The Chicago Teacher’s Strike: Solutions for a New World in Education
September 16, 2012 § 6 Comments
The Chicago Teachers’ Strike is a perfect storm without solutions: teachers are unhappy about stringent evaluation methods that rely solely on data, the Board of Education wants to determine the best qualified teachers by linking teacher performance to student (tested) performance, and politicians, realizing that American education is, at best, woeful, are feeling the pinch and want to increase standards, particularly given the rising cost of education. Not sure how to do this, politicians hammer at collective bargaining. And all this is agitated by a media hell bent on reporting on the process, unable to locate the right questions that will get us to the origins of the problem. Caught in the middle of this tempest, students and their families, many of whom are from the poorest communities, are left alone in a dinghy of despair and confusion, the sole concern being how are the kids going to spend their day. Thus, the perfect storm — but there is a solution, a simple one.
The strike is a sign of unprecedented frustration. There are no solutions, from any side, that make sense because everywhere we look, solutions look like methods of discipline and punish. We’re proceeding on shaky footing. There is one truth, though: there will be more suffering, more confusion and, most importantly, no learning. Unable to ask the right questions, we’re destined to repeat what we’ve done in the past, ensuring a continuing decline in education and a further separation of socioeconomic classes. We will then fall further behind in this transition period where we’re moving towards a more science oriented, technological society.
The frustration all sides feel is caused by perspectives that still follow an analog view of the world. We’re looking for solutions that look back to the old brick and mortar school house: kids in neat classrooms, a tired curriculum, standardized, high-stakes testing; and the teacher still standing in the front of the classroom talking at students, rather than working with students. It’s a static view of a dynamic, always changing world outside the school house, captured beautifully by the graphic novelist, Chris Ware, in the September 12 issue of The New Yorker: Students enter a dark, ominous school, the last young girl in the line looking sad eyed at the parents who have turned their backs on their kids and are enjoying their bikes and lattes while texting, chatting merrily away from their dejected children. Parents have not asked the right questions either.
We are in a digital world, yet we remain mired in the muck of analog solutions. Today, education approaches learning hierarchically,when we can only change — and better — the system by thinking horizontally, the promise of technology used creatively. The world is flat, as Thomas Friedman informs us constantly, but education doesn’t seem to see it that way.
Elite higher education institutions understand that the world has changed. Stanford University, Harvard, Columbia, Duke, MIT — have all launched online systems for free in the hopes of attracting people from all walks of life. This will allow these schools to corner a market while learning a lot about those who participate. It’s an effective way to keep their respective brands at the top of a vertical educational system, while also pushing education forward.
In this very interesting online experiment there is a solution that can literally alter education for some time to come — but it takes courage and some doing, with little money. All that’s needed is will and fortitude, imagination and a desire, a real desire to do what’s best for kids — the bottom line.
Here’s how it can be done:
- Lectures, interactions, critiques, assessments, student work, etc, is online, constantly being tweaked, re-assessed, revised and re-delivered. In the meantime, knowledge is being built in unprecedented ways. This is knowledge about how students learn, as well as content specific knowledge. It’s too vital to dismiss; it’s also a tragedy if we leave this learning only in the hands of elite institutions, though these schools are open to all comers.
- Elite universities and colleges have incredible programs for incredibly talented students. I know, I teach in one. I know what these students can do — and I’ve tested what I’m saying here. For 3 consecutive years I’ve been teaching a course, Scenarios for Teaching Writing. This is a course for kids in education or for kids interested in teaching at some point. And for 3 years we’ve been working with the Media & Communications High School in Washington Heights, NY. We do the work face-to-face (we visit the campus), and we then work online, using a simple tool — Google docs. Students submit work and Middlebury students guide, mentor and tutor the kids in Washington Heights. Middlebury students follow the theoretical frameworks of composition theory that they learn in class; they have to present, day in and day out, their work to the class, justifying their approaches. My role is to help them; it is also to work with the principal of the high school and the teachers involved. Everyone wins. The most important aspect of this is that the model is highly scalable and cheap. The technology — thanks to Google — is free. (Community Works Institute will publish an article about our work in an upcoming publication.)
- The what if: What if, as a way of proving what these students are learning, college students in, say, History 101, take their lessons — from online and in class — and tweak these lessons with a partner in a public school — a teacher and her staff — to fit the needs of her students?
- What if these lessons — the revised lessons meant for students in the public school setting — are piped through the same online tools used by elite institutions, delivered straight to their classrooms, their homes, their communities? Automatically, the school day — and year — is extended.
- And what if the students in our colleges and universities, as part of their curriculum, work together with their respective education studies programs, psychology and sociology departments that know about “how children learn and succeed,” and use this knowledge to tutor and mentor the younger kids in public education?
This is not rocket science and very easy to do. Within two to three years of launching this process, literally all public education would change in America. In fact, education K-16 would change as well.
What are the outcomes of this model?
- Students in public schools spend more time learning, though not necessarily in the school; the “longer school day” isn’t more busy time, more brick and mortar thinking, more traditional high-stakes testing, rather, education is fluid and dynamic, inspirational and meaningful, meeting the student where she lives and how she lives: knowledge applied to real world learning to solve real world challenges.
- Students in public education are then assessed dynamically because technology enables an easy flow for assessment; it is a natural piece of the learning — and immediate, which is vital to learning, the red line appearing the minute a word is misspelled in a document. That’s how easy assessment is done on the fly.
- Technology, as we now realize, requires face-to-face interactions that are intense and focused on what has evolved online. My Scenarios for Teaching Writing students learned this. For public school students, this means that demonstrating what they know, in face-to-face interactions moves away from the standardized test or rote learning, engaging them in more meaningful and realistic ways.
- Likewise, it means that all of us can more critically and creatively work on non-cognitive skills, in person, such as the building of character, as recently shown by Paul Tough in How Children Succeed. For the very first time, by partnering with technology, we can educate the whole person.
- The college/university student is engaged in community service, able to fully realize how and why theoretical frameworks actually work — or not. And the college student, along with her professor, are immediately assessing and adjusting, fine tuning lessons to suit individual students, another characteristic of technology.
- The college/university student serves as mentor and teacher, collaborating and cooperating with her university teacher and with the public school teacher, becoming the bridge for life-long learning.
- Public school teachers receive ongoing, dynamic development, guided by the university curriculum, enhancing content knowledge, pedagogy, and a new understanding of what it is to work side-by-side with machines — the future.
- And, perhaps the most impressive result, is learning how to build a community that is focused on (a) gaining new knowledge, in different ways, (b) realizing that this brave new world requires very different approaches to solving problems, and, (c), come to understand that engaging diverse minds will lead to better results.
This is not pie in the sky thinking, not romanticism; rather, this is how this new scientific-technological world works. At the end of my Scenarios for Teaching Writing, literally all students did presentations using Prezi, responding to a singular question: given your experience in this course, and your students in Washington Heights, what do you know and what do you see? The students in the Scenarios class have become even more committed to education writ large; many are education minors and see education as a future. Don’t we want more of this from our college students?
