Years ago I decided I would not never become a teacher. I envisioned it as confinement. I am a creature of routine BUT I do not want one imposed on me. I always saw being an educator as someone who was doomed with routine and rewarded with low pay. That was not the life I wanted to live.
As time and the ancestors would have it, my poetry created a platform for me to engage my art at colleges and universities. Not just as the “entertainment” but additionally as an educator to young writers on the importance of preserving the black vernacular. My art eventually evolved to focusing on the feminine narrative. Encouraging the black feminine voice expressed and written from a holistic perspective and not just as a presence to move a plot forward. These discussions exposed two things, (1) I had more questions than answers and needed to do more research to educate myself (2) I was pretty good at this teaching thing.
My community knows me primarily as a performance poet and from the theatre. Both of these creative platforms allowed me to express undivided and intellectually intact. I had the company to be beautiful and the security to laugh at myself and others. As I immersed myself more with the writing community, plays and novels, I felt absent- invisible even. I was stifled with this feeling once before when I studied film at Howard University for my M.A. In screenplay writing, I didn’t have the company of voice, meaning the character written or represented on film, was not a bridged visualization of my existence as a woman. A black woman, a woman of color living in this country. My questions about the presence or the acceptance of what was represented as the black feminine narrative, now became a plaque of concerns. That was until I got my hands on Toni Morrison’s “Playing in the Dark: Whiteness and the Literary Imagination”.
Nikki Skies 