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Friday, October 26, 2012

Politics and Learning to Swim in Murky Waters


Image from inkcinct.com.au

You might think politics is an inappropriate topic for a blog about learning and living; but, like most things in life, politics involves learning. We were not born Democrats, Republicans, Libertarian or Undeciders. We learned to be those things. Here’s the short version of my political learning - without candidate endorsements.

Conversation with my dad (@1960):

Me: Dad, are we Democrats or Republicans?
Dad: Democrats.
Me. What’s the difference?
Dad: Democrats are for the workingman and Republicans are for the rich man.

No elaboration needed. We were not rich. My family worked to earn money, so the workingman-logic explained why we were Democrats. As I gained some family history, the logic held up. During the Great Depression, my great-grandfather twice lost his money in bank failures, which, according to family narrative, were the fault of President Hoover and the Republicans. President Roosevelt and the Democrats saved us. The REA brought electricity to Montford’s Cove. The WPA and the CCC provided work for the unemployed. Social Security provided some assurance old people would not become totally dependent on their children. It was a consistent narrative: Democrats for the workingman; Republicans for the rich man.

My family’s loyalty to the Democratic Party actually goes much deeper, all the way back to when Andrew Jackson turned Thomas Jefferson’s Republican party into the Democratic Party, through the Civil War when two of my great-great uncles died fighting for the Confederacy, through Reconstruction, the Great Depression, the Vietnam War and the Civil Rights movement. My branch of the family has been loyal Democrats for 180 years, with only a few wayward relatives.

But learning politics is not all about family tradition. Given the tendency of my generation to reject tradition, predisposition only partially explains my political leaning. Experiences outside the family affect the political values that underpin our political loyalties. I grew up in a segregated culture rife with prejudice. To me, the Civil Rights legislation championed by the Democratic Party seemed like the right and moral course of change. While many Southerners abandoned the Democratic Party because of the events of the Civil Rights era, my father’s family remained steadfast Democrats.

The Vietnam War and Watergate were powerful lessons in the fallibilities of politicians and generals.  The skepticism born of those events was confirmed by my experience as a college student. Exposure to thousands of students from different places and cultures expanded humanity. Science ran headlong into the mythology of religion. Classes taught by real historians, mathematicians and literary critics nurtured a different and, hopefully, more critical mind. Truth became illusive.  What had been black and white in childhood turned multiple shades of gray in adulthood.

Twenty years of working and living outside of small town North Carolina brought a wider circle of friends: a multitude of African-American students and teachers, Catholics, Mormons, Hindu, Moslems, atheists, gays, lesbians, people of Iran, India, the Philippines, Greece, England and Cuba, soldiers and ex-military people, prison guards, prisoners, people who lived in communes and people who smoked pot. They have been my friends, students and co-workers. The variety of people I have known and liked has contributed to my belief that inclusive laws, equal rights and protection of the weakest, poorest and least able are essential properties and responsibilities of government. Government based on religious doctrine or the concept of manifest destiny has no place in society. A narrow view of “the people” is the precursor of fascism.

The experiences and principles I’ve acquired do not necessarily point to one political party or the other; but they do exclude many personal values and beliefs that we typically think belong in the political domain.

Finally, only in my late years, have I arrived at a view of politics that I would recommend for everyone.  Be wary.  All political speech is deceptive. It is an exercise in selecting and spinning facts.  Political speech is laden with words and phrases charged with fear, anger, pride and other emotions.  Political speech is designed to encourage decisions based on emotion, not on knowledge or reason.

Here are my recommendations prior to November 6: Disregard the news, the polls, the speeches and the political ads. For the most part, forget the events of the past four years. Study the broader history of the political parties and their candidates. Judge the politicians on what they have done, not what they have said. No one knows the future, but we can know the past. Deciding how to vote may feel like treading through murky, murky water.  But we have got to do it to live in a functioning democracy.

Monday, October 15, 2012

86 Words for Kid-Trouble


Got to thinking about the troubles, fears and discomforts of childhood - the dark and now the humorous part.  For me, that was 50 years ago.  Is your memory of childhood different from mine?  Maybe you weren't troubled.  Girls, maybe you had a wholly different perspective on trouble. If your childhood was only 10 or 20 years in the past, maybe your trouble was more digitized or electrified.

I'm inviting you to comment on my list of childhood troubles.  Suggest additional words.  Help me see the other perspectives.

