‘The Walking Dead’ and the Real Diversity Problem On (Some) Ambitious Dramas

**it’s true, i’m a a little lot bit of a zombie fanatic, and i was originally gonna include my own post on the walking dead (twd) and race here, but i found this one to be as illuminating as anything i could say. anyway, twd/contemporary zombie mania and gender is its own post anyway, so maybe i’ll get to that myself in the future. in the meantime, here’s to a *hopefully* rad 3rd season of twd (and check out the original comics that inspired the series here).**

This is a cross-post from Televisual, by Aymar Jean Christian

UPDATE: The arrival of a new character signals a possible shift in season three.

It’s an old and uninteresting complaint: black characters on TV — and horror movies — get killed or written off too early. Clearly, that is what’s been happening on The Walking Dead with T-Dog. (For a good rant, head to Clutch).

I’m going to try to push the debate further, past “isn’t it a shame characters of color get short shrift.” The truth is the T-Dog Problem signals broader problems with The Walking Dead and some other prominent dramas. It’s a symptom of an ailment the writers might actually care to remedy, beyond appeasing black viewers.

First, the basics. Earlier this season T-Dog told Dale he was concerned about being black and a weak link in the group. This was an insightful moment from the writers, foregrounding the idea that being different after the apocalypse might be a problem — after all, in times of stress, people stick to their own — and an interesting meta-commentary on the fragility of being a black character on TV — T-Dog was a great candidate for a quick kill. Then T-Dog disappeared. I literally forgot all about him until last week, when he had one line that was almost comically interrupted. This week T-Dog was similarly marginal, leading Vulture‘s recapper to state: “By this point, the casual dismissal of one of two minority characters…on this show is feeling extremely suspect. The only thing saving it from being full on offensive is that the same treatment is being given to Hershel’s entire white family.”

The problem isn’t only about a tired debate over representation.

The real problem with T-Dog’s absence is it undermines the point of the whole show. Let me explain.         

the hunger games continued: leftovers edition

so i can’t tell if my title is punny or not, but the point is that i got more shit to say that didn’t seem to fit with the content of first post… so….take two:

cinna and katniss embrace before the games begin

Full disclosure: i devoured the books – read all three last summer (loved the first two, meh on the third), and i had super low expectations going to see the movie last week. but then i came out… surprisingly impressed. [**assumed familiarity with the story/spoiler alerts still stand**]

i wasn’t particularly impressed with the whitewashing of katniss and district 12, as i discussed earlier, though i was quite fond of some of the casting choices. Kravitz as cinna worked really well for me — as did Donald Southerland as the understated president snow — and i’m excited to see more interaction between them and katniss in the upcoming films. in fact, the acting was pretty solid all around. (well, peeta was a bit wooden but his character was consistently overshadowed by lawrence and Woody Harrelson, so it didn’t matter much.) in fact, harrelson’s haymitch ended up being another highlight. though he wasn’t as overtly cruel to katniss as he was in the book, their banter was still heated and engaging, and harrelson — even as a sexist, condescending alcoholic — remained entertaining and strangely likeable (much like the haymitch of the books).

harrelson’s surprisingly cunning drunk

as for my qualms with the movie visa vi the book, they are mostly relegated to the portrayal of district 12, hunger, and the day to day of living under military (police?) occupation. life in district 12, like most of the others, is fucking hard. you’re under constant electronic and human surveillance. a (sporadically working) electric fence keeps you in the district, and you are forbidden from entering the woods beyond the fence, especially for hunting. it even carries a potentially lethal sentence. and still katniss and gale must do this regularly, knowing it’s the only way to keep their families fed. and yet, none of this sense of pressure is communicated through the film. that sense of all encompassing oppression (especially within the walls of district 12) that was so present in the books was lost — unnecessarily, i think — in its translation to film.

additionally, for taking place in a society built around the idea of food scarcity (or at least, manufactured scarcity), there was very little in the film for us to actually see the need or the hunger of the citizens of district 12. no constant talk of where the next meal will come from, or how it will be payed for, or how to sell the illegally caught game at the Hob without alerting the peacekeepers. many of the people in 12 appeared dirty, but not particularly skinny or malnourished. and after their lifetime of hunger, when katniss and peeta finally arrive at the capitol, there is maybe one (brief) scene of them eating the lavish food put before them — not the exciting, wide-eyed feasts of lamb stew (where was that lamb stew?!) and the other delicacies that katniss and peeta wolf down greedily in the book. (a concise analysis of the major differences between the book and the film can be found here.)

