Friday, July 20, 2018

On Race and the Confederate Flag


It was probably my second or third day at Rocketship when I noticed the flag flying two stories above Cleveland Ave. on Milwaukee’s Southside, hidden behind two spindly spruce trees. The design itself was unmistakable: a blue St. Andrew ’s cross adorned with thirteen white stars set upon a red background. It was none other than the Confederate battle flag—an icon revered by white supremacists, neo-Nazis, and misguided “State’s Righters” and/or “Southern Heritage” fanatics.  

As a white man who has spent periods of my life living in rural America, I have become accustomed to seeing the Confederate flag proudly flown on front lawns, re-purposed into bumper stickers, fashioned into bikini bottoms, plastered onto refrigerators, and emblazoned on cheap coffee mugs peddled at road-side flea markets.  And while my reaction upon seeing the flag is always negative, I’ve become rather immune to its appearance—a privilege of “immunity” that is impossible for People of Color. The flag symbolizes too much hatred, too much violence, too much bigotry and unaccounted history. It simply cannot be ignored.

The flags calculated existence across the street from my school, however, elicited in me such a visceral reaction that I’ve reflected on the experience for nearly one year and have only now begun to articulate some thoughts. It’s not to say, of course, that the Confederate flag’s existence in other locales is more acceptable. But, within the context of my own life and, more importantly, within the political and cultural context in which this particular flag was flown, its appearance sparked within me a deep reflection on the meaning of the flag in general and, ultimately, why, in the 21st century, white Americans continue to revere and display this symbol that represents pain and suffering for millions.

Flags are powerful symbols. Within the confines of a piece of cloth, people’s national affinities are declared, their cultural identifies, linguistic heritages, and historical experiences are often affirmed. So, it’s easy to see why the Confederate battle flag has become such a touch-point for State’s Rights advocates and Southern Heritage promoters. Those individuals who continue to justify and perpetuate the flag’s existence do so within the framework of historical memory and identity. Whenever the flag comes under attack as an unrequited symbol of slavery and white oppression, their response is often to deflect the charge by claiming the flag is not a symbol of slavery, but is instead an icon of history and Southern cultural identity (regardless of the fact that flag is now flown throughout all 50 states). When I hear this argument, my first question is usually this: But what about now? The Confederacy as a nation is dead. The cultural markers of the Confederacy (plantation-based economies and slavery) are also dead. Its national symbol (the flag) is by all accounts a historical relic. It deserves to be remembered in a museum, as its purpose (to serve as a national symbol for the Confederate States of America) is no longer needed.

The Marquette historian Dr. James Marten argues that the meaning attached to historical symbols can and does change. When white supremacists gather around the bronze bust of a fallen Confederate general, they are redefining the meaning of the historical symbol changing it from a commemoration of the past, to an active representation of their modern ideology (in this case, a worldview fearful and antagonistic to an ethnically and culturally-diverse 21st century America). And the same is true for the flag.

The South-side of Milwaukee is an immigrant enclave. It’s a neighborhood made up of thousands of families working hard to provide a better future for their children. They are roofers, cooks, teachers, police officers, political representatives, and doctors. Rocketship reflects the demographics of our neighborhood. According to the Wisconsin Department of Education, over 97% of our students are of Hispanic/Latino descent. Many of them come from low-income households. Each morning, hundreds of parents drop their kids off at the school. And they drive past that flag, too. I’m sure they see it. And that’s the point of it, right? The person who has chosen to fly that flag, year round, across the street from a school where all of the students are students of color wants to convey a message. It’s not a message that commemorates the fallen soldiers at Antietam or Gettysburg. It’s not a message that celebrates Dixie or the heritage of Scotch-Irish ancestors felling southern pines in the Georgia Piedmont. No. It’s an intimidation piece. The purpose is to remind them of their “supposed” place in the society. Its existence is decidedly modern, commenting upon a political and cultural context relevant to 2018.

Yet, there are other battle flags waving across the street. They wave from the steel rafters of the school’s portico. They adorn the walls of the school and are hooked into the drop-down ceilings of the hallways. They are flags that represent not nation states, but universities. They are symbols with a modern meaning. And much like the flag across the street, they too convey a message to our students (and their parents). And the message is this: You belong. You can succeed. And that your future is the hope of our nation.

Wednesday, January 3, 2018

Teacher Reflection


I pedaled up to the main entrance of Rocketship Southside Community Prep and hurriedly stashed my bike. I was arriving late. That morning there was a 20-mile-per-hour headwind. Cold gusts howled down Milwaukee’s wide streets turning the entire city into a large harmonica. I crept across the city.  And as I rolled along Lake Michigan’s shoreline, I prepared myself for the flurry of activity that would befall me upon entering the building.

And make no mistake: It would be a lot.

And make no mistake: I was overwhelmed.

For I am a first year Special Education (ISE) teacher.

Upon entering the school, I was informed by my colleagues that our first grade cohorts would be leaving for a field trip to the Urban Ecology Center—a local nonprofit dedicated to giving urban youth first-hand experiences with conservation and the natural world.

“Great!” I thought. “While my first graders are gone, I’ll have time to catch up on my IEP paperwork, on my lesson plans, on my parent contacts, on my behavior intervention plans, on my schedule, on my….”

The list seemed endless.

I was looking forward to a morning of laser-focused paper-pushing.

