Tag Archives: education reform

Can We Really Label Racist Teens as Racist?

A few days ago, online feminist magazine Jezebel decided to publish an article for their racism column that exposed all of the tweets sent by high-schoolers across the country that used the n-word after Obama’s re-election. Jezebel followed-up by contacting these teenagers’ high schools to determine whether they had a policy about hate speech, and decided to out these kids by publishing their full names online. So, done. We’ve got a black president, and we can move on knowing that racism is solved, right?

I know my peeps are with me when I say, ummm. NO.

Is this really how we have resorted to addressing racism in our country? By simplifying such a complex institution into the use of a single racial slur? By slandering the names of kids whose life experiences might not have given them the opportunity to understand the consequences of their actions, or in this case, hashtags?

Of course I am not condoning the behavior of these students, but I’m going to keep it real here. We, as a culture, do not know how to talk about systems of oppression. Perhaps that’s one of the reasons why, despite teaching some exceptionally bright and compassionate college students in my years of teaching, I have been surprised to find that many are pretty ill-equipped to discuss issues of race. Very few come into the classroom well-versed on the racial history of this country. They may know about Martin Luther King, but struggle to understand the larger Civil Rights movement for which he fought. When we discuss the racist implications of using cultural artifacts like feathers and headdresses as a guise for multi-culturalism, many grow defensive and protest that this is a form of cultural celebration. Yet, very few have ever been exposed to voices from these ethnic communities who make these protests.

Is this completely their fault?

It is true that Americans value the individual, but is it fair to imbue even young people with a foresight that is supposed to overcome their institutional limitations? Granted, I do think that some people are naturally a little more sensitive, a little more thoughtful, a little more critical and self-aware of their privilege than others. But I also know that one of my good friends, who is an exceptionally sensitive person and an advocate for human rights, grew up in a tiny, segregated, rural community where racial slurs were commonly spoken, and it wasn’t until he left his small town and interacted with different groups of people did he gain full awareness of just how much these words hurt.

I remember reading another post on Jez last year titled the “complete guide to hipster racism” that lambasted white kids for wearing ‘Indian headdresses.’ While I agreed with the sentiment, I had an issue with the paternalistic tone and the focus on individual behavior that seemed to imply that these ‘hipsters’ should know better because well, they’re hipsters, and that means they’re ahead of the curve, right? As I wrote in myrecent post on fashion’s problematic relationship with race:

“For me, the issue isn’t so black and white, in part because we have not allowed for an inclusion of American Indian voices into the dialogue about this issue until very recently, leaving many truly ignorant about why these supposedly ‘harmless’ statements are indeed very harmful. It is difficult for me to point fingers at teenagers who, dressed up as ‘Indians’ for  Thanksgiving when they were five by their parents and teachers, are now expected to understand the complex meanings behind the hipster headdress they choose to rock to signify their escape from the rigid conformity of suburbia.”

When it comes to issues of oppression, we need to start shifting our focus, and subsequent criticism, from individuals to institutions. To the parents who fail to have these important conversations with their children (you’re a mom who grew up in the 70s and can’t talk to your kids about a movement that gave you rights? I’m sorry, but that’s one big struggle). To our educational system that fails to incorporate these important conversations in our mainstream history texts, instead relegating them to the dusty bookshelves that are only taken out during ‘African-American history’ and ‘Women’s history’ months. To our culture that celebrates Columbus day as a day in which Columbus ‘discovered’ a country that had been inhabited by indigenous people for years, but focuses little on the suffering caused by European colonialism. To our neighborhoods that have become increasingly segregated thanks in part to ‘white-flight,’ making it almost impossible for so many American kids to go to school with and live near people of different cultural and socioeconomic backgrounds. To the public policies that have increased the gap in wealth between middle-class white and black Americans, thanks in large part to the limiting of value property in these racially segregated neighborhoods. To our media institutions that marginalizes the voices of women and people of color in the newsroom on one end, while depicting them as looters and welfare queens on the other.

I believe that we as a society need to focus on these larger, more important issues of oppression, instead of a few ignorant tweets. And rather than pointing our fingers solely at these teenagers, it would serve us better to also address the societal problems and institutional policies that helped shape their behavior, and in which we are all implicated.

White Flight, defined.

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When the 1% shares: the Kalamazoo Promise, and why Romney got it wrong :)

In the same week that Romney’s secret videotape was leaked, where he revealed his ‘off the cuff’ (read: from the bottom of his heart) remarks that 47% of the country who would vote for Obama “no matter what,” are freeloaders relying on the government, and not hard work, to succeed, The New York Times printed one of its most inspiring Sunday stories in the last year. To sum up: In 2005, a group of anonymous donors pledged to pay up to 100% percent of state college tuition for any high school graduate within the Kalamazoo district. Kalamazoo has high high poverty rates, and many many children come from families where their parents do not have a high school education. The Promise was not just an altruistic gesture, but an experiment, one that would hopefully boost the economy around it.

And for the most part, it has. To quote the article,

High-school test scores in Kalamazoo have improved four years in a row. A higher percentage of African-American girls graduate from the district than they do in the rest of the state, and 85 percent of those go on to college.

Overall, more than 90 percent of Kalamazoo’s graduates today go on to higher education. Six in 10 go to Western Michigan University or Kalamazoo Valley Community College. And over time, a greater number of students are landing at the more selective University of Michigan and Michigan State.”

Equal Opportunity in Education-The Kalamazoo Promise

The measure has also improved the economy. School enrollment has gone up, and new schools have been built. The success of Kalamazoo has encouraged surrounding areas to compete with its success, strengthening the rest of the region. Furthermore, while there was a steady trickle of ‘white flight’ from Kalamazoo to the wealthier suburbs of Portage since the 1970s, since the Promise, that suburban flight has stopped, and the demographic mix in the school system has steadied.

Of course, not everything is rosy. Many of the students have difficulty finishing four year college degrees due to lack of preparation  and resources that students from college-educated, middle-class families take for granted. To that end, the director of The Promise Janice Brown is working on strengthening early-child education so that students are more prepared for a rigorous college environment. Now that they have the resources, this might prove possible.

Romney’s comments may have been focusing on income taxes, but they had broader implications. Part of the dialogue of the right is that when wealth is shared, people become lazy. They aren’t inspired to work hard when things are given to them. The Kalamazoo Promise strongly suggests that contrary to this belief, when young people are given the ‘promise’ of opportunities that were once barred to them because of economic disadvantages, they take them. In the past year, the Occupy Movement has made much of the inequity of a system where 1% of the population holds the majority of the wealth. Does the Kalamazoo Promise reveal all the progress and good that can happen when the 1% shares?

Check out this adorable montage of children from Kalamazoo talking about their dreams ‘when I grow up.’

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