Bobos and Plastic Surgery

Taken from the Amazon reviews of Bobos in Paradise:

Bobos in Paradise is largely an exercise in denial. Brooks wants us (and himself no doubt) to believe that Bobos are cute, brilliant and idealistic and their flaws trivial. Furthermore, he argues that they are the new ruling class. This is more self-delusion on his part. The fact is, bobos are too content in their little cocoons of consumption to attempt to conquer the world. 

This hits on an interesting question that has certainly come into the mindset of many Americans over the last year. Who is in charge? With the election coming in less than 200 days this question is more pertinent than ever.

I do not necessarily agree that bobos are content to not rule the world and stay in their “cocoons of consumption.” From anything, it is obvious that bobos enjoy the rush of competition and value themselves as educated, right-minded people. This is especially true of you consider how the bobos gained their power through education and merit.  As we discussed in class, however, aspects of this book tend to be a bit dated, especially considering the economic downturn in the last four years. While people still certainly buy SUVs and spend lavish amounts on home remodeling, I believe the new era bobos have more of a focus on “green” things. Perhaps now a bobo would be seen driving a prius with recycled, reusable grocery bags in the back. Living in Asheville certainly makes it hard to criticize this type of person. Honestly, I don’t view the new era bobo as that bad of a person, as Brooks seems to. I believe that these bobos are doing more good than bad with their lives and while Bobos in Paradise is clever in satirizing them, I feel that bobos are perfectly fine in society. 

Upon researching more into David Brooks in addition to watching videos of him speaking, I find Brooks to be a bit smug and unpleasant. As I read Bobos I was very anxious asking if I was a bobo in my mind. Maybe it’s my bobo mindset, but because I see nothing wrong with being a partial bobo, I’ve decided to not be too worried.

In this review of Bobos George Will summarizes and critiques the book, saying:

In its power to set tastes and manners, the Bobo elite makes America today as hierarchical as in the 1950s. Bobos, says Brooks, are "epistemologically modest," claiming to be too short on certitude to be "judgmental." Except, of course, about some things, such as smoking, which is considered more sinful than breaking at least five commandments. And Bobos favor the indoctrination of children, who, Brooks notes, are more "awash in moral instruction" than Victorian children were. Today's three R's--pumped into them by television and teachers--are racial sensitivity, recycling and reproduction.

Today, Brooks says, to calculate a person's status, multiply his net worth by his anti-materialist attitudes. The 1960s countercultural radicalism has, he says, been reconciled with bourgeois consumption. But Brooks's thesis--that 1960s radicalism has been gentrified--takes too seriously the 1960s radicals' own self-flattering estimate of their seriousness.

I feel that Brook’s claim about children being “awash in moral instruction” to be a bit extreme. Brooks would tell me it’s because I’ve been indoctrinated with this bobo society, but being conscious of recycling and racial sensitivity is necessary in today’s climate. Perhaps this is yet another example of Bobos being dated and a product of a more innocent pre 9/11 time.

On a different note, our small class conversation relating to plastic surgery got me wondering about the statistics surrounding plastic surgery. Here’s a chart taken from economist.com related to plastic surgery and countries around the world:

While the US has the most plastic surgery overall, per capita America isn’t even in the top five!  I then searched around on youtube for videos explaining this increase in plastic surgery in South Korea to find the following video.

In it there is a girl (12 years old!) getting her eyelids reshaped so that she can have a larger eye. The best part is the clip at the end when Martin Wong comments on the surgery. He calls it a form of cultural imperialism, viewing it as a form of racial self-hatred. Once again, the oppressor-oppressed relationship comes into play, only in this case it relates to aesthetics. The South Korean culture places a large amount of emphasis on looks, 90% of people polled for a news article said that look are a factor in acquiring a job. Sure, there is a lot of pressure in the US to look a certain way, but I do not feel that is a huge factor in job applications. Perhaps it is because I’m not applying for jobs where that would be an issue. Still, it makes me quite sad to see 12 year-olds unhappy with their appearance due to its racial background. 

Manufactured Landscapes and My Learning

After viewing Manufactured Landscapes in class I became curious about the status of the dam that was in the process of being built during the film. The dam is call the Three Gorges Dam and it was completed on time in 2008. Here’s a 20-minute video about the dam and how it has impacted the Yangtze River. 

Also, here’s a photo of the impact the dam has had on the river (taken from wikipedia).

Caption: These images show the Yangtze River in the vicinity of the Three Gorges Dam (lower right). Landsat 7 acquired the top image on November 7, 2006, after the main wall was complete. Landsat 5 acquired the bottom image on April 17, 1987. The lower image has been recolored to more closely match the colors of the upper one.

