Shaw Residents and Community Organizers Strategize to Stay in Their Neighborhood

Cross-Posted from ONE DC

In a town rife with Non-Profits that seemingly have all the answers for what ails longtime D.C. residents as they face gentrification-fueled displacement, ONE DC’s July 26th meeting was a much needed breath of fresh air for me. I asked permission to record the meeting for my radio show This Light: Sounds For Social Change, thankfully permission was granted to me to do so.

The meeting opened with a visual recap of June’s meeting. A 1950 to present timeline of redlining and economic cycles that lead to displacement hung on one of the walls. An adjacent wall held a visual that had the word “Concentrated Poverty” written in the center, surrounding those words were some of the commonly held beliefs about people who live in poverty; rampant drug abuse, crime, apathy.

We all sat in a familiar “meeting circle,” introduced ourselves and said how long each of us has lived in D.C.; there was one man who has lived in D.C. since birth, 60+ years.

Next we were led to do an exercise in which attendees were asked to present a physical movement that represents their perspective of gentrification and displacement. Some of the poses and movements included a young white woman who stood with her back to the rest of the group as she covered her eyes, blind to what was going on just behind her. A few people held stances of defiance, arrogance, indifference and helplessness.

For the second part of the exercise, we were asked to physically represent empowerment, action and change. I was most struck by what one Shaw resident, who happens to be a black woman, did; she held an invisible protest sign high above her head, two young white participants quickly stood in support behind her holding their invisible placards up. What these three participants represented to me is the need for community lead, driven, and sustained movement for equity in housing, work, and education.

Before the meeting, I interviewed longtime community activist Linda Leaks who handed out Terms of Empowerment, a seven page glossary of housing-related terms in which residents should become familiar when trying to remain in neighborhoods besieged by gentrification.

I also interviewed Patricia Trim, a 40+ year Shaw resident. During our conversation Ms. Trim told me how her mother would come to D.C. during the week for her job with the Federal Government and leave her with relatives in Virginia. Ms. Trim’s mother couldn’t afford to have her stay here in D.C. until she was sixteen years old. Ms. Trim and her mother moved several times, Champlain Street in Adams Morgan, 18th and Wyoming, 17th and T Sts., each time staying in apartments until the rent was raised to a prohibitively high amount.

Ms. Trim recently drove to Columbia Heights to see a dentist on 14th Street. As she drove to her appointment she realized she was in the neighborhood where she grew up. After her appointment, she decided to drive around a bit and was astonished at and dismayed by all the changes that have taken place in recent years. She couldn’t bring herself to drive down Champlain Street the street where she first lived when she and her mother moved to D.C.

When she arrived back home that day, she went to her bedroom to pray. She tearfully asked “What I have done to fall so far from grace to be treated less than a human being.” I fear too many D.C. residents people are asking that same question.

Stealing From The Mouth of Public Education to Feed the Prison Industrial Complex

DeBray Speaks

Congratulations Adwoa Masozi for this article’s inclusion on the Media Freedom Foundation’s project list of top censored articles for 2013!

We are witnessing a systemic recasting of education priorities that gives official structure and permanence to a preexisting underclass comprised largely of criminalized poor black and brown people. States across the US are excising billions of dollars from their education budgets as if 22% of the population isn’t functionally illiterate.

Mass action against prisons displacing education in San Francisco, CA. Photo by Brant Ward, SF Chronicle.

According to the NAAL standards of the National Center for Education Statistics 68 million people are reading below basic levels. The Center on Budget and Policy Priorities found that “nearly all states are spending less money (on education) than they spent in 2008 (after inflation), even though the cost of providing services will be higher.” On top of cutting 4 billion dollars from their budget, Texas has also eliminated state funding for pre-K programs that serve around 100,000 mostly at-risk children. North Carolina has cut nearly a half billion dollars from K-12 education resulting in an 80 percent loss for textbook funds and a 5 percent cut in support positions like guidance counselors and social workers among numerous other cuts. Decisions like these leave little reason to wonder why both those states are facing 27% drop out rates.

Closing public schools has so become the rage that the state of California has even produced a best practices guide on how to close and make them fit for turn-around. Why not promote a ‘best practices guide for keeping a school going’ instead? Why make these decisions when we know that a lack of education decreases access to quality (and legitimate) employment opportunities, increases the likelihood of encounters with the criminal (in)justice system, negatively impacts health outcomes, and altogether limits one’s ability to determine her or his own future?

What we’re witnessing is a systemic recasting of education priorities that gives official structure and permanence to a preexisting underclass comprised of largely criminalized poor black and brown people. Certainly having a prominent underclass isn’t new to the US as it has quite the track record of denying fill-in-the-blank people fill-in-the-blank rights. But the material outcomes of this shift are as communally and economically devastating as were the outcomes of the Black Codes in the 1800s and subsequent Jim Crow laws that persisted until 1965; both of which were legal, with implementation that varied from state to state and still impacts communities today.

The collusion between this government and private interests are not new either. It is not a coincidence that at the same time neighborhoods with high incidences of black people are being destabilized and displaced through fast track urban-land grabs, or gentrification, by developers empowered by local municipalities states are divesting from the public school infrastructure serving them. This is an insidious process that forces the hand of communities. Public education is something more than a right, a liberty, or a privilege. It is a need. One as basic and inarguable as the land we must walk on, food we must eat, water we must drink, and air we must breathe to live. For absolutely nothing will or can be done in human society without it. So who would want to send their children to schools that have police presence and metal detectors in place of books? Or to overcrowded schools with teacher to student ratios of 1 to 30 and little to no extra curricular activities or wrap-around services? These are the material consequences of divestment from public schools. Who wants to send their children to schools in neighborhoods that are mini-police states? If it can be helped, no one.

Charter schools by definition aren’t the real problem. They have been practical and creative solutions to educating children when needs go unmet. Forming alternative centers of education has been a norm practiced in communities across the country since the 1800s. But what we have today is something very different. Charters now elbow out established public schools in part or completely. Corporations like Wells Fargo, BOA, JP Morgan,and Wal-Mart, all major investors in private prisons and players in corporate education reform, have extraordinary influence on education policy at the state and federal levels.

Parents, students, teachers, and other relevant stakeholders are manipulated into making a false choice, drawing a line in the sand where the wrong group of people is on the opposing side. Whether for public schools or charters, both sides want . . . → Read More: Stealing From The Mouth of Public Education to Feed the Prison Industrial Complex