Educator Fighting for Public Education for our Communities and Finding My Voice in the Process
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continued from Part III… Groups like these (above) invest, meaning put up money, to make money by propping up corporate charter schools, and dismantling specifically public schools with majority students and teachers of color in the process. These investment firms, started by the rich (and white), are quite literally making Continue Reading…
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And in folks ignoring that economic situatedness, more than anything, influences students’ academic outcomes and economic opportunity, again, absolves government and politicians of their responsibility to fix economic inequality.
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Black folks have always had to contend with the systemic injustices of capitalism, while we simultaneously have to deal with centuries of injustice due to racism and racial exploitation. That dual experience is real, distinct, and unique.
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What has been missing: District leadership that believes that enough to defend, protect, promote, and cultivate our beautiful schools.
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To be sure, there is reimagining to be done as we return from the COVID19 quarantine and our schools begin open in the Fall.
Though counterintuitive, making academic gains, to city parents, is not synonymous with making a school, “better”. Parent choice by urban parents is more complex than “school quality”.
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In retrospect, however, these classroom angels don’t challenge us, and in lacking a challenge, these students don’t help us become better at our craft.
Stepping back, I surmise that the ideals espoused by these pillars of Black Liberation Theology, should align seamlessly with the ideals of urban public education where masses of students of color come from communities that are the most economically challenged, and politically isolated.
Reason 1: Their Committed Ignorance that Urban Education Reform through Dismantling Public Schools is More Subversive than Simply Improving Educational Trajectories for Students of Color