This work begins to solve problems: all teachers, whether in public schools or the university, working together, building models for life-long learning, a pre-requisite for the “good life” in the coming century; the assessment tension is removed since it’s ongoing, fluid and dynamic, always present and performed per task, per endeavor; these endeavors are rich in inquiry and what we’re looking at are the solutions, the varied applications to problems, be these social, economic, pedagogical and scientific – technological. Thus we are engaged in a process of building new systems to address yet unforeseen challenges in economics, society, the environment.
The mentoring public school children need, particularly if they’re from socio-economically challenged backgrounds, is always ongoing; the move from high school to college, would be fluid, seamless — and inspired early on. And if the child decides to work and go to college online, that’s also available. All options are on the table and students and their families are free to choose. The point is that education is, here, available at all times and able to fit different types of learning needs and goals — all assessable.
If we continue to search for solutions by simply saying that children aren’t learning and that unions are obstructionist and politicians are only focused on getting re-elected — the old way of thinking today — we won’t get anywhere. The tit-for-tat world we find ourselves in isn’t working. We need a fresh start — or, rather, we need a start using what we’re already doing in select circles, Stanford, et al. Political will, clean universal design where everyone benefits and a desire to also change how college students go to school, giving them more responsibility for the way we actually live, is a great leap forward to solving our problems. It’s not hard, but this approach, if we can all put our shoulders to the wheel, will change the face of education and begin to address the many problems we face.
Let’s get to work — but let’s do it creatively. Nothing else is working: we know that.
Some Resources
The Vermont Virtual Learning Community
National Center on Education and the Economy (NCEE)
Other Articles
Under the Hood of Education: A View of the Classroom
Defining the Liberal Arts in America, in 3 Parts
The Emotional Lives of Teachers
Higher Education and Education Reform: the Uncanny Stranglehold on Change
Hope Spring Eternal Amidst Decline: the Bard College Model
Pass or Get Out of the Way: Defining the Future for Our Students
Newark’s South Ward: The Miller Street School and the American Paradox
An Education Revolution = A Revolution in Our Communities
The Uncanny Convocation in an Upside Down World
The Last Human Freedoms and the University
Second Guesses and Learning From Students
Writing at the End of the World: Academic Writing and the Struggle to Define the Humanities
The Elements of Teaching
June 6, 2012 § 1 Comment
for Shipnia, Brittany, Dane, Becca, Christine, Chris and Amanda and Taylor and Annie — and the countless other young souls that will call themselves new teachers
There is a lot of talk, politically and otherwise, about education reform, but there is little conversation about what teaching actually is — and who the teacher is. What are the elements of teaching?
There is a singular demand on education today, namely that it develop producers — students that will mature to be workers and consumers. This single demand is blind to the sources of this production model, the teachers, and the nature of human culture. Of course, citizens have to be productive, engaging the world creatively, we hope, but this is not the first criteria. There are other requirements. In order for education to be productive — produce productive individuals — it must preserve the health and welfare of teachers and, in so doing, it must sustain students in the process. For this to happen, teachers must know themselves well, must have a full understanding of their students, and, just as significant, teachers must have a complete understanding of the context in which the teaching and learning happens. Teachers must be well motivated, active learners that engage the environment in which students reside; likewise, teachers must also know the relationships that exist between their subjects, pedagogy and the environment in which s/he is teaching. What is the place of my knowledge in the context of our culture? This question teachers must ask themselves over and over. Then teachers must know how to use this knowledge well. Teaching cannot take place except in culture. We seem to be unaware of this vital fact.
The appropriate measure of teaching is the culture’s health. We can look around and realize that our culture is not healthy, not by any stretch of the imagination.
Education, we hear in the talk, is in trouble; it has broken down. It’s limping along, even declining, we hear. A central reason for this breakdown has to do with our lack of understanding concerning the elements of teaching. We recognize the potential — and place — of the teacher, but we have strapped the teacher down in a system that privileges competition rather than cooperation, homogeneity rather than diversity. We falsely believe, now, that a single test can determine excellence — for teachers and students. This is far too simple a standard because it’s focused solely on production; it enslaves those in the system — administrators, teachers and students. This is an economic standard that parallels the current economic standard that has taken our welfare to the brink of disaster. We are beginning to see — only in some circles — that this standard is very expensive and, while it has solved some immediate problems, it has, overall, failed on a consistent basis to address the ills of our culture. Education has worked by confinement, concentration and separation; this design has lead to the industrialization of human experience. We, who work in schools, have been responsible for this move towards the factory model of education. It’s synonymous with the factory model of agriculture, which has lead to making our food vulnerable that, in turn, makes all vulnerable to all sorts of problems and diseases.
This is to say, then, that we have to re-describe the elements of teaching so that we can create better, more meaningful measures that comply with the art of teaching. Many like to say that teaching is an art and a science. It is not. It’s only an art. The science — the data, the verifiable knowledge, etc — only exists in the disciplines — Mathematics, English, Literature, Geography, History, Philosophy, Foreign Languages, and so on. The application of these knowledge fields to excite a student’s imagination is not a science; the synthesis of discipline knowledge and pedagogy is an art. This is why current, high stakes testing cannot measure, with any meaningful results, the teacher’s practice. We need another way of doing this; these measures must be layered and multifaceted — observations, journals, video, dialog, and so on, along with tests. I say along with tests because by integrating a variety of diverse measures we will be able to (a) experience the rich and layered practice of a teacher, and describe it, and (b) come to understand the limitations of the factory model, high stakes test.
So let’s just talk about three elements of teaching (in the weeks to come, I’ll describe others). I want to do this to show what I mean by the need for diverse measures that defy the factory model of education.
The first element of teaching is love. A teacher must love. She must love herself, but more importantly, she must love experiencing herself as a node that engages others in the healthy creation of culture. Love requires that the teacher be healthy, personally and in her practice. Love, therefore, leads the teacher to care about the well being of her students; this measure — the health of students — leads to atonement between the teacher, her students, and the world they are engaging. It proposes conscious, careful recognition of the ecology of learning. It also demonstrates knowledge of the interdepence between the teacher, students, the institution and the culture. These interdependencies always exist; however, in our current factory model of education focused solely on production, we categorically reject these connections, begin separating, confining and concentrating on diffused knowledge that is without context, without purpose. Teachers love, first and foremost, because it is the only way to get to a student’s heart; without the heart, there is no learning that’s possible. We can measure this quite easily by simply walking into any school and observing disinterested students. Disinterest comes about because love is not practiced in the classroom. Either a teacher doesn’t love her discipline or she doesn’t love the conditions for learning or she doesn’t love her students because, perhaps, they represent insurmountable challenges that she imagines cannot be addressed.