one of the biggest alterations comes in what we see in the aftermath of rue’s death. katniss mourns the same way in print and film — wreathing rue in flowers, though in the book she knows there’s no chance in hell it will be nationally broadcast; it’s a personal gesture to rue and a personal “fuck you” to the gamemakers and snow. district 11 did, however, learn of rue and katniss’  partnership –friendship, even, and sent katniss a loaf of bread in the arena as thanks. later, we learn that rue’s death and katniss’ actions do lead to a revolt in D11, but we’re never shown it. in the film, the gamemakers actually do broadcast katniss adorning rue with flowers, and this immediately leads to a violent uprising in district 11, pitting the majority-black district citizens against the peacekeepers.

and here’s where i’m conflicted. i thought it was a well done, potentially even moving scene of the marginalized suddenly rising up against state oppression. on the other hand, it was the *only* riot scene in the film, and all i kept thinking was do we really need to further popularize images of black people rioting?? especially when it’s one of the only — and certainly the longest — scene where we even see more than a handful of black folks in the same shot. i can’t help but wonder how the longstanding white fear of black gatherings and collective anger affected the creation of this sequence…or the decision to show this district uprising rather than another (like 8, for instance, which i believe also rebels around the same time)… In and of itself i’m not sure this would have stood out, but given how few faces of color we see anywhere else in the film, i find it interesting to note which aspects of Collin’s fantasy world were whitewashed and which were allowed to retain their melanin.

anyway, the camera work had its own problems, though it at least kept things moving along at a brisk enough pace (sometimes too much so) and seemed to include more shots of blurred light and trees than the blair witch project. because this is what has to happen when you make a fucking family film about 24 children murdering each other on reality tv to keep an oppressed population docile. You get lots of screams and quick shots of forest and sky. IF you want that pg-13 rating, IF you want to get the whole family in for that slaughter-fest, then you can’t actually show the brutality of it, even if its in the books. even if the visibility of the brutality serves a significant thematic purpose, raising questions around culture-wide voyeurism, consumption, and sadism. well, i guess those things could stand to be lost in order to get that kid dollar, that family dollar. after all, as david edelstein says in vulture, “The murders onscreen are quick… The cutting is so fast that you can hardly see what’s happening, which has already won Ross praise for his restraint, his tastefulness. Tasteful child-killing!”

Tasteful child killing.

lets just sit with that for a minute, shall we? sit with it in the context of the social critique Collins provides through the hunger games. sit with it in the context of our world, of our media. of us watching this movie.

at base, the hunger games is a social critique of our voyeuristic, schadenfreude-driven, borderline sadistic culture, obsessed with “reality” tv, celebrity status, and sensationalistic news, steadily being desensitized to human tragedy through visual media. and now we can actually consume the visual representation of this written critique of our own love of voyeuristic violence –which is itself, by virtue of its source material and hollywoodization, violent and sensationalized. and we’re praising it for its portrayal of “tasteful child killing.” tasteful child killing – what kind of oxymoronic joke is that? with the movie, we are encouraged to visually consume this tasteful barbarity wrapped in a narrative ostensibly intended to indict what itself seeks to provide — visual entertainment through violence and human suffering.

there’s definitely some super meta, fucked up levels of irony operating here, but i can’t quite wrap my mind around them right now. goddamn, i’ll have to come back to this… postmodern irony-loving film students, have at it! oh, where’s abed when you need him…

welcome to post racial america: on trayvon martin and legalized lynching

hi internet! its been awhile… i’ve been off in my own little world for a bit, but that damned senior project is long since up and now i need to write again. and theres certainly no dearth of massively fucked up shit happening right now….

