http://www.goodreads.com/book/show/88754.Honky
"But when I add up all these particular experiences - as I have done in this book - the invisible contours of inequality start to take form, like the clogged traffic arteries of I-95." (Page 204)
This quote, which occurs on the very last page of the epilogue, summarizes Dalton's experience at the conclusion of writing this book. Throughout this book, we see different instances in which Dalton reflects on many instances in his life which may or may not have played out the way they did due to his race/class/gender/etc...
Throughout the book there were many different themes, stories and disturbances I came across. I will sort these themes/stories/disturbances more or less into the lessons that we've discussed and researched in class, starting with the less common/less important themes and ending with the biggest disturbances.
Gender:
"Back in the projects gender differences were accentuated..." "Here, by contrast, gender ebbed and flower like the Brownian movement of bacteria in a puddle." (Page 83)Here, Dalton realizes that he lives in a much more rigid place when it comes to gender. I'm glad that he was able to travel a little bit and see that gender can be more fluid than he assumed. I hope that more children/people get the experience to see this, but I'm worried that people are too focused on what they're used to and they won't accept something new or different. This can apply to gender or really any of the following topics. Because of this, I'm determined to expose my students to as many different ideas as I can. Even though I'm teaching a math class, I can still hold a discussion with my students about proper pronouns or that they can wear whatever they want gender stereotypes aside. This is something simple I can do as a teacher regardless of a student's home life or exposure.
Sexual Orientation:
While describing his mother, Ellen, Dalton states that "She was as oblivious to sexual orientation as she was to class and status; these concepts simply didn't register with her." (Page 30)From this simple sentence we learn that sexual orientation wasn't a big discussion in their household. His mom didn't see it, so why would she bring it up? To me, this is both a positive and a negative outlook. It's good not to judge someone based on their sexual orientation but because Dalton mentions this fact about his mother shows that it's different than his own view. I'm worried that this is the case in most households. That parents may simply not "see" sexual orientation which means they never discuss it with their kids. This leaves their children subject to the influences of the media and society which can both be very harsh regarding this topic. Because of this disturbance, I'm going to do whatever I (legally) can as a teacher to teach this idea. Whether that is hanging a "safe space" poster in my classroom, having a discussion with my class as to what words are inappropriate, or heading the gay-straight alliance club (led by the student of course) I can bring up these topics of discussion even if parents don't/won't.
Ability:
When Dalton attended a Boy Scout Camp about halfway through the book he was assigned to a troop of mentally disable kids and much to his surprise "had a great time with them" (Page 118). Dalton felt very comfortable around them and even stated that "No one snapped on anyone else, and I could feel tension fall off my shoulders like molted skin" (Page 118).While reading this passage, I was upset that more children with disabilities aren't portrayed this way. I was trying to think of a book in which children with disabilities were depicted solely in a positive light and I couldn't find one. This could be simply because I'm not reading the right books (which also disturbed me), but this shouldn't ever be the case. This realization affects my future teaching since I don't want any of my students to feel like children with disabilities are anything but a positive addition to the classroom. Instead, I want to make sure that I and the other students treat them just as everyone else. I don't want to assume that they need/want anything different and instead will simply ask them, just as I would anyone else. Dalton was able to learn at a very young age that ability doesn't make you more or less or a capable person and I hope my students understand this as well.
Education:
Dalton's view of education was made manifest fairly early on when he was on the playground at his new school. Some kids had started a debate between Ford and Carter. Although they couldn't vote, each student still picked a side and debated with each other about who was right. Dalton didn't know much about either of the candidates, but after not too long, he "told the group how Carter would fix a number of things ranging from inflation to Watergate, none of which [he] had even heard of until lunchtime that day" (Page 68). Dalton mentions that he "learned this technique through countless discussions of Happy Days back at [his] old school" (page 68).
Later on, also in Pennsylvania, Alexandra was invited to a sleepover. While there, her friends told scary stories which included the word "nigger." "Those friends used the term themselves, even called each other niggers, but they spoke the word with a sarcastic bite that negated its content. At any rate, the word never seemed dirty until we heard it used in the white Pennsylvania suburbs."
In both of these cases, Dalton and his sister were alienated from their neighborhood friends simply because they said the wrong words and didn't know the right words to use. Some of their language was inappropriate in Pennsylvania and vice versa.
