Alexis Mann’s life story is a case study in beating the odds. She grew up poor, dropped out of school, had a baby at 16, and ran away from home.
“I was determined to turn the stereotypical fate of teen moms on its face,” said Mann, who went on to graduate from high school and college and earn her master’s degree in special education.
Today, she teaches at Harrison Education Center, a Minneapolis high school for students with emotional and behavioral challenges, many of whom have experienced trauma. Mann’s story of emerging from desperate circumstances and thriving “provides students with hope, and helps them not give up on themselves.”
Her job can be challenging in the best of times. The work is even more demanding now, in light of the coronavirus, which has forced classes online, and the recent police killing of George Floyd, which happened just a few miles from the high school. In recent weeks, Mann has had to facilitate some difficult conversations, like when her 8-year-old grandson asked her if what happened to Floyd was going to happen to him.
“We say we don’t don’t know,” she said, “that we hope not.”
Mann spoke recently with Chalkbeat.
This interview has been edited for length and clarity.
Minneapolis has garnered international attention in recent weeks, following the police killing there of George Floyd and the protest movement that followed. How are your students processing the tragedy?
Most or all of my students have had encounters with the police. Many of them are on probation, and some have served time. They have a genuine lack of trust with the so-called criminal justice system. This is a time when students are asking themselves: What are my priorities? What are my needs? And for some of them school has not been a priority right now. With the protests, they are wanting to be part of that and showing up in large numbers to have their voices heard.
The biggest takeaway for them is to rise up and use their voices, to practice their civic participation and to vote, and to show up in spaces where policies are being made and decisions are affecting them. We do a lot of community engagement work in class; I take them to the state capitol to teach them about the power of their voices and the importance of fighting for equal protection, as is promised under the law.
Were you surprised by what happened to George Floyd?
What took me by surprise was the grim smirk on [the officer’s] face. He had this look like so what. It reminds me of how teachers sometimes treat their students, knowing that they’ll be protected regardless of job performance. Some teachers create a racist environment, a hostile learning environment, where some students get preferential treatment and others are over-punished. If Johnny asks to go to the bathroom, fine; if Tyrone asks, they don’t believe him.
Tell us about your own experience with school and how it impacts your work today.
I grew up in the Rondo neighborhood, a historically black community of St. Paul. When I was in elementary school, my parents bused us out to St. Anthony Park, which was a primarily white school. I remember Miss Buttler, the only black teacher in the school. I always hoped I would be lucky enough to be assigned to her classroom, but I got another teacher. Looking back, having teachers who I did not connect with caused me to lose interest in school.
I started high school in a suburb outside of Atlanta. I skipped class, refused to do my work, flunked, and ran away — back to Minnesota. I decided that my only way out was to become a teen mom, and three months after my daughter was born I struck out on my own at the age of 16, and I never looked back. I was determined to turn the stereotypical fate of teen moms on its face. Ultimately, I graduated from Central High School in St. Paul with my class in 1993, and went on to college and graduate school.
My story gives me a heightened ability to relate to my students and puts me in a place where I can be more considerate of their needs. I did not grow up with opportunities for success readily available, but through all that — what I encountered coming out of poverty — I’m able to provide students with a blueprint.
What’s one thing you’ve read that’s helped you become a better educator?
In recent months, you’ve been teaching your classes remotely and also facilitating at-home learning for your children and grandchildren. What advice would you give to parents who are trying to help their own children during the pandemic?
Try to keep your kids on a consistent schedule, and make sure they are going to bed and waking up at a reasonable time. Create a distance learning space (or spaces) where your kids can focus and work quietly. It may also be a good idea to establish agreements with your children. For example, no pajamas in the distance learning space or no video games during the distance learning day. Lastly, create incentives for meeting milestones that you establish.
Speaking of advice, what’s the best advice you ever received — and how have you put it into action?
My dad once told me, “The ones who know the most say the least, so hear more than you say and think before you speak.” Being a good listener is paramount to establishing respect, building rapport, and cultivating healthy relationships, which has been extremely helpful in building strong connections with my students and preventing and de-escalating behaviors.
What gives you hope at this moment?
Distance learning is giving our students access to learning 21st-century technology skills that they were not getting before, and they will need these skills to compete in the future job market. I hope that we can continue to provide distance learning as an option for students who are uncomfortable in the classroom environment, or who skip school because of safety reasons, or who need to earn extra credit to graduate. I support using distance learning to create more equitable access to education and technology skills.
Before he was a Democratic congressman and before he was a civil rights activist, Rep. John Lewis preached to the chickens on his family’s farm as a young boy.
It’s a story staffers of Lewis can repeat by heart because they’ve heard it so many times.
“They would bow their heads; they would shake their heads,” he recounts in footage from an appearance at a Houston church in the new documentary “John Lewis: Good Trouble.”
