“Fear of The Unknown” or “Other” = Inhumanity

09 Saturday Jul 2016

Posted by decollins1969 in 1, Academia, culture, Eclectic, Politics, Pop Culture, race, Religion, Work, Youth

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"Fear of the Other", "Fear of the Unknown", #AltonSterling, #PhiladoCastile, American Narcissism, Black Box, Dallas, Duquesne University College of Education, Empathy, History of American Education, Humanity, Inhumanity, Islamophobia, Racism, Southern and Eastern European Immigrants, Teaching and Learning, Xenophobia

A black box with question mark, a certain “fear of the unknown,” July 9, 2016. (http://socialcapitalmarkets.net).

The phrases “fear of the unknown” or “fear of the other” has been something that I’ve been familiar with as long as I’ve been in the classroom. So many essays, so many discussions, so many presentations where these stock phrases have greeted me in my capacity as instructor, professor, facilitator, administrator, and public speaker. Ultimately, the use of these all-too-often used phrases reflects the inability of the people who speak and write them to see other people as Homo sapiens, thus diminishing their humanity in the process.

The first time I seriously encountered either phrase, though, was in my second semester of teaching History of American Education in the College of Education at Duquesne University for MAT students. It was the fall of 1998, and I was teaching a required education foundations course (I was also doing Multicultural Education that semester). To be sure, there were a couple of veteran teachers who didn’t like having a twenty-eight year-old Black man telling them about the marbled history of their profession and the institutions for which they served as K-12 teachers. Some of their bigoted evaluation responses disclosed as much.

It was the week I lectured on the Southern and Eastern European immigrant experience in America’s emerging public school systems between roughly 1880 and 1930. In going through the efforts of educators to literally beat out of these children the language of their mother countries (e.g., Italian, Yiddish, Greek, Polish, etc.) while sorting them into lower intellectual tracks within public schools, I noted the anti-immigrant xenophobia among WASPs at that time. One of my students during discussion tried to explain it away as a WASP “fear of the unknown.” I asked, “What was the unknown? Were these immigrants aliens?” — in this case, I meant “extraterrestrials.”

Data Mining/Fear of the Unknown cartoon, Adam Zyglis, Buffalo News, July 6, 2013. (http://adamzyglis.buffalonews.com/2013/07/06/data-mining/).

The student didn’t really answer my question, as if “fear of the unknown” needed no explanation. But on the paper related to the experiences of the children of Southern and Eastern European immigrants, Black migrants, and working-class women, over and over again, the phrase “fear of the unknown” kept showing up. What made this use of phrase even more disappointing was an even more sobering Western Pennsylvanian reality. Most of my students were the descendants of Southern and Eastern European immigrants, some of whom were old enough to have had contact with grandparents who must have recounted their experiences with xenophobia in public education. That these students couldn’t possibly see the inhumanity of the phrase “fear of the unknown” made me question whether these current and future teachers should be in a classroom at all.

Luckily, I did manage to reach a few of my more skeptical students around these sorts of issues as this course progressed. After all, most teachers really do want to help their students. A couple even wrote me notes after slamming me in their evaluations about how my History of American Education course had opened their eyes to inequality and social reproduction in K-12 education.

Since then, I have remained keenly aware of when students, colleagues, public speakers, and fellow administrators (specifically in the context of the nonprofit world) have said or written the “fear of the unknown” or “fear of others” phrases. Mostly, it’s not in the context of White ethnics from an era in which “White” mostly meant “White Anglo-Saxon Protestants.” Over the past fifteen years, I’ve seen and heard “fear of the unknown” in reference to Blacks, Latinos viewed only as free-loading immigrants, and Arab-Muslim Americans as US-hating terrorists. There have been students who have justified the race riots of the not-so-recent past (the ones where White mobs stormed into Black neighborhoods and burned them out while maiming and killing Black men, women, and children) with the phrase “fear of the unknown.” Or co-workers who’ve explained away their xenophobia or homophobia as a natural “fear of the other.” Or public speakers who’ve explained Islam as if it were a magical black box that churns out terrorists the way Detroit used to turn out automobiles.

Caravaggio’s Narcissus (1594-96) , May 15, 2011. (Masur via Wikipedia). In public domain.

Stop it. Just stop it. What does “fear of the unknown” really mean? That you didn’t know that Black Americans were human beings with a need for work, education, housing, sleep, air to breathe, and food to eat? That you couldn’t conceive of Latinos as a group of folks who’ve been part of the American landscape (specifically Texas and the southwestern US) for far longer than there has been a US? That you can’t contemplate the idea that Arab Muslims have just as much right to exercise their First Amendment rights to freedom of speech, religion, and assembly as any “red-blooded American?”

Using the phrase “fear of the unknown” says more about the people using it than it does about the “others” they attempt to describe as “unknowns.” All anyone really needs to know is that the so-called others are human beings. To say “unknown” or “other” means than you think you are superior to these “unknowns.” Or, conversely, that these “other” humans are not “normal,” that they are defective or not quite your equals. When groups of humans attempt to justify inequality or their fear with phrases like “fear of the unknown” or “fear of the other,” it means they have little or no empathy for the “unknown” or “other.” And when we as humans can cut ourselves off from other humans in this way, doesn’t that make us less humane, more “other” because we believe ourselves to be normal, even special, and therefore, better, than these “unknown others?”

