Tag Archives: race relations

The Poor Don’t Deserve To Own Cell Phones

At a neighborhood block Christmas party two senior citizen gentlemen and I were chatting over hors d’oeuvres when the topic turned to local indigents.

A recent fire destroyed a childcare center less than three blocks from our homes. Between our houses and the former center lies a sliver of an eco green belt, in which several halfway houses lie tucked hidden from view, their occupants mostly people of color. One of the two seniors spoke of seeing a young black teenager walking through the green belt, which abuts his own property, reading a newspaper’s comic section, then crumpling and discarding each finished page onto the ground.

Since our discussion began on the topic of today’s high incidence of young people bereft of responsible adults in their lives, I assumed his comment would be sympathetic and supportive of these many children’s plight. Instead, this on-the-surface very kind, amiable, elderly gentleman’s “compassionate concern” entailed calling out to this young African-American boy, and informing him that if he sees him discard his paper trash one more time he would call the police and have him arrested.

This comment prompted the other senior to likewise comment on what he found socially disturbing: “Have you seen the panhandlers with their hand scrawled cardboard placards asking for handouts at the intersection of X-Road and Highway-Z?” “Yes,” I replied. He proceeded, “The other day I saw one of them asking for money while talking on a cell phone! Well! He lost whatever sympathy he might have received from me!”

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Let me try by rephrasing to understand the message unspoken yet central to these two gentlemen’s perspectives, because it is so prevalent and similar-to-identical with so many privileged people’s perspective. . . .

If you’re needy, destitute, hard up, in a word penniless, and, you’re relying on or asking for financial assistance from others, including government, then you should not, nor do you deserve to own or make use of any item or service that might be perceived by those socially, politically and economically privileged to be “luxury” or “non-essential?”

On the surface this type of reasoning seems, well, reasonable.

For instance, during my “poorer by degree” (PhD) study days, my family survived on a small graduate studies’ stipend, plus, a $1,000/month gift from a radiologist friend and his wife. During this four-year, self-inflicted academic sojourn, while my kids’ friends all had cable TV, we opted not to, primarily because of how such a “luxury item” might be perceived by our benefactors.

A disturbing hypocritical incongruity lies behind or at the root of these two elderly, white mens’ mindsets, as well as many socially and economically privileged people.

That is: Privileged individuals, particularly segments of my own North America, have few qualms in denigrating and chastising the poor for their misuse of resources or welfare assistance, yet give no self-thought to the privileged freedom of choice they have in determining what to spend their excess monies and privileges on.

Although it would be prudent of the needy not to use a cell phone while simultaneously holding out a hand or holding up a sign asking for money, it would be equally smart for the well-to-do not to disparage or judge the poor, while simultaneously and hypocritically demonstrating environmental and social justice insensitivities by their misuse or paltry sharing of excess prosperity and privilege.

Which is a greater travesty of socioeconomic place, privilege and resources?

A panhandler with a mobile phone, with which s/he might call 911 to save someone’s life, or perhaps, simply keep in touch with a family member concerned for their well-being, or a moderate to wealthy individual’s pursuit and purchase of items unquestionably “excess” or “privileged” in a world of escalating socioeconomic inequities?

Given such unconscious two-facedness, even duplicity, no wonder two-time Pulitzer Prize winning op-ed columnist for The New York Times, Nicholas Kristof, in his fourth of five thought pieces on “When Whites Just Don’t Get It,” stated the following–“One element of white privilege today is obliviousness to privilege, including a blithe disregard of the way past subjugation shapes present disadvantage.”

Obliviousness to privilege, and an ignorance or disregard for the past, aka social history’s persistent stifling and subjugating effect on marginalized peoples, are predominately a white (WASP) malaise, the result of isolationism.

Isolationism typically refers to political and international matters, as in: “a nation’s policy of remaining apart from the affairs or interests of other groups, especially the political affairs of other countries.”

I use the term to refer to individuals, even entire groups or classes of people, who live such isolated, even segregated apart-heid type daily lives, that they seldom, if ever, have interest, reason or requirement to experience, let alone understand life from the perspective of the struggling, stereotyped or simply “different Other.”

This de facto isolation of each nation’s privileged from the majority of its citizens’ daily and real life (lived) experience, results in an unconscionable obliviousness to privilege, which, in turn, more often than not results in insensitive and paternalistic attitudes, statements, even political and market policy decisions that exacerbate those, whose lives are already defined by a mere struggle to survive.

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Why Learn A Foreign Language?

Want to see millions of North Americans experience apoplexy (incapacity or speechlessness caused by extreme anger)?

Insist they become fully conversant in a foreign language!

This is ironical because wherever you go in the United States, at least, from airports and train stations, to Wal-Mart, Costco and Barnes & Noble – even virtual behemoths like Amazon – you’ll see displays of, if not solicited to buy, language learning books and software.