Teachers that begin with love are easy to find in schools. They are the most exhausted. This is the direct result of a dictatorial or totalitarian form. The teacher is always fighting an uphill battle against political demands on her identity, measures that don’t make sense, dictates that come from “on high,” usually boards of education — the Federal Government included — that have no idea who the students are. On the other hand, this teacher knows that the right approach to teaching and learning is more consistent with a conversational model; it proceeds directly to serious thought — inquiry — about our condition and our predicament. In conversations you always reply — and here is where we can measure. If a teacher honors the other party, namely students and their identities, she thus becomes reliant on a secondary element of teaching faith. The teacher has faith that the other will reply, though sometimes not in expected ways or in ways that the teacher may like — but this is, in fact, a healthy environment that begs for a third element, freedom. The teacher must always transgress constraints and boundaries to expose the work required, by a citizen, to be free. The teaching and learning act is to inspire the quest for freedom, creatively, personally, politically. Transgressing boundaries for freedom excites the imagination, which can be measured in actual work — writing, calculations and their applications, art and music, and so on, right to the effective uses of languages to communicate deeply felt emotions to an Other. Faith that the Other will reply fosters the quest for freedom, which is the sole purpose of education.
Love, faith and freedom, we can rightly see — and imagine — are easily measured, in teachers and students, by closely examining their practice, not by standardized tests, but, rather, by observation, close examination of texts and testing; the multi-layered approach, as I mentioned above, enables us to distinguish between individuals, rather then assuming that all individuals are the same, one. It allows us to apply what we learn — and what we have learned about the factory system that has gotten us nowhere — to our culture. We can then, slowly, begin to measure whether our culture is moving towards healthier ways of being since, right now, we’re not.
For a long time, we have dreamt that our systems have been taking us towards some Edenic future; we’ve convinced ourselves that our constructions, completely reliant on human ingenuity, are the key to our health and happiness. Now we realize otherwise. We have forgotten that everything we do resides in Nature; that everything we do affects Culture. Nature and Culture are hurting. We can turn to science, technology, medicine, history and philosophy, as well as the Arts, and see that this is absolutely true. All these disciplines are pointing to our troubled ways– to the troubles we’re facing. Might it not be time to take what we’ve learned and turn this ship around?
Higher Education and Education Reform: The Uncanny Stranglehold on Change
March 18, 2012 § 1 Comment
In order to reform education — code for altering and restructuring public education in socio-economically strapped urban settings without considering the will of the people affected, even if it means privatization and exclusion — we have to look at the entire picture, the continuum, K-16. The problem lies here.
In The Learning Connection: New Partnerships Between Schools and Colleges, Gene I. Maeroff, Patrick M. Callan and Michael D. Usdan, tell us, citing Roland Barth of the Harvard Graduate School of Education, that, “dual citizenship remains evanescent.” And that the “two sectors [K-12 and higher education] — at a time when both need reform, renewal, rethinking, and restructuring — have few connecting mechanisms to enable them to work cooperatively on issues of mutual concern.”
The challenges we face require that we re-think our complacency with current systems and arrangements. “With up to one-third of the children under age 6 growing up in poverty or economically marginal circumstances,” Maeroff, Callan and Usdan continue, “the K-12 system is confronting serious social as well as educational challenges.” The situation is grave and costly and if we don’t re-address these connections we will march into a bifurcated society — if we’re not there already.
But reform will not be enacted — and be done creatively — if we neglect the relationships between K-12 and colleges and universities. University culture hangs over K-12 education; it’s cloak of anxiety and fear overwhelms the young and their families, leading both to cower before the hallow ivy. Higher education, at its best, marginalizes and divides. It’s disconcerting because higher education is suppose to be about self-actualization.
Higher education is mired in a perspective that is inconsistent with self-actualization. Higher education is enthralled by data driven excellence and the pursuit of efficiency; it sacrifices individual talent, and effort, and privileges materialism. This is an antiquated — and destructive — way of being, commonly known as a “silo approach,” but perhaps Paulo Freire’s characterization, a “banking system,” fits best since all signs suggest that education is the new corporation, the new kid on the block comprised of powerful multinationals.
No one is happy. Everyone is confused. No one has any answers, it seems. “Without major changes in the reward system in higher education — affecting appointment, tenure, and promotion,” argue Maeroff, Callan and Usdan, “there is little chance for meaningful and sustained change and involvement in K-12 issues. We refer here to universitywide policies because collaboration efforts ought not to be limited to the faculties of schools of education.”
David Helfand, for instance, a Columbia University professor for 35 years, who chaired the astronomy department, is on leave to serve as President of tiny Quest University Canada, a liberal arts college. In the Tamar Lewin New York Times article, “David Helfand’s New Quest,” Helfand says, about Quest, that, “We have to make sure people’s inherent conservatism isn’t allowed to come through. We have to institutionalize revolution, or we’ll end up with departments and semester-long courses.” In other words, the silo or the banking system shuts down self-actualization, departmentalizes it and renders it helpless. The residue of institutionalized departmentalization, its power to place blinders on the scope of our vision, is overwhelming K-12 education; it comes in the form of high stakes testing and educational divisions separating children’s learning experiences along soci-economic and racial lines.
We thus have a society divided. Segregation is brought about by the discontinuity in K-16 education. The educational system, then, accepting inequalities, is willing to work towards small gains within “the limits inequality allows,” says Jonathan Kozol in The Shame of a Nation: The Restoration of Apartheid Schooling in America.
Curriculum materials that are alleged to be aligned with governmentally established goals and standards and particularly suited to what are regarded as ‘the special needs and learning styles’ of low-income urban children have been introduced. Relentless emphasis on raising test scores, rigid policies of non-promotion and non-graduation, a new empiricism and the imposition of unusually detailed lists of named and numbered ‘outcomes’ for each isolated parcel of instruction, an oftentimes fanatical insistence upon uniformity of teachers in their management time, an openly conceded emulation of the rigorous approaches of the military, and a frequent use of terminology that comes out of the world of industry and commerce — these are just a few of the familiar aspects of these new adaptive strategies.
And these adaptive strategies so well described by Kozol have their origin in the new University that, according to the late Bill Readings in The University in Ruins, “no longer participates in the historical project for humanity that was the legacy of the Enlightenment: the historical project of culture. Such a claim also raises some significant questions of its own: Is this a new age dawning for the University project, or does it mark the twilight of the University’s critical and social function? And if it is the twilight, then what does that mean?”
The University is, in fact, in a new dawn, on the one side struggling with its antecedent — its role in humanity’s historical project; the other being the lure of materialism, “the reconception of the University as corporation,” says Readings, “one of whose functions (products?) is the granting of degrees with a cultural cache, but whose overall nature is corporate rather than cultural.”
Students in Professor Helfand’s Columbia class, he tell us, when he was asking them why they weren’t as inquisitive as 4th graders, inform him that, “Fourth graders are curious and university freshman by and large aren’t…There’s too much to learn, and it’s all on Google anyway.” And, says another, “This is a seminar. Asking questions could be a sign of weakness. You can only ask questions in big lectures where you’re anonymous.” So, says another student, “You have to understand, I’m paying for a degree, not an education.”
There you have it. Students — and their paying families — want a degree, not an education. Only education — and especially higher education — is responsible for this extraordinarily shortsighted view, which is costly in more way then one since it’s given us the society we now have.
