February 2016 – education and deconstruction.com

The Black Nile

The Book of the Week is “The Black Nile” by Dan Morrison, published in 2010. The American author traveled along the Nile River for more than sixth months, “roughing it” just for fun. He spent time in Sudan, South Sudan, Egypt and Uganda.

Morrison spoke with people of all walks of life, including government officials. He visited farms, oilfields and night clubs. He was forced to deal with numerous delays of vehicles on water and land while traveling to his next destination. He wrote briefly of the recent history of tribal infighting, and the cultural, political and economic background of the region.

The economies of some villages, fueled by black markets, with high-priced accommodations, like Juba in Sudan, were frequented by aid workers and diplomats. In South Sudan alone, there are more than ninety different tribes and factions. The author visited just prior to the partitioning of Sudan. Most of the oil was in the south. The militias and corrupt local officials were forcing villagers to evacuate their land for the purpose of oil exploration. The oil companies used private security services and hired northerners. China, Malaysia and India were the major investors in the oil.

“Northern Sudan was almost entirely untouched by the civil war and, despite the combined effects of mismanagement and international sanctions, its main roads were paved, electricity reached the major towns and there was always a hotel to be found.”

The author summed up various American viewpoints, including: a) “No one in the United States cared about a months-old spell of terror and death in South Sudan. They barely cared about Darfur, and Darfur was the rage.” and b) Americans’ impression of the Middle East is one of veiled women and angry men.

Read the book to learn more about the author’s adventures.

Simon Says

The Book of the Week is “Simon Says” by Kathryn Eastburn, published in 2007. This is the true story of a triple murder that occurred in the small town of Guffey in Colorado in early 2001.

The mastermind behind the criminal act was a teenager, Simon Sue, who convinced others that he was part of an anti-governmental group in Guyana. He and his father collected guns for their investment value. They had a humongous collection. The younger Sue believed that theft of firearms from other households in the neighborhood was acceptable if their owners were racist or dealt illegal drugs.

Sue ran a terrorist training camp of sorts for three other high schoolers he had befriended. Read the book to learn the details of the heinous atrocities committed by them, how they got caught, and their fates.

Why Do Only White People…

The Book of the Week is ” ‘Why Do Only White People Get Abducted By Aliens?’ ” by Ilana Garon, published in 2013. This is the personal account of a New York City high school English teacher who began her career during the early years of the Bloomberg mayoral administration. Fresh out of college, but passionate and focused, she became a Teaching Fellow in a rigorous training summer-school program in the Bronx in 2003.

The author, like many, many other teachers before and since, suffered psychologically draining experiences at an overcrowded, inner-city school in her first year teaching. Garon’s day had fourteen periods, ending at 5:55pm. She became privy to numerous bad home situations, and was involved in her share of in-school incidents. Her school had a heavy police presence and metal detectors that were used to screen all the students every time they entered the campus. She wrote, “… am continuing to teach at a school where all I do is discipline….”

There were ethnic tensions among light-skinned, darker-skinned, and Spanish-speaking kids. When students engaged in fighting in the hallway, “…it sounds like a bomb… Everyone starts screaming, the crowd of about one hundred kids…” There were also gang fights. It wasn’t just the boys, either. “Rather than the boys, who would throw punches, the girls would hold each other in death grips, trying to slam each other into floors or walls and pull each other’s hair out.”

Someone asked the author why she didn’t assign a particular novel about African Americans to her class. She tried to explain that the reason she didn’t, wasn’t that the book would be too hard for them– it had nothing to do with the stereotype that people of their ethnicity can’t read as well as others; it was that the book would be too hard for most of the students, given their poor reading, writing and verbal skills, regardless of their ethnicity.

Despite many of the students’ abysmal literacy, Garon was under pressure by higher-ups to give the students a passing grade, whether or not they completed their coursework, or demonstrated that they learned anything. Unsurprisingly, by the spring of her first year, she had also been subjected to sexual harassment from faculty members, and the mentoring system had failed her. Her mentor, who doubled as the baseball coach, absented himself from mentoring her in the spring.

In her second year, the author was assigned to “team-teach” one of her classes– a Special Education inclusion class of 33 boys; in other words, a boatload of behavior problems. The other teacher on her team was a Filipino who spoke only Tagalog (no English), while the students spoke only English and Spanish.

Garon was threatened by a student for confiscating a note he was passing to another student in her classroom. She couldn’t let that go. She had to assert her authority over the students or else they’d walk all over her ever after. However, reporting the student was a legal can of worms. The bureaucracy required a court hearing by the Board of Education. She had to get on the stand and testify. The student had a lawyer present. It took five hours. It happened to be scheduled on the same day as parent-teacher conferences. So she missed most of them.

Garon discussed the case of a cute, smart African American boy in her class who was a year younger than his classmates. His situation had looked so promising when she first met him. His parents and teachers were encouraging and cared about his education. He was attending a good school. Garon thought his academic performance suffered between ninth and tenth grades due to peer pressure– the other kids would socially ostracize him for being “white” and nerdy if he got good grades.

