Don't drink
Don't fuck
At least I can fucking think
To: Kelly's got the St...
Date: Jul 27, 2009 12:26 PM
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http://martynemko.blogspot.com/2009/06/white-teacher-speaks-out-what-is-it.html
what do you think about this? if you take it from his viewpoint and don't write it off as racism but rather frustration i think it's pretty interesting.
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appearantly the essay originaly was published in a racist magazine so nevermind [sic]. i'm currently reading through this
Date: Jul 27, 2009 1:31 PM
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The essay is un-fucking-believable. And totally one-sided. I could hardly finish it. You know what white kids are like; they're just as ruthless and cruel and stupid, only they're underhanded about it. Sneaky. We have adult friends who exhibit the same behaviors. Frankly--and this is only applicable if you take that particular stereotype at face-value--which habit is more admirable? Kids who act like shits secretly, cowards; or kids who act like shits to eachother's faces? And that's only one of the blatantly racist, backwards generalizations in that essay. There are hundreds more.
How brainless must you be to try and start a positive dialogue about the achievement gap between black and white schools with an essay published in a racist periodical? He could've referenced hundreds of other publications--Paolo Freire's Pedagogy of the Oppressed or Education for Critical Consciousness or American Education by Joel Spring. Why would you present a biased, white man's account of, "the trenches," as he calls them, instead of approaching the issue and possible resolutions from the troubled side; the underprivileged, underachieving students' point of view? When earlier in the post you reference, "politicians and education leaders (who also are politicians) spouting lofty rhetoric," as being the only source of--as yet unsuccessful--solutions to the percieved problem? They are one in the same: biased, overprivileged members of the majority with little or no capacity to empathize with a minority group such as this. Or, in the case of the essay-writer, blazing unwillingness to identify with the minority.
THAT is the problem. The root. Looking to the--concious or unconcious--oppressor, the facilitator, the antogonist for the answer. And ignoring still the, 'victim,' so to speak.
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the language in the essay is not only degrading towards blacks/minorities but he also uses words that imply white power, like using the word "kinsman" when he talks about teaching kids who stayed after regular hours i.e. white kids. which sucks because while he may bring up valid points his argument is completely destroyed with the attitude he uses to convey the points. the essay also ignores that it's not a black problem, it's an unmotivated student problem that stretches to all races which ruins it's credibility. i think if he made it racially ambiguous and said "what it's like to teach inner-city students" rather than "black students". the blogger is also wrong in unfortunately trying to start a discussion about closing the education gap between races by using an essay that doesn't address that issue at all and instead basically says black kids make for bad students.
one thing i think either the essay or one of the comments in response to it mentions is the desire of a black-majority classroom's willingness to be taught by a teacher of a different race. do you think that happens? is that ever a problem for you? do you think it would be if you taught high school? i think it's important that younger kids have clasroom etiquette and respect for the teaching staff instilled (mosh) in them so they can carry that on into their later education. you would know better than i would but i would be willing to bet that the breakdown in discipline that occurs in high schools (the video i link to later talks about students controlling the classroom rather than vice versa) stems from a lack of discipline in a student's developing years.
i agree with what you said in the second message you sent about turning to the out of touch legislators and education leaders for solutions. i don't think that a person sitting in their office on capitol hill can create a solution to the problem, no matter what their skin color is. which is why i like this video
where teachers in high-poverty districts place blame on parents, students, teachers, administration, curriculum, etc. basically the entire system. i was reading another article that when someone actually asks the students why they think there is an education gap, the students say it's because they're taught less. i think that's a very valid and overlooked issue. school districts with students deep in poverty expect them to be dumber, so they challenge them less and set the curriculum lower. do you think that is a valid assumption?
i kind of feel like i'm talking out of my ass since i have no experience in high-poverty schools or teaching in general but oh well. i don't know why i'm interested in talking about this in the first place but i knew you'd be good to discuss it with and have a lot of things to say about it.
this is another comment from the blog post that i like that while aknowledging the problems in high-poverty districts the essay mentions still manages to call the author a racist and awful teacher.
