OPINION
By Bo Yun V. Brainerd
After the surge of Black Lives Matter marches and anti-racist mobilizations, including here in Branford, protestors have denounced the numerous social, cultural and historical beliefs this country thrives on. Unlearning this myth of American innocence and prosperity must begin within the classroom. However, are Americans truly prepared to be held accountable? Are schools?
Following the SAFER Branford Protest that occurred last Sunday, reflections on everyday experiences of being African American or a minority in Branford have revealed that the enduring biases, discrimination and other actions designed to oppress people of color are rooted in our country. Unfortunately, unaffected citizens simply do not recognize such mistreatment.
Certainly, white Americans have endured immense hardships, and youths today also experience tremendous pain for a variety of reasons. However, it is extremely uncommon for them to experience racial gaslighting, cultural appropriation, and unjust treatment simply because the color of their skin. For whites, skin color is not a cause of their struggles. Rather, it is an advantage.
There are so many intricate forms of racism that everyday Americans aren’t even aware of. Such racial barriers surface in a myriad of ways: our healthcare systems, uneven incarceration rates, police officers at school, the wealth gap. It even appears in the more mundane aspects of life, such as school mascots or Halloween costumes. For white Americans, it’s the privilege that allows you to not see it and to not experience it.
According to Business Insider, in 2018 the average African American worker earned only 62% of what the average white worker made. As of 2019, the U.S. Congress is only 22% nonwhite, as compared to the general population of the country, which is 39%, according to Vox.
Under-representation can be identified locally as well; with only one African-American and Asian-American teacher at Branford High School, one can understand the imposter syndrome that many students face.
The significance being, teachers are the relayer of inaccurate information, or should I say, lack thereof. Many of the ideas and events taught in history books originate from a white colonist worldview that disregard and fail to mention the presence of people of color throughout our history.
One misrepresented belief, for example, is that President Abraham Lincoln opposed slavery and supported equality for the country’s slave population. While he thought that African Americans deserved to benefit from the fruits of their forced labor, he also thought that it was overly problematic for society to place African Americans as equal counterparts. During the 1858 Ottawa Lincoln-Douglas debate, he said: “He [a Black person] is not my equal in many respects — certainly not in color, perhaps not in moral or intellectual endowment.”
It’s not only this false or incomplete knowledge we acquire within classrooms, it’s the educational trauma that is caused when schools do not uphold their racial equity promises. It’s when schools and administration don’t inform and train their staff, even themselves, on the acceptable and proper behavior when interacting with people of color.
Inside a classroom, racial bias and educational trauma can be caused in many different ways, including punishing black and other minority students for things which white students would receive leniency. Other examples include teaching material that centers on white narratives/history, failing to learn how to pronounce a student’s name and refusing to correct themselves, setting low expectations for bused inner city students, and one that is seen far too often, not properly disciplining students who perpetuate racism. Teachers too, can be bystanders and not know exactly what to do when for example, a child calls another student racial slurs or draws inappropriate symbols on the board.
In recent weeks, there has been conversations about anti-racism training for teachers and staff at Branford Public Schools, along with expanding the curriculum to represent a more multicultural perspective. Last month, the district posted social justice resources on its website in response to the local protests. Students would benefit from the better understanding of social justice issues and draw comparisons to current events.
It’s up to every individual – teachers and students – to commit to this movement. To commit to ending prejudice within the classrooms for the betterment of our future, to truly hear what our students have to say. Without holding each other accountable and learning about the oppressive systems or root causes, nothing will change.
We don’t want buzzwords and false promises, we want actual improvements. Therefore, there should be updated resources and support for ones who have suffered trauma-informed practices and who reach out for help.
History is HIS-story, those who recite it will always be inclined to present themselves in the most ethical way and omit anything that does not fit their preferred narrative. As a community, Branford must recognize that we are imperfect and at fault. We must do our part in addressing and dismantling overt and covert, purposeful and unintentional racism.
It’s time to accept the conscious and subconscious ideals of supremacy, and to educate and work to decolonize ourselves and have these uncomfortable conversations. It is undeniably a challenge, but one we have to face as a country and town because almost every powerful institution causes citizens to be blind to privileges, biases and indifference. We must finally put an end to over 400 years of social conditioning and bigotry.
We are a government of the people, by the people, for the people, and it is now our intergenerational responsibility to help change our country for the better. Let’s hope this change also takes place in Branford High School this year.
Editor's note: Bo Yun V. Brainerd is a member of Branford High School's class of 2021 and a reporter and editor for The Branford Buzz. The views expressed in this piece are her own.
