The Impact of Education
What? Throughout these three readings, I noticed that education was seen as unfavorable for African Americans as a result of a history of injustice. However, there were always people who were willing to make a change in this dynamic to provide equal opportunities for everyone despite their race. In “We Make the Road by Walking” by Paulo Freire and Myles Horton, they discuss the importance of educating yourself before you educate others. Paulo states, “…I also know that without practice, there’s no knowledge; at least it’s difficult to know without practice” (98). How are we able to teach society if we are unable to do it to ourselves first? The answer is that we cannot. We must make ourselves aware of the true extent of the marginalization of oppressed groups before we take any steps to create a change. If there is no education, then there is no social change. Furthermore, when providing schooling to those who are discriminated against, there has to be a vision of a future — one that cultivates a sense of growth and empowerment. As Myles explains, “…if you don’t have some vision of what ought to be or what they can be, then you have no way of contributing anything to the process” (100). An education must be served between both parties, the teacher and the student. If the teacher is inexperienced in his or her studies, then that gives a lasting effect on the student, and quite possibly one that is not favored. Teachings that are given traditionally and continue to follow the norm do not allow for a maturing mindset — it sticks to the “status quo” because that is seen as what is right, when in reality, there is still much work to be put into before education is distributed fairly for everyone.
A similar point is made in James Baldwin’s, “A Talk to Teachers.” Baldwin states, “The obligation of anyone who thinks of himself as responsible is to examine society and try to change it and fight it — at no matter what risk. This is the only hope society has. This is the only way societies change” (1). For us to gain a sense of critical consciousness, we must fight against status quos. An education built on so-called status quos is one that is reluctant to change and therefore lacking in awareness of the quiet oppression that African Americans faced. We have to be able to counter these acts in order for society to change in a beneficial way.
In addition, “Paulo Freire” from bell hooks quotes, “The emphasis on education as necessary for liberation that black people made in slavery and then on into reconstruction informed our lives” (51). Education is empowerment. In the video that we watched in class about Highlander, students there were taught topics necessary to pass the literacy test. Passing this paves their way to being able to vote, which gives them a voice in society, giving them a feeling of empowerment and finally having a moment of equality among their supposed “superiors.” When used effectively, education can give voices to those who kept having theirs’ taken away from blatant discrimination.
So What? One of the points that stood out to me very greatly was Freire and Horton’s viewpoint on providing more than just books to students as a source of education. “Information can be got through reading a book, and it can be got through a conversation. That is, I hope that this conversation between us here can help tomorrow when it becomes a book, can help a student in Brazil, Africa, or here…” (99) There is a beneficial domino effect that occurs when resources are used critically and carefully, as described in this quotation. It fluorishes the strive for change in democracy and social values by creating the ability to create judgements and enact on them. Books can only do so much, however if used correctly and paired with enough real world experience, it can create a powerful movement that could last through generations.
Another point that stood out to me was Baldwin’s perspective on the development of the education system. He believes that in order for there to be a change, there has to be ferocity and fight, and not just confining into the norm. I believe that this is true as well. If everyone were to always follow the rules, then there would be no growth. It only takes one person to begin a spark, and Baldwin advocates for it to start.
Now What? One of the points that really stood out to me was in James Baldwin’s work. He states, “… a black child, looking at the world around him, though he cannot know quite what to make of it, is aware that there is a reason why his mother works so hard, why is father is always on edge… and it isn’t long — in fact it begins when he is in school — before he discovers the shape of his oppression” (2). It stirred up my thoughts and made me wonder if this was how the students over at NGS also felt. Were they aware of any discrimination or oppression prior to being educated? As a person of color, I can somewhat relate to this. I don’t believe that I even knew what racism was when I was a child, however I was always aware of the struggles that my family went through, as the quote states. The students at NGS could possibly experience a more intense version of this, which is why there are such programs available to them. Having an educational outlet not only provides them with more opportunies in their futures, but also a safe space that spares them from any turmoil that may be caused from any signs of oppression in their lives.
