Making Us Matter & the Work Of Spirit Revival by Eghosa Obaizamomwan-Hamilton & Gertrude Jenkins

This Is The Problem

Last year I (Eghosa) received an email from my principal: “I wanted to chat with you about ideas for Black History Month in February and how I may work with members of our staff and students to create a meaningful message.” These are the types of emails that produce the Black teacher’s proverbial side-eye. Black History is but a micro-moment of celebration across this country but on school campuses it inevitably becomes a moment that ironically illuminates anti-Blackness. It is one of the only times (aside from slavery lessons in history classes) where Black bodies are highlighted. It is also one of the only times Black teachers are consulted (aside from occasions of overt racism) to weigh in on school-wide issues. In her attempt to make Black History Month “meaningful,” this principal inadvertently highlighted how deeply rooted anti-Blackness is at our school site and in schooling across the United States. The inherent desire to appear as though Blackness is valued (but only during the month of February) is dispiriting. It is in these moments that I am reminded that my 13 years of experience in the field of education is often dwindled down to how I can contribute to issues of race, equity, and inclusion. To only be called upon when Black students aren’t passing standardized testing or when some kid uses graffiti to bring back de facto segregation by distinguishing a water fountain for White1 students and another for Black students,2 is to discount and devalue all that I contribute. It is the same way Black students feel after being “represented” for one unit or lesson before being put back on the sidelines for the “classics”. Our value should be meaningful every day. Period. Our history, culture, and existence should be emphasized and embedded into every aspect of school. We are too impactful to just simply be a blip in the curriculum and then return to the status quo. The current educational spiral consists of performative or failed attempts to acknowledge the existence of Black students and teachers. I have witnessed attempts to do culturally responsive teaching, restorative justice, anti-defamation, or equity and inclusion work over the years, only...https://repository.usfca.edu/ijhre/vol5/iss1/12/