Changing Schools

First day of kindergarten.
(Photo by Anoosh Jorjorian)

Today, I took my daughter out of our local public school and enrolled her in a charter school.

I didn’t think I would announce it, but then I realized, hey, I write about parenting and politics, and I have just committed a huge political act.

We live in an excellent school district, and our home school is one of the most desirable in our district. We were looking forward to our daughter receiving a solid education while also enjoying a truly diverse peer group.

My daughter, I should say, adored her preschool. She came home covered in paint and mud every day. The love between Silver and her teachers was plainly mutual. At school, she would pet animals, make rivers in the yard, create stories with her friends, pick and eat vegetables from the garden, and pretend to be a kitty, or a mama, or an astronaut, or an excavator. On the way, she learned to write and gained the fundamentals of reading, math, and science.

In the first few days of kindergarten, my family experienced the shock of transitioning from preschool to the regular school system. My daughter seemed oddly unenthusiastic, and one day as she settled into her car seat, she asked, “What does it look like inside your body when you cry?” My husband and I tried to take statements like these with a grain of salt, unsure of how much weight to give them during this time of flux.

The afternoon before Back to School night, I asked her what problems she had that she wanted me to talk about. In order of importance, she listed:

• Sometimes my teacher yells really loud and it hurts my ears. 
• Leila gets lunch at the cafeteria and sits with all of those kids, but I want her to sit next to me, but she never can. 
• Sometimes we have to sit on the rug, and it’s boring. 

So I sat through the Back to School night rally in the auditorium, then we parents filed away to our children’s classrooms for another presentation by their teachers. I sat down on a tiny chair and filled out several forms. The teacher talked about curriculum goals—writing aptitude, sight words, scissor skills—and also described the kinds of homework he would assign. He held up a composition notebook showing lines of upper- and lowercase L’s on one side and cut-out photos of a lion, a llama, and a child licking an ice cream cone on the other.

Silver expresses her displeasure with me.
(Photo by Anoosh Jorjorian)

I had my reservations about my child having to sit and write letters in long rows, when all the writing she has done so far has been on her own initiative: grocery lists, birthday messages, angry letters to me when she is mad. Nevertheless, I could see that her teacher, trained in studio art, was trying to work creatively within the limits he was given. Their first homework assignment would be to draw a picture of something fun from the summer, label all the parts, and write a sentence or two about it. (A rather long assignment for kindergarten, admittedly.)

With only 10 minutes until 8 p.m., the scheduled end of the evening and my children’s bedtime, he asked for questions. On my turn, I asked, “Can you talk about your philosophy and some of your methods of discipline?” The teacher walked over to a small rectangular table with three chairs ranged around it: green, yellow, and red.
 
The red chair was the last straw. My daughter had, in preschool, participated in a democratic classroom. As she has told me many times after I apologize for yelling at her, “The teachers at school don’t yell.” It’s true: they don’t. Of course, at preschool there are five teachers for 25 kids. In kindergarten, there are two. But my daughter is accustomed to being part of the classroom process where limits are agreed upon collectively and enforced gently, and I’m not ready for her to grapple with an authoritarian system yet.

The charter school I am moving her to practices project-based education, which to my mind, is what every school in the U.S. should practice. Diversity and social justice explicitly make up part of their mission. They emphasize experiential learning tailored to each child’s particular style. Collaboration forms the foundation of their structure.

I am, in theory, committed to public education. And yet, as every parent realizes when her or his child begins school, I want my daughter to have an excellent education right now. Public education in this country is a large, unwieldy vehicle, constructed rigidly, and difficult to turn in a different direction.

If our education system is supposed to prepare our children for life as adults, what are we teaching them? To respect authority. To tolerate repetitive, boring tasks. To understand that the system is unresponsive to their desires, needs, and emotions. And, above all, that the pleasures of education—personal attention from a teacher, play- and project-based methodologies, richness of materials, opportunities to go outside in a beautiful environment or take exciting field trips—are limited by economics. That we live in a two-tiered society, between those who find school a trial and those who find school rewarding, becomes obvious to our children from an early age.

