by Matt Crye | Sep 18, 2012 | Feature, Headline News |
SCENES FROM THE CHICAGO STRIKE: For seven days, Chicago teachers went on strike for a fair contract as well as better learning conditions in the city’s most under-resourced schools. (Photo by Jen-Morales Crye)
When I moved to Chicago from Onalaska, Wisconsin, to begin my teaching career, I chose to move into the Westside neighborhood where I taught. I figured it just made sense to be part of the same community as my students. Soon I realized that being part of a community isn’t just a one-sided choice. I was humbled and blessed to see that the families of my students chose to welcome me into their community. With that acceptance came a new responsibility to learn about and represent our mutual needs.
As a math teacher and member of the Chicago Teachers Union for the past eight years, I’ve learned a lot from my neighbors about what they want from their schools. Consistently, parents wanted schools that provided quality learning opportunities, stable places for their children to grow, and challenging and supportive environments that prompted academic, social, and moral development. The community wanted and needed schools that encourage the ripening of all the potential stored inside each of their children.
Unfortunately, I saw a system of schools that focused on students and their teachers only as statistics. Priorities have focused more and more on raising test scores at the expense of the growth of our children. The system has ignored so many of the needs of our students and when we attempt to meet some of these needs, we are chastised for not focusing on academics. My colleagues and I feel isolated by this system. Imagine how our students and their families feel!
Standing Up to Authorities and Powers
Every day, I try to remember the source of my hope. In Colossians 1, Paul writes of Jesus Christ: “By him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or rulers or authorities — all things were created through him and for him.” Later Paul writes that Jesus reconciles all things to himself “whether on earth or in heaven, making peace by the blood of his cross.”
TAKING IT TO THE STREET: Over the past week, Chicago teachers marched in support of the city’s first teachers’ strike in 25 years. (Photo by Matt Crye)
As a follower of Jesus, I know that he is the ultimate hope we have for the reconciliation of all things in heaven and on earth. Jesus Christ cares about systems like the Chicago Public Schools and wants to reconcile them back to himself — to bring them back into their proper role as systems that empower and improve our communities.
I now live with the responsibility to be an agent of reconciliation in my role as a public school teacher. In Chicago, I believe the public schools are a part of a system of power, run by the mayor and the school board, that is unjust. It hurts our kids and their families. When the rulers decide to give the taxes collected from our communities to corporations so they can remodel their bathrooms, something is wrong.
This system needs reconciliation back to the priorities of families and students. And now as a member of it, my duty is to stand up and fight on behalf of the voices of my community. My community wants their kids to be given the same resources and opportunities as those from wealthier zip codes.
Learning from My Students’ Lives
As I stood on the picket line joined by parents and students, I realized more and more that our fight for a fair contract really is about fighting for better schools for our students.
A few years ago, I had the unique opportunity to co-teach an enrichment class exploring hip-hop and social-emotional health as part of our school’s service learning initiative. Though I had many of the same students in my math class, I saw the students and they saw me in new ways.
My students shared many struggles, including harassment from police, anxieties about body image, fear of crossing into other neighborhoods for fear of encounters with gangs, and trying to develop their own identity as teenagers. I’ll never forget the day we studied research about the power of forgiving those who’ve hurt us. As everyone wrote letters of forgiveness to someone who had hurt them, some that couldn’t even be delivered, I sat with one student and we cried together as she struggled to forgive her absent father for just one layer of the harm he had done to her and her family. That letter became a poem that she now performs throughout Chicago with power and confidence. Seeing her bravery and pain, never again could I measure my success as a teacher simply by a student’s performance on a test. Schools must be so much more than that! For me, I see this struggle as part of Christ’s reconciliation of this system back to himself.
As teachers we want fair compensation for our work, but we also want working conditions that create good learning conditions for our students. I want class sizes that allow me to be effective and give each student the attention they deserve. I want wraparound services, like counselors and social workers, to serve the holistic needs of my students. I want equitable resources for all Chicago students so that all have the same opportunities to learn and become successful citizens. I want schools where parents and families have a say in what happens in their school — not just some politician Downtown, or in Springfield, or Washington.
Our students were created in the image of God and they deserve a lot better than what they’ve gotten from this broken system.
The Struggle Continues
Though the Union voted to end the strike today, our fight for better schools continues. As I write this, I look ahead to struggles at my own school. Even after we officially settle the details of the contract and head back to the classroom, we face the threat of a school takeover that began before the strike. Less than a week before our students came for their first day of class, the system removed our principal without warning and without offering a reason. Our new interim principal was introduced to us that same day, even while they changed the locks on all the office doors.
MORE THAN A MONEY MATTER: From the beginning, the Chicago Teachers Union has maintained that their work stoppage goes beyond matters of wages to include issues of job security, teacher evaluation, and school conditions. (Photo by Jen Morales-Crye)
On the first day of classes, students and teachers showed up to school to find three Advanced Placement (AP) classes had been canceled and that their schedules would be different from what they were originally told. Since then, office staff and our English department have been fired; teachers and students have been reassigned into remedial classes without curriculum; several classes have been taught by substitutes because of the holes created in the schedule; and we continue to fight the effects of this destabilization every day.
