Guest Post: Xiaodi Zhou in a Passionate Response to “Post-Racial America”

I often hear that we are living in a post-racial society; that racism, and the psychological effects from slavery, Reconstruction, segregation, Japanese internment camps, Chinese Exclusion Acts, anti-Semitism (et cetera) — up through the current anti-immigration tide to curb the influx of Latin@ Americans, or the harassment of Arab Americans, are all people being too sensitive. For goodness sakes, we have a Black president! Never mind the snarl of people currently picketing against “illegal immigrants.”

What if Native Americans did the same when the first Europeans came ashore “without proper documents” over five hundred years ago?

I can remember when Obama was running for office; I was ecstatic, and proudly displayed his bumper sticker. When I drove my car to pick up the White upper class 13-year-old boy I tutored from his private middle school, he took one glance at the sticker, and snickered, “How can you vote for a nigger?”

I know his sentiments do not represent all White Americans — that his thoughts are in the minority. But, if a minority of today’s children still harbors such attitudes about our world, where is our society? Are we not being naïve and self-righteous in deeming us a post-racial society, judging each other by deeds alone?

As an Asian American, in spite of the “model minority” identity (complacent demeanor, solid work ethic, and supposed ability to approach “White” standards of living), I am well aware that this is just that — a myth.

We do not live in a melting pot; we do not even live in a fruit salad. We live in a space that still parses us into rigid racial/ethnic/cultural lines.

Racism is still alive and well. But, somehow today, there are people who have managed to say that it is nonexistent by obliviousness. No, calling me “Ching Chong Chan” is not racist; they’re just having fun. I have to be less sensitive. My favorite line was once when I was jogging with my friend, someone yelled out of his car, “Hey, you’re running the wrong way! China’s the other way!”

I wanted to remind him, “The world is round. I can get going there either way.” But, I was out of breath running. To China, apparently.

One of the worst parts of racism is being made to feel you are less American. Non-Whites are often asked, “Where are you from?” “Florida.” “No, where were you born?” or “Where are your parents from?”

Why is it Barak Obama needed to prove his citizenship, and to remind everyone that Hawaii is part of America, but no one ever questioned previous presidents? Bush was from Texas, and Texas was an independent republic once. But, no one ever questioned his citizenship.

Race is not often broached in classrooms, as it is considered a politically sensitive topic that should be ignored. But, I feel students want to talk about it. They need to.

If someone ignores discussing race because s/he is tired of hearing about it — because it’s another ‘angry minority blaming her or his frustrations in life on race’ — then race is not who that person is; s/he has that privilege. But, for the rest of us, we need something more.

We need a discussion that recognizes each of our humanity.

 

Xiaodi Zhou is a third year doctoral student in the Language and Literacy Education department at the University of Georgia. He is interested in critical literacy issues important for today’s youths. Having lived extensively both in China and the U.S., he finds that he has a transnational, global perspective on issues. Having been born in China, growing up in the U.S., returning to teach in China, and finally coming back to the U.S. for his PhD, he finds himself torn between two cultures, two languages, and two truths.

What are we teaching them? A discussion on standardized testing

As a high school American Literature teacher, this is the time of year I dread — this is End of Course Test (EOCT) season.

I am not worried about my students’ test scores. I am not worried about the material we covered or what my students learned. I am, though, worried about what this season does to them — what it teaches them to value. After all, we did so much more in our classes than what is covered in this 101-page document, a document that claims ownership of our (specifically: Georgia’s) public school curriculum.

Because I believe we are in a state of crisis — in dire need of education reform — I keep up with news on Common Core State Standards, standardized testing, and educational “policy.” Today, I came across an article titled “Mandatory Common Core tests in New York just happen to be full of corporate brand names.” After a moment of speechlessness, I began this blog post by asking myself: what are we teaching them?

What are we teaching students when:

  • 20% of their class grade is based on one multiple-choice test?
  • teachers are encouraged to teach to the test?
  • these tests are given weeks before the end of the course?
  • EOCTs are written using racially-biased, gender-biased, and class-biased language?
  • EOCTs insert brand names into their questions?

There are countless questions racing through my mind, and I cannot ask any one without being accused of being “just another angry teacher who doesn’t want accountability.” I, in fact, encourage accountability and collaboration between educators; however, in my model, standardization does not accountability make. There are better ways to assess students and teachers (portfolios, observations, reflection journals, self-evaluative rubrics, etc.).

To me, the dialogue surrounding standardized education is a type of newspeak. I feel like Winston Smith, understanding the truth behind the buzzwords, but I do not know how to bring that truth to everyone. All I know is: this time of year, I lose some of my teacher soul when I have to utilize precious class time to reiterate the structure of blank verse, to discuss commonly misspelled words, or to encourage students to memorize the steps in the writing process according to our state-mandated EOCT Study Guide.

We are fast-approaching a breaking point in education. I don’t want to be there — and I especially don’t want my students to be there — when education loses its humanity altogether.

Related:

Brand names in NY standardized tests vex parents — more information on the above article

Education Evolution — an cool video calling for a change in “today’s classroom”