Hi Verons,
** Please introduce yourself before you respond.. at least with your name & placement**
Like Amanda, I was really excited about this “Ask an Alum” blog post.. I am looking forward to our conversation.
Also like Amanda, I was a cohort 1 fellow (08-09) and I partnered with 2 organizations: Wildcat Service Corporation and LEAP. I graduated JJAY with my BS in Criminal Justice. Currently, I teach 7th grade math and science in the Bronx through a fellowship program.
Word is that this week in class the Hilfiker article “Justice and the Limits of Charity” was a topic for discussion. I was asked how the themes presented in the article related to my experience in the classroom, particularly the role of charity.
Ostensibly, the purpose of school is to provide students with the tools they need to function in society. Whether or not our schools are actually providing this may be another discussion. It is my opinion that charity is way too expensive- not in money, but in long term effects- to dispense freely in schools. I may be influenced by the nature of my student population.
In my classroom, I feel many of my students have come to expect charity. Many of them, having been labeled “special ed.” in early elementary school, have grown up with this crazy idea that they are somehow less able or less responsible than their peers. Some of my seventh graders- though physically capable- get frustrated by the little tasks: using scissors, copying their homework, and answering questions in class. “Can you do this for me?” is probably the most popular classroom phrase, beating even: “man, you’re beastin” and “why do we have homework every single night?” It would be an injustice to my students if I didn’t say “no” to their pleas for help. And they don’t make “no” easy to say. The kids who think they are the biggest and baddest are quickly reduced to a blubbering mess if their teacher will not tell them how to spell a word.
Balancing all of the demanding needs of my students all day makes these DOE incentives (read: bribes) like “free backpacks for kids who come to school on time!” sound really enticing. Why not if it works? While they might be excited by a backpack for 3 1/2 minutes, it’s still not a backpack that they need. Nor do they need the hand-holding baby- sitting “okay I’ll cut this out for you if it means you won’t throw a temper tantrum.” In the long run they need adults that will push them, whether they throw the temper tantrum or not.
While my examples have related to my seventh grade class, there were many clients that I worked with (particularly formerly incarcerated young men) who saw themselves in a similar light: things in life happened to them, they didn’t cause the things in their life. They were the victims. They were not needy, but perpetually in need. Though, not of the things they said they needed. I saw a need for confidence, for structure, for strong adult figures in their lives and for encouragement in these young men. But those things are much harder to give away than back packs or minimum wage customer service jobs.
What do you think?
19 comments:
I absolutely agree with the need for structure and constant pressure for true education. I agree largely with the way you depict charity in this situation: it does not give those in need what they require, it is freely giving someone what they desire without at all changing the situation they are in which results in the desire for that thing. The proverbial issue is giving a man a fish as opposed to teaching them how to fish.
Charity in alternate situations is needed, but in regards to the process of education it is pointless to give away anything. The entire point of the education process is that by allowing people to embetter themselves through their own efforts they become not only more educated but they learn discipline, the value of delayed gratification and the benefits of hard work. In similar situations charity is a fruitless endevour as this bypasses any benefits available to be sown.
From an empathy perspective it is frequently difficult to deny someone help that they may sincerely and desperately demand, however in certain situations it is essential to subject someone through a small amount of pain and frustration in order for them to regrow more capable and benefit in the long term.
I am by the way placed in CJA.
Hi Renee,
I am @ JOBPATH.
I agreed with your statement.
Charity should NOT play a role in education at all. Any person that wants to get an education should work for it and not expect something for free. When it comes to education, we want to see the future generation apply what they learned in school. We know that sometimes-certain organizations do not have the necessary resources to do what they need and that is when they ask for charity.
To reward someone with a backpack because they come to school on time is completely wrong. These students will not understand the meaning of being productive in the future.
By allowing someone to claim victim status (particularly formerly incarcerated young men), you prevent them from taking responsibility for themselves.
It is very nice to meet you, my name is Katie, and my placement is with Ezperanza.