We’re therefore left with the corporation. The corporation is the culture — and vice versa. The elite cannot sidestep this bind either. “The elite universities disdain honest intellectual inquiry, which is by its nature distrustful of authority, fiercely independent, and often subversive,” says Chris Hedges in Empire of Illusion. “They organize learning around minutely specialized disciplines, narrow answers, and rigid structures designed to produce such answers. The established corporate hierarchies these institutions service — economic, political, and social — come with clear parameters, such as the primacy of an unfettered free market, and also with highly specialized vocabulary …a sign of the ‘specialist’ and, of course, the elitist, thwarts universal understanding.”
What emerges are managers of the dominant system, not change agents, not enlightened individuals that can question, imagine something different and transgress the means of blind production. Education K-12 is part of this system, weeding out those that can become the elite managers of the system, separating them from those that will service the system elsewhere — manual labor, the service industries and, more emphatically, in the prison industrial complex, as guards and inmates.
Education means to control and manage, not enlighten and enable actualization; it creates specialists, the elites, and a slave class through its apartheid system. The system is inverted — inverted totalitarianism.
In higher education, tenure is, of course, part of the problem. It’s a system of discipline and punishment that insists on embracing the larger framework as ideal. “It’s not exactly a system designed to attract the most entrepreneurial, risk-taking types,” Helfand tells Tamar Lewin . “Furthermore, tenure has little to do with teaching. Just look at the language: we talk about teaching ‘loads’ and research ‘opportunities,’ and you can be sure it is exploiting the latter that gets you tenure,” he says. Tenure is synonymous with advancing in a corporation; the language is interchangeable.
We can hear echoes of Foucault’s Discipline and Punish here: “The apparatus of punitive justice must now bite into their bodiless reality.” Indeed. Our education system, K-16, and our students, our teachers and professors, too, enter this “bodiless reality” where discipline and punishment are exercised. “Since its no longer the body,” says Foucault, “it must be the soul” that must be disciplined. Education serves this purpose in our society: it disciplines the soul into subservience and blind allegiance; it enables citizens to embrace the most dangerous thing of all, ideologies.
The result, says John Ralston Saul in The Unconscious Civilization, “will be the portrait of a society addicted to ideologies — a civilization tightly held at this moment in the embrace of a dominant ideology: corporatism. The acceptance of corporatism causes us to deny and undermine the legitimacy of the individual as citizen in a democracy. The result of such a denial is a growing imbalance which leads to our adoration of self-interest and our denial of the public good.”
Self-interest trumps self-actualization in Education. This can be turned around if we, in higher education, examine our purpose. And if our purpose is even remotely about self-actualization — ours and our students’– then we’re called to re-evaluate the conditions in the University that have lead us to the dire circumstances we’re in today. On this road we’ll realize a few things: we’re not sure who are students are and what they need and want; we’re not sure about our world because we reject the notion that we, in academia, had something to do with its creation; we are fearful of releasing ourselves from the binds of departmentalization and devising new and fresh approaches to learning that take into consideration how much we’ve come to know about learning and the brain; and we are definitely frightened of releasing our sense of ownership and control over our disciplines to give way to different and fresh, interdisciplinary approaches, though our life at hand is telling us that we must since nothing, nothing at all really ever exists confined as we make it out to be in our silos, our disciplines. K-16 education needs to be re-invented as a long journey towards self-actualization that pushes aside departmentalization, corporatism and racism, our current conditions.
Life on the Boundary and the “Rehabilitation of Freedom”
August 18, 2011 § 12 Comments
In this time of socio-economic turmoil and political malaise, might we take a moment, breath, step back and perhaps try to understand how we got here, to this confusing place we’re living through these days, so that we then might find ways through and, eventaully, out? Because we are going to get out of this; the question, however, is what will we look like when we come through to the other side.
We’re living through a transition of mammoth proporstions. The anger — and anguish — we witness daily is caused by enourmous change in societies. Some of this change is planned; some is historical; other change is uncontrolled, unforseen. This is literally happening everywhere. No one is untouched. We are anxious because experience — reality as we once knew it — is ending. We’re certain. We feel we’re at the end of boundaries. But boundaries are also beginnings of things. What will be, though, is unclear. And what is — the present — is defined by tremenodous anxiety that shallow political figures and the media that follows them along fuels. We’re frustrated because, as we are pushed up against boundaries, politicians and popular media merely exacerbate rather than engage in a reasoned examination of what is and, most importantly why.
In his seminal work, The Location of Culture (1994), Homi Bhabha says that, “Our existence is marked by a tenebrous sense of survival, living on the borderlines of the ‘present’, for which there seems to be no proper name other than the current and controversial shiftiness of the prefix ‘post’: postmodernism, postcolonialism, postfeminism…”
The notion that existence is dark, even foreboding, and that reality is always on the borderlines, suggests a rather indefinite place; it’s home to the disorder of things, the result of an utterly fabricated world – an experiment that needs us to re-visit our purpose in creating it.
Bhabha also suggests that, “Social differences are not simply given to experience through an already authenticated cultural tradition; they are the signs of the emergence of community envisaged as a project – at once a vision and a construction – that takes you ‘beyond’ yourself in order to return, in a spirit of revision and reconstruction, to the political conditions of the present.”
Is this systemic? Have we been engineered to be dominated so violently? After all, society is manufactured so what we become is planned, organized, given schedules, laws, and moral codes. It is reasonable to wonder how we came to be so divided, so constricted in our social mobility.
Witness “the political conditions of the present,” as Bhabha urges “in a spirit of revision and reconstruction”: Our socio-economic downturn and the extreme separation between race(s) and class were seeded in the social upheaval of the 1960s. America was struggling to come of age racially and sexually; the country was torn apart by Vietnam, so much so that it still haunts the wars in Iraq and Afghanistan.
For some, the chaos of the sixties was a sign of hope – society could change; for others this same period was a warning – powerful ideas were infiltrating our most heralded institutions, especially education – and challenging the free market. Capitalism was challenged on all fronts.
In 1971, Lewis F. Powell, then a corporate lawyer and member of the boards of 11 corporations, wrote a memo to his friend Eugene Sydnor, Jr., the Director of the U.S. Chamber of Commerce. The memorandum – The Powel Memo, also known as the Powel Manifesto – was dated August 23, 1971, two months prior to Powell’s nomination by President Nixon to the U.S. Supreme Court.
The Powell Memo did not become available to the public until long after his confirmation to the Court. It was leaked to Jack Anderson, a liberal syndicated columnist, who stirred interest in the document when he cited it as reason to doubt Powell’s legal objectivity. Anderson cautioned that Powell “might use his position on the Supreme Court to put his ideas into practice…in behalf of business interests.”
Though Powell’s memo was not the sole influence – another, from the Left, was The Crisis of Democracy, Report on the Governability of Democracies to the Trilateral Commission – the Chamber of Commerce and corporate activists took his advice to heart and began building a powerful array of institutions designed to shift public attitudes and beliefs over the course of years and decades. The memo influenced or inspired the creation of the Heritage Foundation, the Manhattan Institute, the Cato Institute, Citizens for a Sound Economy, Accuracy in Academe, and other powerful organizations. Their long-term focus began paying off handsomely in the 1980s, in coordination with the Reagan Administration’s “hands-off business” philosophy.
