Breaking Barriers

[[As always, the PC critique is in double bracketed italics.]]

Dr. Ivory Toldson has many interesting theories and propositions.  I will PC critique the podcast on his visit to Wilmington Public and his Breaking Barriers online pdf.  Again, in the Menticide revolution against CC, all narratives (even from Black folks) have to be PC critiqued.  In short, we must translate their narratives into ancient Kemetian wisdom language and ideas (i.e., PC).  Again, you don’t have to read any of this.  I do these PC critiques only to add to the development of a comprehensive portfolio that argues for PC.  [Oh and again, permit any typos, I tend to not edit my first draft thoroughly.  I’ll clean it up later.]    

22 News - Dr. Ivory A. Toldson visits Wilmington Public Library - YouTube
https://www.youtube.com/watch?v=bKd4kbeVg8U

https://www.abfe.org/wp-content/uploads/2014/02/Breaking-Barriers-Report.pdf

There are five items Dr. Toldson discussed in the podcast that I will PC critique:

1.  Helping White teachers to teach Black students.

[[It’s nice to focus on the idea that White teachers must be able to show caring and empathy by knowing Black culture and history.  However, what’s far more important is for White teachers to see all Black students as Producers and use the language and ideas of PC to interact in the classroom and in one-on-one situation with each Black student.  It’s the consistency of communicative interaction that’s the key (and only PC can allow that to happen).  When White teachers attempt to show familiarity and understanding about Black culture it usually backfires because of their “efforts” to show caring.  Students see right through this “effort”.  We want all White teachers to see Black students as Producers and use the language of PC in all classroom situations (this is coupled with the students understanding the PC comes right out of ancient Kemetian wisdom teaching).]]

2.  Teachers have confirmation bias (especially, upon first impressions of a student).

[[Forget about the psychology of confirmation bias.  Such theories come right out of CC and have the results of promoting marginalization.  Attempts to get people to overcome their confirmation bias only reinforces its usage.  In PC terms, teachers are to see each student as a Producer with a Matrix that contains many Vectors that are used by the student’s GOP and MOP to produce the outputs that the teacher sees and hears (even when it’s a first meeting). When teachers see any student (not matter the student’s appearance, posture, attitude) as a Producer with a Matrix of Vectors it automatically prevents the so-called confirmation bias.]]

3.  Teachers are to ask students about their desires and goals.

[[Indeed, under PC the teacher is always interested in the desired outputs of a Producer-student.  The key is to have a dialogue with the student about the inputs that are needed to produce the desired outputs.]]

4.  The idea of being quiet.

[[The mantra in all classrooms is for the students to be quiet.  First of all, this is CC language.  Teachers are not to ask students to BE quiet, they are to ask students to be Producers and produce quiet.  Then, tell them why they should produce quiet.  Producing quiet allows for their MOP to process information (classroom inputs) more efficiently and allows MOP to formulate better questions to ask.]]

5.  Having more Black “men” teachers.

[[Black male teachers can infect students with CC just as much as White teachers.  CC is what dilutes the benefits of having Black male role models (whether in the classroom or in the community through various community groups.  On the other hand, if a Black male teacher sees and treats the students as Producers and utilizes the PC language and ideas consistently in all contact with the students the benefits will be clear (as indicated in #1 above) and the notions of Black male role modelling is effective.]]

Breaking Barriers

Dr. Toldson’s Breaking Barriers was published in 2008.  So, tell me what has really changed in the past 14 years.  Not a criticism against his brilliant views and work; just a statement about the power of CC’s menticide to prevent progress.  Because of the length of Breaking Barriers, I’ll only give a brief PC critique of the following Policy Implications: 

Personal and Emotional Factors:

Policy Implications Policies that emphasize mentoring programs and other means to reduce isolation among school-age African American males are likely to improve academic progress. The findings also reinforce the need for college access programs for African-American male students, such as Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) and Upward Bound. Food policies that promote equitable access to fresh produce in African American communities can improve academic success. Educational programs that use agricultural projects to teach students how to grow vegetables can be effective learning tools. Educational policies that emphasize the role of peer education and mediation, as well as character development, would support the finding that students learn best when they perceive their classmates to be supportive, accepting and agreeable. Finally, the findings support school-based drug prevention programs that encourage peer participation. 

[[Teach students PC first before any of the above can be effective.  Example, it’s one thing to have college access programs, it’s another thing to teach students how college has many Vectors that will go into their Matrix to be utilized throughout their life.  Example, it’s one thing to teach them how to grow vegetables as a learning tool, it’s another thing to use PC to show how they are connected to the Earth (just as Kemetian wisdom teaching does).  Example, it’s one thing to have peer education and mediation, it’s another thing to show students how their Matrices interact relative to education and how mediation is a Kemetian wisdom teaching that quiets the destructive CC noise that they have been condition to hear in their heads.]]

