With Netta Avineri and Eric J. Johnson, I've addressed a report in the Washington Post on the many contextual factors affecting children in poverty. The well-intentioned plans to teach poor families of color “better” or “the right” ways to be parents ignores recent work that now points to a culturally sustaining education that builds on the knowledge of students of color rather than erasing it.
Challenges to authoritarian states’ control of language can be so complex that they exceed the states’ ability to manage them all. Electronic expression of resistance and increasing embrace of non-Mandarin linguistic varieties reveal powerful linguistic insights in China, which are evident too in the so-called Umbrella Revolution that took Hong Kong by storm (hah!) in fall 2014.
While a controlling state wishes to limit expression, citizens creatively employ every possible communicative modality—music, video, images, Arabic numerals, puns, Chinese characters, Roman letters, foreign words, writing, speech, sound, vision—and choose among varieties of speech and writing at their own discretion. The resources they employ reveal limits to the officially enforced boundaries—linguistic and conceptual—of China.
Why are people poor? Why do children of the poor not thrive?
The latest explanation for why children coming from disadvantaged households do not rise in this land of equal opportunity, why they do not do well in school, is that they are exposed to “thirty million fewer words” by the time they enter school.
If only it were so simple.
Read it on Huffington Post, or click "Read More"
Susan D. Blum
Who doesn't think there is something wrong with education? Anthropology has a lot to offer when we think about how to raise up our young--in often unexpected ways! Join me as my thinking about higher education unfolds.
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