by now, the story of trayvon martin is in the national spotlight. The 17 year old black kid was unarmed, carrying nothing but a bag of skittles and an iced tea, walking to his stepmother’s house in a suburban neighborhood of sanford, FL, when he was shot and killed. the shooter was a neighborhood watchmen named george zimmerman, a latino man nearly 100lbs larger than trayvon and armed with a handgun. zimmerman has a well documented history of racial profiling and is a frequent caller to the police — 46 times since jan 1, 2011 — often reporting young, black men. since of course being black and wearing a hoodie is a crime waiting to happen, zimmerman deemed trayvon a threat and decided to tail him. he even called the police to report trayvon for “looking suspicious,” (becuase he was “wearing a hoodie and walking slowly in the rain”). the dispatcher told zimmerman to wait in his car and leave martin alone. during the call, zimmerman reportedly muttered “they always get away,” and “fucking coons” – later changed to “fucking goons.” the details remain unclear and suspect, and eyewitness testimony has been changing/getting changed. what is clear is that at some point, zimmerman, disobeying the dispatcher’s orders, continued to follow trayvon on foot until he approached him and forced a confrontation. orginial eyewitness statements say they hear trayvon screaming for help, though the police insist it was actually zimmerman. the shooter claimed self-defense under florida’s “stand your ground law,” scary ass legislation which gives people the right to use lethal force to protect themselves outside of their home if they feel sufficiently threatened, even when the option to safely retreat is available. (that link has an excellent map for seeing which states have such laws in place). as of yet, zimmerman has yet to be charged with anything, police citing “lack of evidence.”

“Apparently an unarmed, dead Black teen is not evidence enough.  If this were 1912 and not 2012, we would call a Black man killed by a one-man firing squad with no just cause what it is: a lynching. These days, we search for euphemisms. Self-defense. That feels so inadequate…

What is this peculiar thing about whiteness that it makes criminals look like victims and victims look like criminals? Trayvon’s skin, not his actions, not his character, made him a criminal. Blackness always looks suspicious. Whiteness always looks safe…

In 1857, Justice Roger Taney infamously declared in the Dred Scott case that “a Black man had no rights that a white man was bound to respect.” In this post- most-racial moment, we must seriously re-evaluate this narrative of linear historical progress that we are beholden to. No, Black men don’t routinely find themselves hanging from trees. But that might be less an evidence of progress and more an evidence of white racial adaptation.”       -CFC  (emphasis mine)

the murder of trayvon martin has sparked national outrage. from stupid hoaxes to professional sport players showing solidarity, to marches planned accross the nation. even president obama briefly weighed in, stating “if i had a son, he’d look like trayvon.” of course, being obama he couldn’t say anything definitive or godforbid mention race directly (this is an election year after all), but by saying what he did about the looks of his own hypothetical son, the president implied he knew damn well this was a racist killing.

and how has the media responded? at first, it was surprisingly positive. major networks rallied around this tragedy, amplified community voices for zimmerman’s prosecution, and opened up a space for speaking about racial profiling and the different value society assigns to black and brown lives.

and then the racist right woke up, and found it had computers, and the campaign to smear trayvon as a truant-prone drug using aspiring thug that somehow deserved to be murdered was off and running. white supremacists hacked trayvons email and social networking identities as part of this effort, widely trumpeting that trayvon was suspended from school, caught with “marijuana residue” and once wrote “WTF” on a school wall (scandalous! its almost like he was in high school or something!). oh, and there was a facebook photo of the wrong trayvon martin circulating, in addition to one of the trayvon martin zimmerman murdered, showing him smiling into the camera with a gold grill in his mouth, presumably disseminated to make sure everyone at home knows just how threatening this “Gangsta” really was.

because all of that really matters. because even if trayvon was the drug addicted high school dropout gang member fill-in-your-favorite stereotype of deviant black youth the racist right would have you believe, it doesn’t even come close to justifying a cold blooded murder (what would??).

and this is about more than just trayvon — hes the face of this right now, and thats not accidental. martin, in his death anyway, is lucky enough to have an image that people are willing to rally behind. not everyone does, and they’re still getting killed. this is about more than racist killings, even, but about what it means to live in a society where some are deemed “normal” “insiders” and “safe,” while others are deemed just that – Other, foreign, different. and when different can so often mean threatening, and in 22 states, “threatening” can get you shot, this raises serious issues not only for black folks and PoC in general, but for trans and other gender nonconforming people as well.

