Becoming Mother

A book and a blog for first-time mothers

Category: Education

March 20, 2020

Online Learning for Those Who Just Can't Anymore

So I’m in the unique position of being able to look at the pandemic through the lens of the exhausted higher education faculty member as well as the eLearning professional.

In the past year, I’ve started working as an eLearning professional at a community college. Before that, I taught for 15 years as an ESL instructor with almost all of that teaching done in the face-to-face modality. I have also taught online and used a flipped learning approach frequently over the past few years.

My Lens as a Teacher

Just last week, a new group on Facebook emerged: Pandemic Pedagogy.

In the first few days, as instructors swarmed to the site, it became clear that there were a few currents of sentiment that went like this:

Just… like… how the hell am I supposed to teach online?

I’m utterly exhausted from teaching already, and now I have to do even more work?

I’m an adjunct instructor and I don’t get paid for this extra work. LET’S REVOLT.

Be kind to your students! Their lives are completely disrupted, just like ours, and they may not have reliable internet access! Figure out how to maintain educational equity!

I’m falling apart because the kids are home and I’m creating all this new content and I’m not keeping up with grading and I keep getting desperate emails from students and I’m worried about my health and the federal government is a mess and I can’t find toilet paper anywhere and my spouse says my job is so easy because it can be done online and I CANNOT DO THIS ANYMORE.

My empathy for teachers everywhere right now is real. This flat-out sucks. Teaching online isn’t “easier.” Having done it, I can say that it is definitely more time-consuming, as you are constantly communicating with students, generating or posting content, and trying to keep up with grading.

Then, multiply all those efforts times THREE, FOUR, or FIVE and you start to understand why some teachers are seriously ready to bail out in the middle of semester and work at Kroger or Amazon (They’re hiring!).

What I want to say is that you have every right to be frustrated and stressed about the situation. I hope you take your moment to blow this whole thing off for a period of time. But when that moment passes, and for most of you I think it will, please know that no one (at least reasonable people) is expecting you to perform miracles.

So when the anxiety keeps you up late at night, you are definitely not alone.

My Lens as an eLearning Professional

As an eLearning professional, I’ve been reviewing hundreds of courses over the past week to check whether the course is ready to go live on March 23rd.

At this point, we are not looking for stellar courses. Quality Matters alignment is out the window. We are simply looking at whether students can access an updated schedule and can find the content that they need for the first week or so of class.

So let this be my first reassurance: If you’ve got an easy to find document/post where students can tell what they should do on which date, you are already ahead of the curve.

As for the rest of it, here are some snippets of advice:

On Getting Oriented

Consider prominently posting an introduction to the second half of the course on your LMS course page. Video is best because it establishes visual instructor presence, but even a nicely worded document can do. Reassure your students that you will get through this course together. Practice kindness with your students and ask them to be kind to you. Go over any FAQs that you want to make sure that all students know before you embark on this journey. Make what works for you. Providing this kind of introduction provides reassurance and stability to your students that they desperately crave right now.

On Teaching Synchronously

Please, please don’t feel that you have to generate all new content for every lesson. Don’t feel that you have to record all of the lectures that you would have given face-to-face. And if you’ve been given different advice from administrators, I implore you to do what is best for your students anyway. This is not the time to listen to bad advice.

Here’s the truth: Students do not want to watch you teach synchronously during the same hours that you had been spending together face-to-face. Their lives have been completely disrupted. Their kids are out of school. Maybe they lost their job or are working a new one. Maybe they have limited connectivity at home.

This doesn’t mean that you don’t teach your content. It means that you find accessible ways to do so. If you used to teach for 50 minutes on a topic, extract the key points and boil it down to 10-15 minutes, followed by a series of exercises, problems, or case studies, whatever works for your field. Make sure your students have access to the answers so they can assess themselves and track their understanding. Remember that your students can re-watch the videos. There is an incredible amount of repetition, re-clarification, and reiteration that happens in in-person teaching that is simply not necessary in online teaching. Say what needs to be said and move on. They can re-watch the videos and ask question in the forums that you provide. (And don’t be afraid to embed instructional videos that others have made. If the videos are on YouTube and allows for you to embed it on your course page, the content creator benefits from the additional views.)

My advice is: Offer an optional synchronous office hours time, maybe just 1 hour per week, where students can drop in and ask questions.

Be prepared: It’s likely that the ones who come won’t even want to talk about the class in the first session. They may just need someone to process the disruptions in their lives. This is how you build rapport, community, and more importantly TRUST. If your students trust you, they are more likely to stay engaged over the long haul and struggle through the challenges of learning in an era of disruption. You don’t have to be specially trained to do this. Just BE KIND and listen. Acknowledge what they are going through. If you feel like it, share how this crisis has affected your life.