Although the word "nigger" was very common back in their home neighborhood, and Dalton even wished people would call him that (page 187), it had a very different connotation. That connotation is what divided Dalton and his sister from everyone else.
As a teacher this is something that bothered me. I was left wondering about what words I may consider "fine", but that could be very offensive to some of my students. I realized that I need to stay far away from that line. Any sort of slang or curse word (even crap or shoot) may seem fine to me, but offensive to others. I'm also bothered that more people aren't aware of the impact their words have on those around them. If everyone was a little more careful about what they said, we might not have all the confusion and upset in the word as we do today.
Because of this, I plan on holding a discussion with my students on what words are appropriate. Cuss words aside, inappropriate language may include anything that offends someone due to gender, sexual orientation, religion, race, ethnicity, culture, etc... If I ever hear these words, I plan on addressing it directly (either in open or in private depending on the situation) and ending it immediately. Our language is one of the few things we have complete control over and I never want any of my students to feel alienated as Dalton did because of it.
"This is the privilege of the middle and upper classes in America - the right to make up the reasons things turn out the way they do, to construct our own narratives rather than having the media and society do it for us" (page 110).
“The fire taught me of the most subtle but powerful privileges of middle-class status: the chance to work problems out informally, without the interference of the authorities. Poor minorities get no such allowances. But we were lucky - Raphael's family represented the right class and I the right race" (181).
“I live there, in a booming real estate market, because as a white middle-class man, I have the choice to live where I want in America” (203).
Thus, Dalton became very self-aware of his privilege - something I'm still trying to do. Still torn between this. I hate that I have privilege over anyone. I hate that I benefit while someone else loses for no reason at all. I'm upset that this is bound to still be an issue in a year or two when I'm a teacher. And considering the fact that I plan on teaching math on the east coast, I'm sure it will be an issue in my own classroom.
Now, as I've sat back and pondered, I've tried to imagine how this may change my future teaching. First off, I can choose not to participate. Along with the other ways I've planned to counter racism and discrimination of class in my students, privilege falls right into that category. No student of mine will ever wonder if a certain punishment or reward was because of their race, class, gender, or any other reason. And hopefully with my fellow teachers on board, we can actually make a difference.
So we'll end this lengthy analysis where we began:
There is inequality in the world, 100%. But there's no better place to combat it than in the classroom.
In these cases, Dalton gives us an insight into his view of Education. He believes that as long as you can look like you fit in, it doesn't matter what you know. As long as you can give a compelling argument for your side, does it really matter where your facts came from? I like to speculate that this caused Dalton's lackadaisical attitude toward school in the future. He realized that he could get by just fine without much information, so why study?
Once reading about Dalton's experience, I myself was bothered when I realized that I've often held this view in some of my classes. For example, when I knew I could get by with memorizing a formula, I wouldn't bother learning about where it came from or why it worked. I hate that so much of math is procedural and I'm determined to change something about it. I plan on teaching conceptually and asking questions that can't be answered correctly unless you understand the deeper concept. This may take more work on my part, but I don't want my students to just "get by" as Dalton did. Hopefully this will make them more excited about learning and more involved in the classroom.
Once reading about Dalton's experience, I myself was bothered when I realized that I've often held this view in some of my classes. For example, when I knew I could get by with memorizing a formula, I wouldn't bother learning about where it came from or why it worked. I hate that so much of math is procedural and I'm determined to change something about it. I plan on teaching conceptually and asking questions that can't be answered correctly unless you understand the deeper concept. This may take more work on my part, but I don't want my students to just "get by" as Dalton did. Hopefully this will make them more excited about learning and more involved in the classroom.
Language:
Each summer, Dalton and his family would go away to Pennsylvania, his mother's homeland. While there, Ellen (Dalton's mom) encouraged the kids to assimilate into the local culture (play with any kids who lived nearby). This didn't go as well as planned. "Our friendship lasted only one afternoon, however, before we were exiled from that household on account of all the profanity we employed as part of our normal speech" (Page 114). Dalton points out that "Using cuss words in a sentence had seemed completely acceptable to us" (Page 114).Later on, also in Pennsylvania, Alexandra was invited to a sleepover. While there, her friends told scary stories which included the word "nigger." "Those friends used the term themselves, even called each other niggers, but they spoke the word with a sarcastic bite that negated its content. At any rate, the word never seemed dirty until we heard it used in the white Pennsylvania suburbs."
