Keynote Presentation Duncan Andrade.pdf
Keynote Presentation Duncan Andrade.pdf
Keynote Presentation Duncan Andrade.pdf
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Note to educators:<br />
Hope required when growing<br />
roses in concrete<br />
Jeff <strong>Duncan</strong>-<strong>Andrade</strong><br />
Associate Professor<br />
Raza Studies and Education<br />
San Francisco State University<br />
jandrade@sfsu.edu
The rose that grew<br />
from concrete<br />
t<br />
f<br />
ha
The rose that grew<br />
from concrete<br />
To ask us why we turn from bad to worse t<br />
f<br />
ha
The rose that grew<br />
from concrete<br />
is to ignore from which we came.<br />
t<br />
f<br />
ha
The rose that grew<br />
from concrete<br />
You see you wouldn’t ask why the rose<br />
that grew from the concrete had<br />
damaged petals.<br />
t<br />
f<br />
ha
The rose that grew<br />
from concrete<br />
On the contrary. We would<br />
all celebrate its tenacity.<br />
t<br />
f<br />
ha
The rose that grew<br />
from concrete<br />
We would all love its will to reach the sun.<br />
t<br />
f<br />
ha
The rose that grew<br />
from concrete<br />
Well, we are the roses.<br />
t<br />
f<br />
ha
The rose that grew<br />
from concrete<br />
This is the concrete.<br />
t<br />
f<br />
ha
The rose that grew<br />
from concrete<br />
And these are my damaged petals.<br />
t<br />
f<br />
ha
The rose that grew<br />
from concrete<br />
Don’t ask my why.<br />
Thank God.<br />
Ask me, how?<br />
t<br />
f<br />
ha
“This is the concrete...”
“This is the concrete...”
“This is the concrete...”<br />
• Physical violence/PTSD (Carrion, 2009)<br />
• Racism (Jones, 2000; Williams, 1995)<br />
• Gentrification/root shock (Fullilove, 2004)<br />
• Poverty in the face of great wealth (CNR, 2008)<br />
• Patriarchy (Geronimus, 2006)<br />
• Institutional violence (Akom, 2008)<br />
• Educational & eco-apartheid (Akom, 2009)
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In 2009, 110 people died<br />
at the hands of another<br />
person in Oakland.<br />
Two of these deaths are<br />
being investigated by<br />
the BART police force.<br />
Of the 108 homicides<br />
being investigated by<br />
the Oakland Police<br />
Department, 100 were<br />
classified as murders.<br />
Not all homicides are<br />
defined as murders.<br />
The 2009 list includes<br />
Lovelle Mixon, who was<br />
shot dead by police<br />
after fatally shooting<br />
four officers.<br />
110 OAKLAND<br />
HOMICIDES 2009
555 murders in 5<br />
years + 361<br />
(2007-2009)<br />
=916 homicides<br />
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“This is the concrete...”
•<br />
“This is the concrete...”<br />
Exposure to violence & PTSD (Carrion, 2009)
PTSD: Post Traumatic Stress “Disorder”<br />
Common symptoms<br />
• Depression<br />
• Attention problems<br />
• Intrusive thoughts about traumatic event<br />
• Flashbacks<br />
• Disrupted sleep<br />
• Extreme anxiety<br />
• Hyper-vigilance<br />
• Heightened startle response
PTSD: Post Traumatic Stress “Disorder”<br />
Common symptoms<br />
• Depression<br />
• Attention problems<br />
• Intrusive thoughts about traumatic event<br />
• Flashbacks<br />
• Disrupted sleep<br />
• Extreme anxiety<br />
• Hyper-vigilance<br />
• Heightened startle response
PTSD: Prolonged Traumatic Stress “Disorder”
PTSD: Prolonged Traumatic Stress “Disorder”<br />
•<br />
Complex PTSD (C-PTSD) (Johnson, 2011; Herman, 1997)
PTSD: Prolonged Traumatic Stress “Disorder”<br />
•<br />
•<br />
Complex PTSD (C-PTSD) (Johnson, 2011; Herman, 1997)<br />
Prolonged exposure to violence & PTSD (Carrion,<br />
2009)<br />
•<br />
1/3 of urban youth display symptoms of PTSD, twice<br />
that of soldiers returning from Iraq (Tucker, 2007)
“This is the concrete...”<br />
• Physical violence/PTSD (Carrion, 2009)<br />
• Racism (Jones, 2000; Williams, 1995)<br />
• Gentrification/root shock (Fullilove, 2004)<br />
• Poverty in the face of great wealth (CNR, 2008)<br />
• Patriarchy (Geronimus, 2006)<br />
• Institutional violence (Akom, 2008)<br />
• Educational & eco-apartheid (Akom, 2009)
“This is the concrete...”<br />
• Physical violence/PTSD (Carrion, 2009)<br />
• Racism (Jones, 2000; Williams, 1995)<br />