I also encourage you, with the permission of your students, to record your office hours and share the recording with the class, to build that sense of community for your students who are not able to attend synchronously. Even simply watching an asynchronous recording of you talking with other students can go a long way toward helping all students feel connected to you in this time of uncertainty when everyone is so isolated.

On Organizing for Student-Centeredness

Give students a course schedule, an updated syllabus, or even a basic pinned announcement or post that is your students’ cornerstone for the course. Tell them what to do on a weekly basis so they can keep track. I recommend labeling modules by weeks or dates and organize content inside of those weeks. Students don’t want to go to 8 different modules to pull together all of their content for one week’s work. (Spoken by a teacher who has organized her class like this! Learn from my mistakes!)

Rest assured: No one is expecting you to do a stellar performance this term.

On Online Quizzes

If you’re going to administer a quiz online, please preview the quiz as a student and consider any tweaks that can make it less stressful for students. Do what works for your situation and remember that some of your students are likely to have spotty connectivity, which can make it stressful for them to do an online quiz between a certain time period, especially when it’s timed.

Final Thoughts

So if you just seriously can’t anymore, you are definitely not alone.

Keep your class simple and clear.

Do what you can.

Be kind.

We are all just trying to get through this.

Leave a comment
May 24, 2017

Why are American Women Dying in Childbirth?

 

American women are more likely to die from complications in pregnancy and childbirth compared to women in any other developed country.

It’s true.

But why?

***

At 1:27 p.m. on February 2, 2017, I gave birth to an 8 lb. 10 oz. boy.

Because there was meconium in my amniotic fluid, a NICU team was paged to be present at the birth to make sure that the baby’s lungs were clear.

Those first minutes after birth were very blurry. There was just too much going on to fully appreciate everything that was happening. From my perspective as the birthing mother, I remember my son turning his head upward and looking me in the eyes (that really happened). I remember seeing that he was a boy. (A boy!?! Really!?! What?!?!)

I remember dropping my head back against the bed and crying in relief that it was over. I remember thinking, “Well, that’s the last time I’m doing that.”

I was euphoric and so, so grateful. We had made it. We had survived that. Both of us. That was what I was thinking.

I did not know that I was hemorrhaging. 

This is the thing about hemorrhaging: It happens so fast.

It happens while mothers are crying from happiness that their baby is alive and breathing. It happens while they’re trying to get a good look at their baby’s face. It happens silently as the room’s atmosphere turns from the intensity and suspense of the pushing phase into joy and excitement of the delivery phase.

No woman wants to believe that it’s going to happen to her. I had none of the risk factors associated with postpartum hemorrhage.

But it still happened to me.

While we were celebrating and crying and basking in the joy of the birth, my midwife was tracking my blood loss. I remember looking down and seeing her furrowed brow every time more blood poured out of me. But I didn’t think anything terrible was happening. I was flooded with joy and gratitude that labor was over.

But in the first ten minutes after birth, more and more nurses entered the room and the treatments started. My midwife told me each treatment that she was doing to stop the bleeding. By this time, I had lost about 1200 mL of blood, about 2.5 pints of blood. In other words, I had lost about 25% of the blood in my entire pregnant body.

Surviving postpartum hemorrhage requires a medical professional who quickly realizes what is happening and starts treatment immediately.

In my case, the midwife tried a shot of Pitocin. When that didn’t work, she gave me Cytotec. When that didn’t work, she gave me IV Pitocin. She kept massaging my uterus. She was on her last treatment before starting a blood transfusion: a shot of methergine.

That’s how close we were to a true emergency.

screenshot_20170207-165547

My heart rate during labor. You can see exactly when the hemorrhage begins and how my body responded.

 

Hemorrhage is one of the leading causes of death in childbirth.

Causes of Death in Childbirth

Still.

Let me be clear: postpartum hemorrhage isn’t caused by a lack of care. This would probably have happened to me if I had given birth anywhere else.

But women die from hemorrhage when doctors and nurses don’t quickly recognize the amount of blood loss and begin treatment. Some states, like California, have codified and implemented standardized procedures and training for nurses and doctors so that teams can quickly and efficiently follow protocol to prevent postpartum hemorrhages from killing mothers. Instead of “eye-balling” how much blood a mother loses during delivery, nurses were taught how to collect and measure postpartum blood loss to help them quickly identify hemorrhage.

“Hospitals that adopted the toolkit saw a 21 percent decrease in near deaths from maternal bleeding in the first year; hospitals that didn’t use the protocol had a 1.2 percent reduction.”

But not all states have such standardized protocol.