People always scoff that we can’t buy our way to a better education system. (But maybe we can.) And yet, what would it be like if we abolished private schools and channeled all those funds to public education? What if we did only this: reduced class sizes, paid teachers wages respectable for trained professionals, and improved facilities so that schools could be open, airy, green, and pleasant places to be? What if we could make arts available to every child, every single day? You can’t convince me that education wouldn’t improve.

And what if we went further and made the goal of education to instill a love of learning in every child?

I know, it sounds like I am asking for the moon. And yet, like every parent, I want my child to be happy and smart; I want her to have ambitious goals and feel capable of reaching them. I want her to delight in learning rather than approach school with dread. It doesn’t seem like so much to ask.

How Long?

I’m in Canada on “vacation”—i.e., on duty with my children 24 hours a day while we visit family. I have to, once again, pause between sections of Significance: I have been transported back to 2003, where the only access to the internet is via a single cable inconveniently located in the room where the kids sleep. Online research is, as they say, not happening.

Additionally, deprived of preschool hours, finding time to write has been challenging. Most of this post I wrote after being awakened at 3 a.m., unable to get back to sleep, tapping it out with two fingers on my iPhone.

In the absence of the internet, I have fallen back on my dad’s issues of The New Yorker. So I finally read Louis Menand’s article on the Supreme Court’s decision to strip the Voting Rights Act of its teeth, something I couldn’t bring myself to do at the time because of my overwhelming feelings of frustration and despair. 

Today marks the 48th anniversary of the VRA.

Dr. Martin Luther King, Jr., Coretta Scott King, Reverend David Abernathy,
Mrs. Juanita Abernathy, and their children at the front of the Selma
to Montgomery March in 1965. (Photo from Wikimedia Commons)

Menand doesn’t so much analyze the Court’s decision as retrace the steps of the Civil Rights Movement that led to the VRA. His words bring it vividly back: the unbridled use of state power coupled with vigilantism to terrorize the Black population of the South. Beatings. Shootings. Firebombings. Lynchings.

(Note to pro-gun people: the era of the Civil Rights Movement saw private citizens wield guns far more effectively as instruments of terror rather than as defense against it. Imagine if the Klan couldn’t access guns.)

I am, of course, interested in how the leadership developed and adapted the strategy to realize Civil Rights, a delicate balance of economic pressure through boycotts and international pressure sparked by the horrifying footage of repression in action—exactly the opposite image the White House desired during the Cold War.

But I’m also curious about the foot soldiers of the movement, whose day-to-day logistics are rarely documented. How did each family organize their participation in the movement? Who in the family attended the meetings? Who watched the kids? Extended family? Neighbors? Or did they take them along? (Clearly they did sometimes, since we have images of children blasted by firehoses, set upon by dogs, and shocked with electric prods.)

I frankly cannot imagine an equivalent mass movement taking place today. The last gun control rally I attended, on the six-month anniversary of the Sandy Hook massacre in Newtown, was held from 5 to 7 p.m. We stood on the corner of a busy intersection and held signs. When it was over, we all went home. In the course of those two hours, a maximum of 150 people attended.

I don’t mean this as a criticism of the organizers, who, I know, meet regularly and devote so much of their time and energy into making real change on gun control in the U.S. Nor can I fault the participants, who not only show up at the rallies, but also write letters, sign petitions, and donate money to end gun violence. 

One difficulty I see is that few of us are as single-issue as African Americans were on the topic of Civil Rights. Segregation affected every African American personally and outweighed any other injustice. Facing death at the hands of a state trooper seemed a reasonable risk to end the possibility of being dragged from your house and lynched in the dark of night. 

In contrast, my activism includes GLBT rights, immigrant rights, food policy, regulation of toxic chemicals, use of drones, Edward Snowden and the NSA surveillance policy, the targeting of Assata Shakur, reproductive rights, workers’ rights, gun control, and on and on. Not because I am somehow more aware or more enlightened, but because no one is going to kill me, or my family, or my friends over any one of these issues. (This is not to say that some aren’t life-or-death issues—many are, but few of us, proportionally, will experience it as immediate, direct terror.) The complexity of our society now can mean more freedoms, but it also multiplies the ways that these freedoms can be picked away or assaulted, often indirectly or surreptitiously. 

