Category: Life after school

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How Moderate Teachers Perpetuate Educational Oppression

This is one of the most critical think pieces on education I’ve read in a long time, published in Medium by Lisa Kelly.

A moderate teacher often uses the rhetoric of maintaining high standards without interrogating themselves —holding students to high standards of what? As my comrade G.T. Reyes wrote, “Educators …if you’re still asking about how to “hold students accountable,” I would suggest you first ask yourself — accountable to what? This might sound crazy to some of you, but maybe you are wanting students to be accountable to learn their place within white supremacist, capitalist schooling.” Many credentialing programs teach that it is racist to expect that black and brown children are less capable than white children, which is absolutely true. However, this doesn’t mean that the solution is to expect any student to reproduce capitalism or whiteness.

From school uniforms to accountability, how white teachers continue to uphold white supremacy and colonialism comes in wave after wave. During this time of emergency remote learning and teaching, the number of teachers who are aghast at students turning in blank documents (they did this before, by the way), terrified of students cheating, not being accountable, on and on and on…ladies: you are exhausting. And students continue to act like, well, students. The cat and mouse game of “gotcha” is part of the teacher-student dynamic: but does it have to be?

The first answer that comes to my mind would be — schooling that is centered on relationships. Not relationships that are about getting kids to like you enough to want to produce for you. But relationships built on understanding the unique humanity and the community that each child brings to education.

Every year, sometimes at several check points, I give students surveys to express and provide confidential opinions on my teaching, what they liked, what they wish would change, etc. And overarching themes emerge: they want to wear what they want, and learn about things that will empower them in the moment, in an unknown future, and that feel relevant and worth their time. (Gee, almost like this generation understands existential crisis or something.)

As I continue to grow as an educator, I am mindful that I will always need to push against racist ideas and bias. I am fortunate to have a spot on the Wednesday webinars with Jason Reynolds and Ibram X. Kendi on their collaborative book, Stamped. I am going to ask my admin if we can use this as a book study for next year: if not the entire staff, then perhaps my immediate ELA colleagues would be interested.The essential piece of all this is as we’re reimagining schools, beware of who’s trying to hold teachers “accountable” and who is building authentic relationships. Those people service in complicity to hold teachers and students accountable, too. Look for those who include teachers’ and students’ voices, who have experience in making those connections. We cannot underestimate the danger we’re in right now. And personally I am struggling to hold onto hope. As the person said in Samantha Bee’s video, I now consider myself to be, as Meehan Crist quotes, an “Undefeated Despair.”

Keep focused: what brings us to teaching, what brings children to learning, and what are the most critical things to teach? That’s it. I am thinking about entire semester of simply reading critically for argument and bias, and how to have fluency and accuracy in detecting bias and agendas. Looking forward to digging into this resource, too: https://www.theatlantic.com/magazine/archive/2020/06/qanon-nothing-can-stop-what-is-coming/610567/

PS Something that popped up from the past — it’s a charter school, but am wondering–you know–https://www.kqed.org/mindshift/47694/to-engage-students-and-teachers-treat-core-subjects-like-extracurriculars

As the girls grow…

As the crow flies

My three Colorado amigas, the ladies I’ve known since middle school astound me. If I could present a tableau of the three of them, and show my middle school students, all genders, what the possibilities are for them outside of the testing and the tardy slips, beyond the perceived limitations, oh what a powerful message that would be. So much discussion about ‘career and college ready,’ and the decline of cultural literacy, and here three of my dearest friends who’ve created lives based on things that will never be on a standardized test.

One of my greatest frustrations is trying to figure out how to show children that though the path may not have all the lights on, we educators will show you how to brighten the path.

Pay attention, please.

CompassRose-Vintage-GraphicsFairy002Lisa:

Lisa has always had grit and determination. I realize the word ‘grit’ is borderline abusive for children of poverty, but in this instance, she exemplifies all the best of that word. She put herself through college. She made sure she could support herself. She has fought for women’s health rights. And now she is a liaison between disenfranchised neighborhoods and city planners to make sure needs are met, communicated, and sustainable. She is the real deal. She understands access to facilities, and how in pockets of even large urban areas, communities are often shut out and marginalized. She gives them space and voice. Lisa truly levels the playing field. Literally.

And yes, Lisa, I hope that bridge over the railroad tracks gets built immediately. Now I’m going to look at that terrible intersection by our school. You made me want to demand better lights and traffic control.

How can I get teachers to stop saying girls are bossy, outspoken, etc. and reframe those traits as what they are? Leadership, strength, determination, and forces for change?

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Kristin:

Kristin is pure joy and happiness, even if the face of the most challenging of circumstances. She is currently a kindergarten teacher, and if my boys were tiny again, I would move mountains to have her be their teacher. She embodies sunshine. Wicked smart, funny, and amazingly physically strong. She bikes over mountains. MOUNTAINS! For years, she has also planned gardens and landscaping projects. I wish I had thought to take a picture of her sketchbook and her resources about southwestern plants. She knows the names of trees and flowers. She sees what is painful to the silent, animals, plants, and sometimes people, and also gives them the nurturing they need.

And yes, Kristin, I wish I could fly you out here to cast your spells on my trashy backyard.

How can I tell people to stop looking at professions like teaching, landscaping, and gardening like it’s a hobby? To take the student who loves being on the GreenTeam or at our new Mill Creek garden to turn that into a valuable and sustainable future for themselves? Hey, people of planet earth, we need this rock we’re spinning on!

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Tammy:

Tammy is a film festival producer, shaker, maker, creator, planner, presenter, and supporter of film, the arts, women in film, and great storytelling facilitation. She’s thoughtful, methodical, and intuitive.

And yes, Tammy, I wish I could go to every one of the film festivals you share. You understand my love of stories.

How do I tell students that story they’re writing, that movie they’re making, that podcast they’re trying might just speak to someone else who needs to hear they’re not alone? And, guess what…it might actually help you make a living creating?

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I’ll keep this post handy for next year. I may start the Royal Queens Club again with this additional information to help students, girls in particular if they need, to see that they are in control of their paths, but it need not be terrifying. I can’t wait to see what we all do for the second half.

/bow