The word was the ember and the forest was my life.
― Jimmy Santiago Baca, “Coming into Language,” March 3, 2014
We’re at the Flip ‘n Chicken sharing food, swapping stories about El Paso, and philosophizing about what it means to be an educator in the Early Childhood program at Oregon Coast Community College.
His looks are a cross between Lee Trevino (golfer from El Paso) and my buddy the muralist from El Paso, Mario Colin.
Despite the vehement objections of thousands of teachers, parents, college professors, public school advocates, state officials, and teachers’ unions, in late 2017 the State University of New York (SUNY) Board of Trustee’s charter school committee voted 4 to 1 to unilaterally and illegally lower training and preparation standards for teachers employed at privately-operated charter schools approved by SUNY (about 165 across the state). State officials called SUNY’s irresponsible decision to put more unqualified teachers in classrooms “an insult to the teaching profession.”
Ask students to read for more than a couple of sentences and many will protest that they can’t do it. The most frequent complaint that teachers hear that it’s boring. It is not so much the content of the written material that is at issues here; it is the act of reading itself that is deemed to be boring. What we are facing here is not just time-honored teenage torpor, but the mismatch between a post-literate New Flesh that is too wired to concentrate and the confining concentrational logics of decaying disciplinary systems.
This series of teacher-student stories, interspersed with journalistic materials and writing, is aimed at showing how thousands of mainly white Europeans and Americans from both continents together with millions of Africans and peoples from India struggle to eradicate, or greatly reduce, poverty by “fighting with the poor”.
