individual fundamental skills and techniques they are exhibiting? The strategies and tactics employed by coaching staffs and players? The rules? The violence? The behavior of the fans? The history of the stadium? The relationship between what is happening on the field and the mission of the educational institution to which it is attached? The economic aspects?

If you imagine a sport (like cricket or football) as a country with a border clearly separating it from another country, then you might imagine that the best way to know that country would be to ignore everything on the other side of the border.  But James implies with his rhetorical question that to know that country you have to know what is not that country, what is on other side of the border.  But sports and countries aren’t the only things with borders.  Books and genres have them too, or at least we are used to thinking of them that way:  “cricket reminiscences” is a country, clearly separated from another country called “autobiography.”  So now, perhaps, we can see that with his opening line, James is rejecting those confining categories of thought.

Borders and boundaries.  Notice the title of James’s book: Beyond a Boundary.  In cricket, the word “boundary” refers to two things: 1) the edge of the playing field (like the homerun wall in baseball if it encircled the entire diamond and not just the 90 degree slice extending out from home plate); 2) a run scoring play in which the batsman hits the ball over the boundary (like a home run).  But, considering the emphasis James has already placed on crossing boundaries, the title itself echoes and expresses the central lesson: to know—not just cricket, not just sport, but anything—is to cross boundaries, which is to say, to travel (an image the importance of which James will emphasize momentarily).

It’s striking too that James presents this point as a question rather than simply stating: “those who only know cricket don’t really know cricket.” It’s striking, I mean that a proposition about knowledge and its limits should be posed in the form of a question.  For questions, as forms of discourse, are invitations to come to know, to do the traveling required to get to know.  In this sense, James seems to avoid the trap of illusory certainty.

However, the question is also a rhetorical question in two ways.  First, in the usual sense in which the question isn’t really or only a question but also a way of offering the answer: in this case, “nothing.”  But the question is rhetorical in another sense.   On one side we have “know-cricket” and on the other side we have “cricket-know.”  This structure actually has a name: chiasmus (pronounced “Kye-as-muss”).  It is named after the Greek letter chi (which looks like our “x”) because of the criss-cross pattern of the word repetition.
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The symmetry of chiasmus offers a feeling of closure and a sense of completeness that can lead the listener or reader to feel that all aspects of an issue have been accounted for. This is part of what makes chiasmus effective as a figure of speech.  But if the chiasmus work partly because of the impression of completeness and the confidence it can impart to a listener or reader, what happens when a chiasmus takes the form of a question (as it does here)? And a question that challenges the assumptions we might have about the completeness of knowledge?

James’ ironical, rhetorical question doesn’t hold still while we pin one meaning, one answer to it. Just when we try to frame an answer, some solid ground we could stand on, protected by firm boundaries separating us from ignorance, it shifts. James seems simultaneously to be challenging the claims of knowledge that base themselves on the fixity of categorical boundaries and to be trying to inoculate that challenge against itself falling prey to the same trap.

James has very assertively set down a challenge regarding what it means to know a sport.  That’s an excellent way for us to begin a semester in which we too are studying sports.  So let me pause to go into greater detail here on this question of knowledge.

Knowing

James brings up knowledge twice in the Preface.  First, in the rhetorical question we just looked at, then again in the final sentence:  “To establish his own identity, Caliban, after three centuries, must himself pioneer into regions Caesar never knew.”  Though brief, this is a tricky, but very important, sentence.  In part, it’s tricky (at least for most of my students) because of the references to Caliban and Caesar and then doubly so because the references are employed metaphorically. So let’s just see who they were to begin with, then we can look at how they work as metaphors, and then finally we can tackle what it means that Caliban must go into regions unknown to Caesar.

Caliban is a character in the play “The Tempest,” written by William Shakespeare.  The play is set on a tropical island, where a European nobleman named Prospero has set himself as a ruler over the island’s native inhabitants, including Caliban, whom Shakespeare portrays as a kind of animal.  For example, in one scene, Prospero berates Caliban for ingratitude, reminding him that he didn’t even know how to speak until Prospero arrived and taught him.  Caliban’s sharp retort to this is that he wished he had never learned to speak, since the only good it has done him is that now he can curse Prospero for occupying his island and enslaving him.  Though “The Tempest” is not set on any actually identifiable island, Shakespeare wrote the play at a time when Europeans like himself were becoming familiar with reports from the English, Spanish and Portuguese men who explored and colonized the Americas, including the tropical islands of the Caribbean that we know today as the West Indies.  Some of these included descriptions of native inhabitants as barbaric and uncivilized cannibals.  Some scholars believe that the character of Caliban (whose name is almost an anagram of the word cannibal) is loosely based on these descriptions and that the play represents the European colonization of the West Indies.

