It’s been two years since BBDP released its anniversary report Unfinished Business: Seven Questions, Seven Lessons (UB7&7). Since that time we have been using the seven lessons of that report to bridge the complex “truth” of our history(ies) and the “change” that is needed to address the patterns that continue to get in the way of real equity, access and excellence in public education and beyond. People here and nationwide have responded powerfully to UB7&7 and the utility of the questions to promote a continuous learning and inquiry stance for social justice.
Since the release of that report there have been some setbacks for our small staff, However, a small but powerful and creative leadership team has continued to learn and to share in and from so many venues. We’ve had or participated in on going story circles and “Talkabouts”, selective interviews, education justice organizing, workshops, training and consultations. Others who were or are part of BBDP are involved in initiatives throughout the city that are also addressing many of the issues we all named in UB7&7. The more we have done the more we have learned and that learning has brought us to reimagine our work. Read the rest of this entry »
UMN’s education work is focusing still on Boston’s desegregation history but specifically on current issues around systemic racism and class inequity in “public” education. Stay tuned for more information.
See also: Union of Minority Neighborhoods for other work we are doing.
A Brief(ish) History of Student Assignment in Boston, or, Unified Enrollment: Same S#!t, Different DayPosted: December 11, 2015 by meghandoran in Uncategorized
We talked about student assignment through most of the 1970s (not to mention the decades leading up to ‘desegregation’), then had a bit of the respite in the 80s (though really Judge Garrity’s ‘consent decree’ was omnipresent) before making another major change at the end of the decade. In the 1990s it was all about racial quotas and algorithms. After two more attempts in 2004 and 2009, BPS finally made another major change to how its students are assigned to schools in 2014. And, though that process was highly contested, many BPS parents and advocates breathed a collective sigh of relief. We could finally get to the business of improving the schools for everyone rather than continuing to rearrange the deck chairs on the Titanic (and deciding who gets in the life boats), right?
Not so fast, Boston: apparently it’s that time again. Not two years later the Walsh administration avows that we’re all clamoring for another conversation on student assignment – this time for a unified enrollment plan which wraps charter schools into the pre-existing public assignment system. Though the mostly poorly attended information sessions so far have not demonstrated this public enthusiasm, Walsh once again rests on the silent majority that wants this (despite this argument not working out so well for him when he used it to justify the city’s Olympic bid, and indeed not working out well for Nixon when he used it to justify the continuation of the Vietnam war). The compact appears to be a done deal, another classic case of paternalism known in the planning community as “DAD” – decide, announce, defend (h/t to Allentza Michel for providing this acronym). Nonetheless, opposition to the plan appears to be heating up.
To many, opposition to a Unified Enrollment plan by BPS parents and advocates looks nothing short of obstructionist. Won’t this simply make it easier for parents so they don’t have to do multiple lotteries? Prevent creaming and hold charters more accountable? As always, the devil’s in the details which are at this point few and far between. Skepticism about the promise of unified enrollment comes not just from this lack of details however, but from a perspective that is both historical and looking to the bigger picture. Read the rest of this entry »
Tags: Why do we need to look back?, Why don't people just get over it?
Going off of yesterday’s post, this is a video that we used not only during our workshop with MIRA, but also used during our planning and discussion about what we wanted to cover. It brings up a lot of questions on personal, interpersonal, institutional, and cultural levels. It shows how racism infects and deforms even our most intimate relationships, how it can be passed down generationally, and the lasting trauma it can cause. We had a great discussion after watching this together at our workshop, and we hope Ise Lyfe‘s amazing performance can be a resource to you, too.
A couple of weeks ago, members of BBDP held a workshop for MIRA, the Massachusetts Immigration and Refugee Advocacy Coalition. The topic of the workshop was systemic racism, immigration, and migration. Over the course of two days, we discussed the development of white supremacist systems, how they effect our work, and what we can do to combat racism in our respective organizations. As part of our presentation, LaDawn Strickland, one of the designers of the workshop and a longtime BBDP contributor, had developed a historical timeline that was posted on the wall on the second day of the event.
The points on the timeline marked the arrival of different immigrant groups to the North American continent before and after the establishment of the United States. These included the first large-scale arrivals of English colonists, captive Africans, and Irish, German, Chinese, and Mexican immigrants, among others. The timeline included points, too, marking the history of migrations within the country, noting especially the way indigenous groups were forced from their land through violence and legislation (enforced with violence), first westward, then, upon the “closing of the frontier,” onto reservations. Participants were asked to make the timeline their own by adding their personal and family history to the points marking the passages of laws, the movements of groups, and the changing definitions of who gets to be a citizen and who gets to be “white”.
