National School Reform Faculty

Marriott Article/Racism Chat
Date: May 22 - June 12, 2003
Listserv: Coaches

Thursday, May 22, 2003 3:51 PM
Good Morning,
Based on some conversations about equity issues at the recent Facilitator's meeting in Chicago, Frances Hensley shared this article, Ending the Silence by Donna Mariott. I thought some of you might check it out and share your thoughts about it on the list. We could discuss it next Tuesday after the three-day weekend...
Here's the link:
http://www.pdkintl.org/kappan/k0303mar.htm
I'll post a question on Tuesday morning to get us started.
Thanks,
Debbie, PA

Tuesday, May 27, 2003 5:45 AM
Hi,
Here's the question I said I would post. If you haven't read the article, I've left the link below.
http://www.pdkintl.org/kappan/k0303mar.htm

"How does generalizeable silence about racism support the Achievement Gap in our schools?"
Debbie, PA

Tuesday, May 27, 2003 11:01 AM
Very nice article--thanks! The question that comes to me is connected with your bell hooks quotation--Can I, as a teacher, choose to ignore the subject of race in my classroom and still "provide the conditions where learning can most deeply and intimately begin?"
Nancy, NY

Tuesday, May 27, 2003 11:19 PM
Nancy connected to Bell Hooks, who I believe connects to our credibility with our students. If we are not "real," if we ignore glaring issues of racism and power that impact on their lives, why should they trust us, or follow our lead?

I'm remembering a piece by James Baldwin, I think, that talks about the unwillingness of Black students to be lied to...

Am I open to the possibility that my students are disengaged because of gaps in my credibility rather than gaps in their ability? It would certainly explain why perfectly bright children shut down and become shells of themselves in our classrooms.
Debbie, PA

Cecilia Mobley cecelia@s21c-detroit.org
Wednesday, May 28, 2003 11:12 AM
Greetings,
I usually just read these emails and never comment, but I was struck by a question someone presented, "Can I, as a teacher, choose to ignore the subject of race in my classroom and still "provide the conditions where learning can most deeply and intimately begin?" Lord, Lord, Lord, no one can ignore race of a person/s anymore than to ignore the gender of a person. One of the most insulting remarks that I have encountered over the years is " I don't see color when I look at you,” to me this is saying I don't exist as a human being, who is an African American woman. I do not see this "label" as binding or restrictive, for I love, respect, and appreciate who I am and the contribution my people have made to the United States and the world.

Unfortunately, I did not see the Marriott article, so please refresh my memory as to where I may locate. Thank you.
Cecelia, MI

Wednesday, May 28, 2003 12:57 PM
Cecelia asked for the link and said: One of the most insulting remarks that I have encountered over the years is " I don't see color when I look at you"...
Here's the link: www.pdkintl.org/kappan/ktoc0303.htm

So my question is, what's the impact on student achievement when we deny our students identity, or assume we understand who they are, without asking them...?
Debbie, PA

Wednesday, May 28, 2003 1:05 PM
One of the things that comes to my mind is the haunting statistic about at least one of three teen suicides being of gay students, because they feel they have no role models in schools and that school is essentially a hostile environment to them where they are invisible at best.
JoAnne, ME

Friday, May 30, 2003 6:11 AM
Cecilia's comments have stayed with me all week. I recognize how much "unlearning" I have had to do. As a child of the 50's and 60's, I was taught to "not see color" when I looked at someone--to look beyond color to see the essence of a person. We aspired to "not see color." As a young woman in the late 60's and early 70's, I was taught to disregard gender in the search for parity and equity in the workplace. As a teacher in 2003, we have evolved to new understandings of what it means to be human; we need "to see." The thought that what was thought to be an ideal a generation ago might cause another to feel insulted or 'unseen' today opens up a window for me in terms of needing these conversations to be constant and open. I am reminded of an old Abbey Press poster from college days--"Please be patient; God isn't finished with me yet." I have so much to unlearn . . .and I always fear an attack of foot in mouth disease as I am doing the learning.

Thank you, Cecilia.
Peggy, NH

Friday, May 30, 2003 6:45 AM
I remember in the 50s and 60s we were also taught to 'not look at' handicapped people.
Linda, MA

Friday, May 30, 2003 4:15 PM
My sister-in-law who has MS once said to me that people tend to not look at her since she's been in a wheelchair. I told her we feel "funny" looking at (staring at) them. It was actually something she had not thought of and it made me aware of the fact that acting as if I didn't see someone was not exactly a good thing.
Nancy, NY

Friday, May 30, 2003 5:19 PM
Peggy shared her need to unlearn previously held ideas and goals...

