The open wound that is New Orleans post-Katrina showed the world exactly how raw it still is yesterday. For the first time since I can remember, a network nightly news broadcast led with a story from that city, highlighting the violent encounter between police and protesters outside City Hall as the City Council inside voted unanimously to proceed with plans to raze four public housing projects and replace them with mixed-use, mixed-income developments. (For coverage of Thursday’s events, click here, here, and here.)
Viewers who witnessed the news footage saw the anger and desperation of the protesters, who are convinced that the Department of Housing and Urban Development’s plans for the sites are a thinly-veiled plan to rid New Orleans of its poor African-American population.
“It is beyond callous, and can only be seen as malicious discrimination,” Kali Akuno of the Coalition to Stop the Demolition, told the BBC. “It is an unabashed attempt to eliminate the black population of New Orleans.”
Whether or not one agrees with Akuna is really beside the point. What matters is that a considerable throng of protesters at Thursday’s hearing, and numerous social action groups — such as Katrinaaction.org, which has labeled HUD’s redevelopment plan “an act of racial cleansing” — believe it wholeheartedly. As educators, we have an obligation to provide our students with a context in which they can begin to understand where these activists are coming from and why their passions have been so aroused by HUD’s redevelopment plans.
Why, for example, can’t these protesters accept that there are people of good faith who genuinely want to help poor residents of the city and sincerely believe the redevelopment plans are in their best interests? (Council Member Cynthia Hedge-Morrell, who is featured in When The Levees Broke and spoke at the launch of the “Teaching The Levees” curriculum in September, voted to raze the projects; the plan was also supported by several tenant groups from those same projects, who believe they provide sub-standard housing and should be replaced.)
Might it have something to do with the general attitude of New Orleans’ poor African American residents toward the government after their experience with Katrina?
As Pamela Mahogany, a former resident of the St. Bernard project, told reporters Thursday, “I lived in it all my life. I have no trust in the federal government, I have no trust in the city council and I have no trust in HUD.”
(Then again, when a member of the City Council (Shelley Midura) calls the protesters “demagogues and terrorists,” one can see how it might be a bit difficult for them to believe their concerns are being taken seriously.)
What was not visible at Thursday’s hearing, but what is clearly visible to anyone who has waded through the mass of online commentary about the New Orleans housing debate, is the number of residents of the city who view the poor African-American residents of the projects as “criminals,” and “animals,” and “too lazy to get a job” and are, indeed, very happy to see those projects excised from the city’s landscape.
“Now it’s time to tear those projects down and sweep the trash out of New Orleans. Then replace the old housing with something for people that have the means to afford a house so they can move in and contribute to the City’s continued rebirth,” read one comment.
“This wasn’t about race. This was about destroying cancerous infections that destroyed neighborhoods and lives,” said another.
Once again, whether or not one agrees with these viewpoints is not the point. The point is that they exist. And they exist — the whole range of them — in every classroom in the nation. We all have students in our classrooms who harbor attitudes of intolerance without even being aware of the racism inherent in them. Do we simply shut them up?
We have an obligation to force our students to confront their own biases and perceptions and tackle a whole range of nagging, persistent questions: Why do so many Americans blame the poor for their situation and think of them as “criminals” and “animals”? Why do so many African Americans mistrust the motives of the federal government? How much of an obligation does the government truly have to provide decent housing for the poor? Who gets to decide what is in the best interest of a city, or state, or town, or country?
The sad reality is that the way things work too often in this country these days is that perspectives on all sides of an issue spend far too much time shouting past each other and far too little time trying to speak meaningfully to each other and find the common ground a democratic society needs to survive. The last thing we as educators should be doing is allowing those attitudes to harden while students sit silently in our classrooms, denied the opportunity to explore and deconstruct them.
None of us can afford a country in which “everything falls apart,” to borrow Yeats’ phrase, a society in which “the center cannot hold” and the “widening gyre” leads to chaos and despair.
That is why we created “Teaching The Levees.” We know that creating the kind of meaningful democratic dialogue in which students can share different, even opposing, perspectives is often a mind-bogglingly difficult enterprise. But it is far too important to ignore just because it is so difficult. (Take a look at Diana Hess’ brief article on Fostering Effective Discussions on this website for some tips on how to make it work.)
Because macing and pepper-spraying demonstrators or calling them “terrorists” is not democratic dialogue. (Neither, for that matter, is trying to storm the gates of City Hall to try and disrupt a hearing, which is what some of the protesters did Thursday). And if we can’t get kids to engage in meaningful discussion in our classrooms, there’s little reason to expect it of our citizens out in the real world.