In both of these cases, Dalton and his sister were alienated from their neighborhood friends simply because they said the wrong words and didn't know the right words to use. Some of their language was inappropriate in Pennsylvania and vice versa.
Although the word "nigger" was very common back in their home neighborhood, and Dalton even wished people would call him that (page 187), it had a very different connotation. That connotation is what divided Dalton and his sister from everyone else.
As a teacher this is something that bothered me. I was left wondering about what words I may consider "fine", but that could be very offensive to some of my students. I realized that I need to stay far away from that line. Any sort of slang or curse word (even crap or shoot) may seem fine to me, but offensive to others. I'm also bothered that more people aren't aware of the impact their words have on those around them. If everyone was a little more careful about what they said, we might not have all the confusion and upset in the word as we do today.
Because of this, I plan on holding a discussion with my students on what words are appropriate. Cuss words aside, inappropriate language may include anything that offends someone due to gender, sexual orientation, religion, race, ethnicity, culture, etc... If I ever hear these words, I plan on addressing it directly (either in open or in private depending on the situation) and ending it immediately. Our language is one of the few things we have complete control over and I never want any of my students to feel alienated as Dalton did because of it.
Religion:
Since Dalton grew up in New York, he came across many different religions, but never seemed to think of them differently because of it. He took karate lesson from a Muslim man and even participated in their prayers without hesitation (page 61). Dalton's main "disturbance" with religion didn't come until later when he attended Boy Scout Camp. One Sunday, the entire camp hiked to a local church to attend their service. Dalton states, "It came down to a choice between admitting my Semitic origins and being exposed in church when I didn't pray correctly" (Page 119)
He instantly is upset with his parents "for not having properly introduced [him] into this world of the spirit" (page 119). His mother was Jewish, a religion he already self-loathed, and his father once hesitantly admitted to being Lutheran. Other than this, Dalton had no exposure to religion and was scared of how the other kids would react. His approached the scoutmaster's assistant and admitted that he couldn't go to church because he's not Catholic. "That's all right ... This is a Methodist church" (Page 120).
It had never occurred to Dalton that Catholicism was a particular branch of Christianity. Thus, Dalton was forced to attend and ended up mimicking what everyone else did. He stood and sang and prayed in unison and no one thought anything of it. On his walk home, he states, "I felt more like an American than ever before" (page 120).
Here we have an insight to the world Dalton lives in. In his world, being American is synonymous with being Christian. Being American includes worshiping God (I mean come on, it's in our Declaration of Independence and Pledge of Allegiance, where could he get an idea like that?). Until Dalton was able to participate in this ritual, he never really felt included.
Once reading about this experience, I realized how many students must feel. Imagine everyone talking about Sunday School and the Bible and those words might as well be in a different language since you know nothing about them. I'm worried that my students may feel this way in my classroom as well. I need to expose my students to different customs, prayers, rituals, or anything that helps them learn more about different religions. This may be difficult in math, but by incorporating the history of math (for much of which we need to thank the religious leaders in India and China), I think it can be done. I'm bothered that I hadn't thought of this before, but glad that I can still adjust my future teaching to avoid alienating my students as Dalton was alienated.
He instantly is upset with his parents "for not having properly introduced [him] into this world of the spirit" (page 119). His mother was Jewish, a religion he already self-loathed, and his father once hesitantly admitted to being Lutheran. Other than this, Dalton had no exposure to religion and was scared of how the other kids would react. His approached the scoutmaster's assistant and admitted that he couldn't go to church because he's not Catholic. "That's all right ... This is a Methodist church" (Page 120).
It had never occurred to Dalton that Catholicism was a particular branch of Christianity. Thus, Dalton was forced to attend and ended up mimicking what everyone else did. He stood and sang and prayed in unison and no one thought anything of it. On his walk home, he states, "I felt more like an American than ever before" (page 120).
Here we have an insight to the world Dalton lives in. In his world, being American is synonymous with being Christian. Being American includes worshiping God (I mean come on, it's in our Declaration of Independence and Pledge of Allegiance, where could he get an idea like that?). Until Dalton was able to participate in this ritual, he never really felt included.