About 9 minutes into the video the narrator begins to cover the environmental impact that the river has had, mainly causing many more landslides.

The journalist asks if building the dam was worthwhile for China. On one hand, hydropower massively reduces carbon dioxide emissions from what would have been coal power plants. In order to truly understand the costs of the dam it will take more time to see the environmental impacts more clearly.

This is a classic example of economic profit and growth coming before the needs of the people. I have always wondered what Chinese people think about all of the stuff they manufacture for the rest of the world. I was shocked by the apathy on the faces of the workers seen in the first shots of the film. The yellow color used throughout the factory seems like a cruel joke on the workers, it highlights (no pun intended) the lack of dignity seen in the factory.

This search into China’s mega factories led me to inevitably find information about Foxconn, the electronic mega company that produces computers, phones, etc. for companies like Apple, Nintendo, Dell, and more. This is the same factory where 17 workers committed suicide by jumping off the top of various buildings, causing the company to install nets to deter these deaths. Nightline had a report about Foxconn that I will post here, though they obviously gloss over many aspects of the company.

Of course I think that factory workers should have conditions that reflect the dignity that all humans are entitled to have, but what exactly are the “better” conditions demanded by Western media? “Foxconn said it will reduce working hours to 49 per week, including overtime” this Reuters article reads. This is an 11-hour drop in hours allowed, and instead of being thrilled (as Western workers would probably be), Foxconn’s employees are wary of the change. While there was “compensation that protects them against losing income” many workers did not believe they would still be making the same wages as they were previously with the greater amount of hours. I wonder if there was any consideration given to the fact that these Chinese workers have a completely different set of values in comparison to American culture; there is a different attitude placed on work in China than there is here in the United States.

Since my honors exit interview I have been thinking a lot about my experience at UNCA over the last four years. It goes without saying that any experience lasting four years will have an impact on an individual, but I know college has made a lasting impact on my outlook on life. I feel like a goal of the UNCA curriculum is to have students gain an appreciation for the differences around us, this also seems to be a goal of our capstone course. For me, college has opened my eyes to a lot of different issues never discussed by the public education system of my home state of Tennessee. I have become more thoughtful in the way I address people, less likely to jump to judgmental conclusions after meeting a new person.

While there are awkward moments at IHAD, the overall experience is very positive. By far, tutoring is my favorite part of our class (in fact, I’m hoping to be able to volunteer more this summer!). Something I brought up with Dr. Hobby was my learning through contrasts. For every fun, positive moment at IHAD there certainly is a more serious experience as well. These serious encounters have reminded me of the difference between my upbringing and the dreamers’. There are certainly moments that make me very sad, but on the whole these experiences give me an appreciation for all that I had growing up and the impact I can make for others. It’s easy to think that these kids won’t remember us, but I certainly remember adults from my childhood (camp counselors and students T.A.s for example). Hopefully one dreamer will have a positive memory of someone in our class.  

On a dance related note, I found this video that I watched a few semesters ago in my Asian Religious Traditions class. The dancers are performing a tribute to Guanyin, one of the most compassionate figures in Buddhism. The China Disabled People’s Performing Art Troupe performs this complex dance, and every member in the performance is deaf. If you have not seen the performance before, watch it! It’s incredible!

American Prison System

It was a lucky coincidence that I heard an NPR story closely related to our reading this week: Marked: Race, Crime, and Finding Work in an Era of Mass Incarceration by Devah Pager. Listening to the story only takes four minutes and raises some interesting questions, so have a listen!

Just as we have seen in Marked, the racial disparity discussed in the article is outrageous. The part that struck me the most, however, is the following:

The new survey says more than 60 percent of juveniles locked up for life aren't enrolled in classes or educational programs in prison. Not because the inmates don't want to go, but because budget tightening and prison rules block many people with life sentences from taking part.

How does this make any sense? Is the logic that because they are locked up for the rest of their lives it doesn’t matter if they are educated? Are these teenagers not "worth" educating? If our country has decided to have a “war on crime” and imprison as many people as possible (as it clearly has) we must take responsibility for these actions. We cannot simply forget about the dignity of these people after we have decided to punish them for crimes.

Less than a year ago in the case Brown vs. Plata the Supreme Court ruled over an issue of prison overcrowding in California. The conditions in certain Californian prisons resulted in “prisoners being kept for 24 hours in “telephone booth sized cages” after the prison ran out of treatment beds for suicidal inmates, a prisoner being found in a pool of his own urine and a “nearly catatonic state,” prisoners being forced to wait up to 12 months for necessary mental health services, and prisoners dying from preventable diseases that could have been caught had the medical wards not been backlogged” reports Jessica Jackson.