“They never quite said ‘Amen,’ but they tended to listen to me much better than some of my colleagues on the other side listen to me today in the Congress.”
The documentary, presented through a partnership including Magnolia Pictures and CNN Films, traces the journey of Lewis, now 80, from the fields of Alabama to the halls of Congress. The film portrays how Lewis was shaped by his faith and guided by religious leaders such as the Rev. Martin Luther King Jr. and the Rev. James Lawson, two advocates for nonviolent civil rights action.
“Faith is an integral part of Mr. Lewis’ life but also part of his activism,” said Dawn Porter, director of the documentary, who filmed the congressman for more than a year starting shortly before the 2018 election.
Though he is a politician rather than a preacher per se, Lewis considers politics to be his calling, she said.
“He started preaching to chickens and now in many ways even though he’s a layperson he preaches to us,” she said of the man with a seminary degree as well as a bachelor’s degree in religion and philosophy. “That is part of the reason why people find it so motivating and so comforting when he speaks.”
The 96-minute documentary, which is to be released on demand and in select theaters on Friday (July 3), includes what has become Lewis’ mantra in its title.
“My philosophy is very simple,” he says in the film, which is also expected to air on CNN in late September. “When you see something that is not right, not fair, not just, say something. Do something. Get in trouble. Good trouble. Necessary trouble.”
The documentary’s producers have created a “Good Trouble Sunday” promotion for the movie, encouraging houses of worship to host a digital screening starting this Sunday,for which they can keep a portion of ticket sales.
Faith leaders on a mid-June conference call promoting the documentary expressed appreciation for Lewis, who was diagnosed with cancer late last year, and his long service as a role model.
The Rev. Jamal Harrison Bryant, senior pastor of New Birth Missionary Baptist Church outside Atlanta, recalled seeking advice from Lewis in the 1990s, when as the NAACP’s youth director Bryant received pushback for suggesting the civil rights organization reach out to the hip-hop generation.
“He said to me: ‘Jamal, change is never politically correct,’” Bryant recalled. “‘If everybody is in agreement, it’s not that radical.”
In the documentary, Lewis, a member of Atlanta’s historic Ebenezer Baptist Church, recalled his last meal in downtown Washington just before embarking on a trip as a Freedom Rider seeking equal access to accommodations for Black Southerners.
“Growing up in rural Alabama, I never had Chinese food before,” he recalled. “But someone that evening said, ‘You should eat well because this might be like the Last Supper.’”
American civil rights activist John Lewis on April 16, 1964. Photo by Marion S. Trikosko/LOC/Creative Commons
Porter said those comments showed how Lewis and other young civil rights activists did not take their work lightly as they prepared for rides on segregated buses or sit-ins at segregated lunch counters.
“You’ll see in the movie that Rev. Jim Lawson, who was coaching and guiding the students, had them rehearse,” she said of Lewis and his fellow activists. “And I do think he decided that life under a segregated system was not the life that he wanted to live.”
Archival footage — some of which the congressman says he’d never seen before — reviews landmark, as well as lesser-known, moments in Lewis’ history. He was the youngest speaker at the 1963 March on Washington for Jobs and Freedom. On his first attempt on “Bloody Sunday” to cross the Edmund Pettus Bridge in 1965, he was beaten by Alabama state troopers and thought he would die as he protested for voting rights.
The film’s crew followed him as he supported fellow Democrats in the recent election and traveled with a bipartisan group of politicians and faith leaders on the annual pilgrimage to Alabama with the Faith and Politics Institute.
“Congressman Lewis has conveyed to all of us over the course of his lifetime that (the) fundamental right to vote is a foundational right,” said Joan Mooney, CEO of the institute, on the recent conference call. “So more than the transactional act of voting, Congressman Lewis talks about its sacredness, and voter participation in a democracy is the active expression of the values of all human beings.”
Black History 365 includes originally composed music by Grammy-nominated producer Dr. Kevin “Khao” Cates, who has worked with notables such as Jay-Z, the late Nipsey Hustle, and Ludacris. This snippet of video is from a webcast about the project.
Dr. Walter Milton, Jr., remembers the shame he felt back in elementary school when his teacher announced to the class that they were going to learn about Black history and then started with slavery. He said he wanted to hide under the table. But later when he returned home that night, he also remembers the impact his parents had on his spirit when they explained that African Americans are descendants of ancient kings and queens. Dr. Milton and his partner, Dr. Joel Freeman, want other children to have that same impactful, eye-opening experience about Black history and that’s why they created the Black History 365 education curriculum.
