Saturday, July 16, 2011

A Canvas of the Community

This morning, as a part of a community effort driven by a coalition of local nonprofit organizations including the Latin American Youth Center which houses my school, I participated in my first ever “Community Canvas.” The objective of the community canvas, beyond simply to collect information about what concerns residents have, what issues they need addressed, and what services they either need or can help provide, is to engage the community in a discussion about what matters to our community and how we can all do our part to build a stronger place to live for all of us. And it was through those discussions this morning that I had one of the most enlightening three hours of my life- learning from neighbors, connecting the dots between services and the people they serve, and coming to understand the differences and changes that bring us together, and sadly, often drive us further apart.

Over the course of those three hours, and covering only about 4 blocks of terrain in South Columbia Heights D.C., I witnessed and heard first hand the effect of a rapidly changing community, and peered through a window into the effects of a country feeling a loss of some purpose and possibility. The questions ranged from what major concerns you have about your community, to what organizations, people, or government agencies are making a positive impact, and what would you be willing to do to help out in your neighborhood. One of the things we talk about in education a lot is crafting questions in a way that allows multiple levels of entry or access points. In other words, no matter what your experiences, you should feel like you can respond to the question in an open way that draws on who you are and what you have to share- not a universal expectation. I didn’t realize how effective these particular questions would be in opening up dialogues that exposed a neighborhood bound by a common sense of responsibility and engagement, but yet in many ways still deeply and dangerously divided.

Through my first set of interviews I encountered mostly well-education, upper middle class or in some cases upper-class individuals who were active in their community and cared deeply about making it better. Some had already established neighborhood or block email lists, organized a neighborhood watch, organized a clean up or block party, and often volunteer or donate money to help local causes. But what they also had in common was a concern about lingering crime, littering, loitering, and fellow citizens not as concerned about the wellbeing of their neighborhood as they were. Asking what could be done to make their neighborhood better, three out of four of them, unprompted, said “bring Adrian Fenty back.” One man told me “He suffered from the successful black man syndrome….if you’re black and successful people see you as arrogant, your own community [turns on you]. So now we’re just going back to the old ways. I’ve been there.I don’t want to go back.”

Some approached the conversation on an individual level- speaking to what we should all do to pitch in and make our neighborhood better. Some approached the conversation on a community level- speaking to what we need to do collectively to improve our common space. And many also approached the conversation on a political level, arguing that while individual action was good and needed, what was really hurting them and their families the most was the lack of real political reform, whether it be health care costs, mortgage payments, or property taxes. I heard a real concern from people that they thought those who could afford to weren’t doing their part to make the country a better and stronger place. As one man of Ethiopian descent but who has been in the United States most of his life told me- “People keep telling us we can’t fix these problems because we’re broke. We’re not.” And yet still others talked about our particularly difficult and unfair circumstance in affecting change. One man who has lived in this neighborhood for many years but is now being forced out by increasing property values and gentrification told me, “ Until we have representation- we can’t affect much,” he said. “We have no right to petition in this city.” The constitution affords us that right, but we don’t have it right here, hr argued. But what stood out to me was an interesting take on gentrification from a victim of it. “I say- mission accomplished,” he said. “I worked hard to make this city a better place and it has happened. I wanted to make this a great place to raise my kids. I did that. My kids are older now and I’ve got to move to Southeast because we were successful. But I see strollers every day passing by on this road and it doesn’t matter what color the parents are…we did that. That’s a success.”

And from his experience began my final set of interviews that stretched beyond the newly gentrified Columbia Heights past Sherman Avenue onto Girard Street where the neighborhood takes a turn into the past- where concerns aren’t about a plastic bottle littered on the sidewalk, but as one man described to me a serious pattern of young people throwing full bags of trash and even feces into his back yard. The man was black and has lived in the neighborhood for a long time. In his mind, he is no perpetrator of gentrification- yet he sees a personal gentrification as his only way out of a situation no one wants to help with. He says he’s saving up to invest in a new porch and a new look for his house so they won’t feel like they can sit around and drink without his permission. The man wanted a free community gym, and some help getting a loan.

As I walked further down Girard St. wondering whether it was time to call it a day and end my route, I saw a group of four young black men (some boys), sitting around smoking pot in front of an apartment building down the road. “I’m not done yet,” I thought to myself. I approached them and asked if they would mind chatting about their neighborhood. They didn’t seem too excited about the idea, but they agreed.