for trayvon, oscar grant, sean bell, and the many other young black men –boys, many of them — executed by our white supremacist state or its self styled vigilantes like zimmerman, all it took was their skin color. (funny how we are so quick to ascribe adulthood to black folks; were a white 17 year old the victim of a horrific murder, the media would almost certainly refer to him as a “boy.”) their murders need only to be followed up by racist smear campaigns and blame-the-victim fox news segments, and the new narrative is all too perfect. Geraldo declares, “I think the hoodie was as much responsible for Trayvon Martin’s death as George Zimmerman was.” for. fucking. serious. the victim-blaming language used here – as others have pointed out – is frighteningly reminiscent of the messages our culture sends to survivors of sexual assault — “YOU made the wrong clothing choices, YOU were in the wrong place. you were asking for it.” also Geraldo, not that any of your points are valid, but c’mon, at least get your facts straight. “wear hoodies only when its raining!” he says at the end of the clip. newsflash, mr. newsman — IT WAS FUCKING RAINING THE NIGHT TRAYVON WAS KILLED.

theres no good way to end talking about the racially motivated murder of a teenager. and i don’t know that there should be. but since i cant bring myself to actually embed fox’s nauseating clip here (its hyperlinked above), i’ll let this sum up geraldo/the right’s fucked up framing:

Writing to Transgress: an introduction and table of contents

**over the past two months, i have been incrementally posting an abridged version of my 2010 undergrad senior project (the name of which i have –i hope aptly–recycled for this blog). now that it’s up, i realize that an introduction and table of contents for the posts would be useful. click the bolded titles to find pages featuring only the posts from that part of the project.**

Writing to Transgress: rethinking identity, social systems, and youth

A brief introduction: I was a student of education (specifically critical pedagogy), sociology, and creative writing, three fields I sought to intertwine in my project. I wanted to explore creative nonfiction/autobiographical writing as a way of understanding the self in relation to systems of privilege and oppression, both on my own and with a group of youth. I am interested in how we choose to story our experiences and the personal and political implications of creating these narratives. After spending the preceding years studying the way we are all inculcated into these systems, I wanted to know exactly how much of me they accounted for. The more I explored this question, however, the more I realized that I was asking the wrong one. My socialization into whiteness, into maleness, into queerness, and into every other social construction are all inextricably bound to who I am today. There is no individual somehow outside of or untouched by these systems. I cannot strip away their influence anymore than I can remove my own skin.

What I can do is try and tease out the complex ways they operate on and within me. In order to do this, I have to move away from asking how were my identities created? And instead focus on how have I experience them at different points in my life? The identities were always there – though not always marked or apparent to me – so how did they manifest?

Part I: telling my own story is an attempt to make visible the ways systemic forces have impacted my identity, with a focus on analyzing how I experienced identity in my own schooling and childhood. Employing multiple modes of writing, I critically examine my past, trying to illuminate the larger social forces at work. Explicitly naming one’s identities and the power structures that shape them is always a political act. In exploring my own privileges and oppressions, I am transgressing the silence required by a culture of domination.

The Doll

Conquistadores

Something Between Us

Boy Legs

Make Yourself at Home

We Don’t Talk About That Here

Part II: the identity unit  is an attempt to offer a group of youth the tools to explore their own socially constructed identities –similar to some of what I undertook in Part I, though obviously not as in-depth. It is a collection of twelve lesson plans I created paired with the stories of implementing them. I approached this component with two assumptions counter to conventional wisdom on elementary education: that young people are capable of discussing and personalizing complex social issues, and that as an educator, it is my responsibility to ensure that those conversations are happening. In the tradition of critical pedagogy, I sought to explore how critical thought and social consciousness could be cultivated through the use of personal writing. In order to prepare students to both exist in and work against oppressive systems, I believe it is essential for them to develop an early awareness of those systems and how they affect their identities.

