How are social justice principles being utilized in our school system?
I am faced with this question as I reflect on my last few weeks of observations at various Bay Area primary and secondary school sites. I hear the words equity and social justice uttered throughout the hallways, and a plethora of colored poster boards with those words embroidered on them. Teachers, very cleverly find a way to interject the words in their class discussions with students. Yet, I am still confused by what it means in real time in our schools across the nation, especially in the Bay Area. I was that student. I graduated from an Urban Education program that emphasized social justice and equity, so I understand how this ideology came to the forefront. What I do not understand is where did it go?
Forgive me, because I am about to deviate from my professional training and the politically correct way to share this information but I believe the point would be completely missed if I do not share data in its rawest form. I am going to share with you an observation I completed last week. It is not unique to many observations I have completed over the past five years, but it has me contemplating the state of our education system. I am observing a high school math class and the students trickle in, some on their phones, some talking among themselves, and others pulling out their materials for class. The conversations range from, “How did you do in that class?” to “That n***a bet not f**k with me today!” As I circulate around the room, taking a look at the student’s work and eavesdropping on their small group conversations, most of which were not school related. Some of you reading this are thinking, “I do not see why this is so grave?!?” Hopefully, you will understand shortly. The teacher motions to redirect the energy of the room, he is then greeted with, “Man, f**k, you are so annoying!” and similar sentiments. Again, the teacher motions at the discipline matrix on the wall as a reminder to the class of the school wide expectations. The chatter calms and the students dive into the assignment at hand. As I walk the room, I notice about 50% or more of the room have no idea as to what they are supposed to be doing. Yet no one asks a question or inquires as to what the assignment is or how to complete it. Soon, students are dosing off, choosing not to participate in their own education.
Unfortunately, time and time again, I am seeing the same outcome in many different classrooms around the Bay. Again, this is not unique, but the way in which our local education system (teachers, administrators, district leaders) are choosing to deal with it is. Recently, a student teacher shared with a mandate from her school district that outlined their answer to creating a more just or equitable environment in the midst of dealing with systemic oppression, specifically African American students. The rule of thumb is that no African American student is to be suspended for any offense committed, especially African American males. This outraged me as I did not see any restorative justice or accountability processes in place of the current punitive system. As an African American educator and parent I found this unbelievable and began to ask questions. I was told that there are programs in place for students with mentors, counselors, and other community programming available; but when asked, “What exactly do they accomplish when they work with these students?” I am given some round about answer about the importance of not over suspending minority students. The problem I have with this logic is that we are not holding students accountable for their actions nor are we seeking a way to address the root causes of the exhibited behavior. Experience has taught me that if we do not have expectations for our students or hold them accountable for the good, bad and ugly in life; we create these paradigms were they are missing out on education and we are facilitating this injustice. I have taught in the more challenging comprehensive schools, juvenile court schools, and community expulsion schools and the students have a difficult time being held accountable for consequences they receive for their actions. These students are primarily students of color. During that time period, there were still consequences in place. One can argue that we do a disservice to our students when they receive punitive consequences. I agree in that, there should be a follow up to suspension or expulsion. Students should have an opportunity to engage in conversation around what they did, why they choose to do that specific thing, what different choice could have been made. This is where restorative practices come into play. There needs to be a true connection between consequence and the effects of one’s behavior on their community. I disagree with the idea of not having consequences at all.
And so I am faced with the question of, “What is fair? What is equitable? What is social justice?” I have been told that not suspending oppressed students of color is an example of social justice at work. I could not disagree more. I feel like we are stepping into a slippery slope of assuming that students of color have no impulse control, or in some way unintelligent or so overly damaged that they cannot comply with basic directives or instructions. I know this may seem like a huge leap from the information I have shared thus far, but if I could record the many conversations I have had with educators on all responsibility levels. The pipeline to prison is paved with good intentions. It seems as if we are constantly trying to put a band aid on an epidemic that is ensuring that our students are being lead down a wrong path.
I truly believe that all students are intelligent and capable of soaring if given the right access and structures. In all of my years of teaching and providing support to students, I believed in high expectations, no matter what the students’ circumstances were, are, and had been, in our space this is what we agreed to rise to. I believe strongly that we as educators, especially those privileged with the task of providing support to urban youth need to take assessment of our personal practice and that of the school organizations for whom we work. If we want to truly disrupt the pipeline to prison and offer our students equitable and just classrooms and school institutions, we need reflect on our practice as an educational institution with some guiding questions. Is this going to help my student(s)? Why is this practice being implemented? Is this a true example of social justice? Are we seeing improvements in student behavior based on this current model? What are the implications for non-African American students that commit the same offense? How is this model preparing students for real world situations?
This is just a snap shot of where I believe this courageous conversation needs to begin and I welcome a different vantage point. I want to ensure that our children have a bright future and I know that begins with the type of education they receive now. Therefore, I had to step up in my own practice. I am working with a group of future educators on how to teach in a diverse community while holding high expectations. Again, this is just me expressing some of my frustration in education and searching for alleys in improving our students’ current situation.
All Things Possible Education Consulting 