General notices, job postings, questions and introductions.
A NEW VISION FOR SCHOOLS & EDUCATION IN AMERICA
The failure of our schools, particularly in regard to students of color is not new and well documented. The achievement gap continues to persist after numerous K-12 reform efforts, years of university research and outreach program investment. The economic disparity and polarization of American society along racial lines has grown, despite the gains of the civil rights era, and newfound political influence.
These chronic conditions can be directly attributed to our nation’s ongoing preoccupation with a ‘national identity’. Since the advent of the belief in ‘Manifest Destiny’, our country created an educational system with a major purpose being the indoctrination of our citizens.(see Indian Schools)
Although we often hear the rhetoric of America being ‘a nation of immigrants’, we have bestowed the position of power, privilege and superiority upon our Euroamerican members. By very narrowly tracing our roots along the genealogical lines of ‘western civilization’, we have relegated people of African, Asian, and Indigenous America to positions of inferiority. History, literature, and all the American cultural norms as taught in our schools, serve to perpetuate ‘Institutionalized Racism’.
Speaking from a Hispanic/Latino/Chicano/Mexican-American perspective, I can cite countless instances in which I have been made to feel inferior or alien. The sinking of the Spanish Armada, Remember the Alamo, Remember the Maine…The choice has been to reject MY true identity or to always feel un-American, unwanted, unwelcomed, the enemy. Do I betray the memory and sacrifices of MY forefathers, or the country I love, the USA?
Those lacking or confused about their identity, will surely lack self esteem and suffer as a result. They will neither possess the tools nor confidence to deal with life’s challenges. For they will at their core, in the deepest part of their subconscious feel insecure, inferior, unworthy and unable to cope and overcome.
Every ethnic group has their own unique American experience, identity, successes, and challenges. They carry with them ‘baggage’ both good and bad from their places of origin. Some, long ago discarded or forgotten. These have been studied and debated too often in the confines of Ethnic Studies courses. Ethnic Studies must become American Studies! Now is the time in our nation’s history to meet the challenges before us by thoroughly examining the issue of race, the damaging consequences of continuing with a Eurocentric curriculum, and the advantages of true Diversity Appreciation in a global economy. It is well past the time to redefine what America has been, is today, what we will be tomorrow, and, what it means to be an American. All Americans will benefit from a broader perspective and exposure to a complete history of America, economic, cultural and scientific contributions, as well as the defense of American society and civilization.
Comments (23)
Comment RSSSign in or register to post comments
Hubert
I am a Student Services Professional w/35+ yrs engaged in the struggle for equity & access. I have worked for and have been a party to numerous efforts to address the issues of under representation and the achievment gap. I have concluded that our educational system, begining with the manifest destiny mindset, placed into perpetual motion, institutional racism resulting in internalized superiority & inferiority, giving birth to a whole host of social ills. I fail to see how curriculm & history is not under the business or perview of the state, when it is the state which has created this set of circumstances. It is the states responsibility to provide a fertile environment for the well being of our people(all people)and progress of our country. I personally have developed a curricular program model to counteract the effects of this system. I call it E Squared, Enlighten Empower.
My fave multicultural resource for teaching US history
The People Shall Continue by Simon J. Ortiz.
It is a simple picture book which attempts to contrast the lives of North Americans before and after European contact. Another tip that has helped me develop lesson plans is to use sources from a particular culture to help students learn about that culture. This is especially helpful with US historical issues, since most sources which portray indians are still so misleading.
MK
Eurocentric Racism and Sexism In the Publuic Schools
Does everyone agree with definition of "Euro-centrism" found in Wikipedia?
"Euro-centrism is the practice of viewing the world from a European perspective and with an implied belief, either consciously or subconsciously, in the preeminence of European culture."
Why are the public schools teaching European history? What value is that to the state?
It appears that the public schools are promoting European racism since northern Europeans are, historically white. The United State, as defined by our Constitution, is anti-European. In fact I, personally, resist any attempt to be like them or use their governmental practices.
Why do public schools' world literature courses promote predominantly European literature.?
What is the state's interest in literature? Does being literate mean more than having a command of the English language?
Is the way our public schools teach English grammar Euro-centric?
Is American English racist? I know it is sexist (third person indefinite pronoun). I also know that American English evolves. It is very receptive to the introduction of new words. What is the state's interest in language, anyway? The states interest should be that it teaches students to read and understand government documents, government oral communication, and enables the students to voice opinions back at the state?
What about public education's attempt to teach the arts?
Arts content is cultural. What is the state's interest in defining and promoting culture?
The point of my response is that I am very concerned that he well meaning forces pushing the elimination of racism and sexism in the public schools, may be promoting racism and sexism.