***

A joint investigation by NPR and ProPublica found that more women are dying of complications related to pregnancy and childbirth compared to any other developed country.

In every 100,000 births in the United States, 26 women die. In other developed countries, the numbers range between 5 and 9 births. And those numbers have climbed from 17 to 26 deaths from 2000-2015.

Seriously.

Seriously.

It seems unimaginable. Really? In the United States? But we have so much technology. We have some of the best hospitals in the world.

Maternal Mortality

What the hell is going on?!?

There were several major findings from this investigation.

  1. The U.S. is spending more money on research, equipment, and training for improving infant outcomes. Think of how much progress we have made in helping premature babies and treating newborns born with previously fatal deformities and diseases.
  2. Decreased education and training about caring for birthing mothers, for both doctors and nurses. This leads to a lack of knowledge that is passed on to the mother when she is discharged from the hospital.
  3. Lack of standardized best practices for caring for birthing mothers among the states. Unlike other developed countries, there is no nationwide effort for reducing the maternal death rate in the United States. Responsibility has been left to individual states to decide if and how they investigate maternal deaths.

America has not conquered maternal mortality. We like to think that because we have advanced technology and highly trained medical professionals that tragedies like a woman dying in childbirth just simply don’t happen anymore.

At least not nearly as much as it used to.

It’s a kind of hubris, really. To think that we have mastered childbirth. We have tamed it and told it who’s boss. In fact, we’re so good at childbirth that we should just focus most of our attention on the infants. They’re the ones that are the most vulnerable, right?

But the truth is…

“In recent decades, under the assumption that it had conquered maternal mortality, the American medical system has focused more on fetal and infant safety and survival than on the mother’s health and well-being.”

~Nina Martin & Renee Montagne, “The Last Person You’d Expect to Die in Childbirth”

***

If there was one major takeaway from this report that I want to share with everyone it’s this:

Women still die in childbirth. 

Giving birth in the United States does not guarantee that both mother and baby make it out alive.

I completely agree with the report’s observations that labor and birth put women in the most vulnerable position in their entire lives. They don’t know what’s going on. They’re immersed in the pain and process of labor. Birthing women depend on everyone around them, doctors and nurses alike, to notice the signs that an emergency is unfolding.

If you or someone you know will be giving birth in the United States in the near future, I strongly encourage you to read ProPublica’s full investigative report on this topic.

This is not a political issue. ProPublica is an independent organization that is not funded by political donations.

This is a human issue.

American women are not immune to maternal mortality.

For the women who die every year from pregnancy and childbirth from preventable or treatable conditions, let’s raise our awareness of this problem and insist that we study this at the national level, not just the state level.

We can do better than this.

The death of a new mother is not like any other sudden death. It blasts a hole in the universe.

~Nina Martin and Renee Montagne, “The Last Person You’d Expect to Die in Childbirth“

8 Comments
November 22, 2016

What I Know About Muslims

prayer

 

If you’ve never talked to a Muslim, I write this for you. Maybe you’d like to know more about what Muslims are like, but you’ve just never had the chance to talk to one.

Maybe you are a little afraid of Muslims.

Maybe you’re a lot afraid.

Wherever you are in your familiarity with Islam, I write this for you.

Not many Americans have had the opportunity to know and interact with as many Muslims as I have. And so, I consider it both my duty and my gift to share what I know and what I have seen.

***

I first started teaching university international students in 2006, which was one year after King Abdullah II of Saudi Arabia allocated a boatload of money for Saudi citizens–both men and women–to study abroad. Indeed, for the past ten years, I have taught hundreds of Saudi citizens, not to mention students from Kuwait, UAE, and Libya. Nearly all of my students from these countries were Muslim, though it’s important to mention that not all of them were.

Before I started teaching Muslim students, my knowledge of the Middle East and Islam was relegated to what I had read in the news of my post-9/11 world. I was a sophomore in college when September 11th happened and it awoke in me a new desire to understand the Middle East and Islam.

Why do they hate us? I remember thinking. Why do they want to hurt us?

Most of what I pieced together included a bunch of disjointed ideas about the Middle East, gathered from the news.

  • Many of the 9/11 hijackers were Saudi Arabian.
  • The United States wanted to have a presence in the Middle East to get oil.
  • Women in the Middle East were oppressed, couldn’t drive, and were forced to wear veils.
  • Jihad meant “holy war” and it was required of all Muslims.
  • Criminals could be beheaded.

This fragmented understanding of Islam and the Middle East is what I took into my classroom at the beginning of my career.

Just as all Christians cannot be described in generalized terms, neither can Muslims. They have their Five Pillars of Islam. But referring to their Pillars of Islam didn’t show me their humanity in the same way that teaching them did.