"As a white male who moved to the Mississippi Delta to teach black kids, I witnessed much of what Mr. Jackson writes about. Yet, I am appalled. It is obvious that he had contempt for his black students and I'm sure they knew it. These are not the words of anyone who has any business teaching America's youth. My experience in the Delta was very difficult. Like Jackson, I faced a situation where apathy, violence, and irrational behavior ran rampant. Every day, students entered a learning environment riddled with internal and external distractions. However, I cannot accept the picture that Jackson paints. My room was extremely diverse - and I don't mean racially (all of them were black). I had nerds, suck-ups, jocks, class clowns, musicians, bullies, book worms, thugs, etc. Not all of them worked hard for me all the time, but they all cared because they knew I cared for them. They didn't want to disappoint me. In my final year at the school, 13 of my 29 students tested into the honors program for the following year. They worked their butts off for me and they were rewarded with a chance to have a better learning environment, a better education, and a potentially better future. There were about five students that were in danger of failing my class, and they stayed after school everyday the second half of the year to get help. True, I had to chase some of them down from time to time, but they did the work and all of them passed (One of them earned a B his final quarter- his first ever). I had meaningful relationships with all of my students that extended beyond my classroom walls. There were fights in my classroom. There was occasionally disorder. There was frustration from both me and my students. I had to deal with pregnancy, drugs, and weapons at one point or another. They didn't always like me, and God knows I didn't like all of them all the time. However, they were my kids and it was my responsibility to give them everything I had."
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First of all, I'm genuinely impressed by everything you just wrote. That's not to say I had low expectations. I really didn't know what to expect. Haha.
To answer some of your questions, my acceptance as a teacher in predominantly black schools differed between elementary and high school. But for different reasons than one might expect.
In high school, most of my students accepted me immediately and/or had no reservations about learning from a white teacher. Some, however, were skeptical. One was flat disrespectful, but was highly unmotivated, troubled, and tactless across the board. My race did augment her disrespect, in that case.
At the elementary level, a huge majority of my students--and I have nearly 600 of them--are either oblivious to the color of my skin entirely or honestly believe I'm black. Some of them understand the difference in our colors, but are never swayed or disrespectful as a result. They might crack jokes sometimes, though.
The striking similarity--and the thing upon which I pride myself--is my students' recognition that I genuinely care about them and give them every bit of my effort. Several students I taught at Carver High School went out of their way to express sincere appreciation for the interest and care I took in them and their educations; a few even openly defined the difference in motivation--or lack thereof, respectively--between myself and their classroom teacher. And she was, in fact, black. Just another example of race playing a much more limited role in teacher/student relations than most assume. I feel safe in saying that a teacher's sincerity and determination--or total disregard, in the case of the essay-writer--trump any outward appearance.
In regards to etiquette and classroom/student management, I totally agree and I'm a huge believer in simple, to-the-point rules, high expectations, and avoiding external motivators. In other words, I'm anti-Treasure Box, pro-positive verbal reinforcement and defining clear student-teacher/child-adult relationships. My kids know exactly what the rules are, exactly what's expected of them; they know that I am the adult in the room and that I genuinely care about every one of them, at the same time. I want my students to do the right thing because it's the right thing, not for candy or a toy or a sticker.
They're sharp. Even the little ones. They pick up on so much. They're incredibly observant and intuitive. I mean, how could they not be? At that age you're poised, built to soak up as much information as possible, as quickly as possible. That's human nature. That's how we're made. So when shitty teachers have shitty attitudes, low expectations, and no loyalty to those kids, they know. And who in their right mind, no matter what age, would respond positively to that? Who would behave for someone who harbors really hurtful, negative feelings about them? No body. That being said, I absolutely believe that the assumption that students perform poorly when they are held to poor standards is an accurate one.
You're not talking out of your ass at all. Haha. You still have experience with the public school system, just from the other side. I'm sure you had teachers you knew didn't care. Teachers you knew were devoted to you and your education. And you probably performed differently, accordingly for both. The things you said are actually really insightful. I'm excited you approached me with this.
And I love what the teacher in that quote at the bottom said. That's exactly how I feel. Especially the reference to every student being totally different, in spite of their color. It's so true.
UGHHGHGHHH!!! So much more I could say. I just have to stop or it'll never end.
Hahaha. Anyway.
If you hate me now, good on you. Do what I do and then we'll have a real conversation.
Supposed to be cleaning house. Not, obviously.
Ru San's with favorites last night. Pete Kelly is hysterical. I love him.
I should get to worrkkk. I'm sure I'll write more later.

Dinner and bed, I guess!
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I consistently ruin my line drawings with paint. Haha. So much better at drawing. Wtf.

We're swapping paintings this week. I'm excited.
Foundation--aka anyone and (nearly) everyone I give a shit about--leaves for tour in two hours. Guh. I'm happy for 'em, as always. But I'm bummed, too. This is a long one.
I finally got my sewing maching working again and made a pillow this week, too. I like it a lot.
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Ta daa!