They are trying to force the conduit of racism and sexism (the public schools) to define non-racist and non-sexist content. This requires them to define all the 2000 different cultures in this country and all the 1,000,000 different cultures in the world and define what characteristics make up the 100 different races. Then, use extremely limited time to present a sanitized representation of all this to students. Impossible. In fact it leads to damaging stereotypes. And thus promotes racism and sexism (and many other isms.)
Cultural expression and development should be a social thing. Not a state responsibility. The state should only be a blind framework of social order. And the system of laws should be there to protect people from getting hurt. (for another topic … how does the state provide resources to allow people to develop and express their cultures without defining them?)
Defining Culture...
Do we finally have a discussion going or what? Bob, my feeling is that we(the state) have and do in fact define culture...all the time, but it has been limited in scope and appreciation. I realize the challenge of attempting to 'define' as you say the thousands of cultures, histories...of the world. My concern is the restrictive limitations and how this institutionalizes racism. We can very easily diversify the curriculum. The source material is there. We can insure that a strong academic foundation is established. We can do it while empowering students to by fostering their innate creativity, and curiousity without destroying it along with their self esteem, by helping them develop a strong identity and appreiciation of others. When we all reach this level of confidence and security, we will have real cooperation, progress, & peace.
@Mary Kate - Great resource!
@Mary Kate - Great resource! How about Zinn's "People's History" book? @Bob Charles - Love the followup questions! @Rocky-Any resources you would like to share? How about your curriculum? Love to hear more about it.
Identity
Rocky said, "We can do it while empowering students to by fostering their innate creativity, and curiousity without destroying it along with their self esteem, by helping them develop a strong identity and appreiciation of others."
I think you have hit on something here for me, personally. I do not have a ethnic identity. I really do not know how that applies to me. Sure, I am classified by others, who put me into groups, and label me by racial, social and ideology. But, I never subscribed to any of that my self.
I do not even call my self an American, what ever that means. I just live here. I am a Dad to my kids, they do not care what I look like. I am husband to my wife. She doesn't care so much what I look like. (Well, she use to when we were young) I am accepted by my family, and we share love and peace.
I work with people from all over the world. None of us can be grouped into a local office majority. We work in a computer/software support environment. Race and ethncity do not play an obvious role. Except at lunch time. Columbus has a lot of fine ethnic restaurants, we have been to many of them. I can not idenitfy any of their traits as being an attribute of some classification. I never practice that. I guess I am niave .. maybe that is good.
With online forums like this, it is comfortable to not have a picture of the other person. Same with online gaming. My mind does not have to go through the trouble of matching someones appearance with a ingrained sterotype I learned in school, or TV, or whereever.
Think about it. How many times have we had a relationshiop with someone we can not see, and try to picture what they look like? Then we see them and we are almost always wrong? (even authors or radio people). And conversely, how many times have we seen someones picture or face before we meet them, and classified them all wrong? I bet most of the time.
Howard Zinn
His work is legendary, and I love the idea of creating a text as a class. Joy Hakim has a wonderful series called the History of Us. I like resources which allow children to identify with others across time and space. I try to humanize historical figures whenever possible with anecdotes and by highlighting their contradictions and foibles. I want students to think that history is for them, and it's about people just like those they know in their daily lives.
MK
Zinn vs Ambrose
I want to point out the importance of Critical Thinking in the study of history. My example is the Chinese and the building of the US Transcontinental Railroad. This is just one of a “thousand” points of contention between these two great historians.
Topic Chinese workers on transcontinental railroad:
See Zinn's “History is a Weapon: A people's History of the United States”, chapter 11 “Robber Barons and Rebels”. And other places.
See Ambrose's “Nothing Like it in the World”, paper back 1st Touchstone edition. Introduction, Chapter 7 ,. And other places.
It is important for a teacher to present various complementary points of view. Note that Ambrose and Zinn agree on many things. When many good historians agree you can have more confidence that it is factual. When they shade the events differently you need to examine the author's purposes and even their background for clues.
I would never suggest depending on one historian when studying history. The fact that I am a little uncomfortible with Zinn's world view, encourages me to study his works. It is important to use him in challeging Ambrose. I can relax when they agree and keep researching when they don't by bringing in other historians, etc.
@Bob-Great point. I would add
@Bob-Great point. I would add facts and figures need to be checked and cited.
A Great Resource for your PLC
For teacher development, and to read and explore with your professional learning community, or perhaps whole school site if you are a school leader:
Courageous Conversations about Race: A Field Guide for Achieving Equity in Schools.
I can't recommend this book enough. It gently, though honestly, provides strategies for discussion and reflection around not only issues of race, but also class.
Warmly,
Rebecca Alber
Edutopia