Allow me to share some stories with you.

***

Zeanab

My first Saudi woman was named Zeanab. She was all smiles. Smiling. All the time. That is how I remember her. She was married to another student, Ali. They were newlyweds. Zeanab believed in destiny and God’s presence in her life. She told me that she had a dream of her husband before they met.

Zeanab was sharp and studious. She always, always, always did her homework. She talked in class. Frequently. She enjoyed working with other students. I loved having her in class.

I remember that another teacher had asked Zeanab if she had helped her husband with his essay. The teacher felt that Ali’s essay did not resemble his usual work and suspected that Zeanab had, probably unknowingly, committed academic dishonesty.

I remember that Zeanab came to me, in tears, at the beginning of one of my classes. She told me,

“I swear to you now that I am not helping Ali with his homework. But if you believe that I am, I will take the zero.”

I remember that.

***

Abdullah

Abdullah was like a lot of my young, 20-year-old Saudi men: single, humorous, and a bit clueless about general life skills, not to mention study skills. He lived with some cousins and friends, other young men just like him. They congregated outside of the building and smoked together during breaks. He was constantly coming to class late and not doing his homework. He fell further and further behind. His test grades were poor. He started acting out in class, and it was driving me nuts.

I scheduled a midterm conference with him, totally expecting him to be either defensive of his actions or combative. I was ready for chauvinism. I was ready to level this guy.

But when he walked through my door and sat down, I changed my mind. Instead of bringing the pain, I asked him what was going on in his life.

He stared at his shoes. He was silent.

“What’s going on, Abdullah?” I softened my voice. “Why aren’t you getting to class on time?”

Silence.

“Is something wrong?”

He looked away, but quietly said,

“This is the first time I live without my mother.”

With his profile facing me, I could see the tears. He pinched his eyes.

In that moment, I was ashamed at myself for assuming that he was just another tough guy who couldn’t stand having an American woman teaching him. Here was a boy trying to be a man, uprooted from his culture, and handed an armload of responsibilities that he never had before. It was like watching a novice swimmer trying to dog-paddle across a lake–with anchors attached to his feet.

***

Asma

Asma joined my class in 2008-2009. She and her husband came from Libya, just several years before the 2011 revolution and toppling of Gaddafi’s regime. They had a little boy, I think around 2-3 years old at the time. While she worked to finish her English language studies so she could start a Ph.D. in pharmacology, her husband stayed with their son at home.

And then she got pregnant.

We talked with her about how the pregnancy would impact her studies. She was determined to finish, but her due date was about one month before she would complete her English study.

It didn’t stop her.

In my morning writing and grammar classes, she was like a tiger feasting on a fresh pile of meat. She would devour everything that I said. While other students struggled to stay awake, she would take mountains of notes. She asked questions. She wrote my answers to her questions in her notebook. She reviewed her tests and asked about her mistakes. Then, she tried to learn from those mistakes.

But she was also putting her body under intense stress.

She went into labor early. I can’t remember how early she gave birth, but her daughter was born just under six pounds. Tiny. But perfectly healthy.

She missed Thursday and Friday classes.

She was back in class on Monday.

She finished our program on time and started her Ph.D. program.

There are few students in the past ten years that I can remember being as driven as Asma. But what made her truly unique was that she always, always, always asked how everyone else was before she talked about herself. She would periodically bring in Libyan snacks and sweets to share with the whole class, including a carafe of Arabic coffee.

She did not complain. She would privately talk to me about the stress that she was experiencing, but she never outsourced her frustration to external factors.

She always saw herself as the one who had control over her life.

***

Hathim

Hathim was in my Fall 2011 class. He was a brilliant student. He was one of the few students in my career who asked me to explain the past perfect tense to him–and then immediately got it. And immediately used it correctly in his writing. Hathim was preparing to enter the Master’s program in electrical engineering.

One day, Hathim was talking excitedly to another student in Arabic before we got started.

“What’s going on?” I asked him.

“You know what King Abdullah just did?”

“What’s that?” I asked.

“He’s going to allow women to vote in local elections soon.”

His eyes shone.

***

Fahad

My father passed away on a Thursday night in June 2014. I found out the following Friday morning. We drove to Minnesota over Father’s Day weekend to attend the funeral. I was gone from class for a whole week.

When I checked my email after returning home, I saw email after email from students, most of them from my Muslim students. All expressing their condolences.

Then Fahad came to my office.

“Teacher, we just wanted you to know that we are so sorry about your father. Be patient, Teacher. God is with you.”