Once reading about this experience, I realized how many students must feel. Imagine everyone talking about Sunday School and the Bible and those words might as well be in a different language since you know nothing about them. I'm worried that my students may feel this way in my classroom as well. I need to expose my students to different customs, prayers, rituals, or anything that helps them learn more about different religions. This may be difficult in math, but by incorporating the history of math (for much of which we need to thank the religious leaders in India and China), I think it can be done. I'm bothered that I hadn't thought of this before, but glad that I can still adjust my future teaching to avoid alienating my students as Dalton was alienated.
Cultural and Social Capital:
Early on in the book, Dalton talks about when his mother bought a painting for only five dollars. Later this painter was "discovered" and the painting ballooned in value becoming the most previous thing his parents owned. Dalton then points out that this was "the only instance in which they were able to cash in on some of their cultural capital" (page 29).
Dalton now realized that you could be noticed/treated differently based on what you own, not simply on your financial assets.
Later on in the novel, Dalton's understanding of capital broadens, not only to what you own, but also to who you know. As his neighborhood become more dangerous, his Mom places them on a waiting list and they're eventually considered for an apartment in West Village. As they toured their new home, Dalton has an interesting realization.
He states, "I couldn't understand why we should get all this and not the maintenance men who were on their hands and knees during our visit, replacing a a section of floor that had warped from humidity and age. Why us and not them, I couldn't stop asking myself." (Page 188)
Most children ask why bad things happen to them, not necessarily why they are benefited. However, Dalton is able to answer his own question. "The answer, I learned, lay in the word artist." (Page 188)
In order to obtain this apartment, his parents had to be recommended by a current resident and then provide letters of reference from "eminent people in their respective fields, certifying that they were indeed artists in whatever sense that word carried." (Page 188)
Dalton realized from a very early age that the reason his family was able to move into a much nicer neighborhood was due to the people they knew. The book points out that his parents had to "pull strings" in order for their application to be approved.
This right here, is the definition of Social Capital - moving up in the world through your social connections. I'm bothered that this is how the way works simply because it's not fair, especially to those who may move here (immigrants). I'm also bothered that I benefit so much from this system. I've been able to get jobs in the past as well as housing simply due to who I knew. I'm bothered that I never even considered the other people who thought they had a fair shot at this job/apartment but who were beat out by my social capital. I'm bothered that I benefit from it, but also bothered that I don't necessarily want to change anything about it.
After having this realization, I know that something about my future teaching needs to change. I want to make my classroom a place of equality. This means that no students should get further ahead of any other student simply because of what they own or who they know.
On Having Money:
"This time there was no way I could be sneaky, picking up contextual cues to insinuate myself into their plans. [...] The face was that I had no money" (page 75).
"The money I earned at home only served to whet my financial appetite. I could now hang out with Michael at Ray's Pizza and be part of the group" (page 100).
Dalton soon realized at his new school that having money meant you were included. This quickly led him to a life of getting a job, but also stealing and ditching school. However, to Dalton, it was worth it as long as he fit in.
I was disturbed by this idea as a future teacher because I would assume that my students won't all come from the same class. However, I want to have an open environment in my classroom. That simply isn't possible if my students are dividing themselves based on income (consciously or subconsciously). As a teacher I need to be aware of this in my teaching. I need to ensure that none of my assignments give advantage to those who have money over those who don't. For example, I can still use technology, I just need to make sure everyone has access to the same resources.
"It was only when I suffered on the losing side of class distinctions across town that I began to reevaluate my situation within my neighborhood." (page 76).
Here, Dalton played an interesting game. He couldn't appear too well off to his friends back in the projects, but he was ultimately ashamed of his neighborhood to all of his friends at school. He danced on the class dividing line whenever it suited him. However, the realization that hit me the hardest was that Dalton didn't notice his class until he was on the losing side of it.
Taking a step back from this thought, I realized that as a middle-class white woman (although not male) I benefit greatly from a class divide. However, as much as I study and observe and try to fit in, I won't truly understand a class divide until I'm on the losing side of it. This became a sort of a dilemma to me. On one hand, I want to understand my students and get rid of my prejudices. On the other hand, I don't want to voluntarily suffer by the system. Not sure exactly how to react to this still...