Jackson responds to the ruling within the Harvard Law and Policy Review saying “Prisons should operate as a place for those in our society who have committed crimes to self reflect and rehabilitate themselves in order to become contributing members of society upon release.”

Justice Kennedy, writing the majority opinion, said “A prison that deprives prisoners of basic sustenance, including adequate medical care, is incompatible with the concept of human dignity and has no place in civilized society.” 

I think that this “basic sustenance” can be taken further. I feel that education should be an option for all inmates, regardless of the crime they committed. If we claim to live in a modern society then we cannot reserve education for those who “deserve” it. However, I say this with apprehension. If I have learned anything in our Cultivating Citizenship course, it is that this view of our society as just and equal is a myth perpetuated in order to “allay social unrest” (to quote Dr. Hobby again). How can inmates expect to become rehabilitated without the option of education? Is there truly a difference between life without parole and the death penalty if we do not acknowledge human dignity for all humans? While the prison system is a literal example of Freire oppressor-oppressed relationship, the efforts to dehumanize those deemed undesirable extend far beyond the prison walls.

Efforts to forget about those who are marginalized by society can be seen in every level of our society. Waiting for Superman showed us how our education system is failing on every level while The Shame of the Nation noted the use of segregation in inner-city public schools to only worsen future education and career prospects for minorities. So, rather than forget about them, those who are privileged (like almost everyone at UNCA) can work to help others gain human dignity. I know I have mentioned it previously, but our work at IHAD is a prefect example of direct work within the community to benefit the future of others.

I found a film that could be interesting for our class called Acts of Art: The Prison Creative Arts Project. This is a project that goes into prisons to offer art classes and instruction as a means of self-expression and empowerment. If programs like these are helpful to inmates there is no question in my mind that education can also be a means of rehabilitation. Here's the trailer for the documentary: 

All of my complaining, however, only relates to what happens within prisons. Pager examines the impact of a criminal record on efforts to reestablish a normal lifestyle once released from prison. This is another institutionalized example of the racism experienced within our society. Because these ex felons cannot find work (despite searching for over a year, according to Pager) our entire economy and thus society is negatively impacted.

As a side note, my search for a clever political cartoon about racism in the prison system resulted in much frustration. Most of the cartoon I found were pointing out the dramatic spending put into our prison systems. Is the only time the public is willing to acknowledge the existence of our huge prison population when discussing money? While the amount of money we spend on inmates is extreme, I feel like it is appropriate to the amount that we seem to be determined to lock people up. Once again, you can't simply forget that inmates exist. If the state wants to send juveniles away for life the state must pay for care of these young people. So I will end with the comic above because it illustrates the Revolving Door of the current prison system. 

American Dream

In the last week I’ve heard many opinions that only perpetuate the belief of the American meritocracy and the American Dream. I found our class Thursday to be very interesting in how it revealed the prevelancy of the myth of the American Dream among the members of our class. While we recognize that it does not appear to be as easily achievable in modern America, we still acknowledge the presence of the American Dream. There are questions I’d like to address concerning the American Dream.

How can we keep this Dream alive and viable? After watching Waging A Living I cannot help but know that education plays a huge role in the financial success of individuals. This is also the main focus of the I Have A Dream Foundation. While I have met people that disagree with this sentiment (“Hard work is the only way to succeed in this economy!”) I know education is key. While my family could have easily landed in the statistics presented in the film (single mother with multiple children) I think my mom’s education (master’s degree) played a huge role in my family’s economic success. Here’s a video ascribing education to economic success. 

If education is so telling of economic success, why is it so expensive and difficult to gain post-secondary education? Further, is the education being offered a true education or simply one to perpetuate the status quo? Freire explains this far more eloquently:

“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.”

This observation leads into my second question. 

Is this Dream a goal of all Americans? Clearly from the Freire reading the answer is no. While the wealthy top 1% of Americans control 42.7% of the money in the country (using this website I’ve referenced previously in my entries) it would be easy to infer that the majority of this 1% would not want to have more citizens join them. This is key in Freire’s discussion of the oppressor/oppressed relationship; it is a goal of the oppressor to keep the oppressed down and unable to join the ranks of the oppressors. So long as the oppressed remain content to not question their economic standing the oppressor will continue to oppress. Using this perspective I can most clearly see how Professor Hobby believe the American Dream is simply a “myth that allays social unrest”. 