As I was reading the article “Justice and the Limits of Charity” one of the bullet points I made in my notebook was,
Charity, especially long term = WOUNDS.
So I think that what you have posted is very interesting. While we were in class I was having a hard time figuring out what to say and how to say it. I believe that part of the reason why is because I think that charity is a difficult subject in general. Justice in my mind is simple, but charity adds a whole new complexity to it. I agree with your perspective that charity does more hurt than it does help. It is also interesting because as I stated above I am working at Esperanza, specifically in the educational department. My mentor explained to Lenny, Manny (other Verons) and myself that there are incentives that are given to students who go to school. The incentive is money. The amount of money is dependent on how many days they attend. This really shocked me, and honestly I do not think that I agree with it. To me school is mandatory and it should not be an option. I do understand that it is difficult for some to attend at all but it is part of life and sometimes in life you have to endure what you really do not want to. Like you said with the scissors example, sometimes, even though it might be difficult for the individual and difficult for you to say “no”, they need more of a push than help or charity. Charity hinders the ability for an individual to grow and become independent.
Hello Renee,
My name is Jamie, and I am with Safe Horizon.
I find it fascinating that you take your experience as a 7th grade teacher and apply that knowledge to the charity and justice issue. I think that your examples are especially interesting and insightful because this parallel truly highlights some of the major implications of charity. The same way we react to giving bag-packs to 7th graders as an incentive is probably the same way we would react to people handing out food stamps as an incentive. Although there are some people who view charity as a blessing, these same individuals may not accept the notion of handing out bag-packs. So, I find your examples particularly helpful for teasing out the underlying principles of charity when coupled with our concept of justice.
Regarding charity and education, I believe that there is very little room for charity. I think that people need to develop the skills necessary to succeed in life through hard work instead of merely through “gift-giving” incentives. However, for me to rule out the idea of charity in its entirety would make me a hypocrite. There are some cases that do exist in which students genuinely need help, guidance, and encouragement (whether emotionally, financially, or physically). I think that the real challenge is deciding which cases depict a genuine need and which cases depict the potential for hindrance.
I commend you, Renee, for standing firm in your decision that your students should learn through independence and hard work. The stance that you take may not be an easy one, especially when you have to look into their eyes and deny them assistance. However, for the most part, I think that you have made a wise decision.
Thank you for sharing your insights!
Hi Alex, Rosario, and Katie,
Great meeting you. I think we are in agreement that providing charity does not mean providing solutions.
Alex and Rosario, you both stated that you think that some of the incentive programs I mentioned are wrong, and that we are sending the wrong message on a philosophical level.
However, on a practical level they exist because, for example, attendance is a real issue in our city school system. There have also been studies showing an indirect correlation between attendance rates and youth involvement in the criminal justice system. So let's say (by some miracle) that the backpacks work- kids show up to school more. Is there a value in providing backpacks as a cheap crime prevention strategy?
Finally, how can we take what we think is "just" on a philosophical level and translate that into the practical? How much "power" or "control" should our different agencies have over clients, whose philosophical views may or may not be different than the organizations'?
Hello Renee,
Thank you for sharing your personal experience with all of us. I am interning at the NDS (Neighborhood Defender Service of Harlem). By the way, I love it over there.
I have so many questions to you. I know that we are all busy and you might not be able to answer all of them. First of all, would you please share with us your experience in the Wildcat? How did you like your internship over there?
My tutoring experience is kind of similar to yours. I started tutoring when I was 18. My tutees were of different age starting from 6 and up to their 40’s. I used to teach English during the freshman year at the high school in Kyiv, Ukraine. Three years ago I moved to the U.S. and continued my tutoring career over here. The subjects that I tutor are diverse: I did English and Math in Ukraine, and I do private tutoring sessions in Chemistry and Geometry here. Additionally, I work at John Jay as a Math tutor and TA (Teacher’s Assistant) at the Math and SEEK departments. I try to find an individual approach to each of my tutees. Rarely, though, I experience some difficulties. Sometimes they do not want make any efforts and expect me to do all the work for them. Would you please give me any tips how to cope with that? The feeling of charity that you have described is familiar for me, especially with math. Another difficulty that I have is that my students keep asking me why they have to study it [math] if their major is psychology or criminal justice. I try to explain them that it is the core of their education but it does not always help. Do you have any suggestions on that?
