The Comfortable and the Disinherited

I struggle with wondering if the races, white and black, can be reconciled in America.

If, or since I believe in an all-good and all-powerful God, I have to believe that it is possible. And …since I believe in crazy faith, I have to believe again that it’s possible.

But the rift between “the comfortable” and the “disinherited” is a big one…and it has been there from the beginning of our history. “The comfortable” seem to think that the cries of “the disinherited” are a lot of noise. “The comfortable” will say that since there is a black man in the White House, then all is well. “The disinherited” ought to be quiet.

But the fact is that “the comfortable” really do not know or care about “the disinherited.” Though many people, black and white, are “pro-life,” “the comfortable” have no idea of what life is for “the disinherited.” They don’t know about the horrible schools that the children of “the disinherited” have to attend, while they know that “the comfortable” have wonderful, well-equipped schools just minutes away. They don’t know, or don’t care, that even now, urban schools often have the worst teachers, the most outdated books, few if any computers, no air conditioning and/or inadequate heat. They don’t know about how the children of “the disinherited” often do not have coats and gloves and hats and boots in the winter …or if they do know, they don’t care. They do not know, and therefore cannot care, what these horrific schools must do to the psyches of the children of “the disinherited.” In one of Jonathan Kozol’s books, Savage Inequalities,” he writes about a public school in East St. Louis where sewage overflowed into the kitchen. “The school had to be shut down because sewage flowed into the basement, through the floor, then up into the kitchen and into the students’ bathrooms. The backup occurred in food preparation areas.” (p. 23) Can you imagine what that smelled like? Can you imagine the horror the children of “the disinherited felt? Too many of “the comfortable” cannot. They blame the parents for the plight of the children and they turn their heads.

They don’t know about the concerted efforts today to dismantle the voting rights of “the disinherited,” trying to make it as impossible now for black people to vote as it was 50 years ago, or worse. They do not care that the legacy of law enforcement in this country is that far too often, law enforcement officers took part in lynching, and that the “justice system” was never just for black people. They do not know that for “the disinherited,” there was no such thing as a jury of one’s peers, because black people have been historically tried by all-white juries. They don’t know about the traveling electric chair that was used to execute people in the early 20th century, or about how when one young black man’s execution didn’t work, (there was something wrong with the chair), they put him back in jail and then took him back to that chair after the kinks were worked out. So much for not believing in “cruel and unusual punishment.” (Read The Execution of Willie Francis by Gilbert King)

They don’t know how America’s legacy of slavery and white supremacy has absolutely tarnished the quality of life for black people, even in this, the 21s century. “The comfortable” don’t know about being kept from getting a job until “every white person has a job.” (Read about it in Timothy Egan’s book, The Worst Hard Time). “The comfortable” don’t know about being afraid to look at white people or being accused of doing the same. They do not know about being afraid to change lanes today without using one’s signal (Sandra Bland) or to be stopped for a routine traffic stop (Sam Dubose) or being afraid to carry a toy weapon in an open carry state (John Crawford). They do not know what it is like to know that all an officer has to say is, “I was in fear for my life” to be deemed justified in using lethal force against another human being who…most often …is one of those dang “disinherited.”

The ways of life of “the comfortable” and “the disinherited” are so very different. Can the chasm be crossed, so that “the comfortable” see the plight of “the disinherited?” And, if they see, can anything be done to “tenderize their hearts” so that the lives of “the disinherited” are less traumatic?

One of my friends told me that the term “white supremacy” is insulting. To use it, he said, was insulting. There is no such thing …Another one of my friends said there is no such thing as evil. I said that lynching was evil, and she disagreed. I think she gave me her reason, but I did not hear. I could not hear…

With that kind of separation between these two races can there be racial reconciliation?

If I believe in a good God, and if I believe in crazy faith, then my answer has to be “yes.”

But I am struggling on this one. “The comfortable” will not willingly look and see “the disinherited,” not without something major and traumatic happening to them.

