As a High School Civics teacher, I am often and absolutely embarrassed by my own lack of civic activism. While I am encouraging and requiring and rewarding my students for getting involved in something – ANYTHING! – that they care about to protect or improve their communities, I nearly never practice what I preach.
And it’s not simply that as a young, charter school teacher, my time and energy seem to disappear into an unending vortex of planning/grading/updating/bureaucracizing.
OR the fact that as a perpetual presenter of the fair and balanced, I am daily forced to equivocate, moderate and pause for a more thorough examination.
I think there’s something deeper. Some way in which I have redefined myself as a person who no longer acts. I have reclassified myself as a bystander – shudder – although admittedly a vociferous one. Still, no more than an armchair analyst – not even the passive activist I once swore never to become.
As such, I find myself curious about what it is that motivates the folks who find the activation energy to make change. The folks who answer the call of – “Someone should do something!” With “I’ll do it.” And, high school senior, Caesar Loving-Manley offers the perfect case study.
Loving-Manley has not yet attained the larger than life status of the untouchable figureheads we so often imagine leading movements – the predestined messiahs of our time. For now, he’s just a regular High School student who, when faced with the injustices of the world, used some pretty accessible tools to create something larger than himself: his impatience, his creativity, and the willingness to simply step forward and DO something.
Caesar Loving-Manley is impatient.
Through his participation in the Racial Reconciliation and Healing Project run by the Southern Jamaica Plain Health Center, Loving-Manley attended a workshop on public health disparities in his home town of Boston and was outraged.
The fact is that in Boston, Black and Latino kids under age 5 are four times more likely to be hospitalized for asthma than White kids. Facilitators Abigail Ortiz and Cecilia Flores quickly dismissed the idea that those statistics are tragic byproducts of cyclic crime, irresponsible parenting or some broken window hogwash.
Low rates of asthma are linked to parks and green spaces – disproportionately absent in areas of Boston like Roxbury and Dorchester with large populations of Blacks and Latinos. High rates of asthma are linked to junkyards and bus depots – disproportionately present in Roxbury and Dorchester. And that’s just asthma! – to say nothing of obesity, heart disease, diabetes, cancer, or infant mortality.
Loving-Manley paired his training through the SJPHC with a Ta-Nahesi Coates interview that he watched in 11th grade history and concluded that racism was literally killing Blacks in Boston – not race but racism.
Moving quickly from his initial reaction of: “Really? This is systemic lynching!” to: “Why? Do people know this?”, Loving-Manley felt compelled to act. Someone needed to “make people open up their eyes” and “pay closer attention” and, for Loving-Manley, there was no time to think about who it was going to be.
He explains that while others were spinning their wheels saying “what if what if what if”, he knew that our school (and, incidentally, his core support network at the school) needed “to scream it rather than just to whisper it”. He needed to shake things up.
One of the things that has led to Caesar Loving-Manley’s success has been his natural attraction – and maybe the purely human drive – to innovate, to improve, and to be creative.
After the non-indictment of Darren Wilson in November of 2014, there were a wave of Black Lives Matter protests in Boston, including walk outs by students from Boston Public Schools. When Loving-Manley saw these school protests, he immediately recognized their importance but he was not impressed.
“It’s one thing to attend but it’s another thing to want to inform others. We miss educating people.”
As such, Loving-Manley decided that at our high school, the Academy of the Pacific Rim, he would not just organize a walk out, but a teach in.
“One of the major goals of the walk in was to educate people as to what’s going on to make clear the severity of the situation.”
Still, even with his well designed and attended teach-in in December of 2014, Loving-Manley worried that people weren’t being educated. They were just leaving class. Worse, some students saw the walk outs as counterproductive or pointless. Loving-Manley actually saw the walk outs turning some people off of the Movement.
The challenge as he saw it, was to “take something that grabs people’s interest and tie it into something that educates them”.
This is where his idea for a Black History Month Fashion Show came from. He knew he could draw his audience in with fashion and music and that he could use these tools to make them feel a fierce pride in Black Culture. So he started planning for January of 2016.
Once other students realized what he was trying to do, the momentum became contagious. People understood the importance and the power of what he was doing and they were excited about it. Loving-Manley fed off that energy.
He selected three eras of Black Resistance he thought embodied the message he was trying to portray and named his acts: Selma; Black Panthers; and Black Lives Matter. For each act, he selected a song he felt laid the backbeat of the era; researched the fashion of the era and what those fashions represented; and selected a mood and pose for models to embody on the runway.
At the end of the third act, the spotlights switched to flashing reds and blues and the music was interrupted by police sirens. Students ran to the stage where most died on the floor and four were left standing above them holding Black Lives Matter placards over their heads. The result was a collective loss of breath – a visceral communication of the message that “we can’t breathe” with the twist of four determined students still standing and still fighting.
His best friend, co-producer, and captain of the Stomp team, Janaya Burke-Smith, choreographed a step routine about Black Women in the movement to begin the show. To embody the indomitable pheonix of the Black spirit, the show ended with a dance celebrating pan African Black Culture, leaving students and staff not with just the raw sorrow of “dislodge[d] brains, block[ed] airways, rip[ped] muscle, extract[ed] organs, crack[ed] bones, and [broken] teeth” but with a fierce pride in the resiliency of Black Culture despite this terrifying and pressing reality.
The result was spell-binding, mind-blowing, and – absolutely – revolutionary.
Make it Happen
To be honest, Loving-Manley is incredibly charismatic . . . but I really don’t think that that is all there is to it.
When I asked him to describe himself, Loving-Manley laughed and admitted “I’m loud.”
But when I pushed him, asking: why him? Why was he the one to make this happen at our school, he replied:
“I wanted it to involve the input of all the students who wanted to participate but it needed to HAPPEN and I knew it wouldn’t happen unless I was the one to leave class first and spread the word to others. It’s easier to think: I’ll do it later, it’s not that serious, but I felt like I had the leadership qualities to get the ball rolling”
I think it comes down to this. Loving-Manley is incredible. He is brilliant and passionate and unstoppable but the same impatience, creativity, and ability to get the ball rolling exist in all of us. And in truth, he’s right. When an issue of injustice arises, there is no reason not to take action and to use our imaginations to pull others into action with us. Someone has to do it. And that someone may as well be me. Or you. Or both of us in different ways.
As Loving-Manley explains:
“If I have the ability to start a conversation with someone about something . . . and then they get the lightbulb in their mind, it’s like woah – maybe I have the ability or the resources to fix this. If everyone was informed, there would be more action. It starts with a conversation; you don’t know where it’s going to go from there.”