I was also shocked by the fact that children are “frustrated by the little tasks.” Do you know what the reasons are for that? What about their parents? I am not sure if I can ask you what school you are working at… I am so sensitive when it comes to any problems that children/teenagers might experience. They are at the dawn of their lives and their childhood experiences are long-term effects that are reflected on their psychological health. Is there anything that could be done in order to help them?
Thank you.
Looking forward to your response.
Having read all the comments, I came up with my perspective on that issue of giving backpacks to the children. It is easy to judge somebody when we all have our “nice lives. We had our parents and friends as examples to follow. We had our parents and friends as support. Backpacks are not a good stimulus for the education. But it is a good start for some for some of those children. They need some encouragement and in the majority of those cases words will not help. Money or material things are more valuable for them than any spiritual inspirations. Therefore, I totally agree with Renee that giving those kids backpacks can prevent them from committing crimes.
Hi Renee,
My name is Joseph and I am studying to obtain a bachelors degree in criminal justice. I am interning at Housing Services Incorporated.
You spoke about dealing with children who were labeled “special ed”; you would have to bribe the students with gifts or aid them in tasks such as cutting with scissors; so that they would remain calm or pay attention in class. You also stated that the bribe or the help in cutting with scissors is not what the children need, those are charity actions.
I completely understand the dilemma you face. My brother is a student who is labeled “special ed.” School has not been an easy task for him. He too has had teachers who would aid him in basic tasks that he found difficult so that he would not get frustrated with himself. I too have noticed that this type of charity will not really help the problem that my brother faces. My brother finds it hard to concentrate because he finds learning either boring or too difficult. My brother too was and still is in need of something other than charity.
You are also right that structure, confidence, and encouragement are needed. So the real question is how does a person give that to someone else who lacks these three concepts? I believe that only they can find structure, confidence, and encouragement in themselves. In order to even attempt to find these three concepts the person first must have a concept of a different sort to build off of.
I believe what my brother, the students in your class labeled “special ed,” and the men you worked with during your internship need is some way to feel like there is hope. That the “box” that society has placed them in through labeling, economic hardships, or poor luck is not a fate which cannot be reversed. You are right that what they need is hard to give away. Hope is not a simple concept; it takes time, work, and determination to find. Most of all hope is a hard concept to give, because it first has to be taught. Maybe that is someplace where a teacher or mentor could start.
Thank you so much, Renee. You were always a straightforward voice of reason in our classroom and it’s so nice to see that you haven’t changed. Okay, now I feel the need to play devil’s advocate for a moment.
The tendency after reading an impassioned piece, well argued, like Hilfaker’s is to jump right on board without broadening the conversation. Afterall, who can disagree with the idea that people are more apt learn and grow when they are given the tools to construct knowledge or self-sufficiency rather than just being handed a free metrocard to the state of Middle Class America. That’s a no brainer.
However, what I was thinking while reading these beautifully argued posts was: how come we save all our moral righteousness for those who are poor, impaired, or disadvantaged? Oh my, let’s not harm them with our charity! They must pull themselves up by their bootstraps! Of course the world of those who are more advantaged is littered with “charity”: a leg up for a job because you are white, a spot at a great school because you are a legacy, a tutor for the SATs because your parents can afford it. And I’ll go out on a limb here and say that, overall, these advantages don’t hurt people. Charity, such as the new backpack I just bought my daughter because I can afford it, has put a small glow in her day and made her feel good in some intangible way. I seriously doubt it has undermined her other sources of motivation or her self esteem.