***

Here is what I want to say about Muslims:

When I was in my early 20s, I used to think that Islam somehow convinced its followers to hate Americans and Christianity.

But after just a few interactions with my Muslim students, I knew that could not be the whole story.

I could not simplify terrorism’s origins to strictly religion. My students followed a different religion, but I could still see myself in them. I could see their humanity. Their vulnerability. Their generosity. Their love. If they followed a religion that necessarily espoused hatred, how could their hearts be so tender to someone like me?

It just didn’t make sense.

The jihadist terrorists that we so often hear about in the news are sacrificing themselves for a distorted, extreme version of Islam–but the people who are nurturing and training those terrorists are doing so for much more complex political and economic reasons. Islam doesn’t teach Muslims to be terrorists and jihad doesn’t call all Muslims to strap on suicide vests.

Islam is being used as a tool of terrorism, but the roots of terrorism are economic and political.

But blaming the whole religion of Islam is much easier to explain.

It’s more convenient.

Even though it’s completely misinformed. Even though it’s devoid of context. Even though it’s devoid of humanity.

So when I hear that the idea of establishing a registry of Muslims in America is being floated as an idea that the Trump administration is considering, I smell opportunism ready to reap the harvest of fear.

I can see plenty of Americans–many who have never personally interacted with someone who is Muslim–nodding their heads along with the idea.

Jihadists terrorists need to be stopped! Look what they did to Paris and Brussels! We’re next! Find out who’s here and vet them! Give them tests! Find out who supports Shari’a law! We’ve got to know what they believe and what their values are! They’re anti-American! They’re the next Trojan horse!

To those Americans, I offer you not only my stories of teaching my Muslim students, but also my stories of learning from them what the heart of Islam is.

It’s their intense love and devotion to their family. They cannot understand how Americans could support the idea of nursing homes.

It’s their generosity and hospitality. I cannot tell you how many plates of dates I have been offered and how many cups of Arabic coffee have been poured for me.

It’s their devotion to their faith. To witness all of your Muslim students, faithfully fasting every day in the month of Ramadan. To hear them fall collectively to their knees during Jummah, their Friday prayer. To see them stop in the middle of the day to pray.

These are values and behaviors that I have witnessed over and over again across a range of students from many countries over ten years. To be sure, there is a great range across all of those I have known. Some are more conservative and some are more progressive. Some are a little more hesitant about participating in American culture and others throw themselves headfirst into the American life. Some were amazing students whom I enjoyed teaching every day and others were a pain in the neck and teaching them was a struggle.

But even across the wide range of my experiences, I could see the values and behaviors that were shared among all of them.

I am humbled by my Muslim students.

Because in the beginning, they were more accepting of my religion than I was of theirs.

5 Comments
October 4, 2016

What I Will Tell My Kids About Race

hands_together

“I think your daughter and Ezra are the only two left in that room,” she said.

I was picking up my then 18-month-old daughter from daycare and I had just been chatting with one of the staff members. As I walked down the hall to my daughter’s room, I looked through the window and saw three kids.

“Which one is Ezra?” I asked, looking back down the hall to where she was standing.

She looked at me blankly.

“There are two other little boys,” I said.

She lowered her voice, put a hand up to her mouth, and whispered…

“He’s the little black boy.”

That. Right there.

That’s where it starts.

***

Why did she feel compelled to whisper, the little black boy?

My intuition tells me that she thought we shouldn’t acknowledge his race. (Because that would make us racist?)

But whispering words like this also sends an implicit message. One that could be internalized and filed away to young ears: That being black was something to be ashamed of.

It’s a common approach that American educators–many of whom are white women (me included)–use to show that they are being sensitive. It’s called colorblindness. And to some ears, it sounds okay.

I don’t see colors in my classroom. I treat everyone the same.

I teach the kids that we’re all the same. That it doesn’t matter what skin color we have.

That might be okay to teach kids–if it were true.

But it’s not true. Race does matter.

When we create these completely alternate universes in schools where we pretend that we don’t see the shades of our own children’s skins–and acknowledge how that affects their experience in our society–we create a generation of Americans who assume that everyone has the same experiences.

We create situations like this.

In the Storycorps podcast, “Traffic Stop,” a white mother and her adopted black son share the story of the night when he was brutally attacked by police officers during a traffic stop.

What struck me most about this podcast was the mother’s words of colorblindness:

“I thought love would conquer all and that skin color didn’t really matter.”

She speaks with a mother’s love. You love your child unconditionally. No matter what. But in projecting her own unconditional love for her son onto the cultural lens that American society uses to see her son, she blinds herself to the simple fact that…

Not everyone shares her love.

Not everyone believes that race doesn’t matter.