Around the time that James was writing “The Window” numerous artists, intellectuals, and political leaders in the Caribbean who were dissatisfied with the effects of colonial rule on their native lands had seized on this idea and began to use Caliban as a symbol for themselves and their people.  Just as Caliban cursed Prospero in the language the latter had taught him, so these individuals claimed that the Caribbean people would have to dismantle the effects of colonialism by using the tools—meaning the language, ideas, and social institutions—imposed on them or their ancestors by their colonizers.  This process of dismantling the political, economic, cultural and psychological structures of colonialism is called “decolonization.”  And decolonization, in a word, is the metaphorical meaning of Caliban as James here employs the name in his Preface.

Caesar you may be somewhat more familiar with, perhaps by the name Julius Caesar. He was a Roman statesman and military leader who amassed popular power at home and expanded the territory under Roman control all the way to what is today England and Germany as a means of transforming the democratic Roman republic into the dictatorial Roman Empire.  As he did with the fictional character of Caliban, James is using the historical figure of Caesar as a metaphor: in this case, a metaphor for imperial rulers.  Through these metaphors, though Caliban is a fictional character created fifteen centuries after the death of Julius Caesar, James creates an image of a relationship between colonized (Caliban) and colonizer (Caesar).

Now, as I mentioned above, the “regions Caesar never knew” are metaphorical as well.  James isn’t necessarily talking about literal exploration of unknown territories.  We can tell from the context (the sentence immediately before this describes, autobiographically, the process by which certain ideas James first encountered as a boy in the West Indies could only be tracked down and tested when he’d gone to England) that these regions probably refer to regions of thought.  So the metaphor “regions Caesar never knew” means something like “thoughts or ideas that colonizers and imperial powers never knew.”  Caliban meanwhile, who is the colonized, will have to “pioneer” those regions, that is, to go beyond his colonizing rulers in order to discover these “regions” of thoughts and ideas, these bodies of knowledge, that they never knew.  And he must do this in order, James tells us, “to establish his own identity.”

So knowledge of ideas and the world, according to James, is inseparable from the process by which we come to form ourselves as distinct individuals with unique identities.  This is true for all of us, of course, but James is especially concerned with those, like himself, who grew up as colonized individuals within a colonial empire.  James reminds us that the very structures and dynamics of colonial society establish the ideas, customs, morals, and values of the colonial rulers as natural and superior, while the ideas, customs, morals and values of the natives are seen as strange and inferior.  It follows from this that within such a system the “best” that a native (or colonized) individual could become is something like an adequate copier of the colonizer’s superior way of life.  But in doing so, this individual must distance himself from his own native way of life as well as from the history of his land and his ancestors.  The result is a kind of unbearable duality of experience for such individuals one with serious and documented psychological effects:  among the colonizers he can only ever be a second-rate copycat, while among the natives he is an alien, a poser who has forfeited his native identity for a kind of second-hand foreign one.

When James speaks of Caliban establishing “his own identity” he means an identity that escapes from this lose-lose dichotomy.  Rather than either rejecting or trying to copy wholesale the ideas of the colonizer, Caliban can combine his unique experience and various acquired ideas in order to discover new thoughts and ideas and in this way “pioneer into regions Caesar never knew.”  Of course, we should keep in mind that the fact that Caesar “never knew” these regions doesn’t mean that Caesar never traveled to them. I’m not saying he did.  Just cautioning that given the rhetorical question with which James began, we should beware of conflating different sense of the word “know.”

Part of what makes this passage so powerful, in my opinion, is that in this sentence James (following from the preceding, autobiographical sentence) is using the metaphors to speak of himself and his own experience but in terms that render that experience more general: it becomes the possible experience of every colonized or formerly colonized person.  In this way, it is a kind of battle cry or slogan, meant to inspire others like himself to establish their own identities.

But even so, the other part of what makes this passage powerful, again in my opinion, is that it is built around metaphors drawn from European culture (Caliban and Caesar) and, specifically, from the history of conquest and colonization (including “pioneering” and “regions”).  These metaphors, in that sense, are European tools in two senses:  first because they come from European texts, and second because they are about European conquest and colonization.  You wouldn’t think such metaphors would be very promising raw materials for a sentence describing the process by which a colonized individual can free his or her mind, but James makes them just that.

To know is to travel and to travel, in this world, is always to go where someone else has already been. Whether they know where they have been is another, open question. And what we do in that encounter with the other person is yet another, also open question.

Oh yeah, and don’t forget, all of this begins with an ironic, rhetorically posed challenge to remember that if we only know cricket, then we don’t know cricket.  Is all of this, on knowing, and Caliban and Caesar and traveling all part of the response to that question? Part of its elaboration? Perhaps part of what we need also need to know if we are truly to know cricket is the history of colonization and the process by which native subjects try to free themselves of its influence by using the tools of colonization.  And this is because cricket—like language and Shakespeare and the history of the Roman empire—is one of those tools.  And to see the ways that cricket is more than cricket, or rather that cricket is also a means for political domination and political liberation (which is the subject of James’ book on cricket), is precisely to pioneer into regions Caeser never knew.

