Looking back on my early years of school, I begin to contemplate our societal ideas of academic success. I recall being almost illiterate, which led to struggles in all areas of academia. I was very week when trying to work my way through math equations in the traditional way. I found it hard to string a sentence together when writing and I could not seem to get a grasp on phonic awareness.
As I grew older, I found a way to be successful; successful in life, but not in the academic sense. I did all of the things that people expected of me as a Black male. I became talented at sports like basketball and football. I sang and preformed. These were the things that proved my worth to many of the people who surrounded me.
As I continued to be successful in all areas of life excluding academics, I also began to gain confidence in myself, confidence in all of my abilities, including academics. This academic confidence did not come with practice in the areas of reading, writing and arithmetic, although I did work hard in these areas. It came through a self confidence that I found only through social acceptance.
Years later I began to consider where people like me fit into this so called inclusive education. Using Wenger’s words, I viewed my institutionalized education as irrelevant, feeling that learning was boring and arduous, and that I was not really cut out for it (Wegner, 3). I asked myself, “What it is that I am good at? How can I succeed?”
It was then that I came up with my own personal theory of learning. A theory that fits my experience, my understanding, a theory that is familiar to me! Come to find out, the theory that I conceptualized was not a new theory at all and in fact goes hand in hand with Social Learning Theory. My thoughts lead me to believe that people, especially young males, particularly young Black males were not designed to learn in the traditional manner as it is interpreted today. Young Black males were not intended to spend hours a day sitting in a desk, listening to facilitators lecture at us, taking notes and internalizing all of the ideas spoken at us, expected to regurgitate every word in sequence. Historically, Black males have learned through modeling and participating. As the social learning theory suggests, “learning must therefore integrate the components necessary to characterize social participation as a process of learning and knowing" (Wenger,4-5). Realizing that, “knowledge is a matter of competence with respect to valued enterprises" (Wegner, 4). I conceptualized what learning would be like many years ago for a learner such as me.
It begins 300 years ago, on the North West coast of Africa. Boys like me were the pride of the village: the best wrestlers, the fastest runners and the most efficient hunters; next in line to be the leaders of our people. All of our peers admired us, all of the girls had their eyes on us and all of the elders had faith in our ability. But everything changed when the ghost appeared!
The ghost put shackles on our legs and arms to prohibit our athletic ability. It put voices in our heads telling us that all of our realities were false. The ghost hindered our ability to think rationally in the way we were taught by our forefathers. The ghost drained us of our pride, our spirituality and our confidence. Mentally, physically and spirituality: our souls in duress. Leaving only a lifeless body and at the foot of modern education we lay.
Historically Africa has had advanced knowledge of architecture, sciences, mathematics etc. This knowledge today still mesmerizes us and leaves us in wonder. I cannot help but think that these types of knowledge were not taught in our modern education style, but were taught through apprenticeships, modeling and learning through doing. The knowledge that we value is a reflection of what our society deems as important. Our current educational system places learners into a small box that does not necessarily fit all learners. Social Learning Theory practices the idea that people can learn by modeling; using more interactive teaching strategies would be beneficial to many students who may not find success in education in its traditional form.
What a powerful argument for alternative instructional practices. Thanks for sharing your story and reflections. Your experiences are more than likely very familiar for many black males, young and old. I am wondering what motivated you decide to pursue your education despite your experiences? For many the disenfranchisement experienced in their educational careers kills any form of interest in continued learning (at least traditional learning).
ReplyDeleteI agree that our system does try to put people into a one size fits all education. Despite changes in practice at the lower elementary it seems like students inevitably end up in that box sooner or later.
In agreement with your argumen Trevor, I would like to refer to Bracher's insight into the issue of identity within any kind of learning process. Bracher argues that when the identity and individual craves within a learning process is not being validated, they become resistant to such learning process. This is even more pronounced if the identity they yearn for is being acknowledge elsewhere(Bracher, 2006, p. 5).
ReplyDeleteThus, it is not difficult to see why Black males tend to excel in sports, and also while getting involved in crimes may even be a better alternative. It's about respect!
I grew up learning about my people, our ancestry, our struggles through the narratives of our elders. As an adult, I can arguably say that most of my learning, especially those that have become functional to me as an individual were accomplished outside of the walls of the classroom. Therefore, it takes us back again to that age old question: what is learning?
Your experience is certainly a rare exception, as Rachel commented that that "for many, the disenfranchisement experience in thier educational careers kills any form of interest in continued learning" (which is purely an agreement with Bracher's take on identity formation and learning). So, it one is forced to ask the question again: what was your motivation? Certainly a blog or a note on this would be greatly appreciated.
Ni'am Akbar discusses this notion of belonging and acceptance of ones-self, partially, it comes from knowing our ancestors. I can understand your frustration with the current educational system what positive reflections do you see of yourself in the material your studying. The system has drove slavery down our throats for years, but as you state: what about the scientists, philosophers, mathematicians and artists that stemmed from Africa? Our history matters, everyone's history matters.
ReplyDeleteThe Greek philosopher, Plato, stole his teachings from the minds of great Africans (if you haven't already read the novel that refutes Plato's knowledge as being his own, read this: "Stolen Legacy by George GM James). How can anyone know the truth if the past has been hidden with lies.
It is important for generations of young people to not be denied there history, they should feel confident in their skin. It then becomes our responsibility to insure that they do know their history.
Thank you for sharing your experience I know your story will help exalt others.