I dare say, she thinks as many white people do–that we have reached a point in our society when racism is not tolerated anymore. We may not believe that racism is completely dead, but it certainly doesn’t reside where we live and work and play. Racism is for the uneducated and the unemployed who need a scapegoat.

And if it dare happens, people say something.

But what about the covert racism that still exists? What about our own implicit biases that shape our split-second reactions?

As Hillary Clinton pointed out in the September 24th debate, implicit bias is not just a police problem. It’s a problem for everyone.

<whisper, whisper>

He’s the little black boy.

<whisper, whisper>

I don’t want to admit that I know he’s black, but he is. It’s the easiest way for you to tell him apart from the crowd of white kids.

I don’t want to admit that I have no idea what he’s wearing or how tall he is or the shape of his eyes or what his hair looks like or what he might be playing with. All I can tell you is that he’s black.

I don’t want to admit that he’s only one of six to eight black kids that we have in this school.

<whisper, whisper>

I don’t feel comfortable saying these thoughts, so I have to whisper them.

Just in case someone overhears us talking about race… let’s use whispers.

Because race doesn’t matter.

And because it doesn’t matter, it doesn’t exist.

Right?

***

When I was in kindergarten and first grade, I went to a predominantly black school.

You read that right.

My family moved to Dayton, Ohio in 1984, well before the Internet and its amazing capability of scoping out a location before moving. We moved into a neighborhood known as Five Oaks. It had a nice ring to it, but the real draw was the fact that the rent was well within our means. For $500 a month, we could live in half of a giant duplex with four bedrooms, a living room, a kitchen, a basement, and an attic spread across four floors.

Once upon a time, Five Oaks was a prestigious neighborhood for the wealthy. Which is why there were so many spacious houses available for dirt cheap rent.

Here’s a “tour” around the community, done in 2008 by a community activist.

 Because of our new home’s location, I attended Jefferson Primary School, where 80-90% of the students were black.

My best friend’s name was Princess. Like most of the kids in my class, she was black. I loved her intricately braided hair, like a curtain of beads that softly clinked against each other when she walked. She convinced her friends to include me in their games of Double Dutch jump rope. And when it was clear that 1) I really sucked at it and 2) her friends had no patience for me learning how to do it well, Princess sat with me at recess and clapped her hands against mine, clumsily at first, to “Miss Mary Mack.”

Princess was the only one who came to my sixth birthday party at my house. Even though I invited most of the girls in my thirty-person class.

My other best friend was Colleen. She carried a denim purse with a sticker of a man in a black hat. When I confessed that I didn’t know who he was, she looked at me in shock. You don’t know who Michael Jackson is? Then she showed me her moonwalk, her Rapunzel-like curly hair billowing in the wind. She was unlike anyone else that I had ever seen. Who else in the world had hair like hers?

I didn’t realize until much, much later that she was biracial.

 I knew that my skin was lighter than the skin of most of my classmates. But I had to learn that this difference had value attached to it.

***

It all started with a rock.

Thrown in my face.

My two older brothers and I were playing on the playground at Five Oaks park. A group of four to six black kids approached us and started telling us that we needed to go home.

This was their playground.

They threw rocks at us.

We cowered in front of them.

“That’s right. Get down on your knees and beg!” one of them yelled.

We ran home, rocks still pelting us from behind.

I didn’t understand why.

Why did they hate us? They didn’t even know who we were.

Did we do something wrong?

I could hold on to this memory as proof that racism goes both ways. That black people can be just as racist as white people. That I shouldn’t care about racism–whether it’s overt or covert–against black people because I “got over” the racism that was expressed toward me.

But such conclusions would disregard the larger truth that white spheres of influence are far, far more numerous and powerful. That these children could have been acting out of frustration with one of the many systems that they were just now learning were rigged against them (education, justice, economics–take your pick). Or perhaps they were giddy with the sheer novelty of exerting power over a group of white kids. I mean, really, how often did that opportunity arise in Five Oaks?

The truth is, I could leave the playground. 

I could “get over” this racist incident because I could move to a place where my race would no longer be a reason to torment me.

We could leave Five Oaks. We could move to many other communities where we would have more social capital. More power. More voice. More influence. More advantages. Maybe we wouldn’t be rich by moving, but we could at least move underneath the protection of an umbrella that would look out for “our best interests.”

In fact, we did.

Within three years, we moved to a white working class neighborhood. My new friends were named Amanda and Kristen and Jennifer. I saw new standards of beauty. No more beautifully braided hair. Instead, beautiful was straight, long hair that lay still as sticks across your shoulders and back. I admired their clothes, their shoes, their embroidered backpacks and lunchboxes.

