What Would James Baldwin Do (Say, Write)?

My future son-in-law is black. My daughter is white. And we live in the South where, despite their (possibly naive) idealism, interracial relationships still matter, often in negative ways.

I have been deeply concerned about race, class, and literacy for my 30-year career as a teacher, writer, and scholar, but I must confess that their relationship increases the poignancy of those issues for me because on the day the Trayvon Martin murder became the focus of the media, my future son-in-law left my house in a hoodie covering his dreadlocks. It was nighttime, and I wrestled with telling him to be careful in a way that had nothing to do with the perfunctory “be careful” people often use to say good-bye.

Their relationship has also colored my watching the documentary The Loving Story, and purchasing Loving v. Virginia in a Post-Racial World: Rethinking Race, Sex, and Marriage.

Over the past couple of years, as well, I have been exploring the work of James Baldwin, notably his non-fiction, leading to my co-editing a new volume on Baldwin.

As a white child of the redneck South, I am, then, wrestling with the not guilty verdict in the shooting of Trayvon Martin on many levels—personal, scholarly, existentially. And I find myself at a loss.

One enduring rock I continue to seek—a place to stand or even hold on to—is the work of James Baldwin. In fact, What would James Baldwin do (say, write)? echoes in my mind.

I imagine Baldwin, not on the Dick Cavett Show, but on Oprah, righteous and angry:

I imagine Baldwin responding to the smug inhumanity of Rush Limbaugh:

And I envision his words, 57 years later, still titled “A Report from Occupied Territory“:

On April 17, 1964, in Harlem, New York City, a young salesman, father of two, left a customer’s apartment and went into the streets. There was a great commotion in the streets, which, especially since it was a spring day, involved many people, including running, frightened, little boys. They were running from the police. Other people, in windows, left their windows, in terror of the police because the police had their guns out, and were aiming the guns at the roofs. Then the salesman noticed that two of the policemen were beating up a kid: “So I spoke up and asked them, ‘why are you beating him like that?’ Police jump up and start swinging on me. He put the gun on me and said, ‘get over there.’ I said, ‘what for?’”

An unwise question. Three of the policemen beat up the salesman in the streets. Then they took the young salesman, whose hands had been handcuffed behind his back, along with four others, much younger than the salesman, who were handcuffed in the same way, to the police station.

Nearly two decades before Ronald Reagan initiated the mass incarceration of African American males and almost six decades before Michelle Alexander declared this The New Jim Crow (asking, for example, why drug sweeps target poor and mostly black neighborhoods but not college dorms), Baldwin declared black neighborhoods “occupied territory”:

As a result of the events of April 17, and of the police performance that day, and because Harlem is policed like occupied territory, six young Negro men, the oldest of whom is 20, are now in prison, facing life sentences for murder. Their names are Wallace Baker, Daniel Hamm, Walter Thomas, Willie Craig, Ronald Felder and Robert Rice. Perhaps their names don’t matter. They might be my brothers, they might also be yours.

Haunting this passage from Baldwin is the ugly underbelly of who we identify with, and how we create some groups of people (black males) as “others.” George Zimmerman’s jurors, all white females, appear to have identified with Zimmerman, and seem not to have viewed Trayvon Martin as someone’s son, and thus everyone’s child.

Do race and racial stereotypes over-ride our human dignity? Can we not listen to our possibilities as parents and the fact that all humans are at their core children?

Where is our empathy, the appeal to basic human dignity in Baldwin’s words?

Today, I seek Baldwin’s words, as well, because he spoke from his own life:

This means that I also know, in my own flesh, and know, which is worse, in the scars borne by many of those dearest to me, the thunder and fire of the billy club, the paralyzing shock of spittle in the face, and I know what it is to find oneself blinded, on one’s hands and knees, at the bottom of the flight of steps down which one has just been hurled. I know something else: these young men have been in jail for two years now. Even if the attempts being put forth to free them should succeed, what has happened to them in these two years? People are destroyed very easily. Where is the civilization and where, indeed, is the morality which can afford to destroy so many?

In the wake of the Civil Rights movement, blacks in the US learned lessons we continue to witness today:

Furthermore, the Negro’s education, North and South, remains, almost totally, a segregated education, which is but another way of saying that he is taught the habits of inferiority every hour of every day that he lives. He will find it very difficult to overcome these habits. Furthermore, every attempt he makes to overcome them will be painfully complicated by the fact that the ways of being, the ways of life of the despised and rejected, nevertheless, contain an incontestable vitality and authority. This is far more than can be said of the middle class which, in any case, and whether it be black or white, does not dare to cease despising him….

