Category: Equity & Cultural Competency

Series: White People Homework: The Cost (9)

What are the direct economic costs of racism?

The emotional, spiritual, education, and economic costs of racism are complex, chaotic, and connected. But there are verifiable receipts to these costs, and if I was a better statistician or social mathematician perhaps I could write with more scholarly credibility. But I do know the data are available, and historically white people have ignored these costs to others, themselves, and future generations. It costs billions to clean up fractured lives, and it can’t possibly cost as much to build sustainable, equitable lives for us all. Think about the amount of money and conscious choice it takes for Republicans to maintain their racists infrastructure of voter suppression. Think of the economic health of our nation if we ended racism and racist practices in law, civil interactions, and upheld our principals of life, liberty, and the pursuit of happiness.

This post provides links to articles and data regarding the economic cost of racism.

The economic impact of racism is nearly immeasurable. Life is precious and priceless, yet we treat each other as commodities. And the enslavement of people in our own nation is a sin that demands reparations.

Read these articles and consider using them in a Socratic Seminar, argumentative reading resources, etc. Ask students if they think racist policies and practices in this country have affected them, either by privilege, benefit or disadvantage.

One of the costs of racism in American society by Michelle Singletary

The economic impact of racism by Michelle Singletary

The Case for Reparations by Ta-Nehesi Coates

ACLU: https://www.aclu.org/know-your-rights/students-rights/

Why should students know their rights? What if their rights are violated? What does that cost them in time, emotional and mental health, money, and opportunities? How do students advocate for themselves and others safely?

Anti-racist work for white educators: prioritize understanding how this looks like in your own classes and your relationships with students:

from ACLU

Finally, consider the economic costs of trauma. Racism and violence cause trauma. While trauma and injuries are not always connected with racism and racism violence, it is clearly a portion of the costs represented in the $671 billion dollar figure.

From the Center for National Trauma Research

Childhood exposure to trauma costs society $458 billion annually

https://penntoday.upenn.edu/news/childhood-exposure-trauma-costs-society-458-billion-annually

There are real, calculated costs to racism. Racism and systemic racism props up wealthy white people. It maintains their vast wealth. It maintains their infrastructure of police protections and brutality. If we continue to work toward a more just nation and world, always consider the money: who benefits, and who seeks to maintain the status quo. And speak directly to that with your voice, power, votes, and information.

Series: WPH: Teach Your Children Well (4)

We have an opportunity to change. Right now. No more waiting. Right. Now. We teachers have a responsibility and moral directive to change. Every piece of literature, every writing assignment, every single assessment and classroom “management” piece must be viewed through the lens of equity, justice, and culturally relevant teaching. This series will touch on many of those ideas and practices. This is just a start.

Every parent wants the best for their child. No judgement, buts, or exceptions. And if a white parent is teaching their child racism, prejudice and bigotry, it’s up to us, teachers, buildings and districts, to correct this teaching of hate and ignorance. That’s our job.

The fact of the matter is Derek Chauvin went to school, Amy Cooper went to school, so did Gregory and Travis McMichael, and William Bryan. Their schools failed them, as they have done to much of white America, for all of history. And by extension, they have failed the rest of us, with deadly consequences.

Edweek

Again…this is just a start.

The Patron Saints of Nothing

Patron Saints of Nothing

I remember how during sophomore year, my English class read Night by Elie Wiesel while we learned about the Holocaust in World History. After we finished the book, we read the author’s Nobel Peace Prize acceptance speech. I don’t remember the exact words, but I remember how he said something about how if people don’t speak out when something wrong is happening—wherever in the world—they’re helping whoever is committing that wrong by allowing it to happen. Our class discussed the idea, and almost everyone agreed with it, even me. At least, we said we did. Never mind the fact we all knew most of us didn’t even say shit when we saw someone slap the books out of a kid’s hands in the hallway. In fact, the most outspoken supporter of the idea during the discussion was a kid who did that kind of dumb stuff all the time and thought it was hilarious.

Patron Saints of Nothing by Randy Ribay

One of the countries I know little about is the Philippines, and I’m ashamed of this. The only thing I was aware of is the death toll from Duterte’s dictatorship, a man our current “president” admires. Well, makes sense: both are vile, sexual predators with a knack for domestic terrorism. My former student teacher, L, family is from the Philippines, as are over a hundred thousand in Washington State, and during the election year her fears for her family for supporting Tr*** were well founded. In other words: there are a lot of parallels.