Racism is, at the least, the inability to leave behind your low social capital.

But racism is also knowing that no matter how far you rise, there will always be someone who skews your worth because of your skin color. It may not be everyone. It probably won’t be those who are closest to you. But there will always be someone who will only see your race.

It’s knowing that your race will be used to explain any moments when you behave badly.

It’s knowing that your race will be cited to explain why you struggle in your life.

And if you dare achieve, your race will be referenced as a facet of your identity that you overcame.

Whether you struggle or achieve, you will always wonder–even if only in your own mind–if the person across from you sees your real worth. Your real self.

Racism is knowing that you will never fit into the label of “normal” since society feels the need to add “black” to identify every black person in the news, but never feels compelled to identify when a person is “white.” (Instead, white people just get to be “man” or “woman” or “boy” or “girl.”)

White people would like to believe that race doesn’t matter anymore. In our spheres of whiteness, it is easy to come to that conclusion.

But if you’ve ever stepped outside of that sphere, you know differently.

You know that Princess can never leave.

As long as we keep our circles separate.

***

When I think about what I will teach my children about race, I think most of it will not be in words.

Certainly, some of it will.

But you learn more about race by working alongside someone who is different from you.

Or playing a game together. Or singing a song. Or reading a story.

You learn more about race by sharing a meal with someone.

You learn more by engaging in a common humanity.

Racism becomes more personal and hurtful to you when you hear a white girl call the same kind of hair that you thought was so beautiful and magical–just a year earlier–“nappy” and “dirty.” You take personal offense when the white girl asks the black girl if she ever even washed her hair.

You start to take racism to heart when they hurt your friends.

And so that is one of my biggest jobs as a parent–to expand the sphere of interaction that my daughter has. Beyond white suburbia. And into spheres where she is the outsider. Where she is different. Where she needs someone to include her in a game that she doesn’t know. Where she can make friends with children who are different than her. Not just different in skin color. But different in religion. In social class. In language.

By becoming the other, we learn a lesson in humility and compassion. We learn how to redefine and question the word normal. We begin to recognize the invisible walls that we’ve built around ourselves. We begin to see who they keep out and how they do it.

We may not be able to tear the walls down with only our own two hands.

But we can help others to see the wall.

And maybe together, we can start taking the bricks apart.

16 Comments
October 9, 2015

Talking about the hard stuff: Teacher as agent of social change

**Disclaimer: This post is quite off-topic compared to my usual posts about motherhood, but, hey, I happen to think a lot about other things, too.

Every now and then, some topic comes up in my advanced speaking and listening class that causes me to put on my social-justice-superhero cape and tackle an issue head-on. Sometimes, the topic is the death penalty. Sometimes, it’s death with dignity.

This term, it was rape.

First, some background: I teach English to international students in an intensive English program. In other words, I’m teaching adults who want to earn a college degree… but don’t have strong enough English skills to do so yet.

Our students primarily come from two countries, but, trust me, we have all kinds of students. The motivated. The goofballs. The hapless wanderers. The spoiled rich kids. The budding scholars. The “I-here-for-vacation-only-Teacher”s. The lost. The dreamers. The future politicians. The victims of their own self-doubt.

We have them all.

Some days, I leave my job feeling like nothing that I do makes a difference. Some days, I feel that my students don’t care about anything besides this grand illusion that they can just extract the essence of this “academic knowledge” from the university and then infuse themselves with all of it, like a patient hooked up to an IV. (And, hey, there are days when I totally wish that I could simply transfuse all of them with a healthy dose of phonics).

It’s hard for my students to understand that all knowledge is culturally situated. No knowledge is pure of the context and culture in which it is taught, so they can’t simply absorb academic knowledge at an American university without absorbing pieces of American culture along with it.

Hell, it was hard for me to understand this when I was their age (and I was struggling with these ideas in my native language). In my freshmen English class in college, I struggled particularly with an excerpt of Paolo Freire’s Pedadgogy of the Oppressed, for two main reasons:

1) I couldn’t understand the excerpt because–even though I had been an Honors English student in high school–my reading ability wasn’t developed enough to easily parse out academic English

2) I had no personal experience to understand Freire’s “banking concept” of education.

With the help of some in-class discussions, I finally understood Freire’s “banking concept” of education.

Yes! I get it!

But why did he write about this? Everyone knows that this is how people learn. You listen to your teacher, memorize, and repeat.

Well, maybe not in English, but for math and science, that makes perfect sense.

Oh… wait. Freire thought the banking concept was bullshit?

Oops.

And even though I eventually understood that Freire was decrying the widespread belief in the banking concept of education, I still couldn’t quite understand what he meant about critical pedagogy or transformative social justice. What did any of that mean? How did empowering citizens to transform society have anything to do with getting an education?

