social commentary | Leslye Joy Allen

By Leslye Joy Allen

Historian, Educator, Theatre and Jazz Advocate & Consultant, Doctoral Student

May in the Park, No. 24
Copyright © 2012 by Leslye Joy Allen

I do not typically write about Education per se. Two of my favorite bloggers ModernDayChris and Matt Wilson of Everything Needs to Change do the best writing about the subject, particularly the education of children in our public school systems from Kindergarten to 12^th Grade. This essay is not so much a critique as it is a reminder about something often forgotten when conversations and analyses take place about what is wrong or right or that needs fixing in American education overall.

First, let us be honest. Not all American public education is flawed; it is often unequal based on race and/or socioeconomic factors. It can also suffer from certain regional economic problems, which are beyond the scope of this essay. The quality of American higher education runs the gamut from mediocre to the best in the world. Yet, there are certain actions and habits that can help any student regardless of the quality of that education. Of course, the best education nurtures these habits. So here goes…

For the record, I was possibly the world’s worst Biology student. After routinely making grades of “A” in subjects like History and English, I nearly flunked Biology in high school. I will not bore you with the stories about my nausea and headaches when I had to dissect some dead animal preserved in formaldehyde—That is a whole other essay by itself. When I had to take Biology in college, I determined that I needed to not only study, but also come up with some creative ways to study. After getting a lousy two out of twenty identifications correct on a Biology Lab Practical Exam, I arranged a meeting with my professor. (For those of you who have forgotten what a lab practical is, it is simply a test where you identify bacteria, amoebas, and other items physically located in a biology lab, many of which are under a microscope.)

My professor informed me that he typically set up everything in the lab on Saturdays. I asked if I could come by on Saturdays. He said that I could, and that I could stay as long as I wished so that I could examine and take notes about all of the items in the lab. Off to campus on Saturday I went carrying my notebooks and an assortment of colored markers so that I could literally draw what I was examining so that I could study it at home, over and over again. On nearly ten consecutive Saturdays, I also got a chance to talk at length with my Biology professor.

I joked with him that a historian’s brain dealt with a lot, and it did not have much room for Biology. My professor admitted that he had never been a good student of History. We both took note of the fact that History typically tells a story; and it also typically argues a thesis, which is why you can find so many different History books about the same event that argue entirely different positions about why that event happened. This is why Law students typically have to have some academic background in History—History teaches you to see more than one side of an argument. Biology, however, is another matter. That amoeba cell that you just examined under that microscope is going to remain an amoeba cell. You can either recognize it or you cannot!

During these Saturday sessions, I had the opportunity to ask my professor numerous questions about everything in that lab. I swiftly took notes of everything he said. When both he and I were taking breaks from the subject matter, we discussed History, Politics, Performance Arts, and whatever was happening in the news. He quickly discovered that while I would never be a great biologist, I was a good student in History, and a burgeoning intellectual. So, what is my point?

The point here is I listen to students and some educators talk about subjects they describe as not preparing students for the kind of work they will be doing as adults. “Why do I have to take Biology if I am never going to use it?” That is a fair question. Yet, my experience with taking a subject I might not have to use or need to use taught me several important lessons about the intrinsic value of a good education beyond the mere mastery of any particular subject matter.

First, when I made a solid “B” as my final grade for Biology, I knew I had earned it. No one—and I certainly did not—really wants to go back to school on Saturdays. I went back and stayed long hours and it paid off. Second, because I was often the only student in the lab on those Saturdays I was free to speak with my professor without interruption. Technically, I got free tutoring lessons simply by showing up and availing myself of his expertise. Third, my professor witnessed me making an extra effort in a difficult subject. While professors do not grade for “effort” (nor should they), it does not hurt for an instructor to see a student put in extra time in order to master a difficult subject. Fourth, I learned that I could conquer that which was difficult.

I also finally understood lessons that my mom and my uncle, both educators, often emphasized throughout my childhood and adolescence: Education is as much about endurance as it is anything else. And as my mom often stated: You cannot expect a student to become the next Einstein if he or she cannot get along with other students (teamwork) and also willingly and creatively work on difficult subject matter. Importantly, both Mom and my uncle insisted that one of the keys to a good education was the “social” skill of learning how to navigate difficulties and put in extra time without resorting to short cuts or cheating or other forms of skulduggery. Tackling a subject that one is not good at forces a certain level of creativity—that is creativity often born of unorthodox or unconventional ways to retain and master the subject matter, and pass the class.

It is right about now that the folks that know me well would assume that I would go into one of my soapbox sessions about the necessity of arts education in schools, and how the arts make students more creative and help with spatial reasoning and a host of other skills, including enhanced skills in Mathematics and Sciences. Well, I am not going to do that, exactly.