Waging a Living certainly provided a level of respect and recognition for my class status and social standing. This, in combination with Why Are All the Black Kids and Unequal Childhoods, underlines huge issues with the social welfare system in America as well as the inability to achieve upward social mobility. Dr. Tatum clearly shows that a person’s race or ethnic identification has huge implications on a child’s education that then influences their economic wellbeing and social future.  Once Annette Lareau has us consider the social class of children it becomes obvious that while the race of children may influence their treatment by society, the methods used to raise a child (as a result of social class) affect the child’s future equally as his or her race. Lareau shows us that with middle class children there is a certain amount of expectation from society, a sense of entitlement that is not seen within lower and working class children. This ties in directly to our class discussion last week.

On Thursday we were discussing Waging a Living and the idea of readjusting the American Dream to reflect accurately what Americans are entitled to by simply being Americans. I felt we got off to a very negative view on the American Dream. Yes, it is certainly not as realistic as it used to be (at least, that’s what it seems like, I can’t be sure) but I don’t think simply disregarding it is a solution. I think the American Dream is a great goal to strive for, so why don’t we try to change aspects of our society in a way that would encourage the American Dream again? Just because it’s difficult to achieve doesn’t mean we should give up on it entirely. As I type this I’m reminding myself of Lareau’s work that tells me my outlook is very different than a majority of America’s. Having been raised in a middle class household I too have this sense of entitlement that tells me I am owed something by my country. Attempting to navigate this and write about how I believe most Americans are owed the opportunity to fulfill their own version of the American Dream is difficult. This seems to be a theme of our class (and of college), the idea that it is truly difficult to understand another’s perspective when you’re too stuck in your own. I have become more and more cautious when discussing matters that I have only been educated through by books and documentaries rather than through experience.

I wish people were more patient when trying to understand matters such as the ones discussed in this blog. It’s extremely saddening to me when I hear people say “there shouldn’t be any social welfare in this country” and “minorities don’t face oppression anymore,” (both things that have been said to me this semester when I’ve attempted to discuss issues addressed in this class). Perhaps with further education and understanding we can once again become a nation where the iconic American Dream lives on. 

Pedagogy of the Oppressed and America

Over the last couple of weeks I have engaged a couple of friends in discussion related to race, sexuality, racism, and things of that nature. I was very surprised to end up in a heated discussion with a friend over the use of affirmative action in college admissions (the topic of my previous post). My friend continued to say how oppression was gone from America and that Black people do not experience different treatment simply because of their race. It was shocking to me how blatantly racist my friend seems to be. An interesting part of this is that had I told him he was being racist he would disagree with me. I was pretty excited that I actually attempted to have a discussion (it was more of an argument from his point of view) about racism in America. While it would be a stretch to say that Dr. Tatum would be proud of my actions, I do think it was a step in the right direction.

In my reading of Pedagogy of the Oppressed I continue to notice how well the United States fits into the oppressor position. It’s almost an uncomfortable amount. Actually, scratch that, it is an uncomfortable amount. Why does the U.S. not regard Pedagogy of the Oppressed as a groundbreaking work important to human dignity in the way that many other countries do? Frankly, it’s because America tends to always play the role of the oppressor when interacting with other countries. In addition to this oppressive role, the social structure in America is very oppressive to lower classes. I think it is important for citizens to read works like Freire’s and realize how much of an impact action can make. This use of action is something Freire discusses with great passion in the beginning of this work, “it is always through action in depth that the culture of domination is culturally confronted.” Meaningful action is what creates change in a positive direction for the oppressed.

With regards to the U.S. being seen as an oppressive nation, here’s a fun video (complements of Bill O’Reilly) to get your blood boiling (also, enjoy the video’s description if you watch it on youtube):

If only O’Reilly was so concerned with those innocent people of America.

The notion of banking education is great because it explains something I have always expected all along; our mindset around pedagogy is flawed. While I have always been an excellent student, I always felt it was because I knew how to “play the game” of getting good grades, not actually because of a true understanding of the material we were “learning” in high school classes.  I am glad that by the time I have made it to college there is a shift in teaching that understands how this banking method is not useful (with the exception of Humanities lecture, of course). Shouldn’t this disregard of the banking style of education be a realization in basic education, not just higher, university level education? One of Trevor’s discussion questions was “how can we integrate this problem-posing education into the classroom now?” and I think that is an important one to ask.

This question relates back to Dr. Kaplan’s math tutoring session. Dr. Kaplan used these square tiles for a number of different activities, including visualizing fractions and how to depict functions. While these tiles were great, why is it that I’m only discovering them in a how-to-tutor-better seminar? 

How helpful is something like this for a visual learner? 

There should absolutely be a more hands on approach to learning, an approach that engages the student as well as the teacher. Just as Freire emphasizes, with problem-posing education there is no longer a question of who has authority. In fact, this question of authority is eliminated. Critical thinking skills are emphasized with Freire’s approach, something essential for job placement. It seems a bit odd that our current educational system provides us with many skills that do not actually allow us to achieve in the “real world,” but perhaps this is because of the oppressive nature of our banking education system.

