The death penalty not only takes away the life of the person strapped to the table - it takes away a little bit of the humanity in each of us.
Clint SmithRead
Oppression doesn't disappear just because you decided not to teach us that chapter.
Interpretation
Ignoring history does not eliminate oppression; it remains a reality regardless of what is taught.
Clint Smith's quote highlights the importance of acknowledging and teaching history, particularly the difficult and oppressive chapters. It suggests that oppression exists independently of our willingness to confront it, and the omission of these topics in education does not erase their impact on society. Recognizing these truths is essential for understanding and addressing the injustices that persist.
In practice
In a classroom discussion about social justice, a teacher might use this quote to emphasize the importance of including all historical perspectives.
The death penalty not only takes away the life of the person strapped to the table - it takes away a little bit of the humanity in each of us.
In an effort to create a culture within my classroom where students feel safe sharing the intimacies of their own silences, I have four core principles posted on the board that sits in the front of my class, which every student signs at the beginning of the year: read critically, write consciously, speak clearly, tell your truth.
One does not read a poem by Gwendolyn Brooks with hopes that it will grant him a career in engineering; he does so because poetry helps him see something in the world that he might not have seen before.
History has proven that art depicting black people cannot be disentangled from the political implications that such art has on their lives. As Africans were being stripped from the continent and sailed across the Atlantic to the Western world, depictions of black people in Western art changed in order to further render them racialized caricatures.
Photography, sculpture, and painting were wielded as cultural weapons over the course of generations to substantiate the idea that black people were inherently subordinate beings; they were used to make slavery acceptable and to make black subjugation more palatable.
In my hometown of New Orleans, grief is a public spectacle that, somewhat paradoxically, necessitates celebration. The dead are not mourned so much as they are posthumously venerated with music and dance.
Teach him to think for himself? Oh, my God, teach him rather to think like other people!
We should spend less time at universities filling our students' minds with content by lecturing at them, and more time igniting their creativity β¦ by actually talking with them.
Getting an education was a bit like a communicable sexual disease. It made you unsuitable for a lot of jobs and then you had the urge to pass it on.
A universityeducates the intellect to reason well in all matters, to reach out towards truth, and to grasp it.
Someday America will have its very own commercial-free TV and radio station devoted to only one thing: to teach people, in their homes, all the essentials of personal achievement.
In the United States we have concentrated tremendous sums of money on the educational plant, seemingly with the idea that the right number of buildings will turn out the right number of graduates. Yet the teachers who actually instruct the future citizens of our country are more often than not miserably paid. If in the future we find ourselves with a lot of fourth-rate citizens, we have only ourselves to blame.
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