The children, having seen the spectacular defeat of their fathers—having seen what happens to any bad nigger and, still more, what happens to the good ones—cannot listen to their fathers and certainly will not listen to the society which is responsible for their orphaned condition.

What must children be learning now—Trayvon Martin dead, drug tested, vilified, reduced to an iconic hoodie; Zimmerman freed, exonerated, justified?

Baldwin speaks to those lessons:

This is why those pious calls to “respect the law,” always to be heard from prominent citizens each time the ghetto explodes, are so obscene. The law is meant to be my servant and not my master, still less my torturer and my murderer. To respect the law, in the context in which the American Negro finds himself, is simply to surrender his self-respect….

These things happen, in all our Harlems, every single day. If we ignore this fact, and our common responsibility to change this fact, we are sealing our doom. Here is the boy, Daniel Hamm, speaking—speaking of his country, which has sworn to bung peace and freedom to so many millions. “They don’t want us here. They don’t want us—period! All they want us to do is work on these penny-ante jobs for them—and that’s it. And beat our heads in whenever they feel like it. They don’t want us on the street ’cause the World’s Fair is coming. And they figure that all black people are hoodlums anyway, or bums, with no character of our own. So they put us off the streets, so their friends from Europe, Paris or Vietnam—wherever they come from—can come and see this supposed-to-be great city.”

There is a very bitter prescience in what this boy—this “bad nigger”—is saying, and he was not born knowing it. We taught it to him in seventeen years. He is draft age now, and if he were not in jail, would very probably be on his way to Southeast Asia. Many of his contemporaries are there, and the American Government and the American press are extremely proud of them. They are dying there like flies; they are dying in the streets of all our Harlems far more hideously than flies. A member of my family said to me when we learned of the bombing of the four little girls in the Birmingham Sunday school, “Well, they don’t need us for work no more. Where are they building the gas ovens?” Many Negroes feel this; there is no way not to feel it.

Baldwin’s last comment—”Many Negroes feel this; there is no way not to feel it”—likely remains true, but shouldn’t we by now be able to say about the death of Trayvon Martin, “Everyone recognizes the injustice; there is no way not to feel it”?

Kids Count on Public Education, Not Grit or “No Excuses”

Secretary of Education Arne Duncan has often stated that “education [is] the one true path out of poverty—the great equalizer that overcomes differences in background, culture and privilege. It’s the only way to secure our common future in a competitive global economy.” While this claim appears obvious, when Matt Bruenig asked “What’s more important: a college degree or being born rich?” and examined the data, he concluded:

So, you are 2.5x more likely to be a rich adult if you were born rich and never bothered to go to college than if you were born poor and, against all odds, went to college and graduated. The disparity in the outcomes of rich and poor kids persists, not only when you control for college attainment, but even when you compare non-degreed rich kids to degreed poor kids!

Therefore, the answer to the question in the title is that you are better off being born rich regardless of whether you go to college than being born poor and getting a college degree.

In South Carolina, for example, this sobering reality is made more troubling by the 2013 Kids Count report from the Annie E. Casey Foundation, which examines child well-being in the nation and each state.

Nationally, SC ranks 45th, down from 43rd in the foundation’s previous report. Only Louisiana, Arizona, Nevada, Mississippi, and New Mexico sit lower than SC in child well-being. The ranking consists of four broad categories that reflect significant social and educational challenges for SC:

  • Economic Well-Being (2011 data): SC children in poverty, 28% (worse than 2005, 23%); children whose parents lack secure employment, 35% (worse than 2008, 30%); children living in households with a high housing cost burden, 36% (worse than 2005, 32%); teens not in school and not working, 11% (worse than 2008, 8%).
  • Education: SC children not attending preschool (2009-11), 55% (better than 2005-2007, 59%); 4th graders not proficient in reading (2011), 72% (better than 2005, 74%); 8th graders not proficient in math (2011), 68% (better than 2005, 70%); high school students not graduating on time (2009/2010), 32%.
  • Health: SC low-birthweight babies (2010), 9.9% (better than 2005, 10.2%); children without health insurance (2011), 8% (better than 2008, 13%); child and teen deaths per 100,000 (2010), 32% (better than 2005, 41%); teens who abuse alcohol and drugs (2012-11), 7% (better than 2005-2006, 8%).
  • Family and Community: SC children in single-parent families (2011), 42% (worse than 2005, 38%); children in families where the household head lacks a high school diploma (2011), 13% (better than 2005, 15%); children living in high-poverty areas (2007-2011), 13% (worse than 2000, 6%); teen births per 1000 (2010), 43 (better than 2005, 51).

