Today, the Good Wife and I have been married for 29 years, 11 months, and 18 days. Fairly confident we’ll make it to three zero, we’re planning a celebration of marital
endurance bliss for a week and a half from now. Given assorted responsibilities we can’t shake, we’re temporarily tabling a trip to a Spanish speaking country in favor of a nearby quick hit.
Meaning Portland, Oregon.
Read and/or watch the New York Times depiction of the Rose City and then dig this person’s comment which I’m assigning an “A+”:
“It’s a very pretty video. Please forgive my peeve. Some of us aren’t cheering.
It’s the weirdest feeling to have lived somewhere your whole life and suddenly feel like a stranger. The aggressively smug city in the video is not Portland as many of us know it (or knew–past tense–and loved it). Portland is unrecognizable to me, anymore. Portland was a decided introvert until fairly recently; a dark, foggy haven for privacy-loving people, many of them genuine eccentrics–not the braying and proud ‘Portland Weird’ of now.
The self-satisfied extrovert it has become is due mainly to hype and an internet-fed culture of rootlessness and restlessness (“I can do better!”), spawning quality-o’-life-seeking newcomers looking to reinvent themselves and put their stamp on what too many have regarded as a tabula rasa, ignoring what existed before they arrived to ‘improve’ it.
The noisy eagerness with which new lookalike (mostly white, mostly moneyed) arrivals and discoverers advertise and idealize the city feels like an extension of FB-fed narcissism and now-epidemic attention seeking. “I found it! I discovered it! Look what I did!” Portland makes a great FB post, a great tweet, a great NY Times feature. It reflects well on mememe. Aren’t we all clever for discovering this place? We are curators!
“Authentic” is not a word I’d use to describe Portland now. And I always thought relentless self congratulation was the antithesis of ‘cool.'”
How does one add to that? It’s not just a very thoughtful take-down of the NYT, it’s a trenchant critique of our penchant for superficial travel.
Portland, Oregon. Thought of by most as especially hip and progressive. We’re indebted to Alana Semuels for scratching well below the surface. She starts strong in her piece about the city’s racist history:
Victor Pierce has worked on the assembly line of a Daimler Trucks North America plant here since 1994. But he says that in recent years he’s experienced things that seem straight out of another time. White co-workers have challenged him to fights, mounted “hangman’s nooses” around the factory, referred to him as “boy” on a daily basis, sabotaged his work station by hiding his tools, carved swastikas in the bathroom, and written the word “nigger” on walls in the factory, according to allegations filed in a complaint to the Multnomah County Circuit Court in February of 2015.
Pierce is one of six African Americans working in the Portland plant whom the lawyer Mark Morrell is representing in a series of lawsuits against Daimler Trucks North America. The cases have been combined and a trial is scheduled for January of 2017.
“They have all complained about being treated poorly because of their race,” Morrell told me. “It’s a sad story—it’s pretty ugly on the floor there.” (Daimler said it could not comment on pending litigation, but spokesman David Giroux said that the company prohibits discrimination and investigates any allegations of harassment.)
The allegations may seem at odds with the reputation of this city known for its progressivism. But many African Americans in Portland say they’re not surprised when they hear about racial incidents in this city and state. That’s because racism has been entrenched in Oregon, maybe more than any state in the north, for nearly two centuries. When the state entered the union in 1859, for example, Oregon explicitly forbade black people from living in its borders, the only state to do so. In more recent times, the city repeatedly undertook “urban renewal” projects (such as the construction of Legacy Emanuel Hospital) that decimated the small black community that existed here. And racism persists today. A 2011 audit found that landlords and leasing agents here discriminated against black and Latino renters 64 percent of the time, citing them higher rents or deposits and adding on additional fees. In area schools, African American students are suspended and expelled at a rate four to five times higher than that of their white peers.
All in all, historians and residents say, Oregon has never been particularly welcoming to minorities. Perhaps that’s why there have never been very many. Portland is the whitest big city in America, with a population that is 72.2 percent white and only 6.3 percent African American.
Like it’s an amazing accomplishment that means something significant. Note to the graduates. We expected you to successfully finish all twelve grades.
For shit’s sake, my cycling training is suffering and I missed a triathlon in Portland last weekend because of the first of an endless number of graduation-related events that dot the Byrnes family social calendar.
We’re long overdue on updating our traditions. Forty-fifty years ago a high school diploma was meaningful. High school graduates could get manufacturing jobs and support families. Now, a high school diploma is simply a ticket to continue around the game board of life. That’s all. It’s not an amazing accomplishment. And to the well intentioned people congratulating me in church on Sunday, not necessary. I didn’t sit in boring class after boring class or complete any homework. I did inquire about school at dinner (to no avail) and I did drive the forgotten violin to school a few times, but that’s hardly grounds for congratulations.
