Homeschooling and Social Equality
One thing about living and worshiping in the urban context is that we have to deal with issues that many rural pockets of America don't: social justice and racial equality.
Since I myself grew up in a rural community so far north that few blacks ever ventured in, I am a latecomer to some of the issues that complicate the relations between contrasting and often conflicting cultures. It hasn't been an easy introduction, and judging by the discussions surrounding these sensitive topics, it won't have an easy conclusion.
But I'm gaining an appreciation for understanding the issues that face us as Christians living in the city, and my interest was piqued by a review of a book written by a Northwestern University professor and resident of the gentrifying neighborhood bordering our local congregation's in Hyde Park. The book is Black on the Block, by Mary Patillo.
I found the review in the Chicago Reader, a free, left-wing rag I picked up at the library. This book seems to deal with the effects of black middle-class gentrification on poor black neighborhoods. The portion of the book that intrigues me discusses this gentrification as it effects public schooling.
First of all I should say that when it came time to formalize our children's education, we did reject outright the Chicago Public School system and opted to homeschool. We did it without any noble vision of biblical homeschooling; that vision came later.
But there have been times when I see the friendly neighbor boy wearing his red polo charter school uniform emblazoned with "Choir Academy", and the musician within me twinges with a bit of envy. At the same time, however, I am grateful that Xavi (pronounced "Hobby", a nickname for Xavier) has the opportunity to attend a school where he has a better chance for long term success than he would by attending a typical public school.
If we tried to put our kids in, I've wondered, would someone like Xavi be squeezed out?
And so this book review came along, seemingly confirming that very thought, but also indicating that the reason is due to a systemic problem.
First I should try my best as an outsider to briefly describe the different types of schools in the Chicago Public School system, and what distinguishes them.
A neighborhood school is the default option for children, with neighborhood boundaries determining which school a child attends. Wealthy areas typically have more successful neighborhood schools, while those in low-income areas struggle with all the problems typically associated with poverty.
A magnet school is not limited by neighborhood boundary, and it typically focuses on a particular specialty, such as giftedness, classical education, or military discipline. Attending a magnet school requires an application process, and the school is funded and regulated by the Chicago Public School system.
A charter school is also a public school, funded by taxpayers and accountable to the Chicago Board of Education for high school academic standards. However, it operates much like a private school with its own mission, curriculum, school hours, etc. It may specialize in an area such as language, science, or choral music, and it also requires an application process.
Not surprisingly, the magnet and charter schools are typically more successful than the neighborhood schools. While many factors should be taken into account to explain this, it appears to be the application process that sets them apart from the very start.
In the case cited by the book's author, siblings and family members of existing students receive priority over other applicants, so that by the time applications are due, there are very few openings left.
Some application forms require a letter from the school counselor, test scores, attendance records, and an admission test. From the discussions I've overheard at church, this seems to be a very arduous and competative process, somewhat akin to applying for college.
According to the author, these factors creates a catch-22 situation where those who are admitted already have the helpful connections, "writing skills", and "verbal assertiveness" that low-income students in these gentrifying neighborhoods desperately need.
And therein lies the connection to the challenges of gentrification: wealthier newcomers with higher levels of education expect good schools for their children, and while they may even establish a charter school in the neighborhood, their schools end up serving those like themselves. The poor in the neighborhood must still settle for the beleaguered neighborhood school.
The author identifies it as such: "The imperatives of gentrification demanded some good schools now, even if only for a few, rather than good schools later for all."
Admittedly, the Butler homeschool grew out of the same motivation as any charter or magnet school in a gentrifying neighborhood, perhaps at the neglect of the situation through which our neighbors' children struggle. However, our perspective now of what biblically constitutes good education actually runs quite counter to this system.
But what if those of us parents, who are inexperienced, yet by the grace of God are capable, of homeschooling, risk tutoring our children at home to loosen the competitive stranglehold on charter and magnet schools for those whose parents are themselves not yet capable of homeschooling?
Would our church begin to experience the fruit produced by the day-to-day, moment-by-moment discipleship of our children? Would we become more impressed with the need to focus on reaching inner city parents with the light of the Gospel?
What if we could light the way for other inner city parents to rescue their children from underacheiving schools? Would families be renewed in their commitments to each other? Would young men cease to seek for familial identity in gangs?
What if inner city parents had the support of a Christian homeschooling community? Would otherwise high-risk children benefit from individualized tutoring? Would parents be able to learn what they had missed as they were passed through the system?
What if homeschooling were a useful tool for establishing a social equality between gentrifiers and the gentrified? Would it be worth considering more seriously?
What would it look like to see the families of Chicago transformed by the gospel of Jesus Christ?
from Psalm 94:
12 Blessed is the man whom You instruct, O LORD,
And teach out of Your law,
13 That You may give him rest from the days of adversity,
Until the pit is dug for the wicked.
14 For the LORD will not cast off His people,
Nor will He forsake His inheritance.
15 But judgment will return to righteousness,
And all the upright in heart will follow it.
posted on Wednesday, June 27
Comments
• Saturday, June 30
Great post!
Posted by momco3
We lived in Hyde Park for 14 years and pondered this very question... I'll look for the book. I like your spin on the issue.
Annie
• Tuesday, July 24
Untitled Comment
Posted by Anonymous
Interesting ideas. I've tutored a black neighbor who was being failed by the public school system. My mom started a reading program at her church (it was a primarily black congregation).
The kids seemed interested, but the parents mostly weren't. And I don't know how you counter that- since they relied on parents to get them to the church building. I had more success with my neighbor, because he could walk over when he wanted to.
So maybe the key is living in the neighborhood and offering an after school reading program or tutoring in your own home.
The Core curriculum people have some good ideas.
• Tuesday, July 24
Untitled Comment
Posted by Isaiah5513
I can't speak to the issue of race and inner-city issues, but, I have frequently thought about the ministry opportunities that are available to homeschoolers, where they live. After all, we are always going on about "being in the real world."
