Skip to main content

Blog #1: Together-ness

                                                          

While viewing and reading the assigned documentaries and articles for the week, I took notes and wrote down quotes that resonated with me.  When I reviewed my notes, the quotes that I had written down seemed ironically connected.  

The three quotes were: 

  • " We carry history in our bodies." 
    • Episode #1-Sickness and in Wealth:Unnatural Causes
  • "Every person's health is intertwined with the health of everyone else." 
    • Thinking about Racial Disparities in COVID-19 Impacts through a Science-Informed Early Childhood Lens- Jack P. Shonkoff, M.D. & David R. Williams, Ph.D.
  • "We are in this together." 
    • When Blackness is a Pre-Existing Condition- Kimberle Williams Crenshaw

The documentary, In Sickness and in Wealth, suggests that human beings today are affected by the quality of life their ancestors had, "We carry history in our bodies." If ones ancestors, for example, grew up in a poor community with poor air quality (i.e. local factory builds, mills, etc,) and had minimal access to health care, they were more susceptible to chronic illnesses like asthma, allergies, and compromised respiratory functions. Thus, segregation in housing and employment negatively impacts the health and well being of particular populations and as a result, health issues are passed on to future generations.  


Similar to, In Sickness and in WealthRacial Disparities, continues to evaluate how residential disparities and environmental factors affect urban youth as they mature and develop.  The article poses the notion that, "Every person's health is intertwined with the health of everyone else." If this is true, why has the government not taken on "the responsibility to care for everyone" like Green suggested in  her article, Coronavirus Strikes Latino Families? 

If our well-being is in fact intertwined with others, we should ALL be concerned with the health and well-being of everyone, right? We should ALL be offered the same access to QUALITY healthcare despite our race, sex, gender, or social status, right? 


The article, When Blackness is a Pre-Existing Condition, suggests that although Americans (white) often pride themselves on statements such as, "We are in this together," we are in fact, NOT in this together. Duncan Andrade would call this concept of together-ness, "Hokey Hope."  This notion "ignores the laundry list of inequities that impact the lives of urban youth long before they get to the under-resourced schools that reinforce an uneven playing field" (Hope Required When Growing in Concrete, 182).  The uneven playing field that urban youth encounter occurs across systems like healthcare, housing, and education. 


In the midst of COVID-19 it is essential to remember just how "uneven" the resources are for urban youth and their families.  Although we as educators cannot change the multitude of systemic inequities, we CAN love and support our students and families; We can listen to their struggles and provide them with resources and information (i.e. local CoOps,  organize an outdoor after-school program, connect with local agencies for COVID testing, etc.). Without acknowledging that inequities exist, we give our students and their families "false hope" in that, if they just TRY, they will succeed. But, by acknowledging the inequities, and acting in the best interest of our students and families, we foster "critical hope"--where WE acknowledge the inequities and struggles and are strategically committed to utilizing them to help change the narrative for our students.  


According to Duncan, "Deferred Hope" is when the system is blamed for inequities rather than the individual.  We know that it is not just the system that is to blame for the uneven playing field that urban youth and their families encounter but more so how the uneven field is built layer upon layer, system upon system.  The vast inequities felt by urban youth and their families is a result of how multiple systems layer the inequities upon individuals.  Thus, we would be remiss if we looked at each system individually as the root of the problem. As we know multiple systems often play a role in creating this uneven playing field, disparities in healthcare, is just one example.  






Comments

Popular posts from this blog

Introduction:

Hi!!  My name is Shannon Pero (Babul).  I am an elementary school ESL teacher in Johnston, Rhode Island. I primarily work with students that have recently moved to the United States and have low English proficiency levels. My undergrad work was completed at Rhode Island College where I obtained a BA in Elementary Education and an Early Childhood and ESL Certification.  I am working to finish my Masters at RIC in Teaching English as a Second Language (TESOL). In my spare time, I enjoy traveling (when we are allowed to), hiking with my two rambunctious  dogs, and relaxing at the beach.   Below are pictures of my pups at our favorite place, East Matunuck State Beach .  Brickley 5 years old (left) / Lola  12 years old (right)

Is "Ac"--Knowledging Enough?

Text: Precious Knowledge (Documentary) Director: Ari Palos Cast: Curtis Acosta/ Jose Gonzalez The Precious Knowledge documentary takes place in Tucson, Arizona.  The documentary depicts the personal narratives of teachers and students and their experiences with cultural inequities in Tucson such as, unsafe neighborhoods, poor healthcare , and the lack of quality education.  Students enrolled in an Ethnic Studies course at Tucson Magnet High school are twice as likely to graduate high school than their counterparts in other schools. Despite this, Arizona school administrators and lawmakers strive to shut down the program.  As a result, students create a civil rights movement in an effort to keep their Ethnic Studies program.  . Throughout the documentary, teachers and students express their appreciation for and commitment to the social justice curriculum taught in the Ethnic Studies program.  Jose Gonzalez, an Ethnic Studies teacher, believes in the concept...

Who Are We?

Text: Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability Author: S.  Annamma, D. Connor, & B. Ferri The article, Dis/ability critical race studies (Discrit): Theorizing at the intersections of race and dis/ability argues that race and dis/ability are two interlocking systems of oppression that negatively impact individuals in society and education. According to the article, students of color are more likely to be segregated from their peers to receive specialized instruction than white students. The article states, "dis/ability justifies segregation and unequal treatment for students of color compared to their white counterparts"(7). The practice of segregating students based on race and dis/ability aligns with the ideas presented in the 13th documentary.   (Click the picture for more information) The 13th documentary suggests that there has been a perpetuation of systems of oppression throughout history such as, slaver...