SC represents states that remain heavily burdened by the negative consequences of poverty and social inequity, complicated factors often reflected in the measurable outcomes of public schools. This report offers SC, the nation, and political leaders an opportunity to change the discourse about school reform and take bold action that addresses the wide range of social and economic challenges facing our state.

While the report data show that social and education reform should remain priorities for SC, that same data also suggest that social reform is far more pressing than expensive and historically ineffective commitments to new standards and tests being promoted for education reform.

Children in SC deserve better schools, and children in poverty remain the exact students most underserved in those schools. No one is suggesting that education reform be set aside or ignored. But many current school reform policies are simply wastes of taxpayers’ money and educators’ time that would be better spent on education reform that addresses the conditions of teaching and learning, and not just more of the same standards-and-testing mandates tried for thirty years now.

More pressing is social reform because without addressing childhood poverty, workforce stability and quality, the costs of living, single-parent homes, and concentrated high-poverty communities, most education reform measures are doomed to be fruitless.

As The Economic Mobility Project reveals, children in SC and across the US are likely to have bright futures if they are born into relative affluence, and those children, even without attending college, are apt to succeed over impoverished children who rise above the challenges of their homes and communities by graduating college. “Grit” and “no excuses” are simply slogans, hollow and cruel in the bright light of the evidence.

If kids count in the US, and I am not sure they do, political leadership will change the course for education reform and begin a commitment to social reform that attends to the needs of the growing numbers of impoverished, working poor, and working class families who populate the country, and thus, depend on public education.

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Blinded by the Stereotype Spotlight

Why are drug sweeps routinely conducted by police in high-poverty minority neighborhoods and not dorms on college campuses?

Why was shooting victim Trayvon Martin drug tested, and his shooter, George Zimmerman, not tested?

Why are Teach for America recruits, with no formal training as teachers, allowed to teach high-poverty minority students, often in “no excuses” charter schools such as Knowledge Is Power Program (KIPP), but affluent and white students tend to have certified and experienced teachers?

Why are charter schools, which often segregate students by race and class, expanding, while public schools also grow increasingly segregated—and why are both conditions essentially ignored?

The answers lie somewhere in the blinding power of the stereotype spotlight focused on people and children living and learning in poverty.

Consider Esther J. Cepeda’s “Overcoming generational poverty”:

Teachers in low-income school districts often get specialized training about the culture of poverty in order to better understand their students’ lives and take those challenges into account in the classroom. As a high school teacher, I was trained in Ruby K. Payne’s “A Framework for Understanding Poverty.”

Payne has a 20-item list of the characteristics of generational poverty, which includes constant high levels of background noise, the overvaluation of entertainment as a respite from the exertions of survival, a strong belief in destiny or fate because choices are in low supply, and polarized thinking in which options are hardly ever examined (again, because so few tend to be available).

Also pervasive in the culture of poverty is the sense that time isn’t for measuring, that it occurs only in the present, and that the future exists only as a word.

Cepeda, first, carelessly* honors the Payne “framework,” despite a significant and growing body of scholarship that has rejected Payne’s worksheets and workshops as the worst possible examples of deficit perspectives built on stereotypes, and not credible and nuanced evidence about class or race.

Payne, having no formal expertise in poverty, class, or race has admitted she based her work initially on her husband having grown up poor. In its genesis, Payne’s work is at best anecdotal.

But the “framework” also perpetuates and speaks to corrosive stereotypes about class and race. For example, Payne presents her clients (generating a tremendous amount of revenue for her through the self-published workbooks and workshops offered across the US) with what she claims are foundational conditions about people in poverty that explain why children living in poverty struggle in schools: According to Payne, people in poverty know how to bail someone out of jail, how to acquire handguns, and how to gather resources from trash and recycling bins.

Let’s imagine for a moment a similar “framework” for affluence**. You may be from wealth if:

  • You know how to hire an escort without being arrested.
  • You know people who can have charges dropped if you are arrested.
  • You know how to hide your income to avoid, legally, paying taxes.

Framed within the cultural fetish in the US for wealth and the wealthy, that “framework” likely seems unfair, but are those conditions and the implications in them any more unfair that Payne’s claims about people in poverty?

The blinding power of the stereotype spotlight fails even among advocates seeking, in earnest, to help people and children living in poverty. The failures include the following:

  • Stereotyping is gross overgeneralizing. The worst stereotyping is recognized as racism, sexism, or homophobia. Any category of humans (such as class, race, gender, or sexuality) is likely far more nuanced than monolithic. Payne’s stereotyping is classism, tinted by racism.
  • Focusing on claimed flaws inherent in people in poverty (and poverty itself) keeps the focus on personal failure, personal responsibility, but it ignores systemic inequity. As long as we continue to act as if people in poverty are deficient, and all we need to do is “fix” them, we continue to absolve ourselves of any social responsibility for inequity and injustice.
  • Creating stereotypes as deficits against social norms entrenches those norms as “right” and thus above being confronted or changed. The idealized middle class of the US has historically and currently constitutes, however, beliefs and practices that need to be challenged. Consider that separate but equal was a norm of the US, as was slavery. Social norms remain that speak to groups about “knowing their place” (women), as well.