Senior Project Part 2: introducing the classroom and developing a curriculum

Lesson Plans Days 1-4: identity overview and thinking about gender

Organized Chaos: introducing identity and gender

Lesson Plans Days 5 & 6: exploring personal narratives by youth and discussing LGBTQ identity

All Promo Homo: discussing sexuality in school

Lesson Plans Days 7-9: introducing race and racism and writing about racial identity

“…But what does this have to do with today?” Discussing Race and Systemic Inequality [Part I]

Lesson Plan Day 10: power structures, part I (or, you’d better pull up those bootstraps)

Lesson Plans Days 11 & 12: power structures, part II and the final writing piece

“…But what does this have to do with today?” Discussing Race and Systemic inequality [Part II]

In Their Own Words: student writing on identity

Notes on Curriculum: limitations and implications

Conclusion: rethinking the project as a whole

In addition to creating a window into my own experiences and positionality, I hope the stories and lessons here can provide an accessible resource for other educators seeking to explore identity and social justice with young people. The curriculum was always intended to evolve and be adaptable to different educational settings and age groups, so feedback of any kind is encouraged.

Lesson Plans Days 7-9: introducing race and racism and writing about racial identity

**The following section contains the lesson plans I developed for days 7-9 of the identity unit. With the exception of the introductions, the plans typically appear as they were originally written, though nearly all of them were forced to change and adapt to student needs during implementation. The narrative accounts of the lessons’ implementation can be found here and here.**

Day Seven: Thinking About Race

Lesson Development: My main goal in this lesson was to introduce students to the definition of racism as racial prejudice plus power, a definition contrary to the mainstream definition of racism simply as racial prejudice. I felt it was essential the students have some context for systemic racism, so I also included a brief history on the creation of white supremacy. Additionally, I wanted to use the lesson as an opportunity to analyze some of our own racial prejudices and stereotypes. To get the conversation on stereotyping started, I employed another essay from Starting with I called My Lebanese Passport, by a Lebanese teenager who gets racially profiled at the airport. Lastly, I wanted to use the lesson to explore some false or problematic notions of race/ism the students had expressed during previous lessons, such as the belief that white people are all mixed race, or that racist jokes are OK as long as no one they offend is present. It is important to note that this is entirely too much to tackle in one day; after failing to get through the lesson in a single day, I split it across two.

• Define Race: Race refers to our physical characteristics, especially skin tone, which is regulated by a chemical in our skin called melanin. Physical characteristics of racial groups are the only things genetic about race. Everything else we associate with specific races is learned behavior or a stereotype.

• What does mixed race mean? “Even though a lot of white people have heritage in different countries, it doesn’t mean that they are mixed race. For example, I have Irish, Italian, and French heritage but I’m still just called white.” Racial groups are based on skin color and geographical origin, not necessarily national origin.

• What does “white” mean? What does “people of color” mean?

• What are the different races?

• Define prejudice: Literally, pre-judgment, especially of a person or group.

• Define racism as prejudice plus systemic power. This means people of color can have racial prejudice, but not be racist. This is likely to confuse students at first – they will likely want examples of how white people are in power and how people of color are disadvantaged.

• How do people have power in our society? Who does what? Take answers from the class, important things to discuss include:
• · Running companies
  
• · Voting/holding public office
• · Media control (refer to the ads from day 3 if necessary)
• · Wealth
• · Legal system – police, courts, lawmakers
• · Schools – Whom do we learn about? Who asses students, and how? Naomi suggests discussing NCLB and the achievement gap, as this may resonate.

• “Was it always this way?” How did racism start? In the late 1600s, ruling whites owning both slaves and European indentured servants (people who had debt, wanted passage to a colony, etc – they usually worked in three to seven year contracts to earn their freedom) feared organized revolt. So they divided the two groups by giving their European servants privileges (esp. jobs as slave overseers themselves) African slaves did not have. This made poor Europeans feel that they were more important and better than African slaves. At the same time, Europeans needed justification for keeping Africans in perpetual, race-based slavery, so they made up stories and rumors that said people with darker skin are less than human. The combination of the special privileges given to poor Europeans and a general denigration of all things of color encouraged poor European colonists to see themselves as having more in common with their wealthy European owners and less as an oppressed social class having more in common with African slaves (and therefore, less likely to partner with African slaves to overthrow wealthy Europeans). The idea that whites were superior to other colors also conveniently served as justification for the genocide of the indigenous [define] and the theft of their land (this also fit well with previous justifications of Indigenous peoples being “savage heathens”). “White” replaced terms like “Christian” and “Englishman” to separate European immigrants from Africans and Indigenous peoples as well as other people of color. (Though it is important to note, some later Europeans immigrant groups – notably the Irish and Italians, and more recently, the Jews – were not considered white when they arrived in the US. These groups had to give up parts of their cultural heritage that marked them as foreign before being allowed the privileges of whiteness. Of course, these groups were only able to do so because they had the physical characteristics already associated with whiteness.)  