• Gentrification/root shock (Fullilove, 2004)<br />
• Poverty in the face of great wealth (CNR, 2008)<br />
• Patriarchy (Geronimus, 2006)<br />
• Institutional violence (Akom, 2008)<br />
• Educational & eco-apartheid (Akom, 2009)
Concrete causes “damaged petals”
Concrete causes “damaged petals”<br />
• Accumulation of multiple negative<br />
stressors without the resources to cope<br />
(CNR, 2004)
Concrete causes “damaged petals”<br />
• Accumulation of multiple negative<br />
stressors without the resources to cope<br />
(CNR, 2004)<br />
• Increases “allostatic load” (McEwen &<br />
Seeman, 1999)
Concrete causes “damaged petals”<br />
• Accumulation of multiple negative<br />
stressors without the resources to cope<br />
(CNR, 2004)<br />
• Increases “allostatic load” (McEwen &<br />
Seeman, 1999)<br />
McEwen & Seeman, 1999
Concrete causes “damaged petals”<br />
• Accumulation of multiple negative<br />
stressors without the resources to cope<br />
(CNR, 2004)<br />
• Increases “allostatic load” (McEwen &<br />
Seeman, 1999)<br />
• Induces the process of<br />
“weathering” (Geronimus, 2006)
WTF?!?<br />
We’re screwed!
Hope is our hope: What is hope?
Hope is our hope: What is hope?<br />
• Dictionary<br />
•<br />
(n; v) a feeling of expectation and desire for a certain thing to<br />
happen
Hope is our hope: What is hope?<br />
• Dictionary<br />
•<br />
(n; v) a feeling of expectation and desire for a certain thing to<br />
happen<br />
• Research<br />
•<br />
•<br />
•<br />
Psychology: Hope theory (Snyder, 2002)<br />
Social epidemiology: sense of “control of destiny” (Wilson, 2008;<br />
Syme, 2004)<br />
Gallup Student Poll (2010)
Hope is our hope: What is hope?<br />
• Dictionary<br />
•<br />
(n; v) a feeling of expectation and desire for a certain thing to<br />
happen<br />
• Research<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
•<br />
Psychology: Hope theory (Snyder, 2002)<br />
Social epidemiology: sense of “control of destiny” (Wilson, 2008;<br />
Syme, 2004)<br />
Gallup Student Poll (2010)<br />
In history, literature, lore, myth, fable, legend, music, art<br />
Maya “In Lak Ech”--”Tu Eres Mi Otro Yo”<br />
Cisneros’s Esperanza in The House on Mango Street<br />
Last thing in Pandora’s box
All ‘hope’ aint good hope<br />
• Beware the false hopes of unfounded<br />
optimism<br />
• Hokey hope<br />
• Mythical hope<br />
• Hope deferred
Critical hope:<br />
The enemy of hopelessness<br />
• Three types of critical hope<br />
• Material hope<br />
• Socratic hope<br />
• Audacious hope
Critical Hope<br />
Socratic hope<br />
Audacious hope<br />
Material hope
Critical Hope<br />
Material hope<br />
Socratic hope<br />
Audacious hope<br />
•<br />
Material hope<br />
Good education as material resource<br />
•<br />
Bust the false binary b/w academic rigor and<br />
social justice (<strong>Duncan</strong>-<strong>Andrade</strong> & Morrell, 2008)
Critical Hope<br />
Material hope<br />
Socratic hope<br />
Audacious hope<br />
•<br />
Material hope<br />
Good education as material resource<br />
•<br />
•<br />
•<br />
Bust the false binary b/w academic rigor and<br />
social justice (<strong>Duncan</strong>-<strong>Andrade</strong> & Morrell, 2008)<br />
Material resources<br />
$, food, rides, laptops, school supplies, housing,<br />
tutoring, links to medical and legal services
Critical Hope<br />
Material hope<br />
Socratic hope<br />
Audacious hope<br />
•<br />
Material hope<br />
Good education as material resource<br />
•<br />
•<br />
•<br />
•<br />
Bust the false binary b/w academic rigor and<br />
social justice (<strong>Duncan</strong>-<strong>Andrade</strong> & Morrell, 2008)<br />
Material resources<br />
$, food, rides, laptops, school supplies, housing,<br />
tutoring, links to medical and legal services<br />
Closes the gap between students’ most pressing<br />
needs and the education we offer them
Critical Hope<br />
Material hope<br />
Socratic hope<br />
Audacious hope<br />
Material hope<br />
Maslow’s Hierarchy<br />
of Needs<br />
Self<br />
actualization<br />
Esteem<br />
Love & belonging<br />
Physiological/Safety needs:<br />
Food, clothing, shelter, safety<br />
Maslow, A. A. (1970). Motivation and Personality. New York: Harper & and Row. Row.