As long as the stereotype spotlight remains focused on children in poverty, highlighting them as academic failures who need a culture of “no excuses” to force them to conform to the idealized middle-class norm (Payne’s “hidden rules”), the historical and current race and class biases remaining in standardized testing, the inequity of opportunity existing in US consumerism and capitalism, the inequity of opportunity expanding in access to high-quality schools and high-quality courses in schools, and the inequity of access to high-quality teachers all remain unacknowledged and thus never addressed.

The blinding power of the stereotype spotlight needs to be switched off and replaced by a mirror for middle-class and affluent America.

* Payne often expresses her “common sense” claims about people in poverty to large auditoriums filled with, disproportionately, middle-class, white, and female teachers. Those teachers often sit shaking their heads in agreement. Payne’s claims are compelling because they seem accurate within a cultural stereotyping. The result is many good people with wonderful intentions also find themselves trapped within stereotypes.

** Paul Gorski uses this method to discredit Payne’s simplistic claims.

Clarifying Common Core Compromise (part 2)

My initial Common Core compromise was intentionally brief—in part to make it accessible and, ultimately, as a concession that it details elements unlikely to be embraced by the political and corporate leaders driving CC-mania.

While I remain north of skeptical, able to see clearly cynicism, about the possibility that my compromise will be embraced, I did receive enough response—and many important concerns—to justify a follow up, clarifying a few key concepts behind my compromise.

First, the foundational motivation for the compromise is to highlight that both CC (and the entire accountability movement) and the USDOE are, as currently functioning, deeply flawed structures, each working to ruin universal public education. The flaws at the root of CC and the USDOE are related to bureaucracy, political/partisan corruption (a redundancy, I realize), and predatory corporations (the private feeding on public funds).

Next, the elements in my compromise are designed to re-imagine CC as a genuine mechanism of change—to end the current accountability era and spur a new era of authentic commitments to social and educational equity and opportunity and to end the USDOE as a political/partisan bureaucratic nightmare and re-invision the USDOE as a centralized and professional ministry of education that serves the public good and the people.

So here are a few clarifications directed at the concerns raised so far:

  • Ending high-stakes testing accomplishes a few key reforms: (a) ending the disaster capitalism of Pearson and other corporations that benefit from crisis discourse about schooling, feeding on precious public funds, (b) ending a historically bankrupt tradition of linking test scores to individual students, teachers, and schools (using NAEP, random sampling, and broad data sets), and thus, addressing privacy concerns (NAEP data not linked to individual students but creating longitudinal data bases by states), ending high-stakes accountability, and stemming the tide of value-added methods designed to de-professionalize teachers.
  • Transforming the USDOE to a centralized, professional, and responsive ministry of education does not mean I am calling for standardization or “government control of schools.” In fact, I am calling for the exact opposite of those concerns. Centralized does not mean standardized. Currently, the US has a public workforce composed of public school teachers and publicly funded university professors that includes all the expertise and knowledge needed to create the resources every public school in the US needs. As I detailed, the USDOE centralizes all materials, resources, and assessments (NAEP), but  centralized must not mandate for any schools. Instead, each school will base needs on the populations of students being served, and then the USDOE becomes a centralized (thus creating an equity of opportunity) resource to serve the needs expressed by each school. Education must begin with each student and work outward.
  • Although I didn’t directly note this before, I also envision once we end high-stakes testing and move to NAEP-like data sets (similar to what Finland does), we must then expand dramatically the evidence used to monitor and reform further our schools.

Is it possible for educators, scholars, researchers, and community members who believe in public education and the essential nature of the Commons for a free people to take the tool of oppression (Common Core) and turn it against the very people who created it?

I wonder, yes, I wonder.

And when I wonder, I think about—despite all its flaws—the film Gandhi, and the spirit found in key scenes of a people coming to embrace their own freedom:

Brigadier: You don’t think we’re just going to walk out of India!

Gandhi: Yes. In the end, you will walk out. Because 100,000 Englishmen simply cannot control 350 million Indians, if those Indians refuse to cooperate.

Can a spirit of non-cooperation grow from a solidarity around CC as a true mechanism of reform?

Nehru: Bapuji, the whole country is moving.

Gandhi: Yes. but in what direction?