I sat down with them and went through the first few questions…”How long have you lived here?” “All our lives” they answered. I continued, “What are some of your major concerns about the neighborhood?” “The police…police harassment,” one said. “Man, fuck the police,” another responded. But then another, slightly older man with them, fired back. “Man, the problems out here aren’t about the police. Anywhere you go you’re gonna have police, you can’t stop that. The problem here is we being invaded. We’re losing our street, our neighborhood.” “Look,” he said, as he pointed to the end of the block. “Down there we got a new condo building going up, at the end of the block the same. Half these houses been converted into fancy apartments. Before long we’ll be out of here…nowhere to go. That’s the problem we got. You guys talking about the police…come on!”

As I dug deeper I got at something even more intriguing. I asked them what they thought their neighbors were concerned about. They didn’t hesitate. “They’re concerned about us. They’re concerned about crime and drugs.” And they were mostly right. One kid spoke up- “You know they worried about getting their cars keyed and shit stolen, maybe they should say good morning back once in a while, stop acting so damn afraid of us like they can’t look at us in the face. Then they wouldn’t have to worry about no shit...It’s about respect.” They didn’t want problems, but they were also initially short on solutions. They felt that there was no going back and their time was running out in what to them is their city and their block. “Soon this won’t be a black city anymore,” the older said.

“You know, we used to play tag on this block, but now all of them moved in.” I was trying to connect the dots. I thought to myself- why can’t they play tag in a gentrified neighborhood? As they continued talking and my mind began to wander, the lines filled in. It’s about fear. Nobody acts the way they want to act when they feel threatened. We act irrationally when we fear for ourselves, for our family, for what we know and love. Their reaction isn’t a helpful one, but it’s a human one. They want more, but don’t feel like they can get it. “What happened to the Save our Streets program?” they asked. “You know, they have some great conflict resolution classes. I took it. We need that up here, but now they gone.” They told me they had met their councilmember, but they didn’t feel like anyone in government would listen to them. The developers mattered more.

So where does that leave us? Maybe we are a community that is increasingly unified, but not united; a community of purpose and progress, but with problems yet unsolved. But I also had a sense that this is a neighborhood of really great people. All of them cared about their community and wanted better for it. Even in anger they expressed a sense of pride about their city and their community. It was satisfying to hear that everyone could mention critical neighborhood resources and many already use them. And those that might be new to the neighborhood have a real understanding of the burden that being part of that change carries. Most of them want to help out. Many volunteered to tutor or to escort a student to school in the morning, or host a neighborhood discussion on local issues.

Change is never easy, and the frustration that real fundamental change wasn’t happening ran deep. But in the midst of good people, good projects, and most importantly, goodwill, one can have faith that though it may at times seem distant, good shall come.

Friday, August 15, 2008

My classes this fall!

Aaaand....the blog is back! I am teaching at Parkmont School this year, a private school up on 16th st. NW in Washington DC. It is a small school with small classes and luckily I will have a good deal of freedom with the curriculum. My first session (there are 7 sessions each year I teach one main lesson of 2 hours and one reading class each session)...my main lesson is US Government and my reading class is modern US Foreign Policy. So it's time to throw out the first two topics for ideas and feedback-

1. What are some good novels on US Foreign Policy at a 7th/ 8th grade reading level? Think Cold War, Vietnam and on.

2. We are in DC so US Government should be full of great guest speakers. Here are some of the topics where I'd like guest speakers. (in no particular order) Help me think of some names to invite!

* The Constitution and Bill of Rights
* Free Press
* Civil disobedience vs. rule of law
* The role of the judiciary and activism vs. restraint
* The power to declare war
* State power vs. federal power
* Security vs. civil liberties
* Separation of Church and State
* Taxation
* Habeus Corpus and the torture debate
* The Right to Bear Arms (DC gun debate)
* The debate over torture
* Warantless wiretapping

Thanks y'all!

Thursday, April 17, 2008

Political Commercials, wrapping up the unit

Today's lesson went VERY well with all of the classes. I feel like video is always effective at keeping the attention of the students and keeping them engaged. They understood the concept, from step 4 to step 6, they enjoyed watching the videos, had quick and precise reactions (for the most part), and breezed through the analysis worksheet of a specific ad. They quickly pointed out language choices, color, music, and other things used to influence, and understood the purpose. They were able to quickly spot subliminal messages and immediately identify which type of ad was playing (negative, warm and fuzzy (positive), humorous, or scary). I was very pleased with this lesson and I think it might have equipped them with the most useful media literacy skills of any lesson so far.

We were able to start in each class their final product, their personal media literacy plan. They will continue to work on those tomorrow. These should serve as commitments they are making to be more critical of media messages and learn how to get their information in a smart and savvy way.

