Author Archives: jtsland

Bringing wisdom from D. Watkins

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I teach a course focused on urban education and racial equity at Towson University. I have mostly white students, and so I try to embed them in the experience of working in Baltimore’s schools, which are mainly Black. Another thing that we do is read from multiple perspectives and hear from Black authors, community organizers, and teachers. Yesterday we were lucky to have D. Watkins visit our classroom. We also invited middle and high school students that we work with to attend this session as well. The collective conversation was amazing to watch, but mostly we listened and learned. Watch some of the video here:

 

 

Envisioning equity

Screenshot 2017-10-20 15.00.25 The idea of equity is something that I have been hearing a of people talking about in schools and at the university.  With the failure of policies like No Child Left Behind, the Common Core, and Race to the Top to “fix schools” and solve intractable problems like the achievement gap, now educators have turned to equity as a possibility.  Education leaders and educators themselves have begun to realize that academic achievement will not be resolved by curriculum or testing fixes, but what do we mean when we talk about equity?

Equity is different than equality. Equality is providing everyone the same thing. Equity is acknowledging the differences between people, and providing what they need to succeed.  Equity is harder work, and forces us to examine historical and institutional nature of inequality.  Once we engage in that process, we have to go along the journey of continually checking ourselves around the ways in which we contribute to and enact inequity in our every day so  that we can interrupt it.  Those of us who are white have an important role to play because so much of what we do reifies inequity. We are blind to it often, and until we go down the road of deep self-reflection, we cannot notice how we are contributing to inequity.

For the first time, my university, a predominantly white institution, began to open up a space for dialogue and reflection around equity in education. They spent the day on October 7th listening and learning about how to apply a racial equity lens.  The whole day, which we entitled Envisioning Equity, allowed educators at public schools, universities, non-profits, community centers, to start to explore what equity can look like in classrooms, in whole schools, as part of discipline practices, in access to the arts. Here is a video one of my students made about the day. It is optimistic because they are hopeful about equity. I am a little more realistic in that I think this will take hard work, and some people will not be up for it, but I do believe it’s a start.

Helping suburban schools understand equity

Lots of people are talking now about how to “do equity” in their schools. It is gaining traction because of a failure of schools over decades to meet the needs of students of color in schools, but equity is not easy. Equity is not a program to be implemented or a best practice to be mimicked in classrooms. It is a lens through which all school practices can be seen and worked on. From classroom teaching to analyzing school-wide data to implementing just and fair discipline practices, equity is a stance that educators can take to move away from the usual practices of implementing curriculum or complying with state mandates to thinking about what is good for children and what will best meet their needs. To that end, I gave a presentation to social studies teachers in suburban Maryland about how to think about this equity lens. Teachers in suburban schools especially need to understand the notion of equity well because their demographics are changing rapidly, and given that most teachers are white, they need shift their practice to do what is right for their students.

The complications of university-community partnerships: Uneven power

This spring I wrote an article describing a university-community partnership sponsored by a university office of civic engagement that tried to be conscious of the challenges of power inequities, differing goals, ways of operating. The university-community partnership described moved through these issues together, making differences explicit yet still remaining committed to a larger project and their collaboration. You can read  the article, due out in Spring 2018 in the Journal of Community Engagement and Higher Education, here: Community partnership.

Free Minds, Free People

IMG_0916   Free Minds Free People, or FMFP, is a space where youth and adults can converge to discuss social justice and education for liberation. This year it was in Baltimore at Loyola University. FMFP is a space like no other, where folks come together to discuss praxis, the blending of theory and practice. Folks discussed the decolonization of schools and universities, ethnic studies, youth-led movements, and emancipatory teaching.

I was proud to be a member of the planning team and a presenter. But it was the youth of the Baltimore Algebra Project, who led the charge. Without them, the conference would not have come together. It was an impressive effort that should be a model for any conference on social justice. There were vegan meals, childcare, and safe spaces for members of the LGBTQ community.  There was art, music, and poetry.  And there was a march in solidarity with immigrant communities facing raids and deportation by ICE.