All Promo Homo: discussing sexuality in school

**this is the second of four narrative accounts of the implementation of the identity unit curriculum. upcoming posts will contain the remainder of the lesson plans and the last two narratives.**

All Promo Homo: Discussing Sexuality in School

“Faggot…Faggot. I really like that word.” Stacy says thoughtfully as the class leaves for lunch. I nearly drop my notebook.

“Why do you like that word?” I ask quickly.

“I don’t know… I heard it in a YouTube video and I just really liked the way it sounded.” She pushes her things into her desk and turns to me.

“Do you know what that word means?”

“No. I just really like the way it sounds. Fag—”

“It’s a very offensive term for gay people,” I interrupt. “Remember in the story we read today, when the main character was called it?” She nods. “Well, it is a very hurtful word. You shouldn’t say it.” We continue to talk for a moment about the word, and why it’s offensive. Stacy soon bounds off to lunch, and I am left alone in the classroom, dazed. This interaction makes it clear that I have been correct in thinking that the class will need to talk about queerness for one of the identity lessons. When outlining the unit, I had originally planned on discussing queer identity on the gender day, but as the curriculum developed, it became apparent that devoting only one lesson to both gender and sexuality would do neither justice.

Talking about sexual orientation in an elementary school proved much more complex than any other issue. Many states have laws banning “the promotion of homosexuality” in schools. These so called “No Promo Homo” laws have been variously interpreted as banning anything from explicit discussions of non-normative sexualities, to having books which feature gay characters in the classroom. While Massachusetts has no laws explicitly banning the topic of sexual orientation in schools, it does have one mandating that parents are notified prior to the implementation of a curriculum involving sexuality and given the option to exempt their child. While I initially think that the principal is being puritanical when he asks to approve a copy of my lesson plan, it turns out he is protecting Miller’s Hill from potential lawsuits.

“This all seems great,” He says one afternoon, handing the lesson plan back to me without reading it. “Do me a favor, would ya? Write this up in a letter and send it home to parents before you do the lesson. You should also give me a copy, okay?” He gives Naomi and I a breezy smile before sweeping out the door.

Naomi soon fills me in on another regulation I will be required to follow when broaching the topic of sexuality: I am not allowed to ask students to speak to their own sexuality, or any experiences relating to it. “I’m required by law to report anything – absolutely anything – students mention involving sexuality and themselves,” she tells me. This means the sexuality workshop will be a single day endeavor; no writing day will follow.

When I enter the class the following Monday, I am pleased to see that no parents have kept their child home today. “When I say ‘sexuality’ or ‘sexual orientation,’ what do I mean?” I ask the class by way of introducing the lesson.

Silence.

The usually loud, enthusiastic class is suddenly still, sheepish. I guess it’s not too surprising, given the topic. After I offer them a definition, I tell them that until about thirty-five years ago, doctors thought homosexuality was an illness. “Even though doctors no longer think this, stereotypes about gay people being somehow ill still exist.”   

Lesson Plans Days 5 & 6: exploring personal narratives by youth and discussing LGBTQ identity

**The following section contains the lesson plans I developed for days 5 and 6 of the identity unit. With the exception of the introductions, the plans typically appear as they were originally written, though nearly all of them were forced to change and adapt to student needs during execution. A narrative account of the following lessons’ implementation appears here.**

Day Five: Reading Personal Narratives About Identity

Lesson Development: I felt it was important to provide students with plenty of examples of other youth writing personal narratives about identity. Drawing from a collection of personal narratives written by youth called Starting With I: Personal Essays by Teenagers, I selected two essays, both of which deal with socially salient identities and the effect that family and community has on our identities. A Shortcut to Independence is about an Indian girl’s quest to cut off her hair, and in doing so, transgress traditional conceptions of femininity and claim agency for herself. I Hated Myself is an essay by a closeted Latino teenager about his experience with homophobia, depression, and attempted suicide. As I was reading this piece to an eleven and twelve year old audience, it was necessary to omit some passages that deal heavily with recreational drug use. Both of these stories also speak to the issue of internalization of societal values, and serve as an excellent jumping off point to discuss the negative reactions people face when they transgress societal norms.               