A second factor I see is time. For example, I am ancient enough to remember when I could call a business or a company and a living person would answer the phone. Then companies realized they could use technology to save labor costs, but that labor of “directing a call” then got passed to us, the “consumers.” Whether we saved money on products because companies cut their labor costs is debatable. That they stole our time is demonstrable. This kind of “savings” to corporations and “costs” to the rest of us continues in ways large and small. Consequently, we now spend more of our lives as consumers than as citizens. 

When we are working more than eight hours a day- 
When we spend hours in our cars commuting between our homes and our jobs- 
When our work follows us home and occupies our “leisure” time- 
When we care for our children alone, far from the support of extended family- 

How can we take the time not just to write letters, but to demonstrate in the state house, attend a march, gather for movement meetings—not just once in a while, but for days and years until the campaign is won? How long does it take to establish our rights? It takes decades of unrelenting effort: the accumulated minutes, hours, days, and years of thousands of people’s lives. We give our time, and money, and work, and sometimes blood. How long does it take to strip those rights, and erode the landscape of equality for our children? As long as it takes a decision to be read, and for the gavel to bang down.

PETITIONS TO RESTORE THE VRA:

NAACP

People for the American Way

The Nation

And, as always, contact your representatives directly via e-mail, Facebook, and/or Twitter. For the greatest impact, I kick it old school via snail mail. 

 

Significance, Part 1

Ben Franklin taught his younger sister Jane to read.
It's the other way around for these two.
(Photo by Kevin Miller)

“The most Insignificant creature on Earth may be made some use of in the scale of Beings.” —Jane Franklin 

“The Prodigal Daughter,” Jill Lepore’s latest piece in the New Yorker*, is a meditation on mothers and their longings. Her own mother yearned for travel and adventure beyond the confines of her New England town. Jane Franklin, sister to Benjamin, wished to correspond with her brother with the fluidity and skill that he possessed. Ben assures his sister that, as a literate woman in eighteenth-century America, she is miracle enough; she continues to feel shame over her misspellings and her obvious exertions to express herself in writing. 

When I read Jane’s quote, I immediately teared up. My chest ached with what felt like an ancient injury. Why? I wondered. What was going on here? 

The lives of Benjamin and Jane Franklin tell a compact story of the politics of sexism made personal. Lepore sums it up neatly: “No two people in their family were more alike. Their lives could hardly have been more different.... He became a printer, a philosopher, and a statesman. She became a wife, a mother, and a widow. He signed the Declaration of Independence, the Treaty of Paris, and the Constitution. She strained to form the letters of her name.” 

The struggles of feminism, particularly second wave feminism, have been largely to change this narrative, to allow women to fulfill those frustrated longings: go out in the world, gain renown, participate visibly in history’s great events. 

As a child growing up in the late 1970s and the 1980s, I benefitted immeasurably from the second wave, but what I knew of feminism during my childhood was mostly this: my mother worked. 

My mother taught English and Spanish to middle- and high school students at the K–12 school I attended. She didn’t just work—she had found her calling. In addition to the fundamentals of English and Spanish, she also undertook to instill in them the ability to express themselves fully and accurately in writing and to think critically. She eventually became an English professor at a community college and found her niche, determined to help underprivileged students attain college degrees. Now, not only does she teach classes, but she has become one of the leaders of her college’s Puente Project, a comprehensive program to provide underserved students with mentors, writing instruction, and support to attain academic success. 

Over the years, many of her students have fallen into two camps: those who appreciated her unstinting efforts to get them to achieve above and beyond what they thought was possible, and those who found her an immense pain in the ass. 

I feel like I absorbed teaching through osmosis. My mother’s passion for her job meant that she has always shared her thoughts and struggles with me, and I sometimes watched her classes. The times in my life I have worked as a teacher—as a teaching assistant for writing during college, as an ESL instructor in Senegal, and a teaching assistant during graduate school—I felt that my joy in it, my comfort with it, and my ability to improvise in the classroom stemmed directly from her. I learned from her that my primary job was not to be my students’ friend, but to goad them to think, sometimes unwillingly, beyond their assumptions and received wisdom. 

I think I could have been a teacher, but for my chronic bouts of illness. During my years in graduate school, where we were groomed to become professors at research universities, the manifold ways that I saw how teaching was devalued, how it came at the end of a professor’s to-do list, far below research and the chase for grant money, discouraged me from pursuing a higher degree. (That we, in the United States, hold educators cheap is a discussion for another time.) 