On a semi-related note, here is a very interesting interview with Malcolm Gladwell, author of many books, discussing his most recent work, Outliers. In this book he discusses why certain people have the ability to do incredible things.

About halfway through the interview he mentions the KIPP charter schools that were highlighted in Waiting for Superman. Gladwell says that the idea behind KIPP is that those students who desire to achieve academically will get the opportunity to with KIPP. The homogenization of our school system does not provide a level playing field for students to achieve success. This is essentially the crux of Gladwell’s theory on student performance; the variable for success academically is rooted in the desire to persevere. 

It is interesting to see how this idea of perseverance relates to the meritocracy seen in American culture. While there is certainly a sense of the value of hard work, there is also the notion that talent is a huge aspect of success. Gladwell disagrees with this idea too. While he doesn’t admit that talent plays no role, he does say that the importance of talent is only a fraction of what we perceive it to be.

Education in the U.S. is improving, but it needs to be changed in a way that allows the opportunity for the success of everyone. While some may thrive in the banking model of education, others require a problem-posing setup to learn properly. In its current state we do not make it easy for students needing more time to succeed. The KIPP charter schools are doing something very simple, extending the school day, to allow students with a passion for learning the opportunity to succeed.  

With the 2012 election in full swing I have begun to seriously consider the conditions of the United States since the last election. While I did vote in the 2008 election, I wasn't as informed as I would like to be, nor was I able to comprehend the magnitude of the election in which I was voting. Lately, because of forces outside of this course as well as the text we have been exploring, I've gained a new appreciation for the need to be well informed. I know how obvious this sounds, but a simple Google search about American voters can bring up some shocking information. For example, an article from the Washington Post entitled "5 Myths About Those Civic-Minded, Deeply Informed Voters" shows that young voters ages 18-29 still know the least about national elections. The same article shows that only 60% of young voters in the U.S. were following the news after the 9/11 attacks. While I know that I am reasonably well informed (by these WP standards), I also know that I am an exception AND that, in reality, I'm still learning new information all the time. I know the future of the U.S. depends a lot on the upcoming election, but I think it truly depends on the education and understanding of the American people.

Many of the books we have been introduced to this semester have opened my eyes to my own responsibility to being a change in the world. It is becoming clear to me that my previous desire to “be a good person” is much harder to define than I previously thought. While my “good person” standard used to be something like the desire to not cause harm to others and treat people with respect it has become clear to me that my new standard should try and increase human dignity as much as I can. Dr. Tatum’s book (highlighted in the previous post) has really made this point clear to me. While I may think I am being responsible and kind to others I may also be lowering human dignity without even noticing. I do not think I am doing a particularly bad job at treating others with respect, but Dr. Tatum made it clear that I need to be more active and conscious of my interactions with others. Here is an interview with Dr. Tatum from PBS where she summarizes many of the points in the book (it’s quite good for a refresher). I need to be more aware of the racist society in which we live and I believe I am becoming more conscious of its subtleties. As Dr. Tatum says in the PBS interview, “We’re all being exposed to stereotypes, and we all have to think about how we have been impacted by that.”

Relevant update:

While listening to NPR Tuesday morning I heard about how the Supreme Court will be hearing a case about affirmative action and its use in higher education admissions. Here is a link to the article. Only a few weeks ago I would have been thrilled to hear that the Supreme Court would be rehearing a case related to affirmative action, but now I am not so sure. I now recognize the complexities of affirmative action. Some people (including Dr. Tatum) view affirmative action in a positive light, a needed buffer to counteract the pervasive racism found in our society. Others view affirmative action as the worst thing that can happen to minorities, saying it only perpetuates the discrimination it is seeking to avoid. Clarence Thomas believes that “the government may not make distinctions on the basis of race” and that “government cannot make us equal; it can only recognize, respect, and protect us as equal before the law.”

Most of the comments I have read from the news article consist of people harking about meritocracy, a commonly held belief being “I want my surgeon to be one who is most qualified; not one who became a surgeon because he met some requirement that has nothing to do with his qualifications.” My initial reaction to these types of comments is something along the lines of “so the minority is unqualified?” I found many of the comments to be extremely racist and frustrating to read.

As a side note, it is interesting to view the comments on the CNN article related to this case in comparison to the comments on the NPR article. It is a true testament to the difference in viewers. 