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Crowdsource Query: Case Studies for Sports Concepts

Last Fall, I inaugurated a new large lecture/small discussion group format course at Michigan called Global Sports Cultures.  I organized it around conceptual lenses—play, values, creativity, media, market, politics, etc.—that I’ve found useful for looking at a variety of sporting phenomena.  Each week’s concept was then explored through a concrete case study, which could be an individual athlete, an event, a team, a particular match or competition, or possibly even a single play.  You can see how I did this last fall here or learn more about my approach to teaching in general.

Some of them worked well, some did not. In an effort to do better this fall, I’m looking for readers to brainstorm suggestions for case studies that might illuminate the concepts I’m working with.

There are a few criteria I’d like to keep in mind.  First, I’d like a variety of sports (including especially sports outside of the big four professional US men’s sports), some geographical and gender diversity.  Second, the case study should ideally be the subject of both some scholarly work (for those without access to this, don’t let that stop you from making a suggestion) and some excellent or otherwise interesting journalistic writing.  Third, bear in mind that the course is offered at the 100 level (so open to students of all levels), so we can make no presumptions about the students’ levels of experience with college level reading, interpretation, and writing.  Lastly, it would be great if the case study were portrayed in some audio-visual artifact like a youtube clip or, perhaps, a documentary.

You can offer your suggestions in the comments section, via e-mail, or using the contact form below.

Finally, please share this widely with anyone among your friends or followers who you think might have something interesting to offer.

The Fascination of Iverson Crossing Jordan: An Exercise in Praising Athletic Beauty

In my last post, I referred to Hans Umbrecht’s In Praise of Athletic Beauty in relation to my University of Michigan Comparative Literature course on Writing the Sporting Body.  I mentioned that Gumbrecht, in what I consider the heart of the book, offers a brief but rich and profound typology of the elements of sporting performance for which he is grateful and that move him to praise.  He calls these “fascinations” to capture the fact that every sporting performance entails “body movements always already shaped by the expectations and the appreciation that spectators bring with them to the game.”  The term fascination, Gumbrecht writes, “refers to the eye as attracted to, indeed paralyzed by, the appeal of something perceived. . . . But it also captures the added dimension that the spectator contributes.” My students and I worked with these seven fascinations a great deal this semester, finding them at the very least useful starting points for articulating the arresting beauty of the performances we each, or together, chose to write. I want to share these fascinations with you.  But I think the most enjoyable way to do so will be to put them to work in relation to a performance, an iconic, but brief play that continues to fascinate me.

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One Shining Moment: Yago’s A-Town Throwdown Edition

Probably anyone reading this knows by now that my Cultures of Basketball course ends with a student organized intra-class 3 on 3 tournament.  What started as an off-hand comment by a UM basketball player in 2011 has become, over the several years I’ve now taught the course, into an integral, culminating experience of the course in which students take responsibility for their own desires, incorporate an embodied, hands-on component to the academic study of basketball culture, and bond strongly with one another, softening a variety of barriers that can make it hard for them to recognize and respect each other as peers—not least the one separating varsity athletes from students who are not varsity athletes.

Over the years, the organizational process has evolved in the wake of the preceding year’s experiences. This year, students formed themselves into a number of committees charged with locking down the various aspects of the event (Jersey Committee, Logo Committee, Naming Committee, Program Committee, Venue Committee, Bracket Committee, Draft Day Committee and Documentation Committee).  Drawing upon their own specialized talents and the feedback I’d given them about what had worked well and not so well in previous tournaments, each committee executed its responsibilities superbly, often informed in doing so by some of the cultural artifacts and issues we’d been talking about in the course.  I want to share with you just one bit of special awesomeness that emerged from this process.

In 2011, the first year of the tournament, there were no committees and documentation was limited to some photos that my wife and one of the students who couldn’t play took with cell phones.  In 2012 we had a lot of wonderful still photos and the first-ever video documentation of the event: a couple of shaky clips taken by a student’s friend on the sideline.  Last year, a member of the first-ever Documentation Committee recorded a few, higher quality clips, to go along with superb photos.  This year, in addition to all these elements, one Documentation Committee member brought a GoPro to the tournament and she and some other students filmed the whole tournament.  I’m not sure who had the idea in the first place, but the student decided to edit the raw footage into our very own One Shining Moment montage and, even though the class over, and the grades in, she followed through and shared the results with us last night.

I’m so grateful to and proud of these students for coming together in the way that they did over the course of the semester.  I hope you enjoy the video as much as I think they enjoyed not only the course and the tournament, but the experiences of autonomy, responsibility, and friendship they thereby created for themselves.

That’s a Bad Prof Right There

A couple of clips from last night’s Yago’s A-Town Throwdown, the 2015 Cultures of Basketball intra-class 3 on 3 tournament, without further commentary.


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