Merely search “Spanish software” on Amazon and 190-pages appear, including Instant Immersion, Rosetta Stone, Fluenz, Learn To Speak, Language Trek, eLanguage, Visual Link, JumpStart, Berlitz, SmartPolyglot, Hooked On, The Learning Company, and, well . . . you get the picture.

If there is such an evident commercial, even educational, push to learn another language, why are we as a nation still so monolingual?

Partly because it’s still too common that required school language courses are taught by non-native or non-fully conversant speakers, who teach grammar and vocabulary but do not insist on full language immersion from day one. This is true for my three girls currently enrolled at elementary, intermediate, and high school.

Partly because as a nation we have been for more than a century, and remain-to-this-day, a “superpower.” Power and privilege generally imply that “the others” have to accommodate themselves to you. NO, I’m not even slightly suggesting this is the way it should be! Power should imply responsibility versus privilege.

I propose that the millions of North Americans, who annually go on mission trips, studies abroad, frequent bucket list vacations, or who start non-profits to eradicate hunger or water shortages in such-and-such African countries, should seriously, as a precondition for going or doing, set a goal of attaining a minimum of Level 2 or 3 (out of 5) proficiency (Limited to Professional) in the language of destination prior to departure.

Why this is important . . .

I could justifiably say “for world peace,” and in the long-term and grand scale of things this is true.

Practically speaking, learning the other’s language minimizes you or your group’s potential (or propensity) to misrepresent the people, culture and country you visit or “help” when you return back home.

The annals of adventure travelogues and missionary correspondence overflow with false witness and disparaging stereotype, which as we know (yet few of us WASPS have experienced), once spoken or visually projected has the insidious power to become the persistent manner by which the world speaks about and views “the other.”

For example, for the past 300 years, portrayal of blacks as savages and heathens, corresponded to a like-treatment of them. According to Winthrop Jordan, former National Book Award-winning historian who wrote several influential works on American slavery and race relations, “Negroes were from the very first encounters with Europeans likened to beasts.”

Why? Because in Africa there resided a beast that was like a man. That is, whites encountered blacks at almost precisely the same time as they encountered apes.  Unfortunately for blacks, this led to rabid European speculations, which incorporated centuries-old traditions with the coincidence of simultaneous ape/African contact.  It resulted in the inevitable correlation of similarities between the “man-like beasts and the beast-like men of Africa.”

Expending the time and many embarrassed frustrations of learning a foreign language also conveys the message(s): “I see you! We are on this life journey together. I value your perspective and way of life equally with my own. Neither of our ways of life or worldview is without fault, yet through sharing and listening to our respective personal and cultural narratives we will respect and honor each other. In respecting each other’s dignity, we will each, then, be open to hearing the candid criticisms we each might need to hear.”

This raises a critical question . . .

What should be the principle reason or motivation to learn a foreign language?

I realize this likely will be met with some derision, yet from my bi-cultural, American and African life experience, I believe most of my fellow Americans might be inclined to learn a foreign language primarily to speak, to tell, or to ask – so as to navigate in and around a foreign country and culture. As a 19th century American missionary to southeast Africa voiced his motivation to learn isiZulu, “I trust however that I shall understand enough of the language to explain to the people the way of salvation.”

I believe the principle reason to study a language should be TO LISTEN. And in listening, TO HEAR. And in hearing, TO UNDERSTAND.

LanguageBlog

A 19th century English clergyman to southeast Africa, John W. Colenso, expressed these thoughts about itinerant travelers and fellow missionaries, “I doubt if they have been able—or willing if able—to sit down, hour by hour, in closest friendly intercourse with natives of all classes, and in the spirit of earnest, patient, research, with a full command of the native language, have sought to enter, as it were, within the [native’s] heart.”

Long before there was language software or language schools, Colenso became fluent in isiZulu through no special skills except diligence, hard work, and a willingness to work and live in near proximity to those people, whose language he wanted to learn.

Of this experience he stated, “I have no special gift for languages, but what is shared by most educated men of fair ability.  What I have done, I have done by hard work—by sitting day after day, from early morn to sunset, till they, as well as myself, were fairly exhausted—conversing with them as well as I could, and listening to them conversing,—writing down what I could of their talk from their own lips, and, when they were gone, still turning round again to my desk, to copy out the results of the day.”

Now . . . in case you’ve been thinking “Scott must be a linguist also,” let me dispel that thought! Unlike my wife who is fluent in Spanish, German, English, and conversant in Zulu, Venda and Swahili, languages do not come easily to me. This is largely due to my having bi-lateral high frequency hearing loss, which practically means that in noisy environments initial word consonants are indiscernible due to them being high-frequency. In short, in noisy contexts it’s often like trying to decipher meaning by hearing only vowels and a consonant or two – imagine Wheel of Fortune contestants!

BUT . . . given my own state and nation’s current and rapidly changing demographics, I’m enrolled in a Spanish course at a local community college, and I do possess Level 3 proficiency in Swahili and Venda.

Would you join me in committing to learn another/foreign language? 

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