“Our neighbors, by contrast, were largely unwelcome elsewhere for reasons of race and financial status. It was this modicum of choice, not skin color per se, that ultimately distinguished us from our neighbors” (page 11).
This quote occurred fairly early on in the book and immediately took me back. I had never even considered that "race" and "skin color" were different. And even if they were different, that someone could be discriminated against based on one and not the other. I still don't understand this difference, but somehow Dalton did.
About Being White:
"I wonder what would have happened had my mother not been white" (Page 18).
"I now knew, based on the color of my skin, I would be treated a certain way" (Page 51).
“I can’t imagine that a black kid growing up in a white neighborhood would have gotten off so lightly” (page 110).
Obviously these quotes bothered me because not only do I want any of my students think they should be treated better because of their skin color, but I definitely don't want any of my students thinking it's okay for them to be treated worse. I never want one of my students to feel like their skin color was the reason why something did/didn't happen. Luckily, as a teacher, I have some control over this. I can teach in such a way as to eliminate this as an option. I can give all of my students, regardless of skin color, the same opportunities. Whether this includes participating in the science fair or pursuing a STEM major at the college of their choice (obviously I'm bias towards STEM), they will be able to see that I don't see their skin color as a hindrance or benefit in my classroom.
About Racial Groupings:
Race "defined who looked like whom, who was allowed to be in the group - and who wasn’t (page 42).
“This was the first time that I used the term they to describe the collective other” (page 46).
“Racial groupings were about domination and struggles for power; what’s more, race barriers were taken as both natural and insurmountable" (page 49).
"clique was short for race-class grouping" (page 122).
When I came across these quotes, I realized more and more how race played a much bigger role than simply "color" in his school. It literally defined who was friends with who. It dictated where they sat, what they wore, and even what music they listened to. I was disturbed by this as a future teacher because I want to create an open and equal environment in my classroom. This is only possible if all of my students interact with each other. I can't assign them to groups if I know they won't cooperate together or even help each other learn.
Since realizing this, I need to stand up against this segregation when I see it. I want each students to realize that every other student has something to offer. We can learn from each of their specific backgrounds and their nothing but a benefit to our classroom.
Definition of Racism:
"What the bumps spelled out was racism; for he never struck me or Michael Holt or even the Turkish Ozan Gurel across our still-hardening cranial plates. He beaned only the black and Hispanic kids" (page 23).
“Here, racism was expressed, but apparently not thought much about” (page 117).
It took many different encounters with racism for Dalton to truly learn what it was. After seeing it so much, Dalton came up with his own definition. As previously discussed, Dalton realized that race separated people into groups and that he could be treated differently because of it. However, what Dalton wrongly assumed was that the opposite of racism was integration. Once he got to high school, he correctly pointed out that "putting many races in the same school did not necessarily result in integration" (page 121).
I think I was most bothered by this last sentence because it's something that I too have often considered. I've probably even written about the idea of helping my students not be racists by exposing them to different races. Yes, that may be a good start, but racism goes so much deeper than that. Because of this realization, I've decided to change my method of teaching. I need to help my students not only see, but also understand other races. I need to help them see where they have prejudices and address those prejudices at the root, instead of conceding to the superficial solution of "exposure." I'm bothered that I fall into this category as well and that this was a real solution in my mind. I'm disturbed that I often see Dalton in myself.
Dalton now realized that you could be noticed/treated differently based on what you own, not simply on your financial assets.
Later on in the novel, Dalton's understanding of capital broadens, not only to what you own, but also to who you know. As his neighborhood become more dangerous, his Mom places them on a waiting list and they're eventually considered for an apartment in West Village. As they toured their new home, Dalton has an interesting realization.
He states, "I couldn't understand why we should get all this and not the maintenance men who were on their hands and knees during our visit, replacing a a section of floor that had warped from humidity and age. Why us and not them, I couldn't stop asking myself." (Page 188)
Most children ask why bad things happen to them, not necessarily why they are benefited. However, Dalton is able to answer his own question. "The answer, I learned, lay in the word artist." (Page 188)
In order to obtain this apartment, his parents had to be recommended by a current resident and then provide letters of reference from "eminent people in their respective fields, certifying that they were indeed artists in whatever sense that word carried." (Page 188)
Dalton realized from a very early age that the reason his family was able to move into a much nicer neighborhood was due to the people they knew. The book points out that his parents had to "pull strings" in order for their application to be approved.