Organized Choas: introducing identity and gender

**this is the first of four narrative accounts of the implementation of the identity unit curriculum. upcoming posts will contain more lesson plans and the other three accounts.**

Organized Chaos: Introducing Identity and Gender

“That’s not true! Being gay is not a choice!” Jaden shouts, confidently exasperated.

“Nuh uh!” Faith retorts. “It is a choice! I had a friend who was straight once but now she chose to be gay!” They have been much louder and harder to keep on task than usual today –undoubtedly because they have a substitute, but now the class is suddenly focused. Naomi is at a teacher training session, meaning I am launching the identity unit solo. The sub, a tall, bespectacled woman with frizzy gray hair, sits silently in the back of the classroom for most of my lesson, nodding and occasionally smiling to herself as I struggle to keep the students’ attention.

The debate over whether or not sexuality is a choice began when I added “straight” to the giant list of identities the class had been composing together on chart paper under the “identities we don’t choose” section. In composing the intro lesson for the entire identity unit, I struggled with how to make both the concept and the term “socially constructed identity” accessible for sixth graders. I was confident they would be able to grasp the idea of a social construction insofar as the messages or rules, as we came to call them, which society sends us about certain identities, but I suspected the term “socially constructed” would confuse them more than anything. Unfortunately, talking about identities as socially constructed is also an extremely useful way of conceptually separating race, gender, sexuality, class, etc. from personality traits.

In grappling with how to accessibly make these identities distinct for students, I eventually realized that in talking about various identities, students would see the differences and offer their own language to differentiate between them. As we listed off different identities as a class to put on our chart paper, I began subtly separating students’ answers. On the left side of the paper were things like “Latino,” “male,” “black,” and on the right I recorded “outspoken,” “hyper,” “shy,” “sports fan.” When the students could not think of any more identity traits, I asked them to look at the chart and group different types of identity. This proved difficult, so I prompted further. “For example, what do ‘male’ and ‘black’ have in common? What do all the identities on this side have in common?” An inquisitive and sincere white student named Will suddenly thrusts his hand in the air, his furrowed brow rising over widened eyes.

“Those other ones are like, things you do, but these ones are like, who you are!”

Alisha, a sharp, self-described outspoken black student with a knowledge of daytime soap operas far beyond her years, corrected him. “But those are all who you are… those things are like….like things that are… things that are really who you are…” She trailed off and frowned, realizing she had fallen into the same trap as Will.

The class was silent for a moment as they contemplated the list of identities. Alisha let out a frustrated sigh and slumped onto her desk. Eventually, Faith raised her hand. “Okay, I think maybe those identities are like, things you can get discriminated against for?”

She was onto something. A murmur of agreement swept through the class. Suddenly, Will exclaimed, “Ohhh!” Those are things that other people can use to discriminate against you, so those really are like… the parts you don’t have control over! You don’t choose them.” I wrote the word “choice” at the top of the chart paper and asked the class if they could think of other aspects of our identities we cannot choose. When no suggestions were forthcoming, I added “straight” to the to the left hand column under “Latino” and the current argument exploded. 

Lesson Plans Days 1-4: identity overview and thinking about gender

**The following section contains the lesson plans I developed in my senior project for the first week of the identity unit at Miller’s Hill Elementary. The body of the plans are listed in bullet points in the order I intended the lesson to follow. Each plan includes a brief introduction discussing my goals for the day and how the specific content developed. With the exception of the introductions, the plans typically appear as they were originally written, though nearly all of them were forced to change and adapt to student needs during implementation. The narrative account of these lessons’ implementation is located here.**

Day One: Identity Overview

Lesson Development: I wanted to use the first day to get the kids thinking about their own identities and all the different pieces that make them who they are. As this day was the introduction to a longer unit on socially constructed identity, I felt it was essential that they first understood the distinction between socially constructed identities and aspects of their personality such as likes and dislikes. I struggled for a while on how to translate “socially constructed identities” into language accessible for sixth graders, but ultimately realized that they would supply the language themselves. In talking about different aspects of a person’s identity and asking students to group different traits together, students were clearly able to see the difference and offered words like “choice” to separate them. The terminology for “socially constructed” easily became “identities you can’t choose” or “identities you’re born into.”

