Even after I argued that policies like this create power struggles in classrooms where teachers have to waste time nit-picking students’ attire instead of building relationships and TEACHING content, my battle was lost.
But I did explain that those cultural respect norms are not actually universal, but are only expected and accepted by a particular generation of white people. When I challenged this concept in a meeting of staff and administrators debating our school’s new dress code, I said, “Okay, Boomer.” Alright, no I didn’t. When that argument falls flat - perhaps because someone points out that a pair of track pants and a stained T-shirt would be well within most dress codes’ requirements, but unwelcome in a boardroom - proponents move on to something about “respect.” “Taking their hats off, not showing their boxer shorts, those are signs of respect for school staff and for themselves!” they argue.
#PAUL GORSKI EQUITY DETOURS HOW TO#
When challenged, proponents of these policies often begin by touting the concept of “Professionalism,” explaining that they want their dress code to teach young people how to dress and behave in professional spaces, as part of schools’ obligation to prepare students for college and career. Corporate charter schools - who serve mostly students of color, who have made it their mission to demonstrate high academic achievement, and who have tricked white liberals into thinking they do that in an empowering (rather than assimilating) way - push it even further, instituting uniforms composed of khaki pants and polo shirts with strict guidelines dictating students’ grooming and self-expression practices. Bandanas, durags, sagging pants, dreadlocks, baseball hats, beanies, and braids are common targets of these policies. Time and time again, when critically-minded people tried to change these practices, including myself, we were silenced, ostracized, placated, or overpowered.Ībsurdly, to me, the following five practices - although blatantly resulting in racist impacts for students, although clearly counter to the current pedagogical zeitgeist - took place in the schools where I taught and still take place in most schools across the country.ĭress codes at many schools explicitly prohibit clothing, hairstyles, and accessories that are cultural expressions of specific racial groups, thereby disproportionately penalizing students of color. But despite all of the enthusiasm around these progressive ideas, many of the day-to-day practices I witnessed - and in which I participated - at the schools where I worked continued to dehumanize, disenfranchise, and disempower my students of color. The in vogue mindset in education seemed to be focused on reversing oppressive impacts, expanding inclusivity, and embracing diversity. Everywhere I looked there were trainings, initiatives, value shifts, events, and more. From the very beginning of my teacher education until my last day as a teacher, I was surrounded by efforts to make schools and classrooms more equitable, culturally responsive, and inclusive. I got into education because I wanted to be a part of the solution to systemic inequity in our country.
In partnership with Padres y Jóvenes Unidos and the Dignity in Schools Campaign, Denver students protest police in schools, 2019