What I have now is parenting. Instead of guiding young adults to unpack the cultural and political significance of performance, both artistic and quotidian, I am pushing my preschoolers to find alternative resolutions to their conflicts other than calling each other “Stupid.” 

So here I am, a wife and a mother, stitching together scraps of time trimmed from child care, household management, cooking, grocery shopping, finances, and my relationship with my husband to write. Looking at my life—absent my laptop, my preschool, the internet, the empty spaces where extended family and/or servants should be, the car, and my brown self—I ask: 

What is this, the Victorian era? 

(To be continued in Part 2.)

*Lepore’s piece is like a well-cut jewel: sharp, revealing, finely crafted, beautiful. Go read it.

My Daughter the White Girl, Part 3

"A rainbow would be boring/if it were only green or blue/
What makes a rainbow beautiful/is that it has every hue/
So aren't you glad you look like you?"
From We're Different, We're the Same.
(Photo by Kevin Miller)

(Continued from Part 1 and Part 2)

At first, I followed the red herring that the word “pretty” represented. I told her, “I know all the princesses you see have light skin and yellow hair, but that’s not the only kind of beauty. There’s lots of different ways to be pretty.” She said, earnestly, “But some of the princesses have brown hair, like me.” She nodded for emphasis. I realized I’d gone down the wrong path in the conversation.

Silver was telling me that people’s value hinged entirely on their “prettiness,” a value inculcated in her by books, videos, and toys, most of them by Disney, and most of them outside my house—at her day care, at friends’ houses, at the doctor’s office. Girls also cannot escape the peer-pressure of “prettiness.” It doesn’t help when adults reinforce this value by constantly commenting on little girls’ outfits and looks. (Latina Fatale made me notice my complicity in this.)

I found myself facing two fronts instead of one. Now, it was not just the question of working against cultural messages of race, but also gender.

It was actually Po Bronson himself during a live chat about NurtureShock who gave me the word I should have used in the first place: wrong. “People with light skin didn’t want people with dark skin to go to the same schools or eat in the same restaurants or live in the same neighborhoods because they thought they weren’t as good or pretty or smart as people with light skin, but that was wrong. And people with all different colors of skin, they fought long and hard to change that. They said, ‘No, that’s not fair.’ And they got hurt because of it. Other people hurt their bodies. But they did it anyway because it was the right thing to do.

“And Silver, it doesn’t matter what you look like on the outside. Whether you’re pretty or not, it’s not as important as being a good person. People stood up for what was right, for what was fair, and that is the most important thing.” I could feel pressure building up inside, the urgency to pass it on. Miraculously, she was quiet, her eyes fixed on me.

I said, “You know, if they hadn’t stood up for what was right, then Grandma wouldn’t have been able to marry Mezhaidig, because Grandma’s skin is brown and Mezhaidig’s skin is light, and I wouldn’t have been born.”

Then her eyes lit up. “And you wouldn’t have been able to marry Daddy, because his skin is light and yours is brown!” “That’s right!” I said. The pressure eased. Daddy was ready. I helped Silver put on her shoes, hugged her tightly, kissed her, and said, “I love you, baby.” “I love you, too, Mama,” she said, and walked out the door.

No bunny's really color blind/Maybe it's a fact/We all should face/
Every bunny makes judgments/Based on race.—
with apologies to Avenue Q.
(Photo by Anoosh Jorjorian)

I have to keep reminding myself that I can’t overcome racism and sexism in a day, not even with my own children. It’s a process. Just as absorbing racism and sexism is something she has learned little by little, every day. I have to remain vigilant and pounce on the moments when I can change her perspective and reveal the prejudice for the injustice it is.

But I can’t help but feel a little sadness and distance. For her, these discussions will continue to be abstract. She is protected by the privilege that her skin color provides her. For me, racism is something that I will always take personally, as an attack on my very being.

It’s funny how we can wish for our children to have it easier than we did. And yet, when it comes, success is bittersweet. We pass on our wisdom, but will they really know it if they don’t live it? The only president Silver has known is Barack Obama. While I grew up at a time when being biracial was so unusual as to be almost freakish, she is growing up at a time and in a place where being biracial is almost the norm. I have to console myself with the knowledge that, in our microcosm at least, this is progress.

