Writer and professor Eve L. Ewing discusses her research on race and education, focusing on how schools can shape the experiences of marginalized children. She questions the historical and current structures that perpetuate inequity, particularly in Black and Native communities. Ewing highlights the punitive practices in education and the need for empathy and inclusivity. She also sheds light on the traumatic legacy of government boarding schools aimed at erasing Indigenous cultures, urging for a more diverse representation in modern educational narratives.
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insights INSIGHT
Schools Uphold Racial Hierarchies
Schools have actively shaped and maintained racial hierarchy in the U.S., not just mirrored society.
They normalize racial inequalities as part of everyday life, reinforcing systemic racism through education.
insights INSIGHT
Schools Reflect Power Politics
Schools have reflected the political aims of the powerful throughout U.S. history.
Despite this, schools can still be places where students see themselves as worthy of love and leadership.
insights INSIGHT
Fear Shapes School Inclusion
Fear and intimidation shape school experiences, making marginalized students feel unwelcome.
This impacts immigrant, trans, queer, and Muslim students beyond the presence of federal agencies.
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Notes on the State of Virginia is a book written by Thomas Jefferson, begun in 1781 and updated in 1782 and 1783. It originated from his responses to questions about Virginia posed by François Barbé-Marbois. The book is divided into 23 chapters, or 'Queries,' covering various aspects of Virginia such as its boundaries, rivers, climate, population, and institutions. Jefferson also expounds on his views on slavery, education, religious freedom, representative government, and the separation of church and state. The work is significant for its detailed account of Virginia's resources and Jefferson's major philosophical and political beliefs[1][4][5].
Original Sin
Henri Blochet
What's your most vivid school memory? Do you remember it as a time of exploration? Was it a place where you could figure out who you were and what you wanted to become?
Or did it feel like it wasn't made for you? Did it feel constricting, or like a place with lots of rules about how you had to act and what you couldn't do?
Your experience of schools likely depended on the administrators, who your teachers were, how your city or state set up the curriculum, and the resources your school received. Writer Eve L. Ewing argues that experience could also be shaped by who you are.
What has school meant for students, and who influenced how schools function the way they do? And what are alternatives for how school could work for students?
We sit down with Ewing to talk about her new book, "Original Sins: The (Mis)education of Black and Native Children and the Construction of American Racism."
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