Of course I agree that it’s better to “earn” one’s way into success, that’s too easy a theory. And, of course, I believe that systemic change must trump charity if we are to really make it an equal playing field. But I also get aggravated when we only condemn charity for the people who have so little, while ignoring the invisible charity that privilege bestows.
Hello Renee,
My name is Jessica and I was placed in Job Path.
After reading you post about charity, I strongly agree with you that charity isn't always and most of the time, isn't the way to go about in helping societal issues.
Charity to an extent is just taking a backseat and not actually doing something to help the situation.If you give money to the homeless, your not helping him or her. Rather than giving them aid to rebuild their life and giving them a chance to make something of themselves, we just take the easy way out and throw money around, without having a plan as to what the money is there for in the first place.
As for the education sector of society, to make sure education rates are going up and that students are getting the education needed, we (society) shouldn't have to be holding out prizes, and goods to get students to attend classes, they should be willing enough to come. However, in a world where technology and laziness has prevailed above all else, most people think that everything is optional and not something to be taken seriously.
Going toward what Jamie stated, we need to prepare and encourage individuals out there to be self starters. We need to help each individual independently and figure out what is holding this person back from his or her own true potential. By giving them prizes for a good deed, we are simply encouraging them to take things less seriously.
Moreover, when looking into the educational section of society, I must say I have been very disappointed with the work of the DOE. With the irresponsible choices made, not only have they decided to shut down many schools; but the fact that they have displaced students to new schools and have over crowded schools to the point where even trailer classes can't hold less than 30 students, is ridiculous. If this is how we are looking to fix the system, then we as society have a blame for its failure and must start looking into the problem before its too late.
Overall, I want to thank your for you insight and your examples about the 7th graders you teach.
Great conversation, everyone. Thanks, Renee!
I just want to jump in to underscore Professor Stein's point about invisible charity, and how this makes us take a moment to rethink our -- it seems from the blog comments -- knee-jerk resistance to the longterm efficacy of charity. While I agree largely with what has been written, here is my personal story of invisible charity.
My kids LOVE back-to-school shopping as much as I loathe it. To me it is expensive and stressful; the stores are crowded and I often feel like I'm failing to get what the teacher requires, which I'm sure he/she will then hold against my child. Crazy, I know, but there it is. My kids, however, have invested all those new pencils, folders, binders, post-its and -- at least some years -- backpacks with intangibles (hope, excitement, the possibility of a clean slate, the power of knowledge). These intangible feelings translate into valuing education, understanding how it leads to opportunity, or, in the words of Bornstein's description of College Summit,creating a college-going culture.
So while I completely agree that charity can distract us from looking at structural problems (that fabulous MLK quote that begins the Bornstein reading), I think charity is more complicated than we think.
Thank you Renee for your insight!
I have been placed with Center for Employment Opportunities and I can relate to you when you say that at times your mentors did not know what to do with you. I have encountered a similar situation; however I am using it to my advantage as I enjoy my freedom and opportunity to learn about all aspects of the organization. But I do intend on seeking some stability in the future in order to be able to specialize in one area.
I truly regret missing class on Thursday, as I can tell from the conversation that it was an interesting topic. However, I was celebrating my birthday in San Francisco as well as exploring Berkeley College, with hopes of being accepted to their PhD Social Welfare program.
I appreciate everyone's unique opinion on the subject of charity, however I do not know if I even like that word. Hearing the word charity brings others to mind like pity, contempt, poor, needy, and undeserving. Jamie mentioned that public assistance may be considered charity, and in some ways I agree. If those funds were used properly, as a stepping stone, or temporary relief from an emergency situation then they may be seen in a better light. Instead it is used as a source of income, and a reason to remain stagnant. A probation officer told me a story of a mother taking her daughter to the welfare office when she turned 18 years old, when normally we would envision a parent taking their child to register for college. She explained to me that it is a mentality, a way of life that some cannot understand.
However I think that to describe free back packs as a charity rather than an incentive is incorrect. No matter what class, race, or educational background we originate from everyone needs encouragement. Is receiving a six figure salary, paid vacation, a scholarship, a holiday bonus, or an A on your 15 page paper a charity, or a hard earned reward? As Professor Stein stated, when those that are seen as privileged receive monetary incentives they are viewed as earned, but for the under privileged they are seen as give-aways. Anyone who has studied psychology or sociology knows all about reward and punishment.
I have been going back and forth on this subject in my own mind because at my agency we too have an incentive program. While looking for employment the clients receive a monetary incentive to continue attending CEO, and there are paid training programs as well. Also, once they have a job they are given monetary incentives for one year as long as they retain their job. I thought that this was a good idea until my mentors informed me that sometimes the incentives are counter productive. But I am realizing that these incentives are a temporary necessity. We were not all raised with the same values and worth ethics, and it is hard to teach this to a person who has no knowledge of the concept. This is not something that can be learned in one week, one month, or even one year. It happens over time, and I feel that these incentives should be used as a temporary relief while incubating their new style of learning, ways of understanding their world, and development of a whole new mentality. In this current era, tangible items such as electronics, clothes, and jewelry seem to have taken precedence over real rewards such as happiness, success, accomplishment, and recognition. I don’t like to make it sound like “we” and “them”, but it is true that people of different cultures do not have the same values. If it is necessary to hand children immediate tangible objects to get their attention and help them to understand that school is something that they need and deserve, then so be it. It is only when we continue to give them undeserved rewards that were not earned that they will not learn what we are trying to teach them. Sometimes it becomes easier to just give stuff away, rather than going through the transformation process, and when this happens, who does the fault lie on?
Hi Rene! I hope all is going well with you, and thank you for coming back to post on the blog. You’ve certainly raised some interesting issues that have stimulated exciting discussion. I’ll try my best to add another dimension to the discussion.
PLEASE NOTE THAT MY COMMENTS ARE IN TWO ENTRIES AS IT WAS TOO LONG FOR THE SPACE ALLOTTED (SORRY!!)
For me, Hilfiker’s essay offers an important contribution by explaining the need for the kinds of structural changes that address the root of the problem (not just the symptoms) and thereby effect the kind of social transformation that would diminish the need for charity in the first place. Hilfiker argues that while we must provide charity “in the meantime” (to address immediate needs, to address the acute situation), we must also devote some time and energy to advocate for the kind of changes really needed. In his work, he does just that—providing “charity” in the form of housing for the desperately poor and sick. He knows that such “giving” isn’t changing the conditions that give rise to desperation in the first place, but he also knows he can’t turn a blind eye to those who do suffer. He also devotes time to advocate for a rights-based form of social organization.
And part of the problem with charity—as you’ve all pointed out—is that it is ultimately demeaning to those who are its recipients. We only have to imagine our own selves in the position of desperate need to appreciate how it must make people feel about themselves.
But we live in a society in which access to resources—even basic resources for everyday living—is not guaranteed (no matter how hard one might work or how many hours they may do so). The US Census just issued the latest statistics on poverty in the US (the most wealthy country in the world): 1 out 7 U.S. residents lives below the poverty line: for a single adult in 2009, the poverty line was $10,830 in pretax cash income; for a family of four, $22,050. That means there are even more people than the statistics indicate (i.e., if a person earns $12,000 they are not counted as living below the poverty line; a family of 4 earning $25,000 would not be counted as living below the poverty line). These folks (the poor and working poor) are living life on the edge amidst great wealth. What happens to their sense of self, their sense of a future, their sense of hope? Why does the conversation somehow and so often turn back on “them” (something is wrong with them—they aren’t ambitious enough, they aren’t teaching their kids enough, etc)—and we tend to forget that the poor didn’t design the social conditions in which they find themselves. Perhaps their defeatist attitudes are realistic. What are the real opportunities out there? How does one compete against others to “make it” when the odds are already stacked in favor of some and against others? There is room for some to become upwardly mobile in our society, but there is not room for all to move up the ranks. CONTINUED IN NEXT ENTRY...
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This is not to say that it isn’t frustrating when we have to face—on a day to day basis—the fallout of poverty (Renee’s students; clients in many of the Vera agencies; and a certain proportion of John Jay students who—despite what we professors think are our best efforts—aren’t learning the skills we know they need to make it in the world). Yes, it is frustrating, and sometimes very hard to know what to do to “reach” them or to encourage people who have already given up to keep on going. Renee’s description of her students is haunting in that they have already gotten a message (way before Renee got them in her class) that they are not worthy, that little is expected of them, that they are not able, that they will not amount to anything (such kids may think, “why bother trying”—at least they can save face by acting like they don’t care—and then ultimately, actually not caring). It sounds to me that the “bribes” ($ to attend school; free backpacks; whatever) reflects an effort to change what these kids have been taught to believe about themselves, to get them there into the learning environment with the hopes of making a shift in their thinking. Perhaps the bribes are a misguided technique. I don’t know if it is or isn’t. But I don’t see it as charity. I see it as a mechanism to try to reach a population that has become disaffected, disaffiliated and alienated.
Can you imagine what kind of society we could have—how much easier Renee’s job would be if—instead of the $1.09 trillion dollars that have already gone to the wars in Iraq and Afghanistan—resources be devoted to creating a social world characterized by cooperation, sustainability, equity, healthfulness to replace a social world based on accumulation, competition, scarcity, inequality.
The kids might want to come to school.
My name is Lenny and I am interning at Esperanza.
Firstly, thank you for your insight into this issue.
Although I do agree that a child will never learn that they have the ability to do something for themselves if someone is always there to do it for them, I would have to say that I do not find the practice of creating 'incentives' all that bad. Self empowerment is the most important, most valuable gift you could give to anyone, child or adult. The realization that you CAN do something on your own, for yourself, is one of the best feelings in the world. But along the way, and in my opinion especially for children, it might be helpful to give small rewards that recognize progress and effort. As long as your not giving a child a free backpack as a replacement for some other service that you should be providing, and you explain that the gift is a reward while continuing encourage further 'good behavior', then I see no harm done.
I have to say that I agree with Christina in saying that she does not like the word charity. Not only does it bring to mind words like poor and needy (etc) but it also is extremely broad. In the article “Justice and the Limits of Charity” it was mentioned how something like a soup kitchen was initially intended to be a short term placement for emergency help. However, instruments, like the soup kitchen, which were supposed to be only a short term installments turn into long term. I believe that this is an important aspect to bring up because, even though I am iffy with charity, I think that if it is going to be used in any way that it needs to be a short term installment.
Hello Rene
Its Chad (from the Poetry Club)
I am placed at CASES
I understand the importance of tempering charity with the promotion of self reliance. Both are concepts and ideas that a society must be able to cultivate in its youth if it hopes to have both a just and a kind society. I agree with Rene who would deny her students the easy way out. Tough love is not always the easiest thing to do, but it is also the most worthwhile. A person who enables, particularly with charity, is one that fosters bad habits. It is easy to drop a quarter in a can and then forget about it, but it is more difficult to take a homeless person or a student and give him the chance to help himself. This is particularly true because the response that you receive from the person who you are trying to aid may not be the most favorable or the one you want to hear. They might deride you, claiming that you are no help and what you are giving them is neither what they need or want. The more you are invested in society the more you realize that charity alone cannot do, self-determination and a sense of community can be the only recipe for a better tomorrow. In Paulo Freire’s text Pedegoy of the Oppressed he expressed the importance of not engaging in the process of learning as an object in the world but instead engaging in the process of one’s own learning as a subject of the world. So I applaud you Rene for forcing your students to be an active participant in their own education as opposed to being benign bodies that simply receive, without processing and understanding, the information you feed them.
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