Wasn’t an education just learning how to do your future job? Wasn’t that why we were all studying in college? To become teachers and doctors and lawyers and business people? That was why were studying, wasn’t it?

Wasn’t it?

This is where I got stuck. And I think this is where my students get stuck, too.

***

As a teacher, now reflecting back on Freire’s Pedagogy of the Oppressed, I not only understand Freire’s argument to move education into the realm of social justice, but I also understand how limiting the definition of “education” to “technical skills for a job” keeps a population from making societal change.

It keeps us believing in the American dream, that if we just work hard enough, all of our dreams will come true. Even worse, it keeps us believing that the poor, the uneducated, and the imprisoned are in those positions for the sole reason that they chose to be. That they have earned their lot in life solely because of their lack of enterprise and effort. In this extreme sense of individualism, no other factors are strong enough to influence a person’s life as much as his/her individual ability and effort.

I believe that teachers are especially situated in society to confront these myths.

***

At the same time, I am an agent of this very narrow view of education.

I deliver language lessons.

For the purpose of increasing my student’s English language proficiency.

For the purpose of them preparing for jobs.

My job description does not include any language about the necessity of teaching for social change. Although my particular university does boast about its Marianist values–one of which is social justice–my primary job is to deliver instruction that helps my students improve their English, and (hopefully!) develop their ability to be independent learners.

***

And yet, I found myself in a classroom of international students with a teachable moment ripe in the air. One student had just said that he thought boys and girls should be taught together until they are 10 years old.

Why? Because it would decrease the instances of rape.

I did a double-take. “Did you say rape?”

He nodded.

“So this is a problem in your country?”

He nodded.

I thought for a moment. “How does putting girls and boys together in the same class decrease the number of rapes?”

He shook his head for a moment, as if processing the idea. As if figuring out how to phrase something that was so obvious that it didn’t usually require words.

“It’s just, maybe it happens more when there are a lot of girls together in one room. When there are boys and girls together, I think the rape will be less.”

Oh boy.

This is the moment that language teachers dream of–that moment to engage. That moment when language takes it rightful place as a conveyor of ideas, not this monolithic body of knowledge that my students need to acquire before they can actually communicate.

This is the moment when my students move beyond the in my country, we do this, and in my opinion, it’s very important because...

This is the moment when I have a choice–to confront age-old, culturally embedded stereotypes about gender and violence–or to move on in the language lesson because of my fear of the emotions that the discussion would summon forth.

I chose to engage. Carefully. But to engage nonetheless.

“What causes rape?” I asked.

Silence.

“Anyone?”

Silence.

“Is rape going to happen if a lot of girls or women are gathered in one place and a man is teaching them?” I asked.

Slience, and then a quiet, “…maybe.”

“Okay. Here’s a question: Why do people rape?”

Silence.

“Why do you think people rape?” I repeated.

“…maybe because the woman is dress very… not nice. Maybe too sexy.”

I didn’t laugh or roll my eyes. I just shook my head. “Nope.”

Someone else spoke. “Maybe because she walk alone at night.”

“Nope,” I said.

“But I know a story, Teacher,” one student said. “One woman, she walk alone at night, and this happened to her. It terrible.”

“I agree. It is terrible. But it’s also not her fault.”

Silence.

“Listen, rape is not the woman’s fault.” (I used “woman” because for this group of students, the concept of a woman raping a man is totally impossible–but that’s another topic).

At this point, I could see the fierce agreement in the eyes of my female students.

“People rape because they want power or control over someone else. It’s not because a woman is too sexy. Rape isn’t about sex. It’s about power and control. And rape happens over and over and over again… Why?”

Silence.

“Because we don’t talk about it,” I said. “Because rape is so shameful that we’d rather go to our graves not talking about it then to invite that shame onto our families.”

At this point, the heaviness in the room was palpable.

“Isn’t that right?” I asked.

Around the room, heads nodded. Even those of my male students.

“Rape happens because of power and shame,” I stated emphatically. “And unless we start talking about it, it’s going to continue to happen. Can you imagine if this happened to your daughter? Your sister? Can you imagine how you would feel if you couldn’t do anything about it because you didn’t want people to know about the rape? Can you imagine this?”

And at this point I could see on their faces that they could imagine this horrible reality–because some of them had lived it.

One of my students softly said, “It’s happen in schools sometimes, but also it’s happen a lot in families. Like between cousins.”

Heads nodded.

***

Some days, I leave work feeling like nothing I can do makes a difference.

Some days, I leave work feeling like this is the only thing that I can do that makes a difference.

4 Comments