Most notable about these institutions was their focus on education, shifting values, and movement-building. Powell, for his part, embraced the expansion of corporate privilege and wrote the majority opinion in First National Bank of Boston v. Bellotti, a 1978 decision that effectively invented a First Amendment “right” for corporations to influence ballot questions. On social issues, he was a moderate, whose votes often surprised his backers.
“No thoughtful person can question that the American economic system is under broad attack,” writes Powell in his memo. “We are not dealing with sporadic or isolated attacks from a relatively few extremists or even from the minority socialist cadre. Rather, the assault on the enterprise system is broadly based and consistently pursued. It is gaining momentum and converts.”
The fear that forces had infiltrated institutions and were effectively changing the course of Capitalism was alarming to the centers of power – defense, banking, the oil industry.
“The most disquieting voices joining the chorus of criticism,” Powell warned, “come from perfectly respectable elements of society: from the college campus, the pulpit, the media, the intellectual and literary journals, the arts and sciences, and from politicians. In most of these groups the movement against the system is participated in only by minorities. Yet, these often are the most articulate, the most vocal, the most prolific in their writing and speaking.”
No one was safe from Powell’s condemnation, particularly “minorities.” Circle the wagons – the creation of the present began with Powell and those that saw value and benefit in his message.
Adding to the problem, according to Powell, “The painfully sad truth is that business, including the boards of directors’ and the top executives of corporations great and small and business organizations at all levels, often have responded – if at all – by appeasement, ineptitude and ignoring the problem. There are, of course, many exceptions to this sweeping generalization. But the net effect of such response as has been made is scarcely visible.” Business, while doing their jobs well, were never prepared for the kind of “guerilla warfare,” Powell calls it, that was certainly needed. “[But] they have shown little stomach for hard-nose contest with their critics, and little skill in effective intellectual and philosophical debate.”
The remedy was to have the Chamber of Commerce be more instrumental because, “It enjoys a strategic position, with a fine reputation and a broad base of support.” The college campuses needed “balance” — and the Chamber could provide a means to an end, the reconstruction of a new order.
The social science faculties usually include members who are unsympathetic to the enterprise system. They may range from a Herbert Marcuse, Marxist faculty member at the University of California at San Diego, and convinced socialists, to the ambivalent liberal critic who finds more to condemn than to commend. Such faculty members need not be in a majority. They are often personally attractive and magnetic; they are stimulating teachers, and their controversy attracts student following; they are prolific writers and lecturers; they author many of the textbooks, and they exert enormous influence – far out of proportion to their numbers – on their colleagues and in the academic world.
Powell argued that organizing the Chamber to assist administrators and faculties in actively constructing change was feasible; the Chamber could also organize “a staff of highly qualified scholars in the social sciences who do believe in the system”; organize a “staff or speakers of the highest competency” that would include speakers for the Chamber that “would have to articulate the product of scholars.”
Reaching the campuses and secondary schools was vital.
But Powell recognized that reaching the public in the short term, as he says, “may be more important.” This would involve the monitoring of the national television networks. “This monitoring, to be effective,” notes Powell, “would require constant examination of the texts of adequate samples of programs. Complaints – to the media and to the Federal Communications Commission – should be made and strongly when programs are unfair or inaccurate.” A private police state. Radio, scholarly journals, books, paperback and pamphlets were all under attack and in need of a forceful revision. The courts, the political arena, paid advertisement – all of it had to be re-constructed accordingly.
The total commodification of the American Experience was underway, fully engaged and given free run by Reagan, resulting in the present: the privatization of schools, the segregation of communities, the ever widening gap between the rich and everyone else, but particularly between wealthy whites and people of color.
This is what Powell called the “Rehabilitation to Freedom.” Powell believed that the country had moved too far into “state socialism.” Says, Powell, “But most of the essential freedoms remain: private ownership, private profit, labor unions, collective bargaining, consumer choice, and a market economy in which competition largely determines price, quality and variety of the goods and services provided the consumer
In the present – in corporatized academia and the privatization of public education, in the political arena motivated more by ideology then negotiation, bargaining and compromise, the staples of democratic principles, and in a mostly conservative media that is keen on covering process instead of a “return to the political conditions of the present,” the actual moral place of media – we can literally see and hear Powell.
The political left does not fare any better in this story.
In The Crisis of Democracy: Report on the Governability of Democracies to the Trilateral Commission, the authors – all three distinguished professors from prestigious universities, Michel J. Crozier, Samuel P. Huntington and Joji Watanuki, wondering whether there is a general crisis in this democracy, lament that there are “various communist observers, who speak with growing confidence of ‘the general crisis of capitalism’ and who see in it the confirmation of their own theories.” The remedy is to re-invigorate the public – and systems of government – around the central purposes of democratic systems: “the combination of personal liberty with the enhancement of social progress.”
But as the Trilateral Commission’s authors suggest, there are challenges to democracies, “tendencies,” as they say, “which impede that [the functioning of democracy itself] functioning”:
1. The pursuit of the democratic virtues of equality and individualism has led to the delegitimation of authority generally and the loss of trust in leadership.
2. The democratic expansion of political participation and involvement has created an ‘overload’ on government and the imbalanced expansion of governmental activities, exacerbating inflationary tendencies in the economy.
3. The political competition essential to democracy has intensified, leading to a disaggregation of interests and the decline and fragmentation of political parties.
4. The responsiveness of democratic government to the electorate and to societal pressures encourages nationalistic parochialism in the way in which democratic societies conduct their foreign relations.
Thus, “leadership is in disrepute in democratic societies.” A more stringent, subtle and powerful form of government, not seen but highly influential, had to take hold.
In the United States, at the time, “the government is constrained more by the shortage of authority than by the shortage of resources.” In essence, then, government had to regain its foothold in society. In order to keep democracy alive, at least in principal, democracy had to be essentially curtailed, shut down. Something else had to take it’s place, while creating the illusion that democracy still mattered. Enter the corporation.
Witness today: The Powell Memo and The Crisis of Democracy helped usher in the massive commodification of American life, the ongoing dismantling of public education, the corporatizing of the university, the aggressive and demoralizing taking apart of labor unions, the polarization of politics brought about by an insistence on stringent ideologies, and the homogenizing of popular media – all this taking hold while the country was grappling with civil rights, feminism, sexual politics and a devastating war no one wanted. These were difficult times. We witnessed the assassination of John F. Kennedy; then his brother, Robert, fell to the insanity. Malcolm X was taken in the confusion as well. Dr. Martin Luther King’s dream seemed to come to a bloody end on a balcony, in Memphis, Tennessee, on the 4th of April, 1968. And then there was Watergate, when we thought the chaos was winding down. These were the worst of times, though some, particularly today’s young, have a certain nostalgia for this frightening era.
