Archive for the ‘Schools’ Category

Oreos?

May 10, 2010

Aren’t they a type of cookie comprised of chocolate-colored cookies on either side of a sweet, cream, white-colored filling? Flour, high fructose corn syrup and food coloring in pretty packaging. There is no nutritional value in this item that I can ascertain. Yet, academics have been known to pontificate profusely about this “cookie.” People of color spit this “food” at each other, intending to wound, belittle, and ostracize.

Living here in this land of the free and home of the brave, I learned that being deemed an Oreo implies that a person of color, specifically of African descent, who attempts to ascend the ladder of “success” by becoming “educated,” speaking “proper” English, enjoying Classical music, or anything outside of Hip Hop, is “trying to be white.” Apparently, said traits are synonymous with whiteness.

Now, I will concede I am a foreigner, an alien, according to the US government, albeit a legal one, but from where I sit, and I confess, sipping tea, it makes no sense to me. I have to ask, “Who animated this biscuit and allowed it to escape the cookie jar?” Does anyone realize this pseudo-confection has neither legs, nor power, unless one believes in the lie of white supremacy?

When did we (I include myself here, for I am black, although in reality I am, like you, ultimately iridescently human, inside and out,) as a people so thoroughly lose our way? Yes, one could argue that slavery misdirected us all.  But if we dare to dig we will discover that our ancestors, yes the illiterate slave ones, did not sell their souls for a cookie, or even a whole jar. How is it we have allowed ourselves to be indoctrinated so?

The Latin root of the word “educate” is “educare” which means to draw forth from within. What is within us is an indomitable, inviolate, inner strength, our spirit. We, blinded by learning, manmade material lack, and ingested inferiority, have allowed this spirit to be educated out of us.

What if we could remember ourselves, rediscover our spirit and the strength of our ancestors and reacquaint ourselves with our truth?

What if you believed that the roots of humanity live in you, in your black African indigenous roots? That Africans, blacks, have been in the Americas, since long before Columbus and that there are ancient monuments 20,000 years old, and older, proving this?

What if we discerned that throughout modern history, obstacles camouflaged as Laws, Parliamentary Acts, mandated multiculturalism and prejudices, have been constructed to hinder the prosperity and progress of the dark ones among us and keep the truth far, far, away from our consciousness?

What if you knew that many Africans who were brought here were Queens, Kings, Princesses and Priests, nobles, regal, revered and innately powerful people?

What if we understood that the ability to communicate fluently in Standard English is a tool for all humans of all hues, nothing more nothing less?

What if you knew that in United States Army Intelligence tests during World War I, blacks led the whites in several states, north and south?

Prior to desegregation, black people enjoyed academic competence, even with substandard resources. When they dared to demand better buildings, books, etc, desegregation was enacted. While children were bussed to more resource-rich schools, self-esteem, or spirit, was intentionally shuttled elsewhere. The Institution of Education pulled off one of the greatest bait and switches in history.

What if we knew that the first slaves brought to the Americas, were not black but white, mostly British Europeans. Transportation of convicts was a regular pursuit through the 17th and 18th centuries. Between 1737 and 1767 approximately 20,000 of these felons were deposited in Maryland alone. America was considered the “graveyard of the white race.” These “carcasses” are the forefathers, and mothers, of today’s dominant culture.

What if you knew that far from being the inept, inherently naughty, criminal cretins depicted in the media, Africans, nubians, blacks, melanistic peoples, provided western civilization with the fundamentals of music, mathematics, medicine, spirituality and yoga? There were no jails, locks, or bolts in the villages from whence the African’s came. Such controls were not needed.

The “Father of medicine” was not Hippocrates, a Greek, but Imhotep a Nubian, a black African. What if we were cognizant of this?

Famous missionary, Dr. Livingstone, stated, “Syphilis dies out in the African interior. It seems incapable of permanence of any form in persons of pure African blood.” What if you knew that the Africans brought to the “New World” had neither, tuberculosis, syphilis, nor any other venereal disease? Makes one wonder, why then the Tuskegee Airmen syphilis experiments that continued for 28 years (yes 28,) after World War II ended.