A candid observation …

Students File Lawsuit Alleging Violation of their Right to Read

Jonathan Kozol (Photo credit: Steve Rhodes)

A historic lawsuit filed in Michigan against the state and one particular school district claims that teachers have not done their jobs.

According to an article which appeared in The Christian Science Monitor, about 1000 students who are reading below grade level have filed the class action suit.

And I say, “hooray.”

The lawsuit, filed on behalf of the students by the American Civil Liberties Union (ACLU), claims that the state and the school district in question have violated the students’ right to read. It cites conditions which have contributed to the situation, including “a lack of books, terrible record keeping on individual student achievement, inadequate heat in the classrooms, and bathrooms in a state of filth and disrepair.” (http://www.csmonitor.com/USA/Education/2012/0713/Michigan-students-sue-school-district-for-violating-their-right-to-read)

Such horrible conditions of public schools attended primarily by black, brown and poor children have long existed. Author Jonathan Kozol‘s works have graphically described the state of America‘s public schools, calling the situation the “shame” of America.

Indeed it is.

The Michigan city from which this lawsuit was filed is Highland Park, which is immediately adjacent to Detroit. I grew up not far from Highland Park. When I was young, the state of Highland Park schools and of Detroit schools was not as dire. I received a quality education in Detroit public schools.

But as the economy has worsened, and, thus, has poverty, the conditions of not only Highland Park and Detroit public schools but of public schools all over the country have deteriorated. According to Kozol, legislators in many cities have argued against putting more money in poor, urban schools, and even against reducing class size, arguing that such measures would be ineffective.

They are in effect saying that black, brown and poor children cannot learn…and that simply is not true.

I daresay that if any child, whatever his or her ethnicity, had to sit in schools that are far too common in America’s cities, he or she would have trouble learning. Black, brown and poor children are treated as objects, not human beings, in that they are seen as not needing assistance or as being incapable of benefiting from such assistance. Meanwhile, students in more affluent areas have schools which are awarded more funds to do a quality job and boast of smaller class size.

In Michigan, the Christian Science Monitor article states, “two-thirds of 4th graders and three-quarters of 7th graders are not proficient on state reading tests, and 90 percent of 12th graders fail the reading portion of the final state test.”

My church is operating a Children’s Defense Fund Freedom School this summer. The Children’s Defense Fund Freedom Schools Program® concentrates on improving literacy of children, especially black, brown and poor children. Class size is 10-1. Books are culturally relevant. The program uses what is called an integrated reading curriculum, designed for each grade level…and the program operates on the premise that all children, including black, brown, and poor children, are capable of learning.

The state of schools in Highland Park, Michigan, and in so many urban areas is a reality not because the children served are incapable of learning, but because the people who are charged with teaching them or making sure they get a quality education, i.e., legislators, are not doing their jobs. These children are looked upon as objects, not subjects, human beings, worthy and deserving of “the best.”

I hope the 1000 students of Highland Park who have filed the lawsuit win, and I hope if they win that similar lawsuits will be filed all over the country. Frederick Douglass said “power concedes nothing without a demand.” My hope is that more and more students and parents in poor urban areas, where schools are in shamefully horribly condition, will likewise make a demand on behalf of the children who have no voice. Though poor, black, and brown…they are still deserving of a quality public education.

A candid observation …

Evil, Challenged

Cover of "Savage Inequalities: Children i... — Cover via Amazon

James Cone wrote “to avoid suffering is to avoid resistance, and that leaves evil unchallenged” in his book , God of the Oppressed.

His point was that the quest for social justice is not an easy one; much of what is wrong in the world is wrong because we as humans do not have the energy or the will to resist it. The powers that be know that, and are able to “wait out” most resistance which comes to challenge the status quo.

Ironically, the truth of the matter is that if we do not resist power we continue to suffer. We stand the risk and real possibility that our unwillingness to resist will in fact bring more suffering into our lives.

Among the problems that we have as humans is that we like being comfortable. Though we suffer, we are comfortable suffering because it is a state of being with which we are familiar. Resisting that which makes us suffer takes us away from our cocoons, and puts us on roads we not only have never seen, but also in contact with challenges we would rather just not deal with.