But we all know these aren’t abstract headlines: the terror they inflict and promote affects our students’ lives in concrete and harmful ways. However, I am not a spoiler: so no more plot points, or character analysis. I will leave you to enjoy this masterful novel. What I will do, though, is gather and curate some of the other art and poetry mentioned in the novel, so if you decide to add this to your classroom library, these resources will be available:

Artwork:

The Spoilarium by Juan Luna, 1884, National Museum of Fine Arts, Manila

National Museum: http://www.nationalmuseum.gov.ph

Books and Poetry:

A Litany for Survival by Audre Lourde

For those of us who live at the shoreline
standing upon the constant edges of decision
crucial and alone
for those of us who cannot indulge
the passing dreams of choice
who love in doorways coming and going
in the hours between dawns
looking inward and outward
at once before and after
seeking a now that can breed
futures
like bread in our children’s mouths
so their dreams will not reflect
the death of ours;

https://www.poetryfoundation.org/poems/147275/a-litany-for-survival

News Stories: (graphic imagery)

https://www.theatlantic.com/international/archive/2016/09/rodrigo-duterte-philippines-manila-drugs-davao/500756/

In Manila, Death Comes By Night

https://www.theguardian.com/world/2018/dec/19/dutertes-philippines-drug-war-death-toll-rises-above-5000

https://www.bbc.com/news/world-asia-48955153

https://news.mb.com.ph/2019/07/22/duterte-asks-congress-to-restore-death-penalty-for-drugs-plunder/

disrupting mockingbirds.

TFW I asked for help on teaching To Kill A Mockingbird and received so much support and guidance.

https://platform.twitter.com/widgets.js

Is anyone going to understand, aside from other teachers, how amazing what happened is? For all the ills of social media, there is so much good. Note to new and veteran teachers: find your PLN (professional learning network) via social media, and expand your thinking and horizons.

Here is what happened: my district uses packaged novel units based on another district’s work, or now a business, called EL or Expeditionary Learning. The program has many benefits, one of which each student (or scholar as they are known in the district) receives a copy of the central text. There are four modules, each with more lessons than is possible, and the intent is to provide some flexibility and professional judgment in the how to teach, but not the what, and the assessments are ironclad. We first taught Inside Out and Back Again by Thanhha Lai, and I followed the pacing guide and time frame and came out of it three weeks ahead of my PLC colleagues. No matter–I forged ahead with more essay and creative writing until winter break began on December 21.

Well, break is over on Monday, January 7th, and To Kill A Mockingbird by Harper Lee is our next Module of Study, titled “Taking a Stand.” Being a Grants/Wiggins fangirl, I am all about the concepts of Enduring Understandings and Essential Questions. But–

…but–To Kill A Mockingbird?

My relationship with the novel is probably typical of a little white southern girl with liberal, progressive parents–I loved it. I loved Scout. I loved the bravery, and the characters, the mystery, the strength, and the suspense. I can’t remember when I first read it if it was a choice or assigned, but I see a wavering fog of memory of some teacher and I connecting over my lightbulb moment of why Mrs. DuBose chose to go off her morphine toward the end of her life. The novel taught me so many things, and I am grateful to Harper Lee for this novel. And to this day, it holds a special place in my heart. However, we paradoxical humans can and should hold two or more truths at once, and over the past year or so (long before I knew I would switch districts and be mandated to teach the novel), many respected educators questioned and criticized this novel. I learned and listened to new perspectives and considerations, many of which hold important truths. Truths about race, racism, misogyny, and injustice masquerading as justice.

#edchat #ncte #disrupttexts Looking for help in pulling all the pieces together:— Kelly (@mrskellylove) January 2, 2019

One of the focuses will be https://t.co/OvUczzQe6W— Kelly (@mrskellylove) January 2, 2019

I had this amazing professor in college. He was Sri Lankan, teaching the required Brit Lit class from the POV of colonized people. He gave us “Heart of Darkness” and said:— Tom Rademacher (@MrTomRad) January 2, 2019

“This book is a racist piece of crap. I want you to read it because I want you to know what a racist piece of crap it is.” We read the book and had amazing discussions, using it as a central text to talk about white gaze and other things. So, teach, but teach context.— Tom Rademacher (@MrTomRad) January 2, 2019

I’m just listening in but I do think if you have to teach a problematic text, then you teach it as a vehicle to learn a critical reading process that allows kids to identify other problematic texts out in the world. Because they WILL encounter them.— Jess (@Jess5th) January 2, 2019

When Jess@Jess5th tweeted this –I knew I found the center focus.

The responses received fill my heart. With the deepest of gratitude, I must acknowledge @MrTomRad, @Jess5th, @debreese, @Ebonyteach, @CrazyQuilts, @Caitteach, @ShanaVWhite, @JenniferBinis, @spencerideas, @TheJLV, @ValerieBrownEDU, @triciaebarvia and if I missed anyone, my apologies. You all came to the conversation, and this-this is what I’ll share with my scholars first — we are all learning together, and trying to do better, and ask the big, tough questions.

The plan, such as it is, when we come back on Monday, January 7, in the midst of adolescents who’ve been homebound for two weeks (most of them) caring for younger siblings and doing whatever it is kids do over rainy breaks when resources are limited, and the building expectations PowerPoints that must be shown, is to let them first take and get reoriented, but also–share what happened. How other teachers discussed their ideas, openly and freely. I intend to pair this text with my #projectlit collection, of course, and allow students to find their own relationship with To Kill A Mockingbird along with other paired texts and discussions. I want so much for them.