My Daughter the White Girl, Part 2

Silver and Ocho's dolls. (Photo by Anoosh Jorjorian)

(Continued from Part 1)

There’s nothing quite like having spent your life being mad at racism, learning about its insidious effects, living on both sides of the equation in the United States and in West Africa, and having your precious child say something racist. It sent me into a full panic. How could this happen? 
 
Ever since I had read NurtureShock by Po Bronson and Ashley Merryman, I had made it a point to talk openly with Silver about skin color and body difference. In the chapter entitled “White Parents Don’t Talk About Race,” the authors trace a variety of studies to build a case that not talking about race explicitly with children results in kids forming their own biases in favor of their own race. White parents in particular felt uncomfortable talking about race with their children. They relied on vague statements such as “everyone is equal” to convey a message of colorblind equality. One of the researchers, Brigitte Vittrup, summed up the problem when she said, “A lot of parents... admitted they just didn’t know what to say to their kids, and they didn’t want the wrong thing coming out of the mouth of their kids.” 
 
These parents assume that children are born colorblind and that if they don’t practice prejudice in their own household, the children won’t pick it up. For them, drawing attention to racial difference is tantamount to opening the door to racism. Bronson and Merryman argue that children already notice racial difference, and that by not talking about it, parents convey the message that only people like themselves are OK, and they imply that racial Others are somehow less nice, trustworthy, friendly, etc. as whites are.
 
I had my own experience with a child “naturally” noticing—and fearing—difference. When I lived in Senegal, my youngest “sister,” less than a year old, would cry the moment she saw me. Even in a cosmopolitan city like Dakar, she saw few foreigners in her neighborhood, much less in her house. It took a week of seeing me every day before she warmed up to me. This story, of African babies crying at the sight of a “white” person, I heard repeated often amongst Peace Corps volunteers and expats. Similarly, when Silver was an infant, my Congolese ex-boyfriend came to Los Angeles with his Senegalese wife and their dance company. We spent an afternoon and an evening catching up. Silver, not a very trusting baby to begin with, wanted nothing to do with them. 
 
Bronson and Merryman only touch on the role that cultural and social messages play in forming racist attitudes outside of parental influence: “Just as minority children are aware that they belong to an ethnic group with less status and wealth, most white children naturally decipher that they belong to the race that has more power, wealth, and control in society; this provides security, if not confidence.” They don’t speculate, however, on how early these messages in the cultural environment begin to saturate a child’s mind with information on racial hierarchies. 
 
It was easy to know when Silver began to notice gender differences. Her favorite colors seemed to change overnight from turquoise blue and red to pink. She would say things like, “Boys don’t have long hair” or “No, Mama! Not those pants! Those are boy pants! I want girl pants!” I blamed the older girls at day care. 
 
And yet it seems that kids rarely come out with overt signs of noticing racial difference by themselves. Certainly, Silver didn’t talk about it until I started to. But if African babies cry at the sight of a “white” foreigner, and my “white” daughter cried at the sight of two Africans, perhaps attitudes towards racial difference form so early, in a pre-verbal stage, that our only choice is to undo early racial bias.
 
Armed with the evidence from NurtureShock, I diligently acquired all the right books: We’re Different, We’re the Same; Shades of People; All the Colors of the Earth; Whoever You Are. We talked about the people we knew and what colors their skins were. We talked about how we have different skin colors within our own family, how Grandma’s skin is darker than Mama’s skin, and my skin is darker than Silver’s. 
 
Silver has, and had, plenty of African-American teachers. For a while, her favorite teacher was a woman of Xhosa heritage—not just Black, but Africa Black. What we don’t have here are friends (e.g., people who have come over for dinner or had us over for dinner) who are African-American with dark-brown skin. Most of my African-American friends are on the East Coast, and the few I had here finished graduate school and scattered to take up jobs in Chicago, New York, Boston, Ohio, etc. Since I became a parent, I haven’t met many other African-American parents because I live on the Westside in Los Angeles. We have white people, Asians, and Latinos in abundance. Black people? Not so much. Many of the African Americans I know are mixed—I swear, we halfies/hapas/metis/mestizos must be the majority here—and so come in a range of shades, few of them dark.
 