Family Factors:

Policy Implications Educational policy should increase attention to parent involvement in children’s learning experiences. Tax breaks and other incentives can be given to parents who devote a certain number of hours to parent-teacher associations and volunteering at the school. Welfare-to-work and other labor and economic policies need to be examined to determine whether work values are compromising educational values. In addition, the research suggests that the lack of male models has a more profound academic impact on black male students than black female students. Current revisions of 25-year-old criminal justice policies and remedial efforts should consider the relationship between inmates and parolees and their children. Funding for fatherhood programs and mentoring programs is supported by the current findings. In addition, healthy marriage initiatives, which help black people to understand the material and immaterial value of marriage and family, are important in developing a culture that is more conducive to academic success. The high number of African-American males who are being raised in homes without fathers increases the need for policies to support parent cooperation programs

[[The parent’s involvement in their children’s learning experiences is guided by the

CC teaching in the classroom.  Parents must first use PC language and ideas with their children and then make connections with the classroom.  Incentive structures are big time CC in that it commodifies the student and creates a transaction relationship with the school.  The incentive, if used, should only be under PC language and ideas.  I’ve already dealt with Dr. Toldson’s mentoring ideas.  Currently, mentoring is constructed under CC.  All mentors should be seeing the mentee as a Producer and using PC language to interact with the mentee.  Indeed, marriage and family can be a positive influence on academic achievement.  But note how this CC marginalizes the so-called bad families and single families (good or bad).  All family situations can use PC(even the worst of parents).  It’s PC that will empower the child, no matter what family situation they experience.]]

Social and Environment Factors:

Policy Implications Educational policies should consider the natural social disadvantages that students might have from low-income homes, by supplementing schools in impoverished areas with resources to build and maintain school-based activities. In addition, policymakers should encourage research to better understand the challenges and identify support for African-American students in rural areas. Juvenile justice policies should be examined to reduce the frequency and burden of jail and detention center involvement among black males. NCLB mandates for educational standards in juvenile detention centers should be followed to minimize academic distractions. Problems associated with the “digital divide” should be addressed within the current scope of educational policy. Volunteering and religious activity also appear to be important social reinforcers of educational values. Community service for class credit at public high schools could help black men gain a more secure investment in the educational process.

[[The natural social disadvantages that students are under (whether from low-income or high-income homes) is CC.  For all students their social situation is all about the Vectors in their Matrix.  The problem with students is that their Vectors are filled with Red (negative) FARTs.  And contact with the justice system, religious activities, or community services has to be within the context of the student being a Producer who produce any behaviors because by their GOP and MOP goes to these Vectors to produce the behaviors.  The key is to first empower the student to understand their production processes and then give them new (different) Vectors with new inputs.  For far too long this country has been using CC to solve the social and environment factors.]]

School Factors:

Policy Implications Project-based learning, inquiry-based science, student-centered learning, inclusive multicultural education, critical pedagogy and anti-oppressive education are educational strategies that are consistent with the findings and should be incorporated into revised educational policy.  The findings suggest that teachers are most effective when they have a personal connection to their students. When educational policies outline criteria for teacher and teaching standards, schools should measure holistic teacher qualities including: (1) ability to make students feel supported and respected; (2) aptitude for creating forums for students to express themselves and (3) ability to critique students without making them feel bad about themselves. Programs should be implemented to instill a spirit of activism among diverse educators by equipping them with the tools necessary to influence educational and social policy. Safety is a factor that is uniquely related to academic success among school-age black males. School policies should view safety as an internal state that is sensitive to a nurturing environment.   

[[Interesting, how they use ideas like critical pedagogy and anti-oppressive education but continue to use the methods of CC to teach students.  Critical pedagogy and anti-oppressive education can only be effective under PC.  I’ve written extensively on this topic.  Example, teachers are indeed most effective when they have a personal connection to their students BUT most effective at what?  Answer: CC teaching.  Reinforcing CC is not what critical pedagogy is about.  Hence, CC will never allow students to feel supported and respected (if so, it’s performative).  CC will never allow students to effective express themselves (their narratives use the language of CC).  CC will never allow students to be independently empowered to “feel” good about themselves (CC sets up a false notion of self-esteem).  The activism that all educators should have is simply one of seeing all students as Producers and having the courage to use the language and ideas of PC in all interactions with the student-Producer.]]