Wednesday, November 23, 2016

Daring to Confront Race and Class through Poetry in Trumplandia | the becoming radical

Daring to Confront Race and Class through Poetry in Trumplandia | the becoming radical:

Daring to Confront Race and Class through Poetry in Trumplandia

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My mind is racing, as it always will
My hands tired, my heart aches
Writing specifically about Mark Twain’s Adventures of Huckleberry Finn and drawing on powerful words from Toni Morrison, Jocelyn Chadwick, president-elect of the National Council of Teachers of English (NCTE), argues in We Dare Not Teach What We Know We Must: The Importance of Difficult Conversations:
Our ELA classrooms take our children around the world and beyond—into past, present, and future worlds. We provide safe and trusted spaces for them where difficult conversations can and do take place. If at times teachers, at whatever level they teach, hit a roadblock, perhaps this impediment is due to or own predilections of codifying our students, stereotyping them before we even listen to them, much less get to know them….[T]he last time I checked, we teach students—not colors, not types. Perhaps it is we who need to stop and reread all of the texts we teach from the 21st-century perspective of students’ empowerment— empowerment that our literature provides….It has been some of us who have been demurring, listening to the voices of others, telling us we dare not teach what we know we must. (p. 91)
Published in English Journal in the month the U.S. elected Donald Trump, Chadwick’s confrontation of “some of us who have been demurring” and “difficult conversations” resonates in ways, I suspect, that even Chadwick may not have anticipated.
Toni Morrison’s words after the election also serve teachers of English Language Arts in the same way that Chadwick anchors her argument about our classrooms, the literature we explore, and the discussions we encourage and allow:
On Election Day, how eagerly so many white voters—both the poorly educated and the well educated—embraced the shame and fear sowed by Donald Trump. The candidate whose company has been sued by the Justice Department for not renting apartments to black people. The candidate who questioned whether Barack Obama was born in the United States, and who seemed to condone the beating of a Black Lives Matter protester at a campaign rally. The candidate who kept black workers off the floors of his casinos. The candidate who is beloved by David Duke and endorsed by the Ku Klux Klan.
In Morrison’s lament, we must recognize the weight of both race and social class on the American character. Morrison confronts white privilege and the consequences of that privilege being eroded: “These people are not so much angry as terrified, with the kind of terror that makes knees tremble.”
As teachers of ELA, it is ours to dare, to dare to teach openly against the world within which our students live and within which our classrooms exist. In the spirit of Chadwick’s call to re-read, and I would add re-teach, literature in that light, please consider how Barbara Kingsolver’s “What the Janitor Heard in the Elevator” from her collection Another America/Otra America provides “safe and trusted spaces” for investigating the increased problems with race and social class in 2016 America.
Barbara Kingsolver’s “What the Janitor Heard in the Elevator”
Kingsolver is best recognized as a novelist—notably for her The Poisonwood Bible—but she is also a brilliant essayist, a skillful poet, and an activist who lives her activism.
Her sole collection of poetry, Another America/Otra America, reflects the essential political nature Daring to Confront Race and Class through Poetry in Trumplandia | the becoming radical

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