In all the feedback we got from people at the end of our time with MIRA, the thing we heard the most was an appreciation for the history and the desire to learn more. Our audience, which was international and cross-generational, really wanted to go deeper on not only their own personal ethnic and racial histories, but also how they developed in this country, how whiteness was constructed over time, and what forces have shaped the movements of populations. As the workshop designers, I think we were surprised a little bit at this. Being involved with BBDP for so long, perhaps we took the history for granted, as that is our focus much of the time. But what we heard back is that there is a hunger not being satisfied. People want to know the history, not just to be able to spout trivial names and dates, but to learn how we got to this moment, today– geographically, economically, racially, and politically.
Over the course of our project, we’ve seen the power that is tapped into when we change our conception of history from a static, finished process that takes place in books to a dynamic, unfinishable one that we live every day. We empower ourselves to investigate our individual and collective pasts so that we may understand more fully our present and impact our future. What we learned with MIRA is that this need for historical knowledge is an urgent one still today, and brought to mind a line from Michael Beckwith that comes up often in our discussions: “Choice is a function of expanded awareness.” The more we know of our past and present, the broader our options become for the future. As Boston’s skyline gets ever more crowded with cranes and luxury condos, as wealth inequality widens daily, it is crucial that our learning and understanding of history inform and expand the choices we can make.
On Tuesday March 17th, 2015 I had the opportunity to attend a Boston City Council Committee on Education working session. The hearing was to discuss recruiting and retaining educators of color within Boston Public Schools. Below is a testimony from my short experience in the BPS class setting.
March 17th, 2015
Working Session: Joshua McFadden Testimony Document
Order re: hearing to discuss recruiting and retaining educators of color….
“Education happens when you learn something you did not know you did not know.” – Daniel Bornstein
Being marginalized, and yet acclimated to color blindness because of somewhat privileged settings led me to believe that any compassionate or “caring” person can leave an equally impactful imprint on a child’s life. This premise is entirely wrong. I came to Boston, MA Aug. 2013 to embark on a year of service through AmeriCorps City Year. I was blessed to be able to serve in Mattapan at the Mildred Ave. K – 8 School. I was, in fact, the only person of color on a team of roughly sixteen people assigned to an institution where 100% of the students were “minorities”. Nearly all of the students at The Mildred are black students. The percent of black students enrolled at The Mildred far exceeds 8.7%, which is the statewide average of all African American students in Massachusetts (Enrollment Data MA Department of Ed 13-14).
I was amazed to witness the degree to which the socio-economic levels and other variables seemed to be identical for the great majority of students at The Mildred. In my view, this lack of diversity…this sameness was a direct result of bussing and the re-segregation of schools and communities. After familiarizing myself with the history of Boston’s considerable efforts to eradicate its “dual school system establishment,” I was even more astonished. In Morgan vs. Hennigan, Judge Wendell A. Garrity Jr. ruled in 1974 that there was in fact de jure segregation which was at that time perpetuated by the school committee, Board of Education, and the Education Commissioner. Sadly, since that time, there has not been substantial change in either the diversification of our teachers or students enrolled in many of Boston’s Public Schools. Today, schools are predominately black while educators, especially in the lower grades are not educators of color. In John Dewey’s essay, “Self-Realization as the Moral Ideal,” he tells us that education is not preparation for life, but that education is life itself! Through the absence of educators who look like they look and perhaps share similar backgrounds and experiences, what are the most fragile and vulnerable of our students being taught?
With Dewey’s words in mind and with statistics about the monolith nature of both the students (black) and the teachers (white) in Boston’s public school system, I strongly feel that granting adequate funding for non-traditional recruiting for educators of color as well as instituting effective retention strategies for current and future educators of color will be the catalyst that can produce increased positive results in terms of academic performance, progress towards graduation, improved attitudes about learning and education, and raised student self-esteem levels for the overwhelming number of Boston’s public school students.
What I did not know I did not know was that my students did not care how much I knew until they knew how much I actually cared about their well-being…until they realized that I, too, was one of them. The “face” of that administrated care can make a world of difference in the lives of young people. Because I fit the same basic physical description as most of my students, the initiation and cultivation of mutual positive high regard was immediate and trusted. A stronger and quicker student-to-educator bond developed that remains to this day…more than a year after leaving The Mildred. I specifically remember a student named Du’Shard who one day said to me, “Mr. Mac, I swear doe, I never actually met anyone that look like you who is doing something positive. For real for real.” In me, Du’Shard was able to see a professional educator who was far removed from what he had been exposed to. In the young black male educator with “dreads” and visible tattoos that worked with him on a daily basis, Du’Shard and other students, both in this class and outside of this class, were given a different face for educators and a renewed value for education. Because I spoke the language of caring, high expectations, and responsibility, this student began to show he cared about his life through improved academic performance. I strongly believe that by granting adequate funding towards non-traditional recruiting and retention methods for educators of color will be the catalyst that turns mirrors into windows for so many of Boston’s Public School students.
Joshua A. McFadden
Boston Bussing and Desegregation Project & Howard Rye Institute
42 Seaverns Ave, Boston, MA 02130