And we came out of it – but when we re-emerged as a nation, all tattered and wounded, the Reagan years had effectively given us a different world: an American ideology – and politics – focused on corporate benefit.The socio-economic divide has its road map, and segregation became entrenched; the gap between the haves and the have nots had been keenly engineered.
When capitalism was first presented as an intellectual framework, it operated unseen – Adam Smith’s “unseen hand.” But what we have now is an “unprecedented combination of powers distinguished by their totalizing tendencies,” says Sheldon S. Wolin, in Democracy Inc.,“powers that not only challenge established boundaries – political, moral, intellectual, and economic – but whose very nature it is to challenge boundaries continually, even to challenge the limits of the earth itself.”Witness our present then, where the “totalizing tendencies” of this unbridled power have placed us all on the boundaries, at limits, where things end and where things also begin, looking once again at Homi Bhabha.
But what ends and what begins?
In a society where power’s totalizing tendencies are exercised fully and completely, marginalization, departmentalization and disenfranchisement are characteristics of this existence.
The challenge for America is the understanding that this methodology, which began with The Powell Memo and The Crisis of Democracy is focused on the short term. This common practice in American; it’s also a natural sympton of a constructed transition. Administered violence, rabid xenophobia and racism, sexism, consumerism and spectacle are but the results.
Now, knowing what we know, what are we going to do, what are we willing to do with what we know? This is at the crux of America’s perfect storm. If we don’t recognize how we got here, we won’t recognize where we might go, turning this ship around, pointing it toward the promises of opportunity and equality that, as we come to our 10th anniversary of 9/11, let’s not forget the representation of the Statue of Liberty a couple of miles from this tragic center.
The Grand Illusion: Private Jets, Private Schools, Private Lives
July 26, 2011 § Leave a Comment
Private jets, private schools, private lives. Private is the mote money buys. Private, in the new American economic reality, means transcendence. Transcendence, in American Philosophy, once the hallmark of reading and learning, contemplation and the labor to find the self amongst the many, self-reliance, can now be bought. Private means mobility, the ability to move through space unimpeded by the harangue of the less fortunate. Private means not having to dirty one’s hands — or soul — with the problems of the many — unemployment, hunger and poverty, ill-equipped schools, the malaise of hopelessness. Private means hope — the hope that I will gain while others lose. To live in private means that others will not.
In To Reach Simple Life of Summer Camp, Lining Up for Private Jets, Christine Haughney reports that, “Now, even as the economy limps along, more of the nation’s wealthier families are cutting out the car ride and chartering planes to fly to summer camps. One private jet broker, Todd Rome of Blue Star Jets, said his summer-camp business had jumped 30 percent over the last year.” Why hang with the rest us? Just sidestep all of the garbage. Why have long waits when it’s more efficient to simply fly over all of it — the heat, the stifling highway stops and their smelly bathrooms, wet floors, loud hand dryers, tolls and people that still can’t tell the difference between an E-Pass lane and a cash lane.
“At Sullivan County Airport in Bethel, N.Y.,” reports Haughney, “roughly 40 percent of recent flights have carried families heading to summer camp. Officials at Laconia Municipal Airport in Gilford, N.H., and Moultonborough Airport in Moultonborough, N.H., reported similar numbers.”
Are these the jets Obama is talking about? Are these the perks the Republicans don’t want to give up? Are the Republicans — and the Tea Party — fighting to ensure that Private becomes a strong and permanent demarcation in our society, a new social order, one that travels on private jets, attends exclusive camps, followed by elite private prep schools and colleges? Sure we’ll let in a few faces that aren’t like ours, just to look as if we’re into multiculturalism, but please, private is the perfect way to travel through life hassle free.
This new Private world order is forcing us to adjust, re-evaluate, tread lightly since money is power and power can be wielded against anyone, for any reason, and if you’re one of the less fortunate, then, well, you may get screwed. “The popularity of private-plane travel is forcing many high-priced camps, where seven-week sessions can easily cost more than $10,000, to balance the habits of their parents against the ethos of simplicity the camps spend the summer promoting.”
From the budget negotiations and the drama around the debt ceiling, to the hiring of specialized tutors for prep school darlings to ensure entry into elite institutions, to tax shelters and the readily available servicing of any whim, any desire provided you have the money to pay for it — see DSK, for instance, ironically a part of the socialist party in France — what we have here is a view of the other side of the looking glass. We’ve come through, like Alice, to another world. In this world, the majority is left out; in this world, transcendence still means sweat; in this world, though, for just a few, transcendence can be purchased — as can politicians and the perks that go along with the buying of souls.
In this new world order, Private means a loss of empathy; it is the loss of a humanity. Private is synonymous with a false sense of self; it is a skewed view of the world; it is an illusion, the grandest of all. Private is the false belief that one can buy out of suffering, a moral high ground that abdicates responsibility for one’s actions. We’re in deep do-do.
Pass or Get Out of the Way: Defining the Future for Our Students
June 30, 2011 § 1 Comment
As we awaken to a new dawn in the US, about half of all state schools in England and Wales are being affected by a strike by UK public sector workers. The right to work will be the single most important issue affecting the public sector — all of us working today. In the US, as in the UK, the assessment and control methods that are politically sanctioned to evaluate teachers are unprecedented. And the most Draconian aspect of this almost universal (in the West) re-evaluation and castigation of teachers is that those who will suffer most are the children: their world, particularly if these kids live in socio-economically challenged areas, will fall further into the abyss of the cyclical nature of poverty.
An approach that’s being tactfully admired by the powerful in many US states is the “Impact,” in name and approach more reminiscent of a Terminator movie then a subtle teacher evaluation system.
Sam Dillon, writing for a New York Times that’s more comfortable covering the “accepted” mainstream methodologies of any system of power rather then investigating the reality of things, does a credible job of lining up, for the careful reader, what the challenges this method of evaluation pose for parents, students and teachers.
In his Teacher Grades: Pass or Be Fired Dillon tells us that, “Spurred by President Obama and his $5 billion Race to the Top grant competition, some 20 states, including New York, and thousands of school districts are overhauling the way they grade teachers, and many have sent people to study Impact.”
The Impact is “a centerpiece of the tempestuous three-year tenure of Washington’s former schools chancellor, Michele Rhee.” This detail is enough to raise concern. But it hasn’t. Blindly we march on, seduced by Obama’s Race to the Top, rather then careful criticism of what will likely cause a lot of collateral damage. I warned against this in Education Stimulus Package: In Duncan’s Hands, Hope is on a Tightrope. But, just as the right to work will be the defining issue of our times, collateral damage will be the defining metaphor. Does anyone care? Why are we so silent? At least in the UK, teachers are taking to the streets.
The Impact is best described as an efficient sorting system. Some educators describe Impact this way — efficient and sorting. These are accounting terms, not terms mindful of teaching and learning. The terms follow a trend in education that moves away from a pursuit of knowledge and enlightenment and towards a business model. Impact is a business model, not an education model; it aligns with the current goals of many governors and mayors, particularly in New York and New Jersey, two hostile states to the right to work: privatize education.
What’s the problem?