“We want to give the students this whole experience about the Moors, the hunting, fishing, gathering, agriculture, all these different aspects how the civilizations began throughout ancient Africa,” said Dr. Freeman, who has included his personal photo collection of artifacts from Africa in the curriculum. “So, there’s images from the collection, where I’ve had people of African descent say, ‘Wow, I almost feel like I’m in that picture. I see my ancestors. I see myself there.’”
Both Milton and Freeman have strong educational and professional bonafides to take on a mission of bringing Black history to life in an innovative and technological way that will capture the heart and spirit of a new generation. Milton served as a school superintendent for twelve years in the states of New York, Michigan, and Illinois, and he taught at several universities across the United States. He’s also published several books addressing issues related to Black parents, schools, and education. Freeman served as player development mentor and character coach for the Washington Bullets/Wizards For 20 NBA seasons. He has also worked with the Association of International Schools for Africa (AISA), traveling extensively throughout the continent of Africa and conducting a number of training events for educators, government, and business leaders. Genuine documents and artifacts from Dr. Freeman’s personal collection have been showcased in exhibitions at the United Nations, White House, and Clinton Presidential Library.
“I met Joel when I was a superintendent back in Springfield, Illinois,” said Milton, adding that a friend of his insisted that he’d have a lot to talk about with the historian, who he called a “brother, but not a brother.” Milton was perplexed. “He’s a white guy? I said, okay, a white guy with Black history. No problem. So Joel and I met each other and the rest is history. He was one of the first persons that I called to start this project,” said Milton.
A Peek Inside Black History 365
When you first see the Black History 365 history curriculum book, it looks like any other textbook. But take a peek inside and that’s where the ordinary becomes extraordinary. The artifacts from Dr. Freeman’s collection are sprinkled throughout the beautifully designed schoolbook, which begins with a chapter on Ancient Africa and ends with George Floyd. Students can scan QR codes with their smart phones that lead to originally composed music by Grammy-nominated producer Dr. Kevin “Khao” Cates, who has worked with notables such as Jay-Z, the late Nipsey Hustle, and Ludacris. Cates has a doctorate in education and through his own educational program called Bridging Da Gap, he has produced more than 600 songs for K-12 grade levels. The music is meant to engage listeners, but the QR codes also link to relevant people and places related to the subject matter. The eBook version of the book will have music and videos embedded right in it, no WIFI needed. An app is in development, too, as a way to integrate current events.
“Everyone around the country who downloads the app will get a spritz of information every morning. And then it creates this technological ecosystem where a teacher can start a class with that,” said Dr. Freeman. “Hey guys, what did you think about what you saw this morning…at the dinner table…in the grocery store? Whatever it might be, it can be sparked with these conversations.”
That said, the opportunity to bring in conversations is already a staple in the book. The “Elephant Experience” is a sidebar area to the core content of the text. It represents an opportunity to talk about hot topics that are often not so easy to discuss. In other words, the “elephant in the room.” The co-founders wanted to provide a resource that would invite students, educators, parents, and anyone else who engages with the material to become critical thinkers, compassionate listeners, fact-based and respectful communicators, and action-oriented people with solutions.
“One of the things we wanted to do with this elephant experience is deal with topics like three fifths of the human being and reparations. What about tearing down statues? And are we in a post-racial society since we had a Black president for two terms? Did Africans sell Africans into slavery? Topics that people butt heads about or talk past each other or just unfriend each other on Facebook,” said Dr. Freeman.
The Black History 365 project has expanded beyond the talents of Dr. Milton, Dr. Freeman, and Dr. Cates. The team now includes 30 additional expert educators, trainers, and instructors. Eager readers will have to wait until August to receive the curriculum, but you can pre-order it for $175 at BlackHistory365education.com.
Bob Kendrick, President of the Negro Leagues Baseball Museum in Kansas City, MO, had big plans for celebrating the 100th anniversary of the founding of baseball’s Negro Leagues. He was the driving force behind an effort that would have had all 30 major league teams, for the first time, participate in a salute to the Negro Leagues in an unprecedented show of solidarity. The “Tip Your Cap” campaign originally was tied to the celebrations with teams, players, and fans in those 30 stadiums that, at some point during the game, would tip their cap in honor of the Negro leagues.
“In baseball, there’s nothing more honorable you can do than a simple tip of the cap,” said Kendrick.
Then COVID-19 put the baseball season on hold.
Kendrick was desperate to find a way to salvage the centennial celebration. That’s when he thought of a virtual Tip Your Cap campaign. A few friends who liked the idea agreed to help him. It took them two weeks to pull together the monthlong campaign, which runs from June 29 through July 23. The campaign was a hit right off the bat. Outside of the fact that it’s a warm-hearted, positive activity amid chaos, people can easily participate by submitting a photo or video of themselves tipping their cap in honor of the Negro Leagues and email it to [email protected] or post a tribute on social media with the hashtag #tipyourcap2020. Presidents Barack Obama, George W. Bush, Bill Clinton, and Jimmy Carter have all recorded video tributes, as well as civil rights hero Rachel Robinson, baseball legend Hank Aaron, Derek Jeter, Reggie Jackson, Michael Jordan, Magic Johnson, Billie Jean King, Tony Bennett, and Bob Costas, and many more. NASA Astronaut Christopher Cassidy even joined in the online celebrations from the International Space Station.