Of course, there are tremendous psychological and material advantages to seeing other humans as “unknowns” and “others.” This week of #AltonSterling, #PhiladoCastile, and #Dallas has been proof positive of the value of some lives versus “unknown others.” The truth is, no Homo sapiens live in black holes. Unless those with the power to cut off empathy to their psychological and material advantage make a mental home for us there.

Teaching Teachers – and Learning, Too

05 Wednesday Jun 2013

Posted by decollins1969 in 1, Academia, Carnegie Mellon University, culture, Eclectic, Pittsburgh, Politics, Pop Culture, race, University of Pittsburgh, Youth

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Academic Arrogance, Academic Expectations, Adjunct Teaching, Aspiring Teachers, Duquesne University College of Education, Education Foundations, History of American Education, Learning How to Teach, Lecturing, MAT Program, Pedagogy, Politics of Education, Teachers, Teaching and Learning

Sad teacher, May 9, 2013. (http://www.guardian.co.uk).

I’ve been in a classroom as a lecturer, teaching assistant, teaching fellow, instructor, or professor off and on since November ’91, and consistently as an adjunct associate professor for the past five and a half years. I’ve taught roughly 2,000 students in that time (not counting the high school students I worked with when I was Director of Curriculum with Presidential Classroom in ’99 and ’00). I’ve probably had about 100 or so difficult to impossible students in that time. But no group of students I’ve taught have been more difficult for me to work with than teachers, actual and aspiring. Yet I’ve learned more about teaching from teachers in my classroom than from any other group of students.

This month marks fifteen years since I taught my first graduate course, History of American Education at Duquesne University in Pittsburgh. It was my first opportunity to teach since I’d graduated from Carnegie Mellon University the spring before. It didn’t necessarily show. I figured out fairly quickly, though, that the students in this required education foundations courses weren’t the wide-eyed grinders I had during my Carnegie Mellon years.

Twenty-two students in all were in my course, and nearly half of them were already in the classroom at suburban schools scattered through Western Pennsylvania. Most of my students had at least five years on me, and the youngest was my age, twenty-eight years old. I had only one Black student, and a classroom full of ready-to-be-bored White women with low expectations for any history course. On top of that, we were supposed to meet for two hours a day, five days a week for six weeks. And all for the wonderful salary of $1,935!

Canevin Hall (where I taught for four semesters, Duquesne University, Pittsburgh, PA, June 5, 2013. (http://w4.campusexplorer.com).

I wasn’t intimidated. But I probably should’ve been. I taught the course as if I was teaching a watered down upper-level undergraduate history course, great if the course was only for history majors or high school history teachers (of which I had two or three). With so many actual teachers in my classroom, though, I realized by the beginning of the second week that they were privately critiquing my teaching style. They noted that I lectured too much, that I didn’t facilitate discussions well when I did have discussions, that my paper assignments were too open-ended for a group of classroom and aspiring teachers.

A student who didn’t like their B+ on the first paper assignment aggravated some of the tensions in this first class. She stood up during my review of their first papers and yelled that her master’s “thesis committee didn’t find as many problems with [her] writing” as I did. I said in response, “Well, I didn’t read your master’s thesis or grade it, for that matter.” Just short of losing control of my classroom, I met with the student in the hallway to settle her down (albeit by threatening to report her actions in my classroom to the dean) after that class meeting.

That first semester resulted in a love-hate relationship with the teachers I taught. Most truly liked the way I related US history to the short and winding history of American education. About a sixth of my students tore me apart in evaluations, criticizing everything from my lecture style to how I pronounced certain words with a “New York” or “Black” accent.

This only grew worse in my fall ’98 graduate course. I truly thought I’d drawn the worst group of students ever. Fourteen in all, and none of them seemed interested in earning an MAT (Master’s in Teaching), much less in an ed foundations course. They never seemed to do the readings, much less understand them.

Chicken and broccoli stir-fry over rice, February 2013. (http://slimimzsolutions.com).

Two weeks before Thanksgiving, one of my students brought a chicken and broccoli stir-fry dinner to class, which she proceeded to eat during the lecture portion of my class. She continued during the break and into the discussion. No one was prepared. I finally asked, “How many of you have done the readings for this week?” Not a single student raised their hands. I immediately dismissed the class for the week, adding “there’s no need for us to have a discussion this week, then.” I said to the female student intent on eating her way through a three-hour class, “Now you have plenty of time to eat. Don’t bring your dinner to class again.”

I was so frustrated with this group of students. I mean, they were grad students, right? They seemed about as motivated as a group of ninth-graders at a low-performing school, on the verge of dropping out. I decided to do some background checking into my students, and realized that most of them barely met the 2.5 GPA requirement for the MAT program at Duquesne.

That’s when I also realized that some of what my students had said about me during my summer course was correct. I did lecture too much. I didn’t devote enough time to discussion. I never discussed what I wanted to see in their papers. Most importantly, I didn’t meet my students where they were before raising their expectations in their own academic performance. I treated them as if I didn’t care if they learned the material, even though I obviously did care.

I immediately began to apply these minor epiphanies in the last six weeks of this class, with my students more involved as I became more of a facilitator and less of a lecturer. While this group was hard on me in their evaluations, they also noted how their views of history as teachers had changed. Meanwhile, my views on teaching had changed, and for the better.