So when my daughter told me, “I don’t like people with dark brown skin,” I knew I had to seize the moment to undo my terrible mistake. I said the two words that opened the door: “Why not?”
 
And that’s when she said, “I don’t like them because they aren’t pretty.”
 
I started cursing Disney in the foulest terms I could come up with. Silently, of course. 

(To be continued in Part 3.) 

My Daughter the White Girl

Photo by Kevin Miller

“I don’t like people with dark brown skin.” 

This is so hard to write. I mean, who wants to start a conversation that goes, “My five-year-old daughter is racist”? But this is how deep it goes in our culture. My daughter doesn’t know how to read, but she has read the signs that tell her: Black people are marginal Others. 

Of course, this conversation started right before she had to leave for preschool. She had been dressed, brushed, fed, and sunscreened. My husband’s coffee sat ready on the counter. Any moment now, he would emerge from the bathroom with clean teeth, and they would have to put on their shoes and go. 

Moments before, her little brother, Ocho*, and I were reading Bear on a Bike, and Silver* came to sit with us. When we read books now, the kids point to characters in the book and say, “This is me. This is you. This is Mama. This is Daddy.” So Ocho pointed to a girl with dark brown skin and a star-shaped thatch of curly hair and said, “This is Silver.” She immediately protested. “NOOOOOOO! I don’t want to be her!” 

I could ignore where this was going. I knew this moment could mean the difference between my husband getting to work on time... or not. 

But then again, I couldn’t ignore where it was going. Not when I had grown up feeling acutely conscious of being the only brown girl in my class. Not when I had struggled with seeing only white girls around me at school, on television, in print, and no reflections of me or my family. 

And not when I had learned the names of Martin Luther King, Jr., El Hajj Malik El Shabazz, Rosa Parks, Stokely Carmichael, Huey Newton, Angela Davis, Assata Shakur, and on and on to those whose names I don’t know, but whose courage not only changed my world, but made my life possible. Those who marched in the streets, faced savage dogs, fire hoses, fists, clubs, and bullets. 

In moments like these, I am overwhelmed by what I know and what she doesn’t yet. Yuri Kochiyama. Cesar Chavez. Leonard Peltier. Audre Lorde. More names than I can possibly list. Loving v. Virginia. The Bluest Eye. This Bridge Called My Back. Social movement upon social movement. A lifetime of history, literature, political analysis, and lived experience of discrimination in America. Enough examples to fill a library of books on how ugly and twisted human nature can get, and the myriad ways that we, the marginalized, have fought back. 

And here my daughter sits next to me: to the eye, a white girl. California tan skin, brown hair with sunny highlights. Round, brown eyes. Wherever she goes, adults coo over her, call her “princess,” and tell her how cute and adorable she is. 

People mistake me for a nanny. Children look at her, look at me, and say, “You’re her mommy?” 

Between what I know already and what she will learn is a gaping maw of meanness and hate that I am not willing to teach her about yet. Like any mother, I would like to spare her the fear, shame, loneliness, and self-hatred I grew up with. Mean, to her, is when a kid in her school calls her “poopy,” or when she wants to watch a video and I won’t let her.

My previous attempt to explain discrimination to her completely backfired. We were listening to Sweet Honey in the Rock’s All for Freedom. (I mean, how much more racial could I get? There’s even a version of Kumbaya on it—“Cum Bah Ya”—with African-style polyrhythms.) Her favorite track at the time was “Calypso Freedom,” which she called “Freedom is coming and it won’t be long.” “Mama, what does it mean?” she asked. 

So I tried to explain segregation. I used much of the same language that Sweet Honey uses on the CD. I said that kids with dark brown skin weren’t allowed to go to the same schools as kids with light-colored skin. I tried to explain anti-miscegenation laws, red-lining, and Jim Crow in four-year-old terms. I asked her if she understood. She said yes, and added, “Mama, I don’t want to talk about this any more.” Which is how I knew I’d overwhelmed her and that she didn’t get it. 

But I didn’t realize how badly I had done my job until months later when Silver said she didn’t like people with dark brown skin that she didn’t know. “Why, honey?” I asked. She answered, “Remember how you told me that people with dark brown skin aren’t trained the way that people with light skin are?” 

Oh shit. 

(To be continued in Part 2.) 

*Not their real names. I'm not that L.A.!