What if you knew that the Greek historian, Herodotus who visited Egypt around 450 BC, described the Kamitian people (ancient Egyptians) as having black skin and woolly hair? Somewhat different from the tan, eurocentric depictions in our textbooks. The original name of ancient Egypt, “Khemet” means black and is the root of “chemistry?”

What if you knew that both Beethoven, the world’s greatest musician (“short, stocky, broad shoulders, short neck, round nose, blackish-brown complexion”) and Joseph Haydn, were black?

Could chewing on, the foregoing, instead of a sugary snack, allow you to see yourself, and your black brethren as equally, yet individually, uniquely, capable? Might it liberate us, like wildflower seeds scattered upon fertile soil, to blossom and bloom however we may, with no need to feign, claim, or foist whiteness or anything else, and own our right to all possibility in human form?

I do not know, nor do I purport to know your truth. However, I do know that I am committed to neither ingesting nor lobbing Oreos. There are only home-baked, home-styled biscuits in my biscuit tin.

What is in your cookie jar?

A version of this article appeared in the January/February/March, 2010, Edition of The Beloved Community Journal

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Communal storytelling fosters a sense of human connection

April 16, 2010

Reminiscing one day with my sister, she reminded me of how I used to keep her awake — snotty with laughter, at bedtime — regaling her with stories about naughty Nabeel, a little boy who had a penchant for riding “bare-back” upon the cat’s ear. She had me chortling, and snorting, as I remembered those times, now well over three decades ago. I was instantly transported to a time in my life of belonging, when I truly felt loved.

Humans since the beginning of time have beguiled each other with stories, personal and communal, fables and sagas. Some of these tales have been, in our sophisticated civilization, pooh-poohed as mere myths, fabrications of the mind and imagination. Yet these stories, like the figments of my own fantasticality, have a tendency to stay with us — to root us, and remind us, of where and what we have come from. And that is the beauty of a story, no matter how odd, fanciful, incredulous it may be, it is still a story, someone’s or, many people’s story. It still has power and meaning and place. Even history, that amalgam of facts and many a fanciful folk tale, at its core, is simply collections of “his” “story” and, of course, “her” “story,” “our story.”

It has been said that what once was old becomes new again, and again. Will Fuller, Southwest Neighborhoods, Inc, Schools Committee Chair has dreamed up a way to bring back the way of our ancestors, for one night, (to start), to the Multnomah Arts Center. On Friday, April 23 at 6:30 p.m., “Sharing Our Family Stories,” sponsored by The Office of Neighborhood Involvement and Southwest Neighborhoods, Inc., Small Grant Program, will debut.

“Sharing Our Family Stories” is an evening of personal history and storytelling to celebrate the varied lives and experiences of all people in Southwest Portland. Inspired by Robert Gray Middle School’s Project R.E.A.C.H. and Jackson Middle School’s “Peopling The Nation” Family History Project, where eighth-grade students conduct in-depth research into the background (ethnicity, religion, immigration routes and life highlights) of one family relative, or ancestor, and relate their individual stories, orally and visually, to members of their school community. The original intention of these family history projects was, in my opinion, to afford the children opportunities to learn about and from each other, to dispel or at least begin to diminish the power of the myths and stereotypes of “the other.” A way, I like to think, to help them “know,” particularly in this era of multiculturalism, that we are all, no matter color or culture, inherently human, with rich, different, yet equally important stories.

The aim of “Sharing Our Family Stories” is to foster human connection, healing and community in Southwest Portland. Robert Gray and Jackson Middle School eighth-grade students will facilitate the cross-cultural, cross-generational roundtable dialogues with community members. The students will first recount their personal chronicles. All who listen will be invited to share their own tales.