And so we suffer.

I thought about that as I thought about the CDF Freedom Schools® program. The program is more than that; it is a movement to reverse the lives of at-risk kids. It is a movement dedicated to resisting the commonly held belief that poor and minority children cannot learn.

The idea is as preposterous as it is representative of the arrogance that more privileged people have in the way they think about people who are poor or less privileged. Freedom schools look at at-risk children not as objects, but as human beings. The relationships Freedom Schools foster are “I-thou” relationships, as opposed to “I-it” which is the way the powerful too often regard the less powerful.

Enter the notion that teaching literacy, one child at a time, can change not only that child, but his or family, his or her community, and this country. Consider the audacity of resisting a system which has all but spurned much public education, leaving scores of children, precious children though poor, at the mercy of environments in which nobody could learn, no matter his or her color or privilege.

The resistance causes some suffering, because some in power resist…the resistance. Those who push for a better life for children too often neglected run up against hardened spirits – spirits that are “psychosclerotic,” as William Sloan Coffin said – spirits that refuse to believe that “anything good can come out of Nazareth.”

Those who resist, then, suffer from the frustration of skepticism, the unwillingness of some people to help support the program, and from other less obvious methods the powerful use to try to keep things as they are and as they would like them to remain.

I was moved to tears reading one of Jonathan Kozol‘s books, Savage Inequalities, where the physical environments of some of our nation’s public schools he described were shameful in a nation which boasts of being the richest and most powerful in the world. Public schools described by Kozol included rooms where ceilings leaked, where there was no heat in the winter and no air in the summer; where multiple classes were held in one big room, making it virtually impossible for teachers to teach and for students to learn. Kozol describes the gradual loss of hope he has seen over and over in the eyes of little black, brown and poor children who begin school with great expectations, only to learn by third grade that nobody, not even their schools, thinks much of them.

As the children lose hope, as they are more ” its” in their classrooms, objects to be managed rather than students to be taught, they back away, first emotionally, and then physically, out of school. Many wind up in prison, entering what has come to be known as the “cradle to prison pipeline.” The powers that be seem not to care; the Prison Industrial Complex is one of the fastest-growing industries in our nation – a nation which, by the way, incarcerates more people than any other developed nation in the world.

Those who resist what I’ve just described opt into a process that can deplete their capacity to hope for better …and yet, they resist, they agree to suffer because the suffering of the children they see is so much greater. The refuse to let evil go unchallenged.

My daughter and the college and post-college students who will teach children in our Freedom school are in training all this week – being prepared for much more than they realize. They are involved, are a part of a movement, which refuses to STOP challenging evil. Whether they know it or not, they are engaging in a program of social change. They suffer some (the training is intense) so that they can alleviate, or help alleviate the suffering of so many more.

Every single day, I wake up thinking about how to get the funds to make our school all that it can be, and I find that in spite of the setbacks, the passion that drives this movement also drives me: we who can do better on behalf of others simple must do so. It seems to be a no-brainer that it is necessary to fight myths that keep so much of our population down and out, but simultaneously prepares them to keep states and individuals wealthy by providing new prisons with new inmates.

There is no excuse for the wealthiest nation in the world to be so willing to ignore the cries of children who happened to be born poor to be heard and loved and taught. It seems to be a national shame that little children who enter school in kindergarten in first grade are too often completely despondent and frustrated by third grade – just because we who could do better didn’t.

CDF Freedom Schools are not about giving any child a handout. It is about giving children hope and pushing them to dream and to see the power in themselves. A nation cannot go wrong if its so-called “dispossessed” are treated as human beings and not as chattel. Freedom schools embrace children other entities chew up and spit out.

It is evil for a nation that can do better to not do better for children who deserve a good education. It is evil to make sure the affluent are taken care of using dollars that could be more equitably shared between affluent and poor communities. Sharing those funds would not be socialism, as some, I imagine, would proffer.

It would be fair.

A candid observation …