Critical Hope<br />
Material hope<br />
Audacious hope<br />
Socratic hope
Critical Hope<br />
Material hope<br />
Socratic hope<br />
Audacious hope<br />
Socratic hope<br />
• West’s “Socratic sensibility” (<strong>Duncan</strong>-<br />
<strong>Andrade</strong>, 2007)<br />
• Show the sermon, rather than preach it<br />
• Are we reflective enough to be on the<br />
painful path with them?
Critical Hope<br />
Material hope<br />
Socratic hope<br />
Audacious hope<br />
Socratic hope<br />
• West’s “Socratic sensibility” (<strong>Duncan</strong>-<br />
<strong>Andrade</strong>, 2007)<br />
• Show the sermon, rather than preach it<br />
• Are we reflective enough to be on the<br />
painful path with them?<br />
• Liked OR loved? Love aint cheap! (Darder,<br />
2002)<br />
• “All great undertakings are<br />
risky” (Socrates in The Republic)
Critical Hope<br />
Material hope<br />
Socratic hope<br />
Audacious hope
Critical Hope<br />
Material hope<br />
Socratic hope<br />
Audacious hope<br />
Audacious hope<br />
• Embraces “legitimate suffering” (Jung,<br />
1970)<br />
•<br />
Not “other people’s children” (Delpit, 1995); their<br />
pain is our pain
Critical Hope<br />
Material hope<br />
Socratic hope<br />
Audacious hope<br />
Audacious hope<br />
• Embraces “legitimate suffering” (Jung,<br />
1970)<br />
•<br />
Not “other people’s children” (Delpit, 1995); their<br />
pain is our pain<br />
• Educational environments as microecosystems<br />
•<br />
•<br />
“Gardener’s Tale” (Jones, 2000)<br />
“There are no weeds” (Yang, 2009)
Critical Hope<br />
Material hope<br />
Socratic hope<br />
Audacious hope<br />
Audacious hope<br />
• Embraces “legitimate suffering” (Jung,<br />
1970)<br />
•<br />
Not “other people’s children” (Delpit, 1995); their<br />
pain is our pain<br />
• Educational environments as microecosystems<br />
•<br />
•<br />
“Gardener’s Tale” (Jones, 2000)<br />
“There are no weeds” (Yang, 2009)<br />
• Stares down the painful path and despite<br />
the cost makes the journey again and<br />
again
Critical hope is “radical healing”
Critical hope is “radical healing”
We might not change the world...
We might not change the world...
We might not change the world...<br />
but we can spark the mind that does.<br />
From<br />
1993<br />
to<br />
2003<br />
to<br />
2009
When roses stay in the<br />
concrete...
When roses stay in the<br />
concrete...<br />
they become rose gardens
Note to educators:<br />
Hope required when growing<br />
roses in concrete<br />
Jeff <strong>Duncan</strong>-<strong>Andrade</strong><br />
Associate Professor<br />
Raza Studies and Education<br />
San Francisco State University<br />
jandrade@sfsu.edu