Diva Behavior
Can We Call Beyoncé a Genius Now?
by Evette Dionne
Published on June 11, 2019 at 12:40pm
Beyoncé is one of the world’s foremost artists and game changers: Her self-titled 2013 album, dropped in the middle of the night with a full visual accompaniment, changed how record labels promote and release albums. Since then, she’s released a genre-bending album complete with a movie that premiered on HBO; became the first Black woman to headline Coachella; and turned her historic HBCU-celebrating performance into a Netflix documentary and a live album. It’s impossible to deny Beyoncé’s excellence now, but there was much less consensus in 2010 when writer, speaker, and educator Kevin Allred began teaching Politicizing Beyoncé.
Allred’s course, first taught at Rutgers University, strategically paired Beyoncé’s music videos and lyrics with Black feminist and womanist texts, such as Sojourner Truth’s “Ain’t I a Woman” speech, Octavia Butler’s 1979 book
Kindred, and Melissa Harris-Perry’s 2011 book
Sister Citizen: Shame, Stereotypes, and Black Women in America. Now, Allred’s ever-evolving syllabus has expanded into
Ain’t I a Diva: Beyoncé and the Power of Pop Culture Pedagogy, a book that brings his classroom conversations about race, gender, class, and one of pop culture’s biggest stars to all of us.
Ahead of the book’s release, Allred and I talked about the enduring powerful of Queen Bey and the Black women writers, thinkers, and musicians who paved the way for her.
Ain’t I a Diva is derived from Politicizing Beyoncé, a course you’ve been teaching since 2010 that pairs Beyoncé’s music and videos with Black feminist texts. Take me back to 2010. What prompted you to create the course?
It was a combination of a couple things. I was a grad student teaching mostly intro Women’s and Gender Studies classes at the time, and assigning Daphne Brooks’s article about
B’Day [in]
The Nation, which came out right after the album in 2006, was one of the first things that got [those] students really excited. She did a more academic version of the article later, but [the article in
The Nation] was the first analysis piece I’d found on Beyoncé. I would give it to students as part of this whole intro to race, gender, [and] sexuality. [On] those days, the students were always much more engaged, even if they were arguing. The energy in the room was so good.
In 2010, someone dropped out of teaching this special-topics course, which is [a class] you put together [based around] whatever you’re researching [or are] interested in. I was asked to [develop the class], and I was like, Okay, this is the perfect chance to teach Beyoncé for a whole semester. I wanted to do it as not just the class about Beyoncé, but as an intro to feminism through Black women’s work, activism, and history. I always say Black women created feminism, and then it got whitewashed. I wanted to go back to [the origins] and have students talk about race, gender, sexuality, class, and all the different oppressions that exist through the lens of only Black women’s work.
I’d put Beyoncé’s songs with different readings from Black women to spark conversations about the videos [and] lyrics. She’s always been a visual artist, but she didn’t have many visuals [in 2010]. At first, I put a few other artists on the syllabus as well, but there’s an overabundance now [since] Beyoncé’s put out more and more material. I can’t even include as much as I want to because she has so much work.
Since 2010, Beyoncé has released her self-titled album and Lemonade, which both revolutionized how record labels and artists release music. How has your thinking and researching evolved as Beyoncé’s artistry has evolved? How has your class shifted to accommodate everything she’s done over the past nine years?
You never know what Beyoncé will do next. I know [that causes] some people anxiety, but it’s fun to anticipate what Beyoncé might do next. We never know and I’m never spot on with it, but researching and closely analyzing the older stuff gives you a sense of what she might do next. That’s what I did in the book. After a few rewrites, [I decided to] start with
Lemonade and then show through other chapters how similar things have been in [her earlier] pieces. They become fully fleshed out in
Lemonade.
In 2010, people [were] like, “Are you going to say that Beyoncé [is] political? We don’t believe this. We don’t think that there [are] politics hidden in the music.” Now, Beyoncé’s [making the] politics a bit more explicit [because] she has a bigger platform. It’s a mix of her growing older, finding a stronger voice, becoming a mother, [and not] having to worry about record sales. She drops whatever she wants now, and the politics come through louder. That’s been interesting for me because the class was about creating these conversations, pairing a reading that really didn’t have anything to do with Beyoncé with a Beyoncé song. And now those two things are coming much closer together in her work. In some ways, it leaves a little less to analyze; she’s answering the questions that we would’ve asked in class or [that] I ask in the book.
It’s exciting as a fan and sometimes frustrating if you have to rewrite a whole book. I had one version of the book done before
Lemonade came out, and then it was like, whoops, this can’t come out without talking about
Lemonade. It had to be completely restructured. I was really happy with the way it turned out.
Lemonade is such a monumental piece of work. There [are] few albums today that will go down as [one of] the greatest of all time, and [
Lemonade] is definitely at the top of the pile.
When you first created the class, I remember there was a lot of criticism. Many people questioned if Beyoncé was worthy of academic inquiry. What do you remember most vividly about that time? How did you navigate the criticism?
I tried to silently counter that criticism [with] the syllabus. It’s not all academic work, but it’s all published work that’s considered in other capacities. English classes read Toni Morrison, and it’s a completely valid thing to study. At the time, I even said, “People will have a full class built around Shakespeare or some other dead white man, [so] why not [create a class about] a person who’s creating just as culturally significant work?” A few [other] classes had been created around celebrities at the time, and there [are] even more now. It’s becoming more accepted that pop culture is [one way] to reach students. [My] syllabus would always get signed off [on] and was [considered] academically rigorous. You could criticize the fact that we’re talking about Beyoncé, but you can’t look at all the sources or the bibliography of the books [on the syllabus] and say it’s not based on anything.
(Evette Dionne is Bitch Media’s editor-in-chief. She’s all about Beyoncé, Black women, and dope TV shows and books. You can follow her on
Twitter. )