What Do We Teach When Kids Are Dying? #MichaelBrown

[After the trial where the man who killed Jordan Davis was not found guilty of his murder, a group of amazing educators and education activists (I was lucky to be one of the folks involved) came together to create a teaching guide for talking about Jordan Davis’ killing and the trial that followed. Many of the resources — and equally as important, the frameworks for thinking about creating curriculum — are equally applicable for creating conversations and curriculum around talking about Mike Brown. And we need to talk about Mike Brown.]

When I heard that Mike Brown was shot – unarmed, multiple times – by a police officer, my thoughts immediately went to the many stories I have heard over the years from my students of color about their experiences with the police. Their stories are not monolithic, and I have students of color who are the sons and daughters of police officers who often bring a different lens to these conversations, but overwhelmingly, the conversations I have heard have spoken to a deep level of distrust and fear between students of color and the police.

With the acquittal of George Zimmerman in Trayvon Martin’s death, with Michael Dunn not getting convicted of murder in Jordan Davis’ death and now with Mike Brown’s death, many of SLA’s students of color have come to the understandable conclusion that the systems of American justice – from the police to the courts – are not there for them. Clearly, there are too many statistics that support that conclusion.

And the reaction of the authorities in Ferguson, MO since Mike Brown was shot by a police officer despite being unarmed has looked more like a police state than anything I can remember in America in my lifetime. All over the country, students are on social media asking – what kind of country does this to its own citizens?

For me, both the shooting of Mike Brown the actions of the government to Mike Brown’s killing has made me think of my grandfather. My grandfather escaped Germany in the 1930s, because he saw the writing on the wall and saw that his country was no longer safe for him. When I was young, I remember my grandfather saying to me, “You must remember that you are a Jew before you are an American, because when Jews forget that, Jews die.”  And I think about the many parents and students of color who have talked to me about “the talk” — what to do if a young black man or woman are ever confronted by the police. And I think about how we live in a country where — especially if you cannot pass for white (which I, for example, can most often do) — the rules you live by are different. You are not simply American, you are a Hyphen-American, and for you, the rules are different and not as just. And, much like my grandfather said to me over thirty years ago, if you forget that fact, you can die.

So what do we do as educators? What is our role? For to pretend that this does not enter our classrooms, our schools, is to run the risk of allowing ourselves to be complicit in the system that left Mike Brown’s body in the street for hours. How we teach, how we frame this issue with students is incredibly difficult and complex, and so many of the resources, ideas and suggestions created after Jordan Davis’ killer was not convicted of murder are appropriate again. It is incredibly daunting to think about how we frame this issue in our classrooms, but that cannot be the reason for educators to shy away from it. And, if nothing else, now is a moment where educators need to listen deeply to students who need to express what they are feeling.

And what I have learned in my time at SLA is that when I am struggling with hard questions myself, that those questions are the ones we can ask as a community. Perhaps now is a moment for educators to ask hard questions about our country. Some questions I’ve been asking myself, without great answers lately.

  • What happens to a society that seemingly has one set of rules for one race and another set of rules for everyone else?
  • What happens when too many people lose faith in the government’s ability / will / desire to actually keep people of color safe?
  • What happens when too many people feel that the dream is not accessible to them?
  • What is the role of the police in a civil society?
  • If a society becomes more militarized in the name of “safety” and “security,” is it any wonder that those who were already feeling the effects of disenfranchisement and racism would bear the brunt of the increasing militarization of its police force?
  • How do we get better than this?
  • How do we become a more just society?
  • How do we not lose hope?
  • How do we close the gap between the best ideals of America and the reality that we see around us every day?

I have had to say much the same thing before. I will keep saying it until I don’t have to say it anymore. Mike Brown’s death must serve to remind us that there is no such thing (to quote SLA teacher Pia Martin) as passive anti-racism. His death — and the police state that Ferguson, MO has become since his death — must remind us that institutional racism is the norm in this country and therefore we have to actively work to do better. This must remind us that we are nowhere near being the country we need to be for our citizens of color — and, therefore, for all of us.

15 thoughts on “What Do We Teach When Kids Are Dying? #MichaelBrown

  1. Having taught in Queens, NY for 30 years, and having lived through multiple police shootings in this neighborhood, the effect on education is disastrous. The students are lackluster and a few will seem to have PTSD symptoms, misbehavior and protests increase, and generally disorder increases. Consider how the students felt about Amadou Diallo murder or Sean Bell’s murder by police and that the police were not found responsible! When the police shooting occurs early in the school year, it ruins the entire year. Young people do not understand police behavior and the severity and immediacy of the retaliation for the slightest insult. Since the police are following orders and change their behavior and procedures as ordered, one has to wonder who is setting policy. The public are kept uninformed of actual facts about these events and of police procedures and therefore do not know how to respond to police nor how to interpret these kinds of events. When police shootings occur, it screws up the educational climate of schools. And, the effects of these incidents accumulate.

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  7. Wonderfully laid out thoughts. Thanks for sharing. Need to ask, though: you wrote “What happens to a society that seemingly has one set of rules for one race and another set of rules for everyone else?” Are you speaking to issues facing all people of color, or just Black people?

    • I think there are pieces of this situation that are unique to what African-Americans face in America, but certainly, the challenge of feeling like there are different rules in American for people of color is something that crosses across a wide spectrum of people.

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  9. If you are born in poverty, you have a world view that capitalism doesn’t work for us. We will never become white. We will never become middle class. We have been shut out. It is a lie that if you work hard you get ahead. The police are our enemy because they sense we are not like the idealized TV and movie populations (and not like the slanders and demonizing, either ). The police protect the affluent, not us. They protect the capitalists, their property, their values, their very lives. Property values and lives that demand everything from us and demand nothing in return. We don’t live in a vacuum. They need to exploit us and to keep us terrorized while they do so.

    • You’ve just described “Capitalism.” Exploitation of the masses for the benefit of the few. Too bad they don’t teach this in high school rather than the “You just work hard enough you too can get ahead.” With capitalism there is always exploitation, cheating and if your competitor cheats it behooves you to do the same as you must keep up or get swallowed up. Corporations by law exist to produce capital gains for their shareholders. That is what they do. Capitalism is not a just, fair economic system and it is at odds with Democracy.
      This is why our country is in turmoil now as corporate power is very strong and workers power gained through unionization is weak. Our government is controlled by corporations and the Supreme Court made them stronger by allowing unlimited campaign money to go to candidates in Citizens United ruling.

    • If this is true, and the fact is that there are so many people of color living in poverty for whom this would seem to be a natural world view, why aren’t all these people voting people out of office who perpetuate this system? Yes, I know there are barriers: gerrymandering; many people of color having been disenfrachised by the laws surrounding incarceration; the organized attempts to prevent people of color from exercising their right to vote. This question perplexes me nevertheless–would be interested to hear thoughts about it.

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