Here’s what graduating from high school means, plain and simple. Instead of having most decisions made for you, you get to make more of them yourself. Enlist in the military or enroll in a vocational program, a community college, or a four year college or university. In a few more years, if you apply yourself in one or more of those settings, you will have sufficient knowledge and skills to begin making a positive difference in people’s lives and get paid a living wage. And you’ll be economically independent.
And then we’ll party hearty.
Last week I presented a paper at a “Globalization, Diversity, & Education” conference near Portland. It’s a small conference attended by equal numbers of liberals and radicals. An ideological oasis for lefties. At times it felt like I was on the set of Portlandia.
People enjoy like-minded company because it’s self-affirming, but at conferences it makes for less-interesting sessions because there’s little to no tension. When everyone is of the same mind, no one is pressed to rethink or refine their ideas. Conflict is exasperating, but after awhile, blanket likemindedness can be equally vexing.
I’ve never been too fond of professional conferences mostly because networking is a weakness of mine. Also, too much of the content is theoretical and directed only at other academics resulting in an echo chamber far too removed from families’, teachers’, and students’ day-to-day lives. And too often it’s a game—participants are simply padding their vitas with an eye toward promotion. I couldn’t help but think how differently people would have to write their papers if they were forced to present them in pubs or community centers to a mix of citizens from different walks of life.
The highlight of the conference was the film “Schooling the World: The White Man’s Last Burden” by Carol Black. Black created the Emmy award winning television series The Wonder Years with her husband Neal Marlens. TWY is one of my fav series of all time. After TWY, and the birth of her children, Black withdrew from Hollywood, got involved in the alternative education movement, and researched cross-cultural perspectives on education which lead to the making of the film. Black attended my paper presentation and helped in the discussion of it. I also talked to her right before the film screened. A lot of her thinking about alternative education resonants with me. Someone I wish I could get to know better.
Here’s the film summary from the DVD cover:
Schooling the World takes a challenging, sometimes funny, ultimately deeply disturbing look at the effects of modern education on the world’s last sustainable indigenous cultures. If you wanted to change an ancient culture in a generation, how would you do it? You would change the way it educates its children. The U.S. government knew this in the 19th century when it forced Native American children into government boarding schools. Today, volunteers build schools in traditional societies around the world, convinced that school is the only way to a ‘better’ life for indigenous children. But is this true? What really happens when we replace a traditional culture’s way of learning and understanding the world with our own?
It’s as well made and provocative an educational documentary as you’re going to see. Many viewers will resist the message and leave upset. After watching the film, one person did ask Black why she drew such a sharp dichotomy between the “negatives of western education and consumer culture” and the “positives of non-western cultures and people”. Black acknowledged the dichotomy and said it was intentional because no one ever questions the premise that western education is a positive force for all of the world’s children. It was a thoughtful explanation for the film’s one-sidedness. I couldn’t help but think of how when I’m arguing with my Better Half, frustration clouds my thinking and I take more extreme stands than I normally would.
I could write a few week’s worth of posts on the film’s content. One thought. Few in the audience probably thought to use the film as a mirror for evaluating their teaching. Every educator enters the classroom with biases, privileging some cultural practices, disregarding others. Put differently, every educator sometimes slights the significance of their students’ backgrounds. While watching the film, I couldn’t help but wonder, “How do my preservice teachers and how do I impose our worldview on students?”
Another thought in the form of a premise. Even if we could close every boarding school in traditional societies around the world, indigenous cultures would still face the same challenges imposed on them by western education as a result of global media including television, music, film, and advertising. I’ve written in the past about the societal curriculum‘s effect on students. Sam Wineburg and friends have shown that modern film is the single most influential resource in shaping high schoolers historical understanding. Here’s their paper titled, “Forest Gump and the Future of Teaching the Past.”
Beginning in the late 80’s and early 90’s, I was blown away by how pervasive western popular culture was in my travels through East Africa and China. In African markets, endless posters of the three Mikes—Jackson, Tyson, Jordan. Hiking up a steep trail to the Great Wall, I was subjected to Lionel Ritchie whose music was being piped in through cheap speakers tied to tree branches. Immediately after a Chinese teacher talked teaching with some colleagues and me as required, she turned far more animated and excitedly asked if we had seen the Bridges of Madison County. My favorite Michael Jordan poster in China, like all English in China, had a wonderful typo. Under his picture it said, “Michael Jordan, MBA.” Tru dat.
So given global satellites, coaxial cables, the internet, and smart phones, the central question, “How can we avoid imposing our worldview on the world’s last sustainable indigenous cultures?” is even more challenging than the film suggests. Maybe Black’s film will inspire someone else to make a companion one on the global media. And maybe people much smarter than me will figure out how to manage globalization so that indigenous cultures aren’t completely overwhelmed to the detriment of us all.