The Poverty Paradigm: Resisting This Narrative

I can’t tell you how many educators I have heard say that poor, Black kids can’t learn and that poverty is their deficiency. On top of that, poor, black parents/guardians do not care about the education of their children.

Full stop.

I, for one, grew up as a poor, Black kid.

I learned.

I, for one, see how poor, Black kids can, will and have always excelled academically. See, it takes educators that are there to teach with high expectations that will push all of his or her students, no matter the background.

Being poor doesn’t make you deficient.
Being poor doesn’t make you deficient.

Let me tell you, my parents never thought I was deficient. They never sent me to school saying I was an inadequate black kid because of poverty. They always told me that I can do whatever I put my mind to. I can succeed in anything if I had the will to believe. We were broke and struggled at times, but that never stopped me from going to school and excelling. Sure, you may have been through some dark times but my parents didn’t want to see no bad grades. They weren’t about to have me sitting up in a school and not learn.

Let me tell you, my folks made sure to read to us. They made sure to see if I had homework and if I needed additional help. So, please dismiss yourself if you have the belief that poor folks, especially black and Latino folks can’t learn.

Let me tell you, most of us poor folk are serious about our education. We set high expectations for ourselves and the kids around us. In the words of my black mama, “I ain’t raising no dummies”. There you have it.

So, the next person that I hear saying that poor black kids can’t learn than we about to have some problems.

Let me tell you something else, these black and brown babies are pushing hard in these classrooms. They are pushing hard against the social-inequities within their lives. They are pushing against the oppressions that face them just because they are poor and black.

Let me tell you something else, if my black and brown students want to beat-box on the table, braid their hair back in cornrows, dab on it and everything else that screams “Black and brown” then go ahead. There’s too many people that wish to police them. There’s too many people seeking to silence them. There’s too many people that wants to see them fail.

We are not deficient. We are not going to silence ourselves. We are not going to fail.

What is Your Purpose?

IMG_1434[1].JPG

 

As time passes, I often as myself the question, “What is my purpose?”.  In working with elementary-aged students for the last year, I’ve observed and experienced many things. I found myself in joy from working with them and seeing them progress socially and academically. However, I’ve seen the amount of work and dedication it takes to become and remain a teacher. In Education, you have to know if students are a part of your purpose. For me, children will always be a part of my purpose. In Urban-schools, you will often find poverty, trauma, struggle and creativity. In this creativity, students often find ways to cope with their own pain. In this creativity, you will find that you’re able to learn a lot about your students. However, if this is your purpose then you will find ways to connect to your students. The question is, “What is your purpose?”.

Why is this question important? It’s important because it forces you to re-evaluate your choice. After a year of instructing students, I’ve realized that my heart became attached to these little people. You become a part of their lives. They become a part of your life. They will look to you for guidance, love, and attention. The end of the school-year is hard for me. I’m realizing how tough teaching can be for a teacher. A teacher doesn’t only teach, but he/she counsels and parents, as well. A teacher wears many hats within the daily routine of school. However, all these hats include the ability to deal with political issues within the school and surrounding the school.

In the wearing of many hats, the teacher is truly an amazing person. They can give students the ability to dream and to believe in those dreams. Why is this important? Well, in my experience, dreams can be everything for a student. In the lives of many inner-city students, the reality of trauma and struggle is ever-present. Instability may be the order of the day. I’ve seen kids come to school with dirty clothes, hungry, shoes with holes, no coats during the winter,  and etc. So, if an educator is able to give students the ability to believe and to achieve, this give students something to yearn for. This give students something to hunger for. In my opinion, many parents care. If not parents, guardians of the student want the best for their child. However, many parents/ guardians are struggling themselves to keep food and a roof over their family’s head. Let’s not begin to talk about structural oppression that occurs to people of color. Sometimes we find that people argue that ‘these’ people do not work hard enough, but this claim doesn’t hold water. In the history of America, structural oppression has always been ever-present in the lives of people of color.

So, it is important to think about all of these aspects when thinking about the purpose of why we do what we do. We may not be educators. But our purpose is important. Our purpose usually gives some feeling of satisfaction or contentment in living life. Our purpose isn’t always black and white. However, our purpose should bring some happiness to our daily lives. Being an instructor has taught me a lot about purpose. It has taught me a lot about caring for others. It has taught me a lot about social justice in our country. It has taught me to never give up on what you truly enjoy and find important in the sustainability of your personal happiness.

Moving in the Direction of Progress: The World of Children

We would not have gotten past the level of pure adaptation to the world if we had not reached the possibility, while thinking about adaptation itself, of also using it to program transformation. For this reason, progressive education, whether at home or at school, must never eradicate the learner’s sense of pride and self worth, his or her ability to oppose, by imposing on him or her a quietism which denies his or her being. That is why one must work out the unity between one’s discourse, one’s actions, and one’s motivating utopia. In this sense, one must take advantage of every opportunity to give testimony to one’s commitment to the realization of a better world- a world more just, less ugly, and more substantively democratic. -Paulo Freire, Pedagogy of Indignation

In thinking about the words of Freire, I struggle daily to remind myself that I must never put out the flame of any student. I must allow the student to stay on fire, ready to light whatever comes their way. However, many schools are set up to tame students. Students are encouraged to act like cattle. In my conversation with a professor at my university, she told me that she was always full of life and never allowed school to put out her flame. She was that ‘loud, black girl that wouldn’t shut up’. In seeing how school would break the spirits of students, she was committed to being herself. She was committed to the fire inside of her.