Negro Leagues Baseball Museum Celebrates 30 Years
But the centennial isn’t the only celebration happening this year for the Negro Leagues. The Negro Leagues Baseball Museum is the only one of its kind nationwide and celebrating 30 years in 2020. When it opened in 1990, no one gave it a chance.
“Here at historic 18th and Vine, there was nothing. It was like a lot of urban communities. It had died. It had been left abandoned,” said Kendrick. “Everybody thought we were crazy. But basically, it was the infinite wisdom of my dear friend, the late great, John Buck O’Neil, who said, ‘This is where we will build this museum. This is where the origins of the Negro Leagues took root. And we will build this museum here. And in doing so, we will help resurrect what was once this very proud, prominent community.'”
O’Neil was right. The museum has changed the landscape of the community. The same thing that the Negro Baseball league did for urban communities across the countries, the NLBM has done for Kansas City.
“It was never self-serving. It was always about the greater good. And that’s something to appreciate,” said Kendrick.
The innocence of the question did nothing to prevent me from being flabbergasted. As I stared into the almost cartoon-sized blue eyes of this 4-year-old boy, compassion filled my heart. I simply smiled and replied, “Why yes, of course!”
He nodded in understanding and continued playing with the toys that had previously occupied his attention. As I sat there watching his imagination create a world only he would understand, I wondered if this moment would be as memorable for him as I was sure it would be for me.
There’s a temptation to somehow prove my humanity, to validate my existence; especially because I live in a society that labels me a minority. The definition of “minority” is “a racial, ethnic, religious, or social subdivision of a society that is subordinate to the dominant group in political, financial, or social power without regard to the size of these groups.”
My nation, my homeland, defines me as a racial subordinate to the dominant group. It’s a label that follows me every time I check “Black/African-American” on any document. It’s a label that follows me any time I walk into a room and I’m the only one there who looks like me. I have a pre-disposition to believe that I am less than because it is what I’ve been told since I was born. It’s even printed on my birth certificate.
In indignation, I wear my hair natural. I comb through hundreds of photos on Instagram that have the “#BlackGirlMagic” marker. I recite Maya Angelou’s “Phenomenal Woman” at any given opportunity. I go out of my way to compliment any black woman I meet.
I vote knowing what it cost my ancestors to grant me this right. I fight to prove that no quantifiable data could box me in and keep me from living the life I want to live.
It’s funny, all of that effort did nothing to quiet the comparison or stop the Caucasian woman from accosting me and my little cousins. It did nothing to abate the voice in my head that hurls insults every time I’m in front of a mirror. The only thing that has proven strong enough to rectify my identity is the Word of God.
I am black. I am a woman. I am southern. I am a millennial. I can come up with lots of ways to identify myself. I can make a list of a thousand superlatives. However, anything I fathom about who I am does not compare to who I am in Christ.
Society has a lot to say about who we are. In fact, we have a lot to say, ourselves, about who we are, and a lot of times we are better than anyone at putting ourselves down. Is it possible that when we say “yes” to Jesus, when we surrender our lives to Him, in doing so, we subject our idea of identity to Him as well? Identity then becomes more than a list of quantifiers.
If the Word of God created the world and all we see, how much more powerful then would it be to believe His words about us? We are children of the Most High God. We are His handiwork. In the same way He created the earth, He fashioned us together in our mothers’ womb. We are fearfully and wonderfully made. We, the children of God, are His royal priesthood. We are the head and not the tail. We have every spiritual blessing made available to us through Christ. We are chosen.
We aren’t beautiful because of, or in spite of, being black. We are beautiful because we were created by Beauty Himself. My skin color becomes more than a sign of my socio-economic status; it is part of the hand-picked design as imagined by my Creator. We aren’t worthy because our society calls us worthy, but because Jesus thought us worthy enough to die for.
Our choice is this: To live subjected to societal labels or to allow this new identity to supersede what we once believed. My faith then doesn’t just inform my identity. It becomes the lens through which I’m even able to see who I really am. It doesn’t stop there.
When we are able to see ourselves through this lens, we are empowered, nay obligated, to see others the same way. It transforms a “me against the world” ideology into an understanding that it is “us under God.” The need for validation becomes obsolete and pure confidence flourishes as the love of Christ permeates the entirety of our beings.