“Sharing Our Family Stories” is an invitation to all to break bread together (light snacks will be provided), to meet, human to human, heart to heart, at the table of unity and take turns at being storyteller. So each person may, like the ancient storytellers, griots, and fabulists of lore — whose role it was to educate, nurture, entertain, and ultimately unite their people in love, play their small but mighty part in uniting, in humanity and love — our neighborhoods, our community. The ancients knew that the need to be heard is inherent in all humans. To be heard is to belong. To belong is to be loved.

Everyone has a story to tell. What is your story? Your epos or memoir might star, instead of a mischievous munchkin wildly riding the cat’s ear, an unctuous uncle who sailed in on the big ship Newgate; a chief whose ancestors came with the territory, or a mother Goddess who flew Boeing over the sea. It is your story to tell. Please do.

For additional information and to reserve your place at the community story table e-mail schools@swni.org, or telephone 503-764-5501.

Sharon Martini is an English “mummy.” She lives in the Bridlemile neighborhood with her two sons, several pets. A local singer and actress, she also writes and illustrates little picture books.

This article originally appeared in the April 2010 Edition of The Southwest Community Connection Newspaper.

Black Oregon

September 25, 2009

“When times are tough for everyone in Oregon, it is exponentially so for black folks.” This according to Marcus Munday, President of the Urban league of Portland. The Sunday Oregonian newspaper’s July 26th , 2009, headlline screamed: “State of black Oregon: precarious.” The column continued “Unemployment and other miseries troubling the state are multiplied for African Americans and went on to list the litany of ills and misfortunes that continuously befall the black populations in Oregon.

For example, sixty percent of black children in Oregon live in households with income below 200 percent of the federal poverty level. This compared to thirty-three percent of white children in Oregon. The percentage of Oregon students meeting the state’s 10th-grade reading benchmark in 2006-2007, was only thirty-eight for blacks as opposed to sixty-eight percent for whites. Also, the Oregon incarceration rate per 100,000 of the black and white populations is thirty-four percent for black compared to sixty-eight percent for whites.

We are constantly bombarded with negative stories in the media of the failings and shortcomings of the black population of Oregon (and America at large.) On Friday, July 24, 2009, the Metro section headline was “Schools confront racial gap.” Occasionally, of course we do hear success stories, but these tales are oftentimes, tempered by the “exception to the rule” insinuation. There is a latent, and insidious, belief within the general population, of the inferiority of black people. I concede that it would be hard not to believe with negativity channeled, unrelentingly, when it’s black people propaganda, whether current, or historical.

What if there is an ulterior motive with this negative press? Extreme? Paranoid? Perhaps, that is your call, but consider this: They say the winners; the conquerors; the dominant ones, get to write history. I understand that. What if that history contained more truths about the losers; the conquered?

What if it was general knowledge that during the formation of Oregon, blacks were not allowed to be here? They were not allowed to own property here. It was the Law. In 1844, Oregon residents passed laws banning slavery and excluding African Americans. An act passed by the Oregon territorial legislature in 1849, provided that negroes that “it shall not be lawful for any negroe or mulattoe to come into or reside within the limits of this territory.” This was precipitated by a fear among the settlers that  the Indians and free negroes would become allies against them. “Whereas, situated as the people of Oregon are, in the midst of an Indian population, it would be highly dangerous to allow free negroes and mulattoes to reside in the territory or to intermix with the Indians, instilling into their minds feelings of hostility against the white race.”

In 1859 Oregon became a state. Its original constitution included an article banning African Americans from residence, employment, owning property or voting. Some might say, that was then, this is now, but could that not have created instability in the foundation upon which a person might ultimately build their “home?

Wealth in America is through home ownership (the acquiring of property) and education. Sixty-eight percent of white Oregonians own their own homes. Only thirty-four percent of black Oregonians own their own homes. Twenty-eight percent of all Oregonians hold bachelor’s degrees, only nineteen percent of blacks hold bachelors degrees.

