Many students in districts across the nation are faced with issues of poverty, racism, and oppression in their communities and schools. Educators and administrators are uncertain
about how to meet the needs of students, especially students of color, living in poverty. The fact is that too many educators, for a variety of reasons, have simply surrendered to the forces of poverty and
racism. In the process they have also surrendered our children’s future (Yes We Can,
2005). This sad submission contributes to the academic achievement gap
for our Hispanic, Native American, and Black youth. According to the 2013 results of the National
Assessment of Educational Progress (NAEP):
The test scores indicate that Black, Hispanic, and Native American students in the fourth and eighth grades scored significantly lower than their White peers in reading and math. Moreover, Black, Hispanic, and Native American students demonstrate proficiency in reading and math at much lower levels than White students and perform below basic in these subject areas at much higher rates than White students.
The issue of surrendering to the forces of poverty and racism is referred to by Allen G. Johnson (2009) as passive oppression in our educational system. Passive oppression fuels the achievement
gap for our poorest and neediest students. It
contributes to a culture of power and privilege for certain school communities, leaving our underserved students of color and their communities behind.
Privilege and a System of Oppression
Johnson speaks of passive oppression as a form of racism and privilege, and defines it
as "making it possible for oppression to happen simply by doing nothing to
stop it” (Johnson 2009, p. 106). I have witnessed this issue of privilege and power in my communities, and believe it greatly impacts schools across the nation. After discussing these issues with many of my
colleagues, I have come to believe that the lack of action and indifference on the part of many educators is indeed a result of passive oppression. The majority of school administrators and teachers care about students and seem to be
overwhelmed with the task of meeting a variety of social, emotional, and educational
needs. Many lack the
skills, resources, and even the will to deal with many of those unique needs. The problem is in their failure to understand
that this power of silence, “promotes privilege and oppression” and that racism and
other forms of privilege depend on this type of day-to-day, real world
oppression (Johnson 2009, p. 105). The
key is to help educators begin to see themselves as enablers of an oppressive
system every time they choose to explicitly ignore dealing with the problems that lead to
the achievement gaps faced by students of color and students living in poverty. We can begin to change this system of inequity and oppression by acknowledging it's existence and our role in the system.
Serving All Students
Our underserved students of color living in poverty continue to fall behind their peers in school districts across the nation. Educators
and educational leaders must embrace this reality and make
themselves accountable for the learning and academic success of all
learners. This begins by acknowledging the privilege, power, and racism that exist in our educational system. Passive
oppression in our schools is a form of racism and privilege that must be overcome. If we continue to remain silent about these issues, we are communicating
to our students and communities living in poverty that they are not worth serving.
“Although reforming public schools will not
eliminate poverty or racial discrimination, education continues to be the only
legitimate source of opportunity available to the poor."- Pedro Noguera
Johnson, A. (2006). Privilege,
power, and difference. Boston :
McGraw-Hill.
Noguera, P.
(2008). The trouble with black boys: Race,
equity, and the future of education.
San Francisco :
Wiley & Sons.
The Education Trust. (2006, September). Yes we can: Telling truths and dispelling
myths about race and education in America
The state where I live, Minnesota historically has some of the worst achievement gaps in the nation, and little has changed. I have spent the biggest chunk of my career at a suburban public school where 95% of our kids were white. When I left there for a city public charter school, about 17 miles away 99% of our kids were Black. Yet it is more than the schools where a different reality exists, the most recent election has made visible how deep the divide is between city and rural, wealthy and poor, new immigrant, and the rest of us (most of whom hail from immigrant ancestors). As we attempt to address issues of gaps and equity I will pass on three comments I have heard; 1. Our gaps are big because our top students are so high. 2. Its not fair to take money from schools that do well, usually suburban schools, and use it for those that do not succeed. 3. We must do all we can to close achievement gaps. The first two statements, which support privilege, also undermine attempts at equity and have the impact of quieting voices of educators, who in MN are mostly white. The last comment was by a government official who spoke good words, but little action came as a result. My voice has fallen silent at times, especially when it is easier not to struggle back, knowing I can return to my comfortable, and yes privileged position as a white male. I do regret when I have silenced myself instead of speaking clearly and resolutely for what I know in my heart is right.
ReplyDeleteThank you for your reflections, Jim. Powerful words. I know that you have indeed found your voice. Let's continue to ask questions, speak up, and disagree with those who prefer comfort over courage.
ReplyDeleteAppreciation for really being thoughtful and also for deciding on certain marvelous guides most people really want to be aware of.
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