It is interesting how Americans have such faith in meritocracy in some aspects (affirmative action, for one) but clearly disapprove of it in other areas (Occupy Wall Street). People in the majority do not tend to recognize the advantage they experience daily. Here is aninteresting article about the myth of meritocracy and why it cannot work in America’s economic and social climate. The article claims that our firm belief in meritocracy can be somewhat traced back to our “ancestral primate instincts for contest, dominance and pecking orders” but it is obvious that things have changed as we have evolved. Meritocracy does not account for cultural differences and the social constructs like racism, sexism, etc. The firm belief in meritocracy is harmful to the public as a whole.

Finally, here’s a chart from McNameeand Miller’s The Meritocracy Myth.

Table 1.  Share of Total Available Household Income, 
2002*

Income Group	Share of Income
Top Fifth	49.7%
Second Fifth	23.3%
Third Fifth	14.8%
Fourth Fifth	8.8%
Bottom Fifth	3.5%
Total	100.0%
Top 5 Percent	21.7%

*Source:  DeNavas-Walt et al. 2003. 

When the top 20% of American households receive roughly 50% of the wealth (the top 1% accounting for 30% of the wealth) is our society truly merit based? Perhaps the top 1% worked hard for their huge wealth. From McNamee and Miller,

Working hard is often seen in this context as part of the merit formula. Heads nod in acknowledgment whenever hard work is mentioned in conjunction with economic success. Rarely is this assumption questioned. But what exactly do we mean by hard work? Does it mean the number of hours expended in the effort to achieve a goal? Does it mean the amount of energy or sheer physical exertion expended in the completion of tasks?  Neither of these measures of “hard” work is directly associated with economic success. In fact, those who work the most hours and expend the most effort (at least physically) are often the most poorly paid in society. By contrast, the really big money in America comes not from working at all but from owning, which requires no expenditure of effort, either physical or mental. In short, working hard is not in and of itself directly related to the amount of income and wealth that individuals have. 

We need to let go of the myth that merit is the deciding factor an American’s success. 

Observations of Oppression

While reading Dr. Beverly Daniel Tatum’s work, Why Are All the Black Kids Sitting Together in the Cafeteria?, I began to think about how this work integrates into my life and experiences. A classic example of a liberal arts education, this contemplation of course meant to connect the reading to other courses and outside learning. Last semester I took a course entitled Sociology of Sexuality and Desire and we spent a lot of time discussing different sexualities as well as social perceptions of sexuality. Dr. Tatum’s work got me thinking more about how social perceptions of different “others” is received in media today.

Lately I have been watching a lot of Friday Night Lights (guilty pleasure, bare with me), a typical high school drama television show filled with all kinds juicy nonsense that somehow manages to reel me in. This show covers all kinds of issues that an American adolescent in high school may face. Some of these issues include: racism, mental health issues, divorce, bullying, teen pregnancy, rape, etc. However, one topic that is never discussed is that of sexuality, especially those that diverge from the dominant heterosexuality. The only mentioning of homosexuality is in passing and always as a joke: “That’s a little brokeback, isn’t it?” or when the mayor of the town is a lesbian and a main character is afraid to join her campaign for fear of being associated with “the wrong people”. While the television show received much critical recognition about addressing issues in modern day America, I find it impossible to overlook this glaring homophobia.

Perhaps because LGBT equality is the most recent demographic to demand civil rights people feel comfortable shouting out offensive comments and remaining ignorant to the pain it is causing many people in our country. Here is a video from Fox discussing the television show Glee and if it is “too gay” to be aired during primetime television. 

While it is common to see people of color on television programs today, many are still playing stereotypical roles that demean their human dignity. I am interested to see how LGBT characters develop in the future and if they will still be commonly seen as the flamboyant gay uncle, the butch “unattractive” lesbian, or other stereotyped roles. 

I found Dr. Tatum’s comment on what an ideal person’s characteristics should be in our society to be an excellent observation. After listing off dominant traits (white, male, heterosexual, able bodied, thin, financial secure, etc.) it is obvious that only a handful of Americans fit this rigid description. Audre Lorde’s comment that, “There is no hierarchy of oppression” was insightful because it shows that all oppression is harmful to human dignity. The topic my blog seems to be harping on, perspective, comes up yet again with Lorde’s comment. It is certainly easy to relax when we fit ourselves into the dominant societal description, but we always need to remember where we diverge from this “ideal”. Oppression exists in every demographic and trait of the citizens of this country, some more glaringly obvious than others. While in the process of creating this blog we had a relevant discussion in one of my other classes on Monday.

