Hopefully, our work over the past few days has resonated in some way with you. For those of you who didn't know about "Saigon in Jersey," I hope you have gained an understanding of and an appreciation for these events. For those of you who were aware of the Riots of '67, I hope that our work has clarified as much as it has caused you to question and query. We look to history, and to social history in particular, to inform not only our understanding of the present but certainly to inform our direction in the future.
The Newark rebellion didn't "just" happen: it was the result of several mitigating factors that have and seem to continue to plague America's urban centers. Despite attempts at gentrification (Prudential Center, Bears Arena, NJPAC, Newark Beth-Israel Medical Center), Newark still feels the effects of its past- and of the 1967 riots in particular. There are still high rates of unemployment, drug use, and incidents of gang violence. The city is still divided upon race lines. The "attitude" about Newark can be seen even in many of our initial reactions in class: "ghetto," "guns," "get shot" were all statements that bandied around the room. Many of us did not know that Newark was a center of industry and technology, that it boasted some of the most magnificent buildings erected on the East Coast, or even that its famous Branchburg Park received the same gift of Cherry Blossom Trees that Washington D.C. received- since foreign governments viewed both cities as similar in terms of influence.
One of the things I want most to impart to you in this course, and perhaps my overall purpose in being an educator, is to encourage you to look around your world and find something to be passionate about. For me, this is education. And one of the issues that plagues Newark, and in fact, all of our urban areas, is failing school systems.
There are many issues in education that you, as students in the system, should be aware of- things like high stake assessments and NCLB and the rising costs of college. You should be aware of how you learn, what the government mandates you should learn, and basic aspects of pedagogy and methodology. Chances are, you might not know the lingo, but having lived it, you can recognize it. And, chances are, you will begin to think about these things when you are older, out of the system, or have children of your own. Perception is funny like that- many times, it requires distance.
You are fortunate to attend a school in a community where education is valued, even prized. This, as we all know, can create its own host of problems, but they are not the issues facing America's urban schools.
The year before I started teaching at Millburn, I was finishing an MFA in creative writing at Columbia. I was fortunate enough to spend spring semester teaching fiction to 5th graders in Harlem. I have many striking memories of that spring, but one that is most clear is this: during a walkthrough of the school, my teacher guide said, "you're lucky that you are teaching in the afternoon." As a morning person, I thought the opposite, but after stopping in the cafeteria, I understood why the afternoon was advantageous. There, I observed all 300 students placing everything on their tray- the mac and cheese, the salad, the roll, m and m's, onto their single slice of pizza, rolling it up, and stuffing it, in what seemed to be a Herculean effort, into their mouths. When I asked her about this behavior, she responded, "they do that because they are starving. It's all they can do to make themselves feel full. You want to teach in the afternoon because they might be able to concentrate with some food in their stomachs."
Everything in me, especially my stomach, felt empty.
So please, comment on some of the issues facing urban education in general, and Newark schools in particular. And then think (don't post) about why we should care about this, or if we should leave it up to people with extra nerve endings-like me.