Tuesday, April 15, 2008

Detecting Bias/ Analyzing Political Commercials

Today was much more productive than yesterday! First, with step four we were able to dissect a full article, answering almost every question on the detecting bias in the news worksheet, and many students who normally struggle answering some of the questions on their own. I thought the article was simple enough for them to understand, which helped a lot. We even got through the whole bias lesson and viewed a couple of political commercials to introduce them to that next topic. In step 6 we had a different group og 4 students today who were much more productive. We got through the whole bias lesson, and added a second analysis exercise where they analyzed editorials about the Iraq war to detect bias, and did so well. In this class we got through about 2 political commercials and will pick up there on Thursday. In step 5 we got through the whole bias lesson analyzing both the longer article and clips from editorials. One of the most effective parts was having them pick out the sentence they agreed with most and the sentence they disagreed with most. I think the point that got across the most in each class was that they don't include every point of view or ask each group that is affected for their opinion. We will pick up Thursday with the political commercials lesson in all 3 classes.

Detecting Bias in the News

Monday April 14-

Today's classes were a bit scattered as I divided time up between trying to put some finishing touches on their media ownership poster project and start the next lesson on detecting bias in the news. Managing the two of these tasks made transitions difficult and definitely lost some students in that process. Step 6 was also off the walls rowdy today and could not concentrate on their work at all. Students were frequently cursing, leading me to pull one student aside to address the issue. Classroom management became very difficult in this situation where they were all feeding off of each other. After class I discussed this with the other teachers, we shared concerns, and my cooperating teacher talked to them one on one during study hall.

In step 5 I did start the detecting bias lesson, but only briefly got into reading the article. With Wednesday off this week we have essentially 3 more days to finish 3 lesson plans now- detecting bias, analyzing political commercials, and writing their final media plans.

Thursday, April 10, 2008

Meida Ownership, Day 2

Today was the continuation of yesterday's lesson and project. Their is wide disparity here. Many are very into the project and because of that were not able to finish in time, and some who did not want to draw at all (they were then offered the option to copy and paste the logos). There is also a wide disparity in terms of understanding, which concerns me. Many really seemed to understand yesterday (and today in the lesson with step 4), were frequently shaking their heads that they got it, and answered questions that made it clear they understood. Yet today many did not know WHY they were doing this project. I need to find some ways to briefly reinforce WHY it matters that the media is so consolidated and how it effects them. I will try to do that to some extent before we move on to the next topic....detecting media bias.

Wednesday, April 9, 2008

Advertising Take 2 and Media Ownership

Step four will now be working on a completely different track than the other classes since I want to limit our objectives there and achieve a basic level of media literacy. I prepared a worksheet for today that allows them to better delve into the world of images and advertising that we see everyday so that they can evaluate online advertisements. They attempted to differentiate between content and advertisement, list words commonly used in advertising, and talk about how advertising can make you feel. They did this analysis on two different ads and then compared and added to our class list. I honestly feel like this focused lesson accomplished more than any other lesson with the students at this level. The lessons provided by this lesson will help them be more critical consumers.

With Step 5 and 6 we started talking about media ownership, consolidation, and why it was a threat to democracy. I used a couple of analogies that I think worked really well. The first compared the situation to a rumor started by one person, spread to twelve classmates, about another one of their classmates. One of those 12 people says "Oh man, it must be true...I heard it from 11 people!!!." Then I asked, but how many people did you ACTUALLY hear it from? And they correctly responded, one. This is how media ownership works I explained. So many of the sources we use report news coming from a single company or single chief executive but they are passed off as multiple sources, which validate the information in our minds. The second analogy was how Banana Republic, GAP, and Old Navy are are the same company, but exist to sell clothes to different groups of consumers, but it is really one company trying to increase profit. These analogies really worked I felt and led into talking about media consolidation.

I gave them some surprising statistics on media ownership, and how the sources keep getting smaller. I spent some time talking about how GE owns not only media, but makes fighter jets, bombers, owns a health care company, and oil and gas. The presentation I think was very successful at getting them to understand how this means they would not want to important news like the war in Iraq or the health care crisis. One student actually came up to me later in the day and said "I couldn't believe that stuff. I was stunned!" We spent a little time talking about why this way bad for our democracy and then started in on their project.

We spent the rest of the class working on their project which will be a big poster in landscape greeting card form that has the logo of the big coporation on the front and when you open it, logos of many of the companies they own. We will continue that project tomorrow!