Exposure to the arts certainly enriches and develops creativity; and I have never met an artist that was not creative at something. Yet, creativity is not the exclusive domain of the arts or artists. I have met many individuals who did not have an artistic bone in their bodies, but who were highly creative people. If students are to develop into productive individuals who can think their way through and out of complex problems, regardless of academic discipline, then education needs to not only expose students to the arts, but it should also advocate that creativity—artistic or otherwise—is an essential skill for all academic disciplines. Furthermore, arts education advocacy need not exist on, nor should it lay sole claim to, some creative island minus its other academic counterparts. Perhaps, this is where the real debate about education needs to begin. More to come later…

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by Leslye Joy Allen

Historian, Educator, Theatre and Jazz Advocate & Consultant, Doctoral Student

In my previous blog The Persistence of Old Models / Old Beliefs I wrote about my meetings with theatre expert Paul Carter Harrison and our discussion about the problems with racial stereotypes. Of course, the one thing about being a historian is that when you ask and address one question, other questions always come up. So here goes. I do not know about you, but I find something odd about the death of Trayvon Martin that has nothing to do with the actual shooting of the gun that killed him, but rather that the neighborhood that he was visiting that fateful night in February 2012 was a “gated community.” Does anyone find it strange that there had been a rash of burglaries allegedly committed by young Black men in a “gated community”? This issue may not ever come up in the actual trial of George Zimmerman, but exactly what or who were those gates in that Sanford, Florida community supposed to protect?

I live in what is technically a middle class/working class all-Black neighborhood. My neighbors and I look out for each other. On the very rare occasion that we see something or someone that we find strange or out of the ordinary, we call the police and let the police do their job. Everyone has a fenced-in backyard. A few homes have fences around the entire perimeter. Many people have alarm systems installed, which is always a good idea because it is a real deterrent to break-ins. There have only been a couple of burglaries that I can recall in the over forty years I have lived here, and at least one of those was committed by a couple of kids who were caught shortly after the break-in. To my knowledge, there has never been a rash of burglaries; that does not mean that it cannot happen. It just means that since the early 1970s, I have never heard anyone say, “We have got to do something about this rash of burglaries.” This brings me to this whole idea about gated communities.

I have seen several gated communities. In fact, I live less than two miles from an all-Black gated community. The one obvious distinguishing characteristic is that no one can just walk in or out and no one can drive in or out without having some kind of code, a pass key, or something that says you live there or are visiting. The closed perimeter is in place precisely to restrict the entrée of unwanted visitors. So how is it that this gated community in Sanford, Florida has endured so many burglaries? If the gates to this community remain closed, how did the thieves get in, burglarize a home or several homes, and then get out? Did they jump a fence? If so, exactly what did they steal? The fact that you should not be able to drive in and out of a gated community easily limits the abilities of a thief or thieves, does it not? I say this to raise something far more troubling about the entire area we all now know as Sanford, Florida. First, allow me to comment on one unrelated event that happened to a friend.

A couple of years ago, burglars broke into the house of one of my friends. The police quickly apprehended the thieves. Yet the first thing the police noticed was that the thieves went into the house and cut the phone cords to the alarm system. The police suspected that someone–probably there to do work on the home–who visited this house took note of where the battery and controls for the alarm were and passed along that information to the burglars. Not long after this happened, I quickly encouraged everyone I knew to install a wireless cellular back up system to their existing alarm system so that it would immediately kick in should someone be brave enough to break-in and then cut the phone wires. Now, I do not say this to make everyone think that the man that just delivered their refrigerator is automatically a potential suspect for a future burglary. Most of us do not think of burglars or any other type of criminal in this manner. Criminals always look like they are up to something, don’t they? Yet, all those burglaries in that gated community in Sanford, Florida made me think about what happened to my friend.

If this neighborhood was having a string of burglaries, exactly how difficult was it for that community to request an increase in police patrols? If a community has these gates, does that automatically mean that it needs fewer police or no police? If you do not live in one of these communities and you visit one, doesn’t that mean that you or almost anyone visiting a gated community could be seen as suspicious? We learned that George Zimmerman called 911 over fifty times during the course of a year. If all of these phone calls were legitimate, then why did he need to call so often if he lived in a gated neighborhood? Is it not fair to ask: Were all these burglaries committed by people who were not members of this neighborhood? Do those gates really keep people out or do they seal people in?

Please read: Florida’s problematic gated communities by Bonita Burton

Leslye Joy Allen is proud to support Clean Green Nation. Visit the website to learn more about it: Gregory at Clean Green Nation!