Oppression Born Into the System: How We Understand Race/History in 16 Points

This list was created by undergraduates at John Jay College of Criminal Justice/CUNY at the very beginning of spring semester in 2016. Our course is focused on critical race theory and this list was collectively written, modeled after the style of the blogpost— “MY (APPARENTLY) OBLIGATORY RESPONSE TO ‘FORMATION’: IN LIST FORM.”  This list captures our initial discussions and definitions of race/racism and its roots and rootedness.

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The Savagery of U.S. Monolingualism, Part 2 of 3

nypd-stop-and-frisk-2011-infographicIn my first semester at my college, before we had even reached the midterm, one student talked openly about what it meant for him to be an Asian American male in the context of Stop-and-Frisk policies in New York City. He is a HipHoppa whose friends are mostly Latino and Black. While he identifies with and as them, as a man of color, he is not targeted for Stop and Frisk. What does this mean? was the question he asked frequently. This is a rather typical exchange in my classrooms. What was not typical, however, about this particular incident was that I decided to talk to colleagues about what I was witnessing, something I rarely do.   When I told my colleagues about the kind of reading/writing/thinking that was happening in this class, the only response I ever heard was: but is his prose correct? How’s his grammar? And that’s it. All of these things that students are politicizing and all these fools can talk about is grammar.  Even more problematically, the Asian man is a second-generation Chinese-American, but my colleagues assumed he was FOB—fresh off the boat. Based on European/Ellis Island histories of American assimilation and upward mobility, it has not occurred to them that second-generation immigrants are not living the same high life, have a critique of race, and are highly literate in American codes.

2012_Stops_by_RaceI stopped talking to my colleagues about my students and my pedagogy on that day. When I think through what I am seeing in my classrooms, I take my thoughts, excitements, and ponderings elsewhere… and I plan to keep it that way.  I have talked to my colleagues across the country about this young man and unlike my local colleagues, they have been fascinated that a first-year freshman took on the research task that he did.  The student decided to do a qualitative study to better understand multiracial, New York college students’ experiences of and perspectives on police profiling.  He specifically interviewed (using a semi-structured protocol) white, Asian, Latin@, and Black students, a decision motivated by his quest to see and hear what it means to be allied as an Asian man not targeted for profiling. How could he understand this and more, importantly, how might he ensure that his relative privilege not block his own criticality?  Like with all qualitative studies, you just don’t know what might happen when you get out there in the down and dirty…

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