The author teaches the kinds of kids she does, because she wants to make a difference in these deprived youngsters, compensate those who “… had been slighted in more ways than I could enumerate, while my peers and I had been given ever more incalculable advantages over them.” She feels that poverty is the main obstacle to their getting an education. This means home environment– their homes lack the same resources that other kids have; for starters– they lack parents who care about their education, who teach them behavior patterns that lead to success.

Read the book to learn of the slew of other issues Garon faces on a daily basis.

Stringer – BONUS POST

This blogger read “Stringer” by Anjan Sundaram, published in 2014. The author studied mathematics at university but entered the field of journalism instead. He went to the Congo with the hope of getting paid for reporting news. Someone helped him become a freelance writer for the Associated Press.

However, this book is unclear about when any of his experiences occurred, as no dates– not even approximate ones– are provided. Not even during his description of Kabila’s historic election “victory” over Bemba. This appears to be a case of laziness and cheapness on the part of the author and his publisher. If dates were provided, then this book would need to have notes, references and possibly an index– entailing additional work, time and expense. Also, by omitting a timeline and confining the writing to the author’s personal experience, this work appears less credible and less literate than otherwise. Journalists are supposed to be recorders of history. History is all about when events occurred– so that there is context. This blogger has observed the lack of dates in other recent books written by foreign correspondents, too. It is a disturbing trend that bespeaks of the decrease in quality of personal accounts of “Darwin Award” candidates in war-torn countries.

Anyway, Sundaram stayed in Victoire, a section of Kinshasa with a reputation for “…gangs and disorder, and expatriate and embassy workers were banned even from visits.” As he was a stringer, he was paying his own expenses to collect news stories of the civil war. Competition in the region for getting stories published was fierce, as the AP bureau in Dakar covered 22 countries. “There was constant news of rape, child soldiers and violence.”

Congo was influenced by missionaries. When a child was misbehaving, and the family suffered a misfortune, it was thought that the devil was influencing the child, so a pastor would compel the child to confess.

“Congo’s minuscule 25 miles of coast was rich with oil.” Sundaram met an Indian whose land was allegedly seized illegally by the Congolese government and the Americans, because some natural resource was found in it. Sundaram avoided covering the story, as the situation was sure to be rife with corruption. The business community was comprised of Indians, Lebanese, Israelis, Belgians and politicians. These foreigners shamelessly engaged in conspicuous consumption; hence the common Congolese people rioted in wealthy neighborhoods.

Sundaram was present when the Congolese people were led to believe there might occur a historic political change in their nation, as they could vote for a presidential candidate. “From across the country came stories of villagers who had walked for days, supplies on their heads, families in tow, to reach a polling station… turnout was higher than 80 percent in many districts worst hit by the war.” However, as usual, their corrupt government took advantage of their lack of education and naivete.

Read the book to learn how Congo has historically been manipulated by foreign powers. But don’t expect to learn when.

Crescent & Star – Turkey Between Two Worlds

The Book of the Week is “Crescent & Star – Turkey Between Two Worlds” by Stephen Kinzer, published in 2001. This repetitive volume recounts the recent history of Turkey. Of course the country has changed significantly since the publishing of this writing, which was prior to 9/11.

The individual was considered less important than the collective– family, village or clan, not the nation. The media were censored on topics such as the Kurds, Islam, the Armenian genocide of 1915, relations with Greece and Cyprus, etc., etc. Three major controversies in Turkish society included: the tribal conflict between Turks and Kurds, the religious conflict between Sunni Muslims and Alevis, and the hotly debated question of whether religion should be practiced in public life (such as female students’ wearing of veils at university). “The Turks are still gripped by two ancient Middle Eastern taboos. One is the taboo against change, which they equate with admitting failure. The other is the taboo against dialogue, compromise and negotiation.”

In the mid 1980’s, the Kurds formed an anti-government military organization called the PKK to try to subvert the government through violence. Excessive blood was shed with the government’s response against these separatists.

The August 1999 earthquake was a particularly trying time for the nation. There was plenty of unnecessary death and destruction. The disaster was a cluster screw-up. In years prior, unschooled, capital-poor Turks started unscrupulous home-building businesses that constructed flimsy apartment buildings. After the quake, arrogant and indifferent top officials of the government relief agency, Kizilay, who had been playing fast and loose with the organization’s checkbook, responded slowly to aiding the victims. Nevertheless, tens of countries around the world, including Greece, aided Turkey in its time of need. The disaster served as an excuse, a tipping point for the nation’s resuming diplomatic relations with Greece. Besides, the events surrounding the earthquake served as an additional impetus for younger Turks to agitate for political and cultural change.

Read the book to learn about additional factors that were affecting the people’s push for change, such as worship of Kemal Ataturk, the 1996 Susurluk scandal and the military’s role in governing the country.