IMG_0918   My presentation was about how teachers are working in a classroom in the time of the Trump administration. It was a great collaboration between faculty and teachers. The well-attended workshop was an example of how folks can come together to reimagine educational spaces as well as form networks of support in a climate in which people committed to social justice are being targeted.

Kudos to the Algebra Project, and look out for Free Minds Free People 2019!

 

Reflections on race, school reform, and working in urban education

I will have an article coming out this year in the Urban Review that examines the impact of closing schools in Baltimore. School closings disproportionately impact low income Black communities. The piece was not just another research report on the damaging impact that school reform has on communities of color, however. It uses the frameworks of Critical Race Theory and Decolonizing methodologies to think about not only how this policy plays out to reify racism, but it is also a reflection on my own role as a white researcher. I worked with a community organization to do research on school closings, which was a great experience, but still fraught with the problems of race and power inequity. There is no escaping these issues. I continue to reflect, but also acknowledge that there is no end to racism, just continual recognition, reflection, and attempt to shift power from universities and white faculty to Black organizations and communities.

White fragility as resistance on university campuses

 

Francis Kendall, who writes about the need to examine white privilege, wrote a semi-autobiographical book about her own privilege which I use in my classes. Often it is eye opening for my students, who are majority white, to surface the ways in which they benefit from privilege. I use the book so that they can begin to understand their own identities, how they are impacted, and how power has been inequitably distributed as a result. They do indeed begin to understand their own privilege, but this sets them on a course of racial identity development which can lead to real road blocks.

I teach at a predominantly white institution, and there are very limited opportunities to address race and racism, until there is an incident of racism. Without these ongoing opportunities to talk about race, race becomes something unusual to discuss– both exciting and taboo. This is not only true in my classes, among students, but with colleagues and administration as well.

Among students, as I said, they are usually animated by the discussion of race, but often express in evaluations that their professor brings a liberal politics that make them uncomfortable.  Among colleagues, a conversation about race is challenging as well. When  our new vice president of diversity addressed our education faculty, she talked about the importance of creating a more tolerant campus, but what people remembered was an off-handed remark she made about her unhappiness with the Trump administration’s influence on the climate on schools and college campuses. Faculty members balked at her being too political.

Another example comes from my own experience of planning a conference on equity and education. The conference will focus on race and the need to address it at all levels of education in order for us to more effectively and equitably educate young people. The focus on race was met with surprise and anxiety from administrators. I was asked numerous times if I was sure this was a good idea to focus so narrowly, if I was sure we should use the terms Black and Brown youth, and if I was sure that the focus would make enough people feel included in the discussion.  One white faculty member was suspicious of the single focus on race, and wondered if it was “promoting an agenda” and was “exclusionary.”  I argued that this was an opportunity to engage directly with race and racism, which has been a major problem since we have not fully grappled with it as faculty or as a society. This was met by silence. The message was clear, there was real resistance to focusing on race and racism.

This year, I had a white colleague call me, at home, out of the blue. Someone with whom I had never really spoken. She told me that she felt that the climate for faculty of color, and anti-racist faculty was inhospitable and they were feeling vulnerable in a time of Trump. This and all of the examples I mention is worrying because we cannot expect our students to be comfortable talking about race if we are not.  It is these set of experiences that cumulatively have shown me how the subtle and not-so-subtle ways that the reproduction of white domination continues, leaving campuses like mine inhospitable to the experiences of Black and Brown students as well as faculty.

If directly confronted, I am sure that white students, teachers, faculty and administrators I know would say that they are interested in dismantling racism on campus. They would reiterate their support for inclusivity and would celebrate diversity. But celebrations will not get us to where we need to be. If we cannot have open discussions about racism, then it is clear the university cannot create a welcoming space. Of course, there is always the possibility that things will improve. The university hired a new administrator to focus exclusively on diversity. She immediately identified the problem of silence around race and racism on campus among faculty. I don’t know how successful she will be, but the alternative is that the campus cannot engage fully in the work of changing its culture.

Still, I cannot shake the worry that white people cannot handle the conversation about race, their fragility and discomfort is problematic at best. I do not have the answer for how to proceed, other than to keep on talking about race and confronting racism when I encounter it.

 

 

 

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