Imani Perry: Putting the 'Public' in 'Public Intellectual'
[Imani Perry is a professor at the Center for African American Studies at Princeton University. She is author of Prophets of the Hood: Politics and Poetics in Hip Hop (Duke University Press, 2004). Her next book, More Beautiful and More Terrible: The Embrace and Transcendence of Racial Inequality in the United States, will be published by New York University Press next year.]
I entered graduate school in the mid-1990s, a period marked by the rise of the black public intellectual: Michael Eric Dyson, Henry Louis Gates Jr., Cornel West, and a host of other prominent scholars who became household names. Suddenly newspapers, popular magazines, and even television shows featured black intellectuals. The reaction was bifurcated. Some celebrated this development as an opportunity to elevate the discourse on social policy, especially on issues of race. But there were also complaints that this new crop of intellectuals talked too much and did too little. And some felt that by talking so much to the public, the black intellectuals risked diminishing their scholarly legitimacy.
At the time, the conversations among black students at elite graduate programs were framed around whether to become public intellectuals. But did we have the charisma or conversational skills to do this kind of work? Such a question was rarely raised. Instead we debated what kind of intellectual we wanted to be: one who sat in the ivory tower? Or one who talked to the people? There was a general skepticism that both roles could be successfully played simultaneously.
Becoming a public intellectual appealed to many of us because it seemed to provide a way of making one's scholarship more meaningful. Our ideas would be available to people in our home communities who might not ever set foot inside a university. Such a prospect was affirming. In a career where labor and education often don't lead to economic gains, it is easy to feel diminished by society. Being seen on television could cut against that nagging sense of devaluation....
For me, it's a matter of tradition. From the late-19th until the mid-20th century, it was a matter of course that African-American intellectuals engaged in public life in a multitude of ways. They developed school curriculums, worked in and for civil-rights organizations like the NAACP, and participated in civic organizations, churches, and professional societies. James Weldon Johnson, for example, author of the poem "Lift Every Voice and Sing," which was later set to music and became known as the Negro national anthem, was a principal, lawyer, ambassador, secretary of the NAACP, and one of the founders of the American Society of Composers, Authors, and Publishers—which helped establish modern copyright law....
Today's graduate students and junior professors who aspire to bring additional meaning to their intellectual work outside the university should embrace this broader and more democratic definition of what it means to be a public intellectual. One need not be camera-friendly or media-savvy to work for a civic or political organization. There is so much work to be done, particularly in communities of color, on a wide range of issues, including educational outcomes, imprisonment, nutrition, political representation, and unemployment....
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I entered graduate school in the mid-1990s, a period marked by the rise of the black public intellectual: Michael Eric Dyson, Henry Louis Gates Jr., Cornel West, and a host of other prominent scholars who became household names. Suddenly newspapers, popular magazines, and even television shows featured black intellectuals. The reaction was bifurcated. Some celebrated this development as an opportunity to elevate the discourse on social policy, especially on issues of race. But there were also complaints that this new crop of intellectuals talked too much and did too little. And some felt that by talking so much to the public, the black intellectuals risked diminishing their scholarly legitimacy.
At the time, the conversations among black students at elite graduate programs were framed around whether to become public intellectuals. But did we have the charisma or conversational skills to do this kind of work? Such a question was rarely raised. Instead we debated what kind of intellectual we wanted to be: one who sat in the ivory tower? Or one who talked to the people? There was a general skepticism that both roles could be successfully played simultaneously.
Becoming a public intellectual appealed to many of us because it seemed to provide a way of making one's scholarship more meaningful. Our ideas would be available to people in our home communities who might not ever set foot inside a university. Such a prospect was affirming. In a career where labor and education often don't lead to economic gains, it is easy to feel diminished by society. Being seen on television could cut against that nagging sense of devaluation....
For me, it's a matter of tradition. From the late-19th until the mid-20th century, it was a matter of course that African-American intellectuals engaged in public life in a multitude of ways. They developed school curriculums, worked in and for civil-rights organizations like the NAACP, and participated in civic organizations, churches, and professional societies. James Weldon Johnson, for example, author of the poem "Lift Every Voice and Sing," which was later set to music and became known as the Negro national anthem, was a principal, lawyer, ambassador, secretary of the NAACP, and one of the founders of the American Society of Composers, Authors, and Publishers—which helped establish modern copyright law....
Today's graduate students and junior professors who aspire to bring additional meaning to their intellectual work outside the university should embrace this broader and more democratic definition of what it means to be a public intellectual. One need not be camera-friendly or media-savvy to work for a civic or political organization. There is so much work to be done, particularly in communities of color, on a wide range of issues, including educational outcomes, imprisonment, nutrition, political representation, and unemployment....