This right here, is the definition of Social Capital - moving up in the world through your social connections. I'm bothered that this is how the way works simply because it's not fair, especially to those who may move here (immigrants). I'm also bothered that I benefit so much from this system. I've been able to get jobs in the past as well as housing simply due to who I knew. I'm bothered that I never even considered the other people who thought they had a fair shot at this job/apartment but who were beat out by my social capital. I'm bothered that I benefit from it, but also bothered that I don't necessarily want to change anything about it.
After having this realization, I know that something about my future teaching needs to change. I want to make my classroom a place of equality. This means that no students should get further ahead of any other student simply because of what they own or who they know.
These next topics definitely make up the bulk of the book. There simply isn't space or time to discuss all the issues with race, ethnicity, class, poverty, and especially privilege that Dalton saw and experienced. I hope my short analysis will suffice.
Class & Poverty:
"This time there was no way I could be sneaky, picking up contextual cues to insinuate myself into their plans. [...] The face was that I had no money" (page 75).
"The money I earned at home only served to whet my financial appetite. I could now hang out with Michael at Ray's Pizza and be part of the group" (page 100).
Dalton soon realized at his new school that having money meant you were included. This quickly led him to a life of getting a job, but also stealing and ditching school. However, to Dalton, it was worth it as long as he fit in.
I was disturbed by this idea as a future teacher because I would assume that my students won't all come from the same class. However, I want to have an open environment in my classroom. That simply isn't possible if my students are dividing themselves based on income (consciously or subconsciously). As a teacher I need to be aware of this in my teaching. I need to ensure that none of my assignments give advantage to those who have money over those who don't. For example, I can still use technology, I just need to make sure everyone has access to the same resources.
Noticing His Class:
Dalton began to notice his status as his family went to Pennsylvania each summer. He avoided telling anyone in the projects about his vacation, but also "played it up, knowing that leaving New York in summer was part of the status game that went on at school. But [he] withheld the fact that sometimes [they] stayed in a tent" (page 104)."It was only when I suffered on the losing side of class distinctions across town that I began to reevaluate my situation within my neighborhood." (page 76).
Here, Dalton played an interesting game. He couldn't appear too well off to his friends back in the projects, but he was ultimately ashamed of his neighborhood to all of his friends at school. He danced on the class dividing line whenever it suited him. However, the realization that hit me the hardest was that Dalton didn't notice his class until he was on the losing side of it.
Taking a step back from this thought, I realized that as a middle-class white woman (although not male) I benefit greatly from a class divide. However, as much as I study and observe and try to fit in, I won't truly understand a class divide until I'm on the losing side of it. This became a sort of a dilemma to me. On one hand, I want to understand my students and get rid of my prejudices. On the other hand, I don't want to voluntarily suffer by the system. Not sure exactly how to react to this still...
"Raphael was a different type of Latino from those I had known previously, the first minority individual I had met who confounded the overlap of race and class. He was well off” (page 173).
And here it is, the major flaw Dalton had in his mind about race and class: somehow they are related. It's easy to see where he got this flaw from though, since it took him until high school to see someone who broke the mold. I'm upset by how often these two words are interchanged. Your race does not affect your status, but try telling that to those who are on the other end of the system.Race & Ethnicity:
"In fact, race and class are nothing more than a set of stories we tell ourselves to get through the world, to organize our reality.”
(Prologue)
There are so many instances where race and ethnicity play a major role in Dalton's life. I'll try to mention the majority of the instances/quotes, but I'll only expound on the ones that particular hit me. Usually these "hits" came in the form of a disturbance that I had to ponder, reconsider, and evaluate how it would impact my future teaching.
I'm also going to try to discuss race & ethnicity without addressing privilege quite yet. I want that to be a category in and of itself.
This quote occurred fairly early on in the book and immediately took me back. I had never even considered that "race" and "skin color" were different. And even if they were different, that someone could be discriminated against based on one and not the other. I still don't understand this difference, but somehow Dalton did.
About Being White:
"I wonder what would have happened had my mother not been white" (Page 18).
"I now knew, based on the color of my skin, I would be treated a certain way" (Page 51).
“I can’t imagine that a black kid growing up in a white neighborhood would have gotten off so lightly” (page 110).
