Effective Teachers are Effective Allies

Kumashrio's article is a useful tool to identify the ways in which we do or do not employ methods of anti-oppressive education in our own classrooms and reminds us that there is not, and never will be, one "quick fix" to the multitudes of problems that have arisen out of a culture that is rooted in racism, sexism and colonialism.

I've been thinking about oppression in the classroom for quite some time and did my Masters study on the topic; through both my research and from personal experience, I've come to this very simple conclusion: to be an anti-oppressive educator, one must, first and foremost, identify her/himself as an "ally": an ally to "the Other". From here, we'll stop wasting our time over who is at fault, who feels guilty, and get some real work done. I have seen too many people become paralyzed by guilt, or by playing defense, thus refusing to listen to what Others (those who are different from the Self) have to say and validate their lived experiences as meaningful and telling. And if one wants to be defensive, ignore that oppression really exists, or wants to chalk it up to "anger", "laziness", or "complaining", then one will never be an effective teacher.

While there are, of course, weaknesses and pit-falls in every approach and every theory, using all of the cited methods of anti-oppressive education, while simultaneously questioning the methods and critically thinking about the implications of our actions, can reduce the amount of oppression students will inevitably experience in middle and high school.

I'm in a unique and special situation at Rufus King High School, unlike the rest of the city of Milwaukee, where people of different racial, gender, class, and religious backgrounds work, learn, and collaborate together to make what has often been said to be "one of the best high schools in the state" ; and to ignore our diversity or to suggest that our success is not partially due to our collective, continuing labor to unlearn our bigotry and to recognize and embrace our differences, would be a grave error.

Educators and administrators at King have implemented several programs, spaces, and opportunities for students and faculty to work in an anti-oppressive environment—or at least one that attempts to resist oppression. We implement the International Baccalaureate program, which has a strong focus on global education. Our after-school clubs (run by volunteer
faculty members) include: The Gay/Straight Alliance, The Black Student Union, Latinos Unidos, The Asian Club, Friends of Islam, The Jew Crew, Bible Study, The Gospel Choir, The Culinary Club (with a focus on making/learning about foods from around the world), Key Club (emphasis on local, community service), Amnesty International, and more. We have a diverse and (mostly) open staff that is willing to work together along with four specific Special Education programs (Blind, Deaf/Hearing Impaired, Autistic, and Emotionally/Behaviorally Disturbed).

A story: just a few months ago, my colleague and friend came to me with a note he received in his mailbox. It was from one of his prior students, an African-American autistic girl, coming out to him as lesbian. This was a unique position for him, as he's straight, white, masculine male who never thought of himself as someone a student would feel comfortable coming out to. My colleague came to me, asking what I recommend he do with the letter—this student, because of her autism, communicates mostly through letters, and is extremely isolated. Should he talk to her? Write her back? Say anything at all? I recommended that he acknowledge the letter simply by thanking her for trusting him. He did so and she now comes to his classroom every so often to talk about the latest episode of The L Word or Gossip Girl. This same girl also came out to one other teacher—another straight, white, masculine male who also said he wasn't exactly sure how to approach the situation. But he, too, simply acknowledged her courage and kept his door open.

These two men are not angry or defensive with her for revealing something to them that they cannot relate to, and, instead, offered her two spaces for her to feel safe and herself.

To be an effective teacher, your door needs to be open to all students; and not in a generic, "I-love-all-children" -kind-of-way, but in a genuine, honest way, in which you recognize your own privilege, your own power, and simply become an ally to those who experience the world differently from you.

***

Here's an e-mail I received from a colleague today:

In November, the Rufus King Jew Crew along with members of the Black Student Union, welcomed Mr. Israel Siriri to Rufus King. Mr. Siriri leads the Jewish Abuyadaya community in Uganda and reporters from Channel 10's Black Nouveau were on hand to film the event and interview Mr. Siriri. The broadcast times are listed below. We'll be busy with conferences for the first broadcast but it will be shown two other times to accommodate our exciting schedules.

Viewing times: Israel Siriri on Channel 10’s Black Nouveau Wednesday, February 18^th at 6:30 pm. The Siriri spot will be on at the top of the show. The program will re-air on Channel 36, Thursday, February 19th at 12:30 am and Sunday, February 22^nd at 4:00 pm.

In solidarity.