If you would like the resources and ideas shared, please go to Twitter and follow me, and click on the discussion thread: @mrskellylove

Resources:

https://docs.google.com/document/d/1Sg5itwdpj_gWT1NDDebgyJLWhvM8T4aQ5k5sIZQoKLs/edit?usp=sharing

This is a draft–just trying to organize the scope and sequence: https://docs.google.com/document/d/1c4BmPo53CFhk3dFi6PuTQr9ln_OvJaeQzjWgzLzW5xI/edit?usp=sharing

https://disrupttexts.org/portfolio/2-disrupting-to-kill-a-mockingbird/
#disrupttexts To Kill A Mockingbird https://disrupttexts.org/portfolio/2-disrupting-to-kill-a-mockingbird/

https://docs.google.com/document/d/1wkQXV6d7f-9NoZR6Ma4z-WtU9gQy4BvHB_mrVbCvxkE/edit?usp=sharing

180 Equity.

It’s the most wonderful time of the year.

Kind of. Sort of.

Teacher/Writers: have you ever self-edited before you typed one word on a page, for fear of being misunderstood or striking a harsh tone? Or is that just me? It’s me. Definitely me.

What is my intent with this post, and the hard questions I’m trying to sort out? Is it to put down ‘white girl do-goodery ness’ and my personal bah-humbug-bite fever?

Historically, at my previous school, a beautiful soul and leader organized a holiday gift event for our students. The intent was based out of love and generosity. It grew from students asking for simple things like a soda pop or candy bar to more significant items like a guitar or other musical instrument. Items like expensive shoes or game consoles crept in. When it reached its crescendo, large stuffed bears were the prizes for the lucky few whose names were called from the stands, while others looked on in disbelief. Maybe their English wasn’t at the level to understand the school announcements telling them to get their names in so they could get a gift. Maybe they asked for something and upon receipt, the color or brand wasn’t quite right. Before the event, wrapping parties with a roomful of admin and teachers working hard as elves, complete with fresh baked goods and cocoa, wrapped all the donated gifts. Thousands of dollars were donated to fund this, and these events made the news.

But what the news didn’t show were the many students who didn’t understand why they missed out, or worse, complained about their gift. I’ll never forget the look on my student teacher’s face when she witnessed the spectacle of almost a thousand children in the bleachers watching others receive boons of Nikes and Playstations, stuff bears and bags of Takis.

Am I against children getting something they want at the holidays? Um…no. In fact, I am wondering why companies such as Nike, Sony, Amazon, Microsoft, Apple, etc. don’t *!@#@@!!! take some of their billions in profits and simply provide items of normalcy and belonging to students–cool shoes, laptops, smartphones, etc. Oh yeah..art supplies and books would be nice, too. But that’s not how capitalism works. Capitalism and consumerism operate on a scarcity model: provide the desire, repackage it as ‘need’ and then if you’re worthy and lucky, you can have it. Er, rather buy it. Or get a bloody nose on Black Friday fighting over a large screen TV or the “it” toy of the season. Capitalism hurts.

For a few years now, I’ve shared “Nicholas Was…” by Neil Gaiman with students. And guilty as charged, students have told me I’ve ‘ruined’ Christmas. But it is an immensely satisfying and teachable little poem and serves many purposes — it teaches allusion, building background knowledge, and steps up to bigger questions. I used it this past week with my What It Says and Levels of Questions work. We used the text and the Vimeo video.

One moment that stands out is when one student who is usually polite but disengaged had that lightbulb moment when he and I discussed the punishment of leaving invisible gifts for children…how when I was growing up I never understood how Santa would only leave gifts for some and not others. That somehow poverty meant one was invisible to the Saturnalian embodiment of presents, and gifts = happiness.

“He punishment was harsher.”

Nicholas Was from 39 degrees north on Vimeo.

Nicholas leaves invisible gifts. The children, who are worthy simply because they are children (and no one seems to get this), never see the gifts. They don’t believe. But perhaps they’re better off.

Screeeecchhh….that’s the sound of my mental feet putting on the brakes before I veer off into a curmudgeonly ditch.

Take a look at this:

equity

If we consider each facet of this from the lens of charity AND empowerment during the U.S.’s most capitalistic and consumeristic time of the year, perhaps we can come up with something new and better.

Reaching out to anyone who reads this–please–first, no more ‘white angel saviors’ — please. Can we just agree that we as educators are the stagehands working behind the scenes and that our students take front and center? When we plan our educational years, we map out a plan for equity every day, week and month that works as a continuum of empowerment and skill sets that boost all students’ ability to get what they need, work and create community, and collaborate with one another to create the change they seek?

Not sure how to do this, except for being honest with students. And meanwhile, I’ll keep thinking, reading, and reflecting. God bless us, everyone.