Abandoned houses, Attics
Backrooms, Basements, Baths, BB guns, Beggars lice, Bicycle chains, Black widows, Broccoli,      Broken windows, Bullies
Cherry bombs, Chiggers, Chores, Cigarettes, Cockle burrs, Copperheads, County fairs, Cousins, Creeks, Culverts, Cat briars
Dinner time, Doctors, Dark
Excuses
Farts, Fibs, Firecrackers, Flat tires, Flirts, Four letter words
Grammar, Green beans, Gnats
Hammers, Homework
Idle time
Jawbreakers
Kisses
Ladders, Lawn mowers, Locked doors
Matches, Mud, Multiplication
No-see-ums
Outhouses
Peashooters, Peeing contests, Playing cards, Poison ivy, Preachers, Principals
Questions, Quarrels
Railroad tracks, Rain, Riverbanks, Rocks
Spelling, Saturday matinees, Sawdust piles, Saws, Shovels, Slingshots, Snowballs, Spitting contests, Spray paint, Sunburn
Teachers, Television, Teasing, Ticks, Tree swings, Tree houses
Umbrellas, Underwear
Valentines, Vacations
Wasps, Welts, Whippings
Exaggeration
Yellow jackets
Zippers

Thursday, October 4, 2012

Dangerous Schools

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Poem by Gwendolyn Brook @1960

Teenagers striving for coolness: It’s a dangerous thing.
Shi was a good student who stayed in chronic trouble – coming to school late, skipping classes, cracking jokes and spending much time in ISS (in-school suspension).  His first day in high school, he got off the bus, went straight to MacDonald’s, then arrived an hour late for classes.  Within a few weeks, the lady in the school office knew him so well that when he finally arrived she had his late slip completed with name and date and only had to fill in the arrival time. The breezeway between school buildings was a noisy place where students congregated to brag about smoking, drinking and partying.  Getting to class on time was not easy. ISS was often so full there were not enough desks.  When Shi was in class he rarely paid attention; but he always did his homework and maintained good grades.
Then his older brother was killed in the early morning hours while involved in something no-good. “I told you it was going to end-up this way,” his stepfather said. It was a life-changing event, but initially not in a good way. “I wanted those people to pay for what they did,” Shi said.  Angry and confused, life seemed pointless. Hanging out with friends and wandering aimlessly around the neighborhood, he rarely went home until late in the evening. “You’re going to end up just like your brother,” his mother told him. Her comment fueled his anger.
At some point, Shi realized his mother was right.  He had some tough choices to make.  Bad forces were pulling him down. Fortunately, he was admitted to the Middle College at NC A&T University and found a different peer group – students more interested in academics than in making trouble.  Now he is a senior with an opportunity to graduate from high school with some college credits - if he hangs-on. 
Shi told this story to Dick Gordon, host of The Story, heard daily on public radio.
“Do you worry about going back to your old ways?” Gordon was asked him.
“Yea, it could happen.”
“Why? What could pull you away from all you have gained?”
He was silent for a moment then Shi said, “East Market Street.”
“I don’t understand.  What’s on East Market St?”
He laughed. “All those things that nobody needs.  You can get it right down there – drugs, alcohol, sex, gangs.”
“But why would you go back to that?”
Silence again, then, “That’s where my friends are.  And my family.  My people.  My father, my cousins and aunts and uncles. They’re all on East Market. That’s where they do what they do. Sometimes I go there.”
You can hear the story of Shi Leach in his own voice at: (http://thestory.org/archive/the_story_092712.mp3/view).
Before Shi was a student at A&T’s middle college, he was a student at Smith High School, one of four large urban high schools in Greensboro. Smith, along with Dudley High School, serves mostly minority students. They are Title I schools with large numbers of students living in inner city poverty.  It is difficult to be either a student or a teacher in these high schools. Last week, a Dudley student left in-school suspension, returned to the classroom where she had been dismissed and beat and severely injured the teacher.  A student posted a photo of the teacher lying disheveled and unconscious on the floor.   For students to succeed academically at these schools, they have to reject the prevailing culture.
We tolerate the conditions in these failing schools because we are isolated from them. A few miles across town from Smith High School is an equally large but academically more successful school – Grimsley High School. Here are the 2012 SAT results for the two schools:
Smith: 122 students tested; 802 average math and reading scores
Grimsley: 303 students tested; 1077 average math and reading scores
The Grimsley students are bound for UNC and other good universities.  Smith students are mostly bound for GTCC where they will take remedial classes before they can be admitted to real college classes.
It is far easier to point to the problem than to a solution.  Some schools are failing, but they are the symptom (not the cause) of the real problems – neighborhoods in economic distress, fatherless families, rampant teenage pregnancies, gangs and hopelessness. We rarely produce enduring reform in schools in these failed neighborhoods. We could, but it requires a long-term commitment from very talented teachers and administrators. As Guilford County Schools so clearly demonstrates, a principal who institutes noticeable improvement in a failing school is on the fast track to a better assignment in a better neighborhood. Struggling schools are not places where good teachers want to work.  Grimsley High School has 19 teachers with National Board Certification. Smith has seven.  Dudley has three.
At this point, for children born in these zones of failure, it is a matter of individual strength. Shi found strength and clarity about his future in the nick of time. Mothers and fathers must fight for the safety and well being of their children. The power has to come from within: one mother, one father, one teenager at a time. It is easy to think we are disconnected from these people and their stories. Shi is a voice on the radio. The beaten teacher becomes a statistic. His attacker’s picture in the paper is just another criminal on the other side of town. But we are not disconnected people with separate stories. Their stories are a part of our stories – stories with no real ending, stories that flow together into a larger and unfinished book.