engaged intellectuals

This article was first printed in the Atlantic Monthly in June and then reprinted in the Atlanta Journal Constitution (where I first read it) on Sunday June 15, 2008. There’s already a bit of discussion about the article on blogs including Education and Class and Mike Rose’s blog so I have to add some here myself.

As you read the article and various comments related to it, think about social class, opportunity, privilege, and marginalization. And don’t forget Power. The anonymous writer who describes himself as an adjunct working two jobs claims he doesn’t want to seem “classist” like the Brits or “sexist” but yet continues to paint a picture of his first-year-college-students (and perhaps first-generation college students) as uneducated, disengaged, and unable to absorb even the most simple concepts from his course. Never once does he consider that it might be his own “deficits” (a word he claims to like) about teaching and learning and his own underpreparedness and miseducation that might have led him to this impasse with the students sitting in his class.

Isn’t it just like the archetype “teacher” in our society to fail at teaching and then blame the students?

Get a grip pal. The second job you took on to pay your bills is one that comes with much privilege and power and it seems you are failing miserably at using yours in the best interest of hopeful, faithful, tuition-paying students who are looking to you for some leadership, guidance, and education. When did teaching stop being inspirational? Motivational? Energizing?

If you just needed a second job, go get one where you’re not messing with people’s lives.

Truth is, you are classist, just like most folks in the U.S., and it sounds like you are doing much more damage than good to the students, their experiences with institutions, and to the institution itself.

Do us all a favor: learn to teach or get out.

And don’t write anonymous articles that only further inscribe society’s classist perceptions of success, failure, and the value of human beings.

This movie sounds fab!

If I get a chance to see it I’ll post my own tidbit…

La Misma Luna/Under the Same Moon This fabulous new film in independent theaters portrays the life of a young boy in Mexico living without his mother who has illegally immigrated to the U.S. I won’t give away any details, but bring your tissues and rally signs. It could make even the most conservative anti-immigration person reconsider dehumanizing laws that break the hearts and spirits of tenacious, driven, hard-working Mexicans. I haven’t yet used it with any of my courses but I will - and I will ask students to pay close attention to issues of language, literacies, and power within the intricate complexities of U.S.-Mexico relations. I will also ask students to consider the broader context of contemporary immigration around the globe and how capitalist economies and globalism is impacting social class relations beyond national borders.

Only recently have I turned my ear toward the discourse of “why” students need or should want an education. I’m stunned, however, by the saturation of the topic with the “to get a good job” discourse.  Most of you out there are likely reading this wondering what rock I’ve been hiding under…but here I am shaking my head in bewilderment wondering what business second graders, fourth graders, sixth graders have thinking their whole life of schooling is for a “job.”

After being in many classrooms, talking to teachers and my university students about what education is for, and hearing many parent-child and teacher-student conversations like “stay in school…get a good job” from all social class backgrounds, I’m trying my best to insert some equally-important options within this otherwise authoritative discourse on what education is for:

What about creativity? Can education be about learning to create? Learning the possibilities of what a creative mind and body can do?

What about social action? Can education be learning about social injustices and working to organize and change those injustices?

What about self-fulfillment? Can education be finding something that makes us happy, filled with passion, willing to work and work at it because it’s fulfilling in and of itself?

What about the journey of becoming a whole person? Can education be about learning and doing in ways that helps me continue on the journey to become a whole person, with knowledge about myself, my history, my shared experiences with others, my interests, my dreams - and the know-how to follow those dreams (whatever they may be)?

What about freedom? Can education be about studying, researching, gaining knowledge and multiple perspectives of that knowledge to be emotionally and intellectually free from the oppressive structures in our society? And to work against anti-freedom practices, beliefs, structures.

These are just a few possibilities off the top of my head - I’d love to hear about others that have been, and can be, overtly inserted into the discourse of education. It would be great if children, teachers, adults, and all of us could have a robust vocabulary around what education is for…beyond getting “a good job.” All good jobs, my friends, don’t lead toward feeling whole, fulfilled, powerful, etc. In fact, many jobs don’t. So let’s let education be a place where the “job” doesn’t restrict ideas of what a person can be.

Karen Spector gave a fabulous invited talk to students in my undergrad course (integrated curriculum) at UGA last week. Two days before her talk we viewed Paper Clips, the popular documentary about a school in Tennessee that engaged the Holocaust for four years and included a school-community, local-global social action project resulting in a permanent memorial being constructed at the school. The memorial is now used as a site for educational tours which are planned and guided by middle school students.

As a class we were looking at the film from the perspective of an integrated curricular experience that lasted a long period of time and we asked questions about what subject areas were integrated and how, what further integration might have taken place, whose perspectives are represented in the Holocaust study and whose perspectives were missing, what tenets of critical literacy were apparent, how the students came to study the Holocaust, etc.

Karen offered us more questions to ask ourselves:

Why are the “ghosts of the Holocaust” regularly awakened for “us” (whoever that may         be) to learn about tolerance?

What might have been learned if the students had moved their study of intolerance and         hatred to their local contexts and researched the community to better understand             why there weren’t Jews, Catholics, African Americans, or Latinos living there?

What might have been learned if the students studied the history of Anti-Semitism in             Christianity?

What symbolism is employed in the film (crosses, paper clips, rail car, etc.), and how                 can that symbolism be read from multiple perspectives?

One of the questions, “Why are the ghosts of the Holocaust regularly awakened…for the study of tolerance?” has stuck with me for some time (Karen and I are friends, so I’ve heard this before;). Some of my undergraduates had fabulous insight when responding to the question including thoughts such as the U.S. can be portrayed as a “savior” of sorts since many soldiers were involved in the liberation of many concentration camps (albeit 6 million people too late), that the hatred and intolerance of the Holocaust can be couched as historic and therefore a lesson we’ve already learned (ignoring ongoing genocide and human rights violations around the world…including serious hatred and intolerance in our own country), and an overall furthering of “us” versus “them” who would allow such tragedies to take place to begin with.

So…why is it that the Holocaust is awakened for our own purposes? And should we continue to do so?

The French President seems to believe the ghosts of the youngest victims should be awakened in ways that would mark the education of every fifth grader in France.

And other stories have been asking for years what we’re doing about the present-day holocaust in Africa. Perhaps much like the Jewish Holocaust, stories of murders by the millions remain “Buried by the Times” while we educate our children about the horrible tragedies that happened long before their births.

There are so many ways to study, understand, and do something about hatred and intolerance - both local and global ways - and this website offers some great ideas.

Fight hatred.

Fight bias.

Fight.