What kind of society are we going to be?
In “A Talk to Teachers,” James Baldwin describes the purpose of education as creating “in a person the ability to look at the world for himself” (1). Education cultivates one’s ability to investigate their identity, life, and environment, and builds their capacity for critical thinking and making decisions based on their observations and evaluations. Therein lies the paradox of education that Baldwin highlights: “The paradox of education is precisely this — that as one begins to become conscious one begins to examine the society in which he is being educated” (1). As one develops a capacity for critical thinking, they will apply those skills to the system that is educating them and the structures that they are living within. In “Against School” an article that appeared in the 9/2003 issue of Harper’s Magazine, John Gatto, a retired school teacher of 30 years, makes the argument that school is for creating compliant children who do not think for themselves, and are not only groomed to learn and fit within their assigned social roles, but to be consumers as well. Gatto differentiates “school” from education, for similar reasons that Baldwin states: to become educated is to question power and this is a threat to those in power. Those in power would prefer the outcomes of “schooling” vs education.
Another aspect that Baldwin highlights, are the contradictions that exist in education for children of color. They are taught about a country that is “free” and “equal,” but their lived experiences and the lived experiences of those in their communities, contrast what they are being taught. Baldwin asserts, “He pledges allegiance to that flag which guarantees ‘liberty and justice for all’; and yet, it isn’t long before “before he discovers the shape of his oppression” (2). Baldwin continues to illustrate these “discrepancies” throughout his writing, illuminating the myths of America’s history and black history — the myths that perpetuate white power and devalue, diminish, and dismiss the role and contributions of blacks in America’s history, which leads to the “conspiracy to make Negroes believe they are less than human” (4). Baldwin holds schools and teachers accountable for dispelling these myths, but points out that they instead reinforce them. He reasons that this is difficult because “if I am not what I’ve been told I am, then it means that you’re not what you thought you were either!” (4). Addressing our history truthfully is difficult. It calls for dismantling the larger structures and systems of oppression that are in place and people in power leveraging their resources so that everyone has access to a level playing field. I agree, this is not easy and it will take time; however, as Baldwin pints out, if “Negroes learned more about themselves and their real contributions to this culture, you would be liberating not only Negroes, you’d be liberating white people who know nothing about their own history” (4).
Today, the challenges in education and for education equality are just as difficult. Although Baldwin’s “A Talk to Teachers” was given in 1963, his points are relevant today and illustrate how little schools and education have changed. In American public schools across America, we are seeing rampant resegregation occurring. According to the Government Accountability Office, the number of high-poverty public schools serving primarily black and Hispanic students nationwide more than doubled between the turn of the century and 2014, a Washington Post article reports. These public schools serve “predominantly poor, minority students, which also means their students are more likely to lack access to math, science and advanced-level classes and to face higher rates of suspensions, expulsions and other harsh discipline.” New York Times reporter and investigative journalist, Nikole Hannah-Jones who is recognized as an authority on racial segregation, desegregation, and resegregation in American schools, has identified how we can help close the gap between black students and white students. In her interview, “The Problem We All Live With,” featured on This American Life, Hannah-Jones says there’s one reform that people have pretty much given up on, despite a lot of evidence that it works — school integration. Hannah-Jones points to data that shows when black children from predominantly poor school districts are given equal access to quality teachers, instruction, and resources with their white counterparts, their aptitudes increase and abilities improve. Access closes the gap quickly and dramatically; however, it is not easy and that is why many of districts end up resegregating. Racism is still alive in integrated schools. The structures that make minority populations vulnerable are still in place — and therein lies another paradox: to dismantle institutional racism, societies must become educated on the larger structures that cause and create the inequality in the first place. An honest look at history and a humble process of self-reflection are required as well. This point is underscored in one of Baldwin’s closing points: “It is your responsibility to change society if you think of yourself as an educated person” (6).
Hannah-Jones interview was painful for me to listen to, and in fact, I sat and cried as I listened. Racism is one of the ugliest, fear-ridden, ignorance-driven maladies facing our society today. I work as an advocate to end human trafficking and I am exposed to so some of the most depraved aspects of humanity, yet, the words of white parents at a community meeting about black students who would be coming to their school from a neighboring district, in Hannah-Jones’s interview, gripped my soul and caused me deep concern for humanity. I sobbed when I listened, and I have cried each time I have talked about the interview since. I believe the most important question we can be asking ourselves is: What kind of society are we going to be?
I live in Marin County, California, which was just ranked last in racial inequality for the entire state (The Advancement Project). We have extreme wealth and poverty in the same county leading to segregation in many school districts, where a few public schools serve low-income families of color, while neighboring schools are flourishing, serving predominantly wealthy, white children. I find this ironic (and hypocritical), because Marin prides itself on being a progressive, liberal county, and yet, this disparity is accelerating on their watch. The Advancement Project, who is measuring and tracking racial disparity in California explains why the links between race and education are so critical, “Since the beginning of our nation, education has been used as a tool to suppress Blacks from voting, achieving social mobility, and access to basic human rights and resources. After Brown V. Board of Education, federal courts desegregated local school districts with hopes of ending racial discrimination in schools. Decades later, students of color attend de facto segregated schools that are under-resourced and over-policed.” Education inequality inextricably linked to racism.
Again, What kind of society are we going to be? We must come to terms with our participation in co-creating the disparities that exist — in our hometowns and in our country. The good news is, that if we have co-created this inequity, then we can co-create a new and just reality together.
