Spiritual Laughter Beyond the Classroom: To "like" or not to "like?" That is the question.

Recently, on Facebook, Humans of New York posted the following picture and dialogue of a teacher:

"I teach fourth grade in Harlem."
"What's your greatest struggle as a teacher?"
"I worry a lot about the kids."
"Why's that?"
"Not all the kids. Just the ones that aren't on the 'college track.' Many of them just don't have a culture of expectation at home, and it's hard work to lift yourself out of an underprivileged situation. I actually just finished going to a trombone recital for a former student of mine. I used to coach him in hockey on weekends. He'd practice with me from 4 AM to 6 AM. Then he'd go practice trombone from 8 to 10. He did all this just so he could get into a good high school. That's what it takes, really. Hard to do without a culture of expectation."

As expected, there was an overwhelmingly positive response of support and gratitude toward this teacher, and all educators, who tirelessly and selflessly work toward helping students achieve success (especially our most marginalized students). However, while I also commend and admire this teacher's dedication, I could not get myself to "like" the post; the language this well meaning teacher used to describe his "kids," struck a chord of sensitivity. As much as I wanted to "like" the post for his work I felt that I could not do so without a caveat over his use of language in describing that many of the students "don't have a culture of expectation at home."

Even two days after seeing this post, I find myself thinking about this post, and even more, wanting to engage in a dialogue with this teacher. I am wondering what he meant by a "culture of expectation?" I am wondering how we, as a society, define a "culture of expectation?" Or more importantly, who has the authority to define a "culture of expectation?" Is it even "right" to say someone can have the authority? If we are to think that our current school system in the U.S. holds the authority, then a "culture of expectation" is equated to passing various standardized tests; which I would argue is a an extremely poor set of expectations which continuously fails to prepare our students for achieving high levels of success, academically and holistically.

I want to make clear, that in no way am I discrediting or devaluing this teacher. In fact, prior to engaging in the learning and self exploration around cultural conflicts in the classroom and education, I would, and have, used similar language. Even now, being totally immersed in the study of urban education, I continue to find myself and my advisor having to correct and alter my language. I am guilty, and not proud, of describing my students as "at-risk" or not on the "college track." I have complained that my students leave school only to go to homes that "don't care about or value education." I have called my students "lazy," "uninterested," and "unmotivated." I was/am no different than this teacher, well meaning, but naive to the cultural identity, beliefs, and value systems I have brought into my classrooms and, both consciously and subconsciously, imposed on my students.

However, what I have begun to learn, is that the deeper I authentically listen to my students, their families and communities, and the more vulnerable I become to the "unflattering light of another's angry gaze," the more I am able to put my beliefs on hold and work together to address the more underlying issues of power that negatively impact our poor children and children of color (Delpit, 1995). As educators we can not approach our students through a lens of deficit, which focuses on the 'problems' of our most marginalized groups, rather we must start with the fundamental and institutional flaws that have been created by White dominance (Howard, 2006).

Thus, the above post by HONY only reenforces my belief that there is a great need for all educators, especially white educators, to engage in the reality and discussion of how our own social positionality and history of dominance (white dominance) impacts the quality of education for any group of racial and cultural 'others' in the U.S. (Howard, 2006). It is not an easy nor comfortable journey, but if we are committed to providing quality education for all students, especially are most marginalized ones, I believe it is a necessary one.

Here are some good reads (in no particular oder) to start, or continue, the journey: