Thursday, May 30, 2019
Same old song
Important insight from a commenter at NakedCapitalism.
He links an article on the history of black teachers, then observes:
The article points out some aspects of school integration that I’d never considered before: specifically that while the students were integrated, the teachers were not. That’s such an important aspect that I’m a little flabbergasted I’d never read or thought about it before.
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Ditto the flabbergast. I lived through that change, but never thought about it before.
When I started school in 1956, Brown vs Board was fresh. Douglass High was closed shortly thereafter. By the time I reached junior high, the students were fully and successfully integrated, but THERE WERE NO BLACK TEACHERS or administrators or even janitors. This was about 5 years after the closure of Douglass High. What happened to them?
Going back as usual to the 1940 Census, black neighborhoods were FULL of teachers and doctors and undertakers and other professionals. There was a strong black upper class. Poor blacks lived on the same blocks with professional blacks, so the classes and occupations mixed.
There were plenty of black teachers. Where did they go? Globalization ate them.
Graybill's Law. Integration is globalization. Integration is LBO. After nations or ethnic groups or companies are merged into a single economic playing field, each module loses its internal variety and fulfills one function in the global field. Blacks are now supposed to be athletes and entertainers and corrupt politicians. Blacks with other talents are out of luck.
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The linked article is mostly making a bigger and more urgent point:
Some of the most stressful situations that an individual will go through is during the transition from adolescence into adulthood. As a black woman who teaches Life Skill classes called ‘Leadership’ to high school students, I have witnessed so much desire from students to learn skills that I have thought to be very practical in nature but quite difficult to execute these days. Students need to be provided with tangible skills that can be transferable from the classroom, into a career setting, their neighborhoods, and for future generations to come behind them.TANGIBLE SKILLS. AMEN AND DOUBLE AMEN.
Labels: Experiential education, skill-estate
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