As I engage with students on a daily basis within my primary-school, I am always thinking about this. I always remind students that there are limitations on their behavior, but they must never change who they are. They must always remain who they are, but grow intellectually. I think school can be extremely restricting and suffocating. It can drag students out of their vibrancy and breed a population of students that are complacent to rules and regulations. I refuse to teach this to students. I want to teach students to think critically. They must not feel obligated to agree with an authority-figure or a system. They must learn that citizenship doesn’t mean complacency.

Today, I experienced a teacher telling her students that they must honor this country’s flag,be respectful citizens and appreciate American government. I must say that this can be a good way to help students understand their role(s) in citizenship. However, I would’ve had a caveat to such a statement. I would have told them that there is a time to rebel and to say ‘no’ if injustices are present. Nonetheless, this caveat would need to be explained in an age-appropriate manner. Students are aware of the world around them. They see what is happening in their neighborhoods. They see what is happening in other neighborhoods. So, do not believe they are ignorant to the world around them. I believe many people tend to be overprotective of children. They aren’t given the chance to think critically. They are coddled until they are deathly afraid of the world. Teach them to think. Teach them to read. Teach them to question.

I can’t simply accept this notion that children are ignorant. I’ve worked with children and they understand more than you think that they know. They are observing the world just like adults. They are trying to fill in the gaps just like adults. They are dealing with the massive influx of information that adults are trying to get through on a daily basis. Do not believe that they are ignorant. I can tell you from firsthand knowledge that they are very intelligent. They are growing in knowledge, especially as consumers of this technologically-advanced society.

So, allow them to explore. Explore yourself to explore what they are exploring. Become aware of the things they are into. Do not hold them back from discovering new things. Yes, set limits. However, do not allow those limits that you set to prevent them from being the great individual that they can be. They can add to the collective and do much good. Just observe them. Let them show you the world through their eyes. They will help guide you in your knowledge of the world.

She Told Us, “This May Be Her Healing”

We sat in our space of healing. Our space of community. We became beloved community. It was the second day of classes for me at my new job. As a paraprofessional, I helped one out of two French teachers that I am assigned to daily to delve into the concept of community with our fourth and fifth graders. As a practitioner of visionary feminism, I felt it necessary to hear the voices of the students that sat in front of us. In a class of twelve students of color, we created space for narratives that are so often missing or silenced from many textbooks and curricula within schools. In creating this space, we promised to respect one another in our risk-taking. We understood that such risk-taking may be painful, but necessary. In the prompt they were given, “What do you like and dislike about your community,” we were able to speak the joys and pains associated with the places we come from. In reading Teaching to Transgress by bell hooks, I learned that educators shouldn’t expect students to take risks if they aren’t willing to do the same in return. In being a past and current student, I’ve always felt distance between myself and a teacher and/or professor that would expect students to disclose personal information without them doing the same. This felt unfair. A bit skeptical. A lack of trust on the teacher’s behalf. In wanting to be different and to build rapport with my students, I chose to participate in the same prompt that I gave to them. I chose to dig deep to share a part of myself. To be vulnerable. To be open and honest. In detailing my own community, I told the students that I lived in their city and saw the same things that they themselves would see. I see homelessness. I see poverty. I see run-down houses. I see pain. However, I see the joys of living in my community. I see smiles. I see individuals pitching in to help others. I see kids walking together to the local corner-store. I see the beautiful and ugly parts of my city- our city.

In sharing this part of myself, I saw the students sit in awe. They listened. They knew that I wouldn’t expect them to take risks that I wasn’t willing to take. In starting off, the students started to read theirs’ one-by-one. The journal-entries were personal. Open and honest. Painful and quite personal. For many of the students, the presence of gun-shooting in their communities is reality. The fear of what is outside is real. However, the students shared their joys too. Some of the students felt joy in seeing their neighbors help out in their neighborhoods, or seeing kids playing with other kids. In one student’s journal-entry, she shared with us how she feels scared in her neighborhood. She doesn’t like going outside. She prefers to stay indoors. In the telling of her narrative, some of the students giggled at her fear of going outside. In hearing these giggles, the French teacher quickly told the class that “This may be her healing. So, let her speak. She is being honest. She wrote what is on her heart”.  In this moment of truth, I felt something happen to me. I knew this woman’s words were from the Most Divine. The Creator had allowed her to be the vehicle for such healing. In her simple, but powerful words, all of us started to realize that beloved community allows for healing. Beloved community allows for pain to be said and heard. In beloved community, we work together to get through the pain.

In gathering the daily journals of the students, I began to read about the lives of those that chose to not read. In reading these entries, I understood the importance of loving. We must love. We must choose to love to live. We are all coming from different circumstances and lifestyles. We all hurt. We all need to express ourselves. The path to healing is not easy. It comes with its own struggles. However, it must be taken, if we are ready. These students didn’t have to write anything and some didn’t. Some simply left an empty sheet of notebook paper to be collected. However, the ones that did choose to participate had chosen to risk everything. This act of risking is hard. It’s brutally painful for many of us. However, as the French teacher had told the class, “this may be healing”.  Healing. this. may. be.