As a white woman I have had to go through many stages of awareness/understanding around issues of race and or cultural difference...These stages are not usually neat, i.e.- I move through and never slide backward or repeat a mistake.

Part of my process has been a recognition that my biases are being reinforced all the time and that I need to continually examine my practice. I'm not saying any of this to excuse my racism, or other biases, rather I'm trying to acknowledge my ongoing need for reflection and action in the face of a virus like condition that I believe can be checked, but not cured.

One book that I have found helpful in my own efforts to understand and appreciate cultural differences is: Cultural Proficiency: A Manual for School Leaders by Randall B. Lindsey, Kikanza Nuri Robins and Raymond D. Terrell.

I was particularly impressed with this book's "Cultural Proficiency Continuum" and its six points of reference or practice. Here are the stages:
Cultural Destructiveness
Cultural Incapacity
Cultural Blindness
Cultural Pre-Competence
Cultural Competence
Cultural Proficiency

According to this text, a Culturally Proficient individual knows how to learn about cultures and respond to specific groups and situations. The book goes on to say that a culturally proficient person recognizes the need to learn continuously. This seems like a worthwhile and attainable goal and process to me.

The book also has activities for use with groups at different stages of their development. I have used the "Circle of Stereotypes" or "Equity Crowns," as I called my shortened version, effectively in a number of new groups.

Has anyone else used this book or similar texts to work on issues of equity and diversity?
Debbie, PA

Monday, June 2, 2003 8:27 AM
Deavon wrote about having grown up, as a black male, during the 60's and 70's, this deal of not looking at color, very often confused and hurt the young minds of that time. You see, while the people of color really tried to play by these rules, the people who were in control were not. This brought up a lot of bitter feelings. I feel that what most people really want is to be judged on their abilities and our hearts.

Deavon's email reminded me of Lisa Delpit's analysis in her book, Other People's Children... In particular, I'm thinking of her description of the aspects of the "culture of power." I know most of you have read this, but I think it bears repeating here.

1."Issues of power are enacted in classrooms.
2. There are codes or rules for participating in power; that is, there is a culture of power.
3. The rules of the culture of power are a reflection of the rules of the culture of those who have power.
4. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier.
5. Those with power are frequently least aware of--or least willing to acknowledge---its existence. Those with less power are often most aware of its existence."

So, how does our denial of the existence of differential treatment and expectations toward children of color, or poor, or working class children etc. (the culture of power) create not only the confusion, hurt and bitterness, that Deavon mentioned, but also active/passive resistance to learning?
Debbie, PA

Jorgab@AOL.COM
Wednesday, June 11, 2003 8:40 PM
I also have to respond to this comment. My principal told me earlier this school year that she does not see color. When I responded with incredulity she was offended. I know I'm not imagining a shift in her treatment of me. My question, as an African American teacher, is how do I ask the difficult questions without appearing to be aggressive or confrontational. I see people shutting down when I ask difficult questions related to race. Recently at a Language Arts curriculum meeting I commented on the array of authors on the board. They were overwhelming white and male. There were only a few African American authors and women, no Asians and only one Hispanic. The person leading the meeting ignored me. And the silence afterwards was uncomfortable. Situations like this are still happening despite this perception of political correctness. Just wondering.
Simone, FL

William Pollock w.pollock@VERIZON.NET
Thursday, June 12, 2003 6:47 AM
As an observer of human interaction, I have noted that interpersonal dealings alone without adding the elements of color, race, ethnicity, culture, or religion is tough enough. We must note that people in monocultures have just as difficult time getting along. Add differences and it is multiplied and intensified. This is NOT an excuse but a reality. The older I get the more inhuman acts I get to observe. Along with it I feel at times helpless to do anything about it. More people must make an effort teach tolerance and cease to be silent.
Bill, NJ

Thursday, June 12, 2003 7:03 AM
How can we support each other in our efforts to "tear the silence" that keeps us separate in the face of problems that require our unified efforts?
I just took Tearing the Silence: On Being German in America by Ursula Hegi, down from my shelf. Other peoples' stories often help me to understand the way(s) I can proceed. Just scanning the contents of this book I see titles that seem to apply to the racial divide that we are talking about here:

It is at Least My Responsibility to Be Aware, I Don't want to Know,
It's My Heritage--Yet I Had No Say In It, Small Talk...

Maybe we can use these stories as an entry point into our own conflicted feelings about venturing out onto the skinny branches of cultural proficiency...just a thought.
Debbie, PA

Thursday, June 12, 2003 10:46 AM
There is some interesting (and possibly helpful) discussion about these issues in Deborah Meier's book: In Schools We Trust.
Nancy, VT