In this class we discussed the oppression of men and how it is usually overlooked in courses that tend to focus on women. While I would never say that men have been as oppressed as women historically, it was a very interesting discussion to be a part of. We mainly discussed the expectation that men face growing up as they attempt to discover their own identity and interests. Men are typically required to have masculine interests and to enjoy anything that differs from these socially accepted pastimes questions the masculinity of the man in question. A male nurse, for example, is still seen to be effeminate, while a female surgeon tends to be more accepted in modern society. My criticism for this argument was based mainly on a capability standpoint. While some opportunities for men may seem more feminine for men to have, the fact remains that they have more options that women. It was exciting to have a discussion where I felt free to express my own thoughts and opinions without discomfort or guilt.

This notion of discomfort is something that I think is important to address with discussions of oppression, especially how it relates to racism. I asked my mother if I ever brought up race when I was younger and she said it never came up (clearly I received the silent “Do not talk about it” message). I really hope that when I have children I can explain difficult matters like race to them in a way that makes sense. That was something Dr. Tatum seemed to do very well and make a point of actively discussing with her children, and I thought it was just awesome! Open and honest communication is so important in most aspects of life and I think much discussion is still needed with regards to racism in America today. While it is sometimes difficult to talk about issues like race or disability now, I’m very glad our class allows for a safe environment of discussion.

Here is an interview with Dr. Beverly Tatum and Reverend Jesse Jackson following the inauguration of Barack Obama four years ago. One of the most noteworthy aspects of this video is their discussion of higher education in America and the need to lower student loans. Higher education should be attainable by all of those interested and students should not be forced to drop out due to the tuition costs. Dr. Tatum even says that her one wish for Obama is that he "expand access to college." Education remains one of the most defining factors in the success of Americans. 

Outsider Perspective

This entry will discuss many topics, but first I’d like to start with an article taken from the Huffington Post  related to the educational climate of our schools. While it is intended to be humorous it draws attention to the poor education many students are receiving every day.

After the clip went viral on the Internet the creators released a statement saying:

The video that we made as a school project has received a lot of unexpected media attention, and has been co-opted into an ongoing political debate that has become quite volatile. It should be known that we filmed for several hours, during which time many students gave correct responses; the film represents a short segment of the most entertaining answers. The bottom line is that we made the video to get a few laughs around our school, and it turned into something bigger. It was not our intent to polarize people, set off a firestorm, or get people to point fingers. Having said that, people will take from it what they will. We want to continue our work as student journalists in a productive manner.

Objectively it is unsettling that these students did not know the answers to basic American facts, but the journalist’s comments are important for placing the video in context.

A prime focus of our class is the development of human capabilities and dignity. I think this week’s reading (Cosmopolitanism by Kwame Anthony Appiah) brought up a very important topic: it is very easy for an outsider to place judgment and project views upon other individuals or groups. Within the text Appiah relates this to the commonly held belief in witchcraft in his home country of Ghana. To most Westerners a belief in witchcraft would be absurd, but within the context and belief system of a typical Ghanaian it is perfectly logical. The idea that a Western individual could go to Ghana and tell them all about their incorrect belief in witchcraft is terribly presumptuous. I particularly liked the quote by Melville Herskovits:

There is no way to play this game of making judgments across cultures except with loaded dice.  

This principle holds true in areas outside of anthropology. Even in our attempts to understand the issue of education reform it is difficult since we, as college students, are removed from so many of its current problems. Learning about contemporary issues as well as other cultures is important, but remembering how a personal perspective may be misleading is also key. Here’s another quote from Appiah that I thought was important:

In belief, as in everything else, each of us must start from where we are.

This reminds me of the importance of becoming involved WHERE WE ARE to instigate change. While I would love to see the education system in America change on a national level it is clear that true change begins within the community. Being able to leave a positive impact on a young person locally NOW is far more likely and rewarding than creating legislation that takes years to pass. Another huge change that can happen is within our mindset and outlook on others and ourselves. Instead of viewing our personal beliefs and values as the only valid ones perhaps we should become more tolerant of different beliefs.

This open-mindedness is a theme that stuck out during the film in class on Tuesday. The film, ARTS: A Film About Possibilities, Disabilities & the Arts, documented the use of art as a tool for disabled individuals in expression, exploring, and defining themselves. Many of the notions surrounding disability are society based and are long overdue for a reassessment. Just as it is hard to judge a different culture without a proper understanding, it is impossible to pass judgment on disability without a deep knowledge and appreciation for the circumstance. It is our nature to attempt to categorize things as “normal” or “different” based on our own experience, but the truth remains that there are billions of different experiences in the world.