Educators “note that the system does not consider socioeconomic factors in most cases and that last year 35 percent of the teachers in the city’s [Washington] wealthiest area, Ward 3, were rated highly effective, compared with 5 percent of Ward 8, the poorest,” says Dillon.
Impact relies heavily on classroom observation — a good thing. It has 9 criteria: explain the content clearly, maximize instruction, check for student understanding are some examples used to rate a lesson. These are good, solid criteria.
The problem with this methodology — and the problem with most if not all methods for evaluating teachers and, at the college and university level, for advising students and, likewise for evaluating professors — is that it measures the students’ capabilities simply from the shoulders up. That is to say, the whole student is not being evaluated; only reasoning skills, computation and understanding according to a system that leans favorably to accepted classical methods of teaching and learning — delivery and acquiescence in silence — are privileged. In essence, what is being evaluated is the teacher’s ability to transmit traditional pedagogical methodologies. But these methods may be way too abstract for some students, particularly if these students come from poorer communities.
We are in fact assessing how well teachers transmit traditional forms of social mobility, negating the realities of certain students’ lives. Before we begin, then, in the assessment model — Impact — we are already rejecting the student.
The Harvard sociologist, William Julius Wilson, in More Than Just Race: Being Black and Poor in the Inner City, says,
It is important to remember that one of the effects of living in a racially segregated, poor neighborhood is the exposure to cultural framing habits, styles of behavior, and particular skills that emerged from patterns of social exclusion; these attributes and practices may not be conducive to facilitating social mobility … These patterns of behavior are seen as a hindrance to social mobility in the larger society.
A system such as Impact comes about, as Wilson tells us, this time using the work of Eliot R. Smith, because “most Americans believe that economic outcomes are determined by individuals’ efforts and talents (or their lack) and that in general economic inequality is fair.” We could argue that Smith’s pronouncement is now the politics of the day — the attack on the right to work, the dismantling of unions, and the Draconian measures of teacher performance.
“Indeed, living in a ghetto neighborhood has both structural and cultural effects,” says Wilson, “that compromise life chances above and beyond personal attributes.”
Nathan Saunders, president of the Washington Teachers Union, speaking to Dillon for his NYT article, said, “Teacher have to be parents, priests, lawyers, clothes washers, babysitters and a bunch of other things” in schools in poor and challenged neighborhoods. ”Impact takes none of those roles into account, so it can penalize you just for teaching in a high-needs school.” Saunders echoes Wilson. And I’ve describe this phenomenon quite clearly in Newark’s South Ward: The Miller Street School and the American Paradox.
The solution to our education problems, as I’ve described it, actually lies in Saunders’ description of what teachers are called to do when working in poorer neighborhoods. In these communities, as I’ve said in Newark’s South Ward, the school, as is The Miller Street School, are an oasis pushing against the chaos found in the streets. If teachers are parents, priests, lawyers, clothes washers, babysitters and a bunch of other things, as Saunders says, then we must create, in each school, a hub of support for all these things.
Right now, parents have to move to multiple locations and work through multiple human services departments, filling out form after form, seeing multiple people, more often then not being shoved to yet another office and more forms, more interviews and never really voicing their concerns and problems. This is costly — and it agitates the notion that it’s their fault, that if they worked harder people would be better off.
What if all social and professional services were under one roof? What if all aspects needed to enable a more graceful, dignified and cogent approach to social mobility were in one place, a hub or mall for social mobility? Isn’t this efficiency? Wouldn’t this cut costs?
I’d argue that not only is this a cheaper approach, but then it would allow us to pool together resources, including the tracking of a student through this system so as to better get a sense of how the student learns — the obstacle and challenges, the conditions for study at home, and so on.
Of course, this would thwart the interest of many governors and mayors to privatize; it would run against the desire of many corporations to extract the poverty dollar from the most needy; it would, in fact, work against today’s trend towards the newest form of governance, inverted totalitarianism. (There are so many examples of inverted totalitarianism, today, that I’m thinking of changing my blog’s title! I’m getting exhausted constantly having to explain it!)
What we need is less Impact. We need to realize — and accept — that schools in poor neighborhoods are an oasis of hope. It is this realization that can lead to a conflation of resources — child care and health care, nutrition, family counseling, on the job training, study skills training, even community colleges — under one roof, held together by technology and carefully trained experts — nurses, social workers, first year general practitioners, counselors and teachers — working together. From this vantage, we can create teacher assessment vehicles that will include master teachers, parents in the community, student evaluations and outcomes and all read against what today we call social mobility. Anything else is failure. Anything else is a genuflection towards the powerful elite that seek to define our lives for us.
The Politics of Newark: The Miller Street School and Hope — Part 5
March 22, 2011 § 1 Comment
During one visit to the South Ward, Maria Ortiz found out that Newark’s Mayor, Cory Booker, would be attending a local school “holding meeting” that the mayor schedules monthly and consists of many 10-minute face-to-face conversations with individual members of his constituency. The purpose of these meetings is to show the community that the mayor is indeed one of them, that he cares and he’s listening, though he comes from the kind of privilege completely that is completely unimaginable to most of the city’s population.
Cory Booker is the son of African-American trailblazers Cary and Carolyn Booker who were among the first African-American executives at IBM. He was born in Washington, D.C. and grew up in the predominantly white, affluent town of Harrington Park in Bergen County, New Jersey; he went to Stanford University, earning a B.A. in political science and a M.A. in sociology. He played varsity football — made the All–Pacific Ten Academic team — and was elected to the council of (four) presidents. After Stanford, Booker won a Rhodes Scholarship and studied at The Queen’s College, Oxford, where he was awarded an honors degree in modern history and became friends with Rabbi Shmuley Boteach. At Boteach’s direction, Booker, a practicing Baptist, became president of Oxford’s L’Chaim Society, an Orthodox Jewish student group, to the chagrin of the Chabad-Lubavitch leaders. L’Chaim was controversial. Initially the society was part of the Chabad movement; then it evolved to become an inter-faith group. Rabbi Boteach, however, was not a member of the Oxford faculty; he was simply a person free to set up an inter-faith group outside Oxford’s domain. Rabbi Boteach and the Chabad-Lubavitch organization in England did not agree on all the issues regarding how to teach Jewish students at Oxford and the role of non-Jewish students. This tension grew when Booker was appointed president of L’Chaim, and Rabbi Boteach left the organization. Rabbi Boteach was further criticized by the British government after an investigation showed that he was funding a lavish lifestyle from charitable donations. Booker went on to graduate from Yale Law School where he operated free legal clinics for low-income residents. He lived in Newark during his final year at Yale, making his way into the political scene, and served as staff attorney for the Urban Justice Center in New York. He became program coordinator of the Newark Youth Project after graduation.
In 2006, Cory Booker was one of the last remaining tenants in Brick Towers (after living there for eight years), a troubled housing complex in Newark’s Central Ward, where he organized tenants to fight for improved conditions. He has since moved to the top unit in a three-story rental on Hawthorne Avenue in the South Ward. In late 2009, Booker was criticized for not owning property in Newark, choosing to rent. The Brick Towers were razed in July, 2008.
