Book: Why Are All the Black Children Sitting Together in the Cafeteria
Chapters 1 & 2: “Defining Racism” & “The Complexity of Identity”
Author: Tatum
In chapters 1 & 2, Tatum argues that racism will continue to be an endless cycle unless we start having conversations about race and our identities.
Talking Points:
“Sometimes the assumptions we make about others come not from what we have been told or what we have seen on television or in books, but rather from what we have NOT been told” (p.4).
Chapters 1 & 2: “Defining Racism” & “The Complexity of Identity”
Author: Tatum
In chapters 1 & 2, Tatum argues that racism will continue to be an endless cycle unless we start having conversations about race and our identities.
Talking Points:
“Sometimes the assumptions we make about others come not from what we have been told or what we have seen on television or in books, but rather from what we have NOT been told” (p.4).
So often we make assumptions about people when we don’t even know the facts. Why judge when you can have a conversation and learn more about the person instead? Why do people fear having conversations about race? Conversations just get harder and avoided and as a result, people are misinformed or misunderstood. Tatum talks about stereotypes, omissions, and distortions related to the development of prejudice.
The metaphor of “the ongoing cycle of racism as a moving walkway at the airport.”
I think this is a true visual of racism and how it was will continue to be a part of our society unless people are active in making a change. Walking fast on the conveyor belt is like active racist behavior (White supremacy). Standing still on the conveyor belt is considered passive racist behavior. Even though a person might witness racist behavior, this person does nothing to stop it and makes things worse by walking away. The only people that won’t be “carried along with the others” are those who walk actively in the opposite direction of the conveyor belt. In other words, take action and make the change towards less racism in our society.
In the section called “A Word About Language,” Tatum discusses the different types of labels we use to describe people and which language she prefers to use. I think language is actually the very thing that holds many people back from having conversations about race. I often ask myself what is the most appropriate term to use to refer to someone? What is politically correct? I don’t want to offend someone, so I will just not say anything at all. A term that works in one setting might not work in another setting. I admire the tone that Tatum uses in this first chapter. She shares what she thinks about language but gives wiggle room for others to agree or disagree. It is having the conversation that is most important and can ultimately bring change. “We have to be able to talk about it in order to change it” (p.17)
“The dominant group is seen as the norm for humanity” (p.24). This quote is like saying if you don’t fit in with the majority then you don’t fit in at all. Because you don’t fit in, you are considered the subordinate group. “The subordinate group has to focus on survival” (p.25). This group has to learn how to “survive” or change their identity to conform to the dominant group or the norm for humanity.
Article: “Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices”
Author: Pedro A. Noguera
The author, Noguera, argues that it should be the school's mission to collaboratively find ways to positively support our students instead of contributing to the negative stereotypes such as “there’s a prison cell waiting for him” (p.341).
Talking points:
In the beginning when Noguera was visiting an elementary school, the principal makes a comment about a young boy and a “prison cell in San Quentin waiting for him.” I love how Noguera responds to this comment by asking a really powerful question, “Given what you know about him, what is the school doing to prevent him from going to prison?” In other words, school plays a major part in molding students, so what are we doing to help? If a child is acting out there must be some underlying cause. It is our jobs as educators and as human beings to figure out the root cause and aid the student in making positive changes instead of determining the child’s future before making any efforts to make things better.
“Too often, schools react to the behavior of such children while failing to respond to their unmet needs or the factors responsible for their problematic behavior” (p.342). How can you react when you don’t really know the root or cause? For example, a doctor would not prescribe medicine to a patient without running tests, having a conversation with the patient and/or family, or taking preliminary actions. We are often so quick to judge and respond which ultimately make things worse.
The metaphor of “the ongoing cycle of racism as a moving walkway at the airport.”
I think this is a true visual of racism and how it was will continue to be a part of our society unless people are active in making a change. Walking fast on the conveyor belt is like active racist behavior (White supremacy). Standing still on the conveyor belt is considered passive racist behavior. Even though a person might witness racist behavior, this person does nothing to stop it and makes things worse by walking away. The only people that won’t be “carried along with the others” are those who walk actively in the opposite direction of the conveyor belt. In other words, take action and make the change towards less racism in our society.
In the section called “A Word About Language,” Tatum discusses the different types of labels we use to describe people and which language she prefers to use. I think language is actually the very thing that holds many people back from having conversations about race. I often ask myself what is the most appropriate term to use to refer to someone? What is politically correct? I don’t want to offend someone, so I will just not say anything at all. A term that works in one setting might not work in another setting. I admire the tone that Tatum uses in this first chapter. She shares what she thinks about language but gives wiggle room for others to agree or disagree. It is having the conversation that is most important and can ultimately bring change. “We have to be able to talk about it in order to change it” (p.17)
“The dominant group is seen as the norm for humanity” (p.24). This quote is like saying if you don’t fit in with the majority then you don’t fit in at all. Because you don’t fit in, you are considered the subordinate group. “The subordinate group has to focus on survival” (p.25). This group has to learn how to “survive” or change their identity to conform to the dominant group or the norm for humanity.
Article: “Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices”
Author: Pedro A. Noguera
The author, Noguera, argues that it should be the school's mission to collaboratively find ways to positively support our students instead of contributing to the negative stereotypes such as “there’s a prison cell waiting for him” (p.341).
Talking points:
In the beginning when Noguera was visiting an elementary school, the principal makes a comment about a young boy and a “prison cell in San Quentin waiting for him.” I love how Noguera responds to this comment by asking a really powerful question, “Given what you know about him, what is the school doing to prevent him from going to prison?” In other words, school plays a major part in molding students, so what are we doing to help? If a child is acting out there must be some underlying cause. It is our jobs as educators and as human beings to figure out the root cause and aid the student in making positive changes instead of determining the child’s future before making any efforts to make things better.
“Too often, schools react to the behavior of such children while failing to respond to their unmet needs or the factors responsible for their problematic behavior” (p.342). How can you react when you don’t really know the root or cause? For example, a doctor would not prescribe medicine to a patient without running tests, having a conversation with the patient and/or family, or taking preliminary actions. We are often so quick to judge and respond which ultimately make things worse.
Noguera points out that schools carry out 3 functions. “Schools sort children based on various measures of their academic ability…” The second is schools socialize children “by teaching the values and norms that are regarded as central to civil society and the social order.” Lastly, schools create social control or authority over children. I never really thought about schools using these three categories, however I can see how schools actively do these 3 things daily. This is not why most of us became teachers, but yet this is what happens in schools all the time. How can we change the functions of school yet still have order and consistency?
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