What if the true story was told to all, of how blacks, after World War II, were denied access to the GI Bill and Federal Housing Authority loans, while whites used this privilege to gain, and maintain, their head start to the American dream in all areas?

Predominantly black schools are constantly failing. The disparities in test scores between African American and white students is ever increasing. We read and hear about it all the time in the news media.

Comparing data on Lincoln High, Portlands most white school, and Jefferson High, Portland’s predominantly black high school, these disparaties are glaringly apparent. Statistics from the Portland Public Schools document, “Source 2008-2009, School Profiles and Enrollment Data,” state that Lincoln’s Talented and Gift students number 26.9%, while Jefferson’s numbers 7.4%. Special Education at Jefferson is 21.4%, and Lincoln’s is only 4%. Tenth Grade students meeting or exceeding State standards in reading (2007-2008) are 16.8% at Jefferson against 85.2% at Lincoln. Average graduation rates and drop-out rates for 2007-2008 at Jefferson and Lincoln are 68.7%, 7.52%, and 94.63% and 1.35% respectively.

What if the history we are taught, told, in no uncertain terms, that the “colored” schools, and resources therein, in the former “separate but equal” public education system, were intentionally inferior?
In 1867 in Oregon, though the Black population totaled 128, Portland assigned black and mulatto children to segregated schools.

In the landmark case, “Brown v. Board of Education of Topeka,” the key phrase in the ruling delivered by Chief Justice Earl Warren illuminates:

“Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law, for the policy of separating the races is usually interpreted as denoting the inferiority of the Negro group. A sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law, therefore, has a tendency to [retard] the educational and mental development of Negro children and to deprive them of some of the benefits they would receive in a racially integrated school system. … We conclude that, in the field of public education, the doctrine of “separate but equal” has no place. Separate educational facilities are inherently unequal.”

I highlight the sentence “A sense of inferiority affects the motivation of a child to learn.” What if this knowledge was weapon? Would it not make sense that this “sense of inferiority” could be fueled by the bussing of the colored children to intentionally superior white schools, and the ostracizing melees that resulted? Why didn’t the Government, instead of spending all that money on buses and security, simply improve the tools and resources within the inferior colored public schools? Maybe this is a simplistic question. Maybe everyone’s lives needed to be affected for change to truly be effected. As my father used to say, “If you cannot hear, you must feel.”

Could it be that yesterday, and today, that “sense of inferiority” is the self-loading magic bullet; ammunition that, like the EverReady bunny, keeps going and going and going, and which fills the barrels of the guns that are the various institutions in our society, not least of all the media?

What if it were mandated that everyone know the story of the Code Noir Laws, the Jim Crow Laws, and all the other nameless “Laws” enacted and hiding out within the auspices of “Diversity,” “Multicultural,” and “Tolerance,” programs?

What if, instead of the same old slave stories, the story was told of how the Africans that were brought here, and from whom many black Oregonians (and black Americans) are descended, were Queens, Kings, Princesses and Priests, nobles, regal, revered and innately powerful people? A shaking loose of the inflicted “sense of inferiority” and the gifted “sense of superiority?”

What if the story that the first slaves held in the United States were not black, but white, (and let us not forget the enslavement of the Native American populations) was told. These first slaves were Europeans, mostly British, who died like flies on the slave-ships across, 1,100 out of 1,500 perishing on one voyage and 350 out of 400 on another. Could that suggest at least a superiority of the constitution of the black people?

What if, as an alternative to the stories of the disproportionate incarceration of those criminal blacks, the tale of how there were no prisons in the villages from whence the noble African’s came, the Africans having no need for same? Could that imply that the “statistically proven” criminality of the black population is taint, as opposed to trait?

The state of Black Oregon might still be precarious, but public perceptions might be changed? And what if public perception changes, might that lead to real, physical, spiritual, emotional change? Could it lead to an end to system dependency, claiming your “place” as opposed to learning one’s “place?”

I don’t know, but might it be something to consider?