• What do I mean when I say ‘identity’? “What are some ways you would identify yourself?”

• Take a moment and write a response to the question ‘who are you?’ “It could be a narrative paragraph, or even just a list of attributes – we’re just trying to generate ideas.”

• After about five minutes, ask students to share their lists with a neighbor and look at similarities and differences. What did people focus on? Take some volunteers (yourself included) to share and write down some of the words people used on the board. Talk about similarities and differences as a class.

• Differentiate socially constructed identity from personality traits. Start by asking students to group the identity attributes, and then ask them why they grouped the way they did. “What if we were going to categorize different identities? What would go together?” “What do X and X have in common?”

• Things to consider in grouping identities: choice (being born into certain identities), societal expectations (rules), societal organization (explicit examples: racialized slavery, women’s suffrage, segregation). Socially constructed identities are often the labels other people apply to you by looking. If students are really stuck, stand in front of the class and ask them to describe you, see what comes out of it.

• What are some of those types of identity? (Get explicit – race, class, gender, sexuality etc.). “Let’s return to our lists now – is there anything people would add to the lists about themselves now that we’re thinking along those lines?”

• If there is time at the end, begin brainstorming for tomorrow’s writing exercise. Tell the class we will be writing stories that have to do with these types of identities. First take volunteers to share ideas for stories they have and then try to work with students who are stuck.

Hugo: pretty to look at, painful to examine

 

hugo is a martin scorsese directed children’s movie (yes, really) about an orphaned boy living in a paris train station in 1931 who is really good at fixing shit, especially clocks and other intricate mechanical items. hugo covertly works turning the clocks in the station, stealing food and supplies from local shops, and generally spends way too much time being chased around by the child-hating station inspector played by sacha baron cohen. soon, he and new friend isabelle are on an adventure to try and solve a mystery which intertwines their two families.

just to get it out of the way: hugo was visually amazing  — between the cinematography, CG effects, and the imaginative and immersive environment, the film was a pleasure to look at. it was even one of those rare films in which the 3D format actually worked. the acting was pretty solid all around, and we even got to see saruman play a kind yet somehow still ominous sounding librarian.

the power of isengard commands you to pay your late fees

the thing is, from the very get-go we’re treated to a particular brand of ableism that never really stops. the film opens with a chase between hugo and the station inspector, who wears a full leg brace on his left leg and moves with a pronounced limp. of course, as his primary function in the film is to chase hugo, his leg brace and limp are consistently portrayed as ironic comic relief as we see scene after scene of his brace getting in the way of his goal. he is shown staggering along, slamming into people and objects, and at one point even manages to lodge his braced leg in a cello.

in this way, i couldn’t help thinking of jimmy on south park, another “laughable” or “comedic cripple” trope whose supposed hilarity is based on the apparent contradictions between his disability and job or passion — in this case, being a stand-up comic with a pronounced stutter. in the show, the stutter typically prevents jimmy from commanding regular comedic timing or reaching his punchlines, which for south park is the fucking punchline.

children’s media, transphobia, and dr. seuss

 

uhg. i just watched the latest trailer for the newest incarnation of the lorax and it left me feeling confused, hurt, and saddened – basically the opposite of everything the book attempts to evoke. for those unfamiliar with dr. seuss’ the lorax, its a beautiful story about a harmonious ecosystem destroyed by materialism and unchecked capitalism, one greedy entrepreneur’s attempt to repent for his wrongs, and a little boy who realizes nothing short of systemic change beginning with him can restore the wasteland his people have created.

the trailer was bookended by two things that really got to me. within the first minute of the preview, the changes screenplay author ken daurio has made become obvious. for me, the first and most obnoxious alteration was the revision of the protagonist’s motivation for halting the destruction of the natural world. in the book, the boy was motivated by his own curiosity and a true valuation of social and environmental justice. in the movie, the trailer implies he is initially motivated by a desire to impress taylor swift’s character. yeah. not environmentalism. not accountability. but fucking impressing a girl. they traded genuine compassion and critical consciousness for some cheap hetero trope. seriously?