I NEEDED this morning to feel prepared, to feel competent, to try to “get ahead.”

Then I was told by my SPED supervisor that I would have to go on the trip to help a student of mine named Peter.

My plans were dashed.

“There is no way I can go.” I thought. “I’ve got 8 other kids to teach and work with. Sacrificing their academics and learning so that one could learn about a butterfly’s life cycle was not worth it.”

That was my rationale.

Our wonderful para-professional (of course) agreed to go.

Issue resolved.

--

I remember the first time I worked with Peter. He was reluctant to come into my office. Tears welled up in his eyes as his mother assured him that I was going to be a great teacher (this, of course, was total conjecture. It was my first day. She had no idea if I was going to be a ‘great’ teacher—I sure didn’t feel like it). 

Reluctantly, Peter sat at my desk and whimpered. He wouldn’t talk. I prompted him by asking numerous questions. Nothing worked. At the end of our first 30-minute small group, I had yet to hear his voice, let alone know what his favorite color was, or what memory he cherished most from summer.

Slowly, however, Peter and I developed a functional working relationship. It was pretty straightforward: I would come into his class two times a day. I’d bring in my teaching tools: a numbers chart, a white board, a few dry erase markers, and some flashcards. We’d drill the names of numbers, the sounds of letters. I’d ask him to rote count to 100 and back, guiding and modeling for him whenever he was unsure of himself. I’d call on him to answer my questions and encourage him to speak loudly, confidently.

A lot of our time spent together was sedentary. It was comfortable for him physically, for Peter was born with a neurological condition that has weakened his limbs, negatively affecting his balance and motor skills.

Quickly, I noticed that he would become distraught often refusing to answer questions and beginning to cry if he felt too challenged or pushed.

Excuse the imagery, but at times Peter reminded me of my 1977 Yamaha Moped from my youth. It was a unique one-of-a-kind bike with a mounted 2-cycle engine. It had potential for power. Unfortunately, it was a temperamental machine. Nearly every time I kick-started the bike, I would have to lightly push in the choke to allow more gas to seep into the piston chambers, coaxing the bike to idle. Often, I’d flood the engine and it would stall out, forcing me to wait another 30 minutes.

And much like that bike, I had to take the time to learn about Peter—to figure out the areas where I could target teach and support him--to discover, if you will, the correct amount of gasoline to release into the combustion chamber of Peter’s own academic and social potential.

Teaching as an ISE teacher, I realized, is a delicate balancing act. One where I must be attuned to the voice of my students (often non-verbal), indicating where I am succeeding, at times pleading for assistance, and, most importantly, asking me to believe.  

--

Peter began to cry when he learned that a field trip was planned for the late morning. The change in his routine shocked his ability to cope. If indeed Peter was going on the trip, he made it clear that I would have to go with him. He began to point at me and worked furiously to grasp onto my hand.

I was now conflicted. I was telling myself that I had to choose between my desires to accomplish my paperwork and teach my 8 other students, or to travel with Peter to the Urban Ecology Center.

Realizing that Peter, through his grasping of my hand, had taken a major step in advocating for his own needs, I knew I had to go with him.

Throughout the morning, I had been engaging in a false choice. This was not about Peter vs. my other students. It was about Peter internalizing our lessons on empowerment. At Rocketship we often talk to our students about the importance of agency in the classroom, and I honestly couldn’t think of a better example of this lesson being lived out than in Peter informing me that he needed me to go on the trip.

So I went.

Our para-professional stayed at school.

--

As the class broke up into two groups, the students were wild with anticipation. Within the hour, we had acted out the life-cycle of a monarch butterfly, wiggling on our bellies as caterpillars and curling into cocoons. We analyzed the life-cycle of mammals, observing the physical changes that manifest when mammals mature into adulthood. And we got to touch the hard, scaly shell of the resident North American Box Turtle. Naturally, a planned hike along the banks of Menomonee River was the perfect way to end the trip. 

Peter held onto my hand tightly as we descended a grassy knoll, walking under an old rail-road bridge and across a gravel bike path. Aware that Peter needed both vision and balance supports, I walked next to him. When we cut through a patch of stiff, yellow cone flowers, I held his hand as he navigated through the thick roots and stems. When the rest of the class hopped from rock-to-rock as we followed the forest path that runs along the river, Peter grabbed the back of my shirt to maintain his balance as he picked his way through the stones. When the class ran ahead, so did he. When five students from his class scuttled up a steep, muddy embankment to inspect the burrow of a groundhog, Peter didn’t hesitate to follow.

I saw him gaining confidence by the minute. His innate curiosity began to burn bright. Peter was no longer being “held back” by either his shy demeanor or some physical “disability.”

At some point in our trip, it began to rain. Our group sought shelter under a high-way trestle, where we sang songs. When the rain subsided, our group made our way west along the railroad tracks, peeling off into a cove of spindly willow branches that tangled together to create a natural room (or clearing) just big enough for fifteen 6-year-olds to fit.  The hike leader had each of the students climb inside, where they mimicked the call of a few migrating birds.

Peter and I came in about 3 minutes behind everyone else—I had to carry him down the steep trail and helped him navigate through the curtains of spiraled willow leaves.

And as his classmates ahead of him began to file out through the narrow exit-way onto the path, I saw Peter glance up and look around at the canopy of green in which he was embraced. He was smiling widely.

And in the end, it was I who thanked Peter for the trip.