I deeply agree with wanting to create more options for expression and exposure for the disabled, especially those with outstanding talents. During the film, however, I was troubled by the stressed capitalism on one particular artist. She (I forgot to write down her name) used her paintings to represent her relationship with her late husband and the process of death. Selling her artwork symbolized losing a part of herself, so it was obviously a difficult endeavor for her. It did not seem obvious to me that she enjoyed selling her artwork, she mentioned cutting out pieces of the canvas to keep as her own before parting with the painting. While this bothered her, it seemed that those who knew her were very excited that she was making money off of her talent. These supporters hoped she would stop viewing her work as so personal and begin to do it for the profit. While this supports the capabilities of the artist, I don’t believe it respected her dignity. It was simply projecting the Western ideals of capitalism on her talent. I know that those supporting the artist have only the best intentions and wishes for her, but it is such a shame on how they lost sight of her expression and emotions within the painting.

As I have mentioned in earlier blogs, perspective is an extremely important trait to have living in our modern society. Understanding different cultures and different abilities can allow us to successfully support human capability and dignity. Finally, another poignant quote from the ARTS film.

It’s hard to be disabled when you don’t like the word “disabled.”

With the recent striking down of Prop 8 in California, I leave with this image and quote [from the ruling] of human dignity. 

Equality of opportunity is imperative to the success of a capitalist society like the United States. -Normandin

Parts of this blog will be related to the State of the Union Address from last Tuesday. If you haven’t watched it here’s a link: 

Notice this is the “enhanced version” the White House released afterwards. The enhanced version has facts and figures that bolster the speech (now you can read those figures instead of spending so much time staring at politicians).

Also, here is a transcript of the Address. 

Education took the national stage last week when it was a topic in President Obama’s State of the Union Address. Approximately twenty minutes into the address, key educational topics were discussed including tuition prices, community college training programs, and the need for improvement in our public education system. The President said, “Teachers matter. So instead of bashing them, or defending the status quo, let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.” From our class discussions it is obvious that this is easier said than done, especially with teacher’s unions in control of so many aspects of public education.

Just as we discussed in class last week, evaluating teachers is essential to improving learning in our public education system. The idea of creating a teacher evaluation process that includes both peer evaluation as well as the test scores made by their students seems like a workable solution. If teachers are going to continue to be evaluated by standardized tests, it seems they would still be required to teach (at least partially) to the test. 

The topic of standardized tests was a topic we touched on briefly during Professor Kaplan’s tutoring training. Different states have different tests they require students to take at the end of an academic year. For students who move to different states during the school year it can be difficult to transition because the classes may be covering different topics at different times than their previous school. This problem, in my mind, can be remedied by a national standardized test. If we desire to have highly educated students, doesn’t it make sense to have a national set of education standards for our students?

Luckily I have found an article that articulates many of the problems I see with education in America here. Ryan Normandin writes for MIT’s newspaper with his complains in the public education system. In this article Normandin comments on the confusing curriculum of public high schools and the need for a national standardized test. Another comment is made with regards to teaching methods:  

lectures give a 5 percent retention rate of information, while reading gives 10 percent on average. On the other hand, group discussions offer 50 percent, practice by doing 75 percent, and teaching others 90 percent. 

Doesn’t it make sense how so many of our classes at UNCA (especially honors courses) are discussion based?

Another interesting moment during the State of the Union is when the President said, “I call on every State to require that all students stay in high school until they graduate or turn eighteen.” While I watched it I remember being a bit taken back. If we require students to stay in high school, shouldn’t we give them a reason to stay? Waiting for “Superman” showed us that many students who drop out are either discouraged from learning or have too many things outside of school (problems at home, for instance) keeping them from coming back. In Normandin’s article he emphasizes the magnet school as the solution to the increasing drop out rate. By having schools with different themes (science and math, arts, etc) it would be easier for students to dive into a specific subject they find interesting and explore its complexities while still receiving the general education required by the state. As this cartoon illustrates, magnet schools allow students to specialized in a subject of their own choosing.

 

This brings me to Normandin’s quote that started off this entry. I believe this equality of opportunity ties in directly with Nussbaum’s list of Central Capabilities in our week’s reading. It is interesting to see how this list can be implemented within the modern education system to provide a new level of respect for the dignity of students and teachers. Many aspects are already included in primary education; play is an integral aspect of elementary school for many children. Affiliation and the ability to have concern for other humans and interact well with others is another goal of childhood education. I feel that one of the most important things on the list is promoting sense, imagination, and thought. Children should feel supported in their learning, especially because studies have shown how different people learn in different ways. If Professor Kaplan’s tutoring training has taught us anything it was that it can take students a long time to learn information, but the time it takes them is crucial in understanding. Our human dignity requires equal opportunity to learn and in some cases there is a huge disparity between children in the educational system today. As this article from the New York Times describes, some private schools charge up to $40,000 annually in tuition. While public schools are forced to cut programs due to funding, private schools continue to build new facilities. How is this an even playing field for students in the New York public school system?