Ages ago,
Tim Burke (sorry, I can't find the exact entry) wrote a post talking about how we need to talk about our own educational experiences. Later,
Scrivener posted a really heartfelt entry (again, sorry no direct link) about his childhood, which I commented on at the time by saying that it's important, I think, to talk about our own coming up, because there are a lot of presumptions out there about how we, the professoriate, ourselves come from upper-middle class backgrounds, don't understand the realities of working-class students, whatever. I've been meaning to talk about this a bit for a while, and the discussion about social class and students seems as good a time as any.
My folks, when I was born, were really young. Neither had a college education. My mom had dropped out after her freshman year when she married my dad at 18, and I'm not sure if my father had been yet, although when I was in elementary school they both commuted to the nearest state university and did their BAs and became teachers (dad, elementary; mom, high school). When I was little, we lived on the poor and shitty side of town in a small city that is understood regionally as a rough town. Once I had a student from a nearby city in a class and when I said, "hey, you're from Capitol City? I'm from Smaller City!" his response was "whoa, you grew up
there?" So, streed cred, baby.
Anyway, my folks were civil rights activists of a sort, pretty involved with the local political scene, and as my sister and I started school, especially with public education. We were sent to the first integrated school in the state--a deliberately integrated school, with a strong progressive and deliberately non-Eurocentric curriculum, established just a few years before mandatory busing came around. It was a great school. A few years later, mandatory busing came in, and white flight started. My parents, by now teachers themselves, made a conscious decision to keep my sister and I in the increasingly brown and underfunded school district (if you hadn't already guessed, I'm pretty anglo--though not entirely). They also decided to keep us out of the honors program that was developed in part to segregate the few remaining white/middle-class students from the rest of the school.
So, after my start in a really fantastic progressive, academically rigorous school, I (and to a greater extent my younger sister) ended up in what we now call inner-city schools. Really undemanding curriculum, lots of drugs, little bit of gang activity, pretty big classes. My folks tried to give me some kind of challenge by getting me into the bilingual program, designed for the kids of Spanish-speaking immigrants and the local migrant workers, on the grounds that I'd at least learn Spanish even if I was repeating math I'd learned in first grade. So, I read my own books, quietly, when I got bored, was a little separated from most of my peers by virtue of being the "brainy" one and also, of course, being white and middle-class, but mostly I got along and was pretty well-liked and reasonably socially happy, if bored.
Then seventh and eighth grade came along, a new school, and really, really dire academic situation. Teachers with no control of the classroom, students getting beaten up or locked in storage cupboards during class time, sexual harassment in the halls, open drug dealing, that kind of crap. More and more my friends and I tried to keep very low profiles and I started having anxiety problems about school. So my parents caved a bit and put me in the honors program.
What happened next was really very interesting and probably the most important thing I learned in elementary school. Some of the honors kids had been good friends to me back at progressive kindergarten, and like mine, their parents (also working in the public schools) had kept their kids in, but they had put them in honors classes all along. These former friends wanted nothing to do with me, and by and large I became a total social pariah. These white, middlle-class kids were much, much meaner (and more dangerous) to me than the regular kids had ever been, and it was clear that the reason was that I was tainted because I hadn't been part of their privileged little clique all along and I had friends from the "wrong" classes (literally). Moreover, the honors kids were lazy as shit: at one point, when both the social studies teacher and the English teacher assigned us books to read
in the same week, the students staged a walkout and refused to attend class until one of the teachers agreed to assign us the required book later, when we weren't reading a book in the other class. The only students who broke the picket line, so to speak, were me and a quiet Filipino boy whose name I don't remember. Once the "strike" was over and everyone was back in class, our hippie social studies teacher praised the strikers for their "courage" and standing up for their beliefs. I can't tell you how stunned I was at his complete ignorance of the fact that the truly brave students were me and the boy who'd defied, not our wimpy good guy social studies teacher, but the wrath of our peers (and believe me, we paid for it), because we thought that it was fucking ridiculous for them to be so damn lazy about their own educations--this was
honors after all. At the end of the semester, the social studies teacher told me in confidence that although I'd only earned a B+, he was giving me the A because he knew I was "capable" of having earned it. I'm sure he graded all the other little bastard honors kids the same way. What a crappy teacher he was.
Anyway, blah blah blah many years later here I am. The point is that what I learned in elementary school wasn't academics. I think I can honestly say I learned nothing after my first great years, except possibly in eighth grade algebra (when me and, again, the quiet Filipino boy won the math awards, making our honors peers hate us even more). What I learned, however, was far, far more important than academic bullshit (which I got from reading on my own anyway, plus my parents doing things like bringing home cow's eyes from the slaughterhouse for us to dissect on the kitchen table). I learned how to be comfortable with people from the wrong side of the tracks, to think critically about race and class and how they play out in subtle ways, and that there is a really major difference between intelligence and privilege, though the two are usually confused.
This is one reason I want to get pseudonymous kid the hell away from whitebread smalltownia: his mom is a college professor, he's not going to have to worry about academics. What is going to be hard for him if we don't get out of here is to expand his brain beyond middle-class suburbanism. But the point isn't, "god I hate the suburbs" (though I do): the point, educationally speaking, is that in some ways one of the things I took away from my elementary ed. was that, in the name of protecting their kids, middle-class parents seriously limit their childrens' education. The education I got was
far superior to the education the honors kids--or the white flight kids whose parents moved to a different school district--received. What those kids learned, I got from books and at home. What I learned, they couldn't learn from books, or at home in their safe suburban families. Maybe some of them learned a bit of it later; I hope so. The problem, of course, is that when those kids don't learn those things, they grow up to weild power and miseducate their own children and continue to shit on the children of the underclasses. I don't want my kid to grow up to think like that, nor do I want him to grow up with the equally horrible (maybe in some ways even worse) sense of safe middle-class liberalism that the honors kids whose parents kept them in public school had, a liberalism that operates without a real understanding of the issues at hand and is still, underneath, scared and scornful of the people it tries to "help" without in any way actually thinking about the power structure.
So, I figure, as a teacher, my job is twofold. First, to advocate for the non-traditional students who, despite all the hurdles that get thrown in their way--including, most corrosively I think, enormous anxiety when they "make it" because they, like me in my 8th grade honors class, are still "outsiders" (and unlike me, many of them won't be able to "pass" once they move on to high school. Plus passing sucks)--who are going to college despite those hurdles. They don't need more shit, they're usually much smarter than the privileged kids who think
their rightful places are being "taken" by "affirmative action admits," and, frankly, because of my background, I like them better and am often more comfortable with them. But on the other hand, I have a really strong responsibility to educate the narrow kids whose parents and teachers, with all the best intentions in the world, have tied their brains behind their backs in order to keep them "safe." Because of their ignorance, they say the most offensive and obnoxious things imaginable (and I reserve the right to rant about it when I'm not in the classroom, thank you very much); they think their teachers owe it to them to make education easy; and they treat their fellow students like crap a lot of the time. But yes. My job is to teach them too, and just as being femmey helps me with being a feminist in the classroom, looking white and middle class helps me teach those kids, because they don't automatically resent/dismiss me the second I walk in the room. (Passing also, I think, makes it more incumbent on me to do that kind of teaching, precisely because I have the advantage of being able to do it without scaring the students.) And you know, there but for the grace of god go I, or goes pseudonymous kid if I don't get his ass out of here, so no, I don't hate those students.
But I'm not gonna let them walk out of my class when I ask them to do some reading.