Obviously these quotes bothered me because not only do I want any of my students think they should be treated better because of their skin color, but I definitely don't want any of my students thinking it's okay for them to be treated worse. I never want one of my students to feel like their skin color was the reason why something did/didn't happen. Luckily, as a teacher, I have some control over this. I can teach in such a way as to eliminate this as an option. I can give all of my students, regardless of skin color, the same opportunities. Whether this includes participating in the science fair or pursuing a STEM major at the college of their choice (obviously I'm bias towards STEM), they will be able to see that I don't see their skin color as a hindrance or benefit in my classroom.
About Racial Groupings:
Race "defined who looked like whom, who was allowed to be in the group - and who wasn’t (page 42).
“This was the first time that I used the term they to describe the collective other” (page 46).
“Racial groupings were about domination and struggles for power; what’s more, race barriers were taken as both natural and insurmountable" (page 49).
"clique was short for race-class grouping" (page 122).
When I came across these quotes, I realized more and more how race played a much bigger role than simply "color" in his school. It literally defined who was friends with who. It dictated where they sat, what they wore, and even what music they listened to. I was disturbed by this as a future teacher because I want to create an open and equal environment in my classroom. This is only possible if all of my students interact with each other. I can't assign them to groups if I know they won't cooperate together or even help each other learn.
Since realizing this, I need to stand up against this segregation when I see it. I want each students to realize that every other student has something to offer. We can learn from each of their specific backgrounds and their nothing but a benefit to our classroom.
Definition of Racism:
"What the bumps spelled out was racism; for he never struck me or Michael Holt or even the Turkish Ozan Gurel across our still-hardening cranial plates. He beaned only the black and Hispanic kids" (page 23).
“Here, racism was expressed, but apparently not thought much about” (page 117).
It took many different encounters with racism for Dalton to truly learn what it was. After seeing it so much, Dalton came up with his own definition. As previously discussed, Dalton realized that race separated people into groups and that he could be treated differently because of it. However, what Dalton wrongly assumed was that the opposite of racism was integration. Once he got to high school, he correctly pointed out that "putting many races in the same school did not necessarily result in integration" (page 121).
I think I was most bothered by this last sentence because it's something that I too have often considered. I've probably even written about the idea of helping my students not be racists by exposing them to different races. Yes, that may be a good start, but racism goes so much deeper than that. Because of this realization, I've decided to change my method of teaching. I need to help my students not only see, but also understand other races. I need to help them see where they have prejudices and address those prejudices at the root, instead of conceding to the superficial solution of "exposure." I'm bothered that I fall into this category as well and that this was a real solution in my mind. I'm disturbed that I often see Dalton in myself.
Privilege:
I don't even know where to start with this one. Obviously, I'm very upset that white privilege is a thing and still an issue in our "developed" society. However, I'm also white and struggle seeing it from an unbiased position.
As he's reflecting on these experiences, Dalton realizes, "I had yet to learn the privileges that attended whiteness" (page 42). However, by the end of the book, this quickly changed. Here are three glaring and disturbing examples:
“The fire taught me of the most subtle but powerful privileges of middle-class status: the chance to work problems out informally, without the interference of the authorities. Poor minorities get no such allowances. But we were lucky - Raphael's family represented the right class and I the right race" (181).
“I live there, in a booming real estate market, because as a white middle-class man, I have the choice to live where I want in America” (203).
Thus, Dalton became very self-aware of his privilege - something I'm still trying to do. Still torn between this. I hate that I have privilege over anyone. I hate that I benefit while someone else loses for no reason at all. I'm upset that this is bound to still be an issue in a year or two when I'm a teacher. And considering the fact that I plan on teaching math on the east coast, I'm sure it will be an issue in my own classroom.
Now, as I've sat back and pondered, I've tried to imagine how this may change my future teaching. First off, I can choose not to participate. Along with the other ways I've planned to counter racism and discrimination of class in my students, privilege falls right into that category. No student of mine will ever wonder if a certain punishment or reward was because of their race, class, gender, or any other reason. And hopefully with my fellow teachers on board, we can actually make a difference.
So we'll end this lengthy analysis where we began:
“But when I add up all these particular experiences - as I have done in this book - the invisible contours of inequality start to take form.”
(page 204)
There is inequality in the world, 100%. But there's no better place to combat it than in the classroom.