Barack Obama, Corey Booker, Michael Steele, Alan Keyes, Deval Patrick – none of these political figures of color emerged from any social movement; they joined their party of choice during college; but they moved quickly up the ranks, and are not race rebels. None of them represent a threat to the power structure of America. Is Corey Booker too good to be true? Is he an honest advocate for the poor and marginalized or just another politician?
Maria Ortiz and I drove to the Luiz Muñoz Marin Middle School in the North Ward, a facility distinctly better than the Miller Street School – grass and open fields, large auditorium and gym, trophy cases. We placed our names on the “meeting roster” to speak with Mayor Booker, then waited in a large auditorium facing a wide stage where cheerleaders practiced their routines. Eventually, we were called and walked down a wide corridor lined with student lockers and were ushered into a classroom with long tables stretched end to end. Mayor Booker was working the room, sitting next to one person, then another, patting people on the back, shaking hands while an aide wrote things down.
Cory Booker is a big, athletic man sporting a bald head, a signature look; he resembles a forward on a basketball team or a tight end in football. He’s charismatic, easy with people, soft spoken but direct and has a wonderful smile. He’s a media darling.
He recognized Maria immediately and asked how she was, and we shook hands. Between Mayor Booker and me sat Jennifer Stone, a stern looking black woman, who didn’t show a hint of a smile when we introduced ourselves. She is the South Ward liaison for the mayor’s office.
I leaned forward and asked the mayor, “What are your plans for the South Ward?”
He leaned forward, too, resting on his elbows on the table, and clasped his large hands. Looking puzzled, he said incredulously, “That’s what you want from me?”
I couldn’t tell whether his reaction was because of the question or whether he was expecting to hear about the usual things – corruption in Newark, the plan to combat homelessness, violent crime that his office says is down but still unacceptable. My question was oddly out of the context.
“Yes. What are your plans for the South Ward? That’s all I want to know.”
Mayor Booker didn’t respond. He looked over at Jennifer Stone as if signaling her to intervene, which she did.
“We have meetings. We put out flyers. We ask people to come. No one shows,” she said. “I’ve lived in the South Ward for 38 years—I just moved out—and I can tell you, it’s the people (her emphasis). They don’t come out. They don’t trust us. They don’t participate. We try everything, and they just don’t participate.”
Mayor Booker stepped in again. “Please schedule a longer interview with Mr. Vila. Have Desiree schedule it.” He then got up from the table, shook my hand, and Maria’s, and said, “Thank you for your interest.” And walked to the next table.
I called Desiree S. Peterkin-Bell, director of communications for the mayor’s office, three times. The first time she asked what publication I was writing for and the nature of my work and told me to call back. I did, thinking that I would receive an audience with the mayor. I was wrong. Ms. Peterkin-Bell wanted to see a rough draft – “an outline,” she said – for the mayor’s office to approve, something she said they had done with Gwen Ifill of the News Hour on PBS and several other writers she did not name. I declined, of course. When I called the third time, they said that if I couldn’t meet these conditions, I wouldn’t be able to speak to the mayor. I wondered whether Mayor Booker’s early move to show his credibility – living at the Brick Towers, establishing legal services for the poor – were meaningful acts or gestures to pad his resume?
What I wanted to say to him was simple. Many of the South Ward residents are Latino immigrants that come from Central and South America where government is seen as life threatening; people are jailed without reason, or worse, they disappear. I wanted to tell him that Miller Street School held a literacy night this past spring and over 200 parents showed up at the school to celebrate their children’s education. I wanted to know if there were plans to create a community to support these parents and sustain these children. Isn’t this where government and the community should come together in a spirit of collaboration? I also wanted to share with him the obstacles that Shakirah Miller confronts while trying to keep hope from becoming ether. And I wanted to tell him about Khalid Tellis, a Miller Street success story.
Khalid Tellis, now a freshman at Middlebury College, was the 2004 salutatorian of Miller Street School. After his graduation from eighth grade in 2004, the Wight Foundation gave him a scholarship, based on merit and need, to The Eaglebrook School, a private boarding school for boys in grades 6-9 in Deerfield, Massachusetts. His mother had her heart set on Science Park High, one of the better public schools in Newark’s troubled system, but Khalid wanted more, something better. He had to leave Newark to get it – he knew this. He also knew that he needed to repeat the 8th grade to be academically stronger, so he convinced his mother to let him go to Eaglebrook. Khalid continued on to the Loomis Chaffee School in Windsor, Connecticut, thanks to a need-based scholarship; after that, another need-based scholarship allowed him to attend Middlebury. Khalid found a small keyhole in the chaos and pulled himself through it; he learned to find equal footing with strangers from the “other America”. This is the tragedy of the South Ward, and what the Miller Street School works to reverse – one or two students, with plenty of help and lots of luck, make it to a place like Middlebury, the rest remain on the dark side of the American paradox: life and liberty for some, the vicious cycle of inescapable economic degradation leading to environmental degradation that begets social degradation for others. Hope requires escape routes – there are none here, not even one leading through the dim beacon, the Miller Street School.
I wanted to find a way to tell this story and, just maybe, begin to make a difference – but I had no idea how to do it, where to begin. So I gave myself to the school, opening myself up to learn from their experience. I now ask myself how we might work together to ensure other students can attend our colleges and universities.
“Anything can happen in Newark,” Khalid said with a grin across his round face, cradling his books against his chest. In his final essay for our writing class at Middlebury, he wrote,
“As I prepared to write this paper, I thought of two things, freedom and responsibility. Freedom, as I see it, is the opportunity to think about your rights. That is Freedom. You have a voice. There are no repercussions for speaking out and intellectualism is encouraged. Then, I read Obama’s Nobel Prize speech and thought to myself, Obama is right, but his hope is impossible. According to President Obama, “true peace is not just freedom from fear, but freedom from want.” There can never be freedom from want. If so, how could we as a society gauge what is “good enough”…I see peace as possible only after inequalities between those who want can be reversed by those individuals who have lived in both worlds. People like me. I now see where my life is leading me, back to Newark, to help save a new generation from hopelessness.”
I now see that Maria Ortiz was right all along. We can’t reform education from a distance, through contests and slogans delivered by politicians focused on the next election. It doesn’t take much to lend a hand, Maria said to me several times. Miller Street has taught me that I have to be more involved, more engaged outside the ivied halls of academe; it has taught me that Shakirah Miller and Maria Ortiz and Juan Ramos and little Ana have answers – and plenty of questions. No one in the South Ward is asking for a handout; they are asking for cooperation and collaboration. Residents of the South Ward are telling us that they’re relevant and have ways out of the chaos and the depravity. The American paradox is a manufactured reality – we can reverse it, though. But first we have to admit that we’re supporting a “separate but equal” society – and blame those who are deprived access to good schools, health care and work for not achieving what we want. In urban centers, particularly in places like the South Ward, the school of the future will be a community hub. College professors, public school teachers, students and their families have to engage in collective knowledge building to re-imagine themselves and construct this nucleus where hope can be nurtured and secured.