On the third day of classes, almost the entire student body participated in a sit-in demanding reinstatement of their AP classes. At a full community forum and several Local School Council meetings, parents have demanded answers for these actions, but have heard almost nothing. Now, a group of parents have written a petition and are collecting signatures demanding the reinstatement of our principal and a return to August 6th, the day before all the destabilization occurred.
But despite these obstacles, I know there is hope. As a result of pressure from students, parents, and the Union, our English teachers have been reinstated and the return of the AP classes has been promised. These victories embolden us to still push for the complete restoration of our school.
The battle for better schools, shaped by the voices of our community, continues. And I am honored to take part in this struggle alongside parents, students, and my fellow teachers.
by Jeremy Del Rio | Sep 7, 2012 | Feature, Headline News |
SCHOOL REFORMER: Harlem Children’s Zone founder Geoffrey Canada believes under-resourced communities, where the odds are stacked against kids, must be changed to give their young people the same shot at success as kids in more privileged communities. (Photo: Tom Fitzsimmons/Center for Public Leadership/Wikipedia)
“There are many places in our nation that we have allowed to become areas of hopelessness,” said educator and activist Geoffrey Canada last month at the Willow Creek Global Leadership Summit. “Despair rules and young people who grow up there have no way of knowing right from wrong.”
Canada, the founder and CEO of the Harlem Children’s Zone, told Willow Creek ministry leader Nancy Beach that youth become “contaminated” with negative values and principles that must be counteracted. It’s a message he’s been proclaiming in New York and now around the nation for more than twenty years.
Perhaps you’ve seen Canada discussing education on television. He was prominently featured in the controversial 2010 documentary Waiting for Superman, which took a hard look at the tenuous condition of American public education. These days when any serious conversation about public schools turns toward the topic of real solutions, it’s difficult not to reference Canada’s name and work.
In inner cities where overcoming the odds is the only way for children to achieve success, Canada contends that the odds need to be changed. This conviction, coupled with a waiting list for the after-school and summer youth programs Canada directed through the mid-1990s, convinced him to scrap a model social services organization in favor of what The New York Times Magazine calls “one of the biggest social experiments of our time.”
As we begin a new school year, and our nation’s system of public education continues to falter, it’s worth taking a look at Geoffrey Canada’s efforts as a case study on what might be possible if we’re willing to work hard, think innovatively, and put our children first.
The Great Experiment
Founded in 1997 as a corporate reorganization of the Harlem-based Rheedlen Centers, which ran various after-school, violence-prevention, and summer youth programs for 500 children with a $3 million annual budget, Harlem Children’s Zone has embraced a mission to prove that poor children, especially poor black children, can succeed in big numbers. Success means good reading scores, grades, and graduation rates for average students, not just the smartest or most motivated or the ones with involved parents.
The catalyst for Canada’s changed approach was a perpetual waiting list at Rheedlen. Canada became dissatisfied that no matter how many children his centers served, their services merely treated symptoms of far deeper social ills for hundreds of children while thousands went unattended every day.
He was also frustrated with an “apartheid” type of school district where kids living below 96th Street were super achievers and kids above 96th Street chronically underperformed. Grappling with the disparity, he wondered whether it’s even possible to transform the system so that success might become the norm for Harlem too.
INVESTING IN LIVES: Canada (left) works with students in a Harlem Children’s Zone classroom. “We can’t afford to lose another generation,” he says.
Fueled by the belief that individual children will do better if the children around them are doing better, Canada set out to prove that success can indeed become normalized. Unapologetically, HCZ is a social experiment designed to amass evidence that demonstrates how to equalize the playing field so that poor children perform on the same level as middle-class children. Canada foresees a day when, “This isn’t an abstract conversation anymore. If you want poor children to do as well as middle-class children,” to become “typical Americans” who can compete for jobs, “we now know how to do it.”
According to the Times Magazine, “If [Canada is] right, the services he will provide will cost about $1,400 a year per student, on top of existing public-school funds. The country will finally know what the real price tag is for poor children to succeed.”
In 2005, U.S. News & World Report described Canada as having “the street walk and Harvard talk.” That combination generates enough credibility to be given a legitimate shot at making his experiment work.
Holistic Programming, Tightly Networked
Geoffrey Canada’s political philosophy is both liberal and conservative, meaning he believes the economy systematically disfavors poor people no matter how hard they work, but he also believes poor parents need to raise their children better. His solution is a holistic approach that invests in traditional services such as public schools, day care, and after-school programs to remedy structural inequities, while also teaching parenting and life skills to enhance personal responsibility.
None of the Zone’s programs, by themselves, is unique. What is unique is how they create an interlocking web of services designed to nurture poor children in a particular neighborhood from birth through college. The Cleveland Plain Dealer describes HCZ’s distinctive this way: “The Zone is a network of tightly connected initiatives. … What sets them apart is the unifying vision Canada has imposed, creating a single, womb-through-college cocoon for thousands of poor kids … and fierce determination to achieve measurable outcomes.”
Each individual initiative fits into an expansive strategy that meets different needs differently. There’s no one right, cookie-cutter formulation for what every individual child needs. Instead, HCZ offers a panoply of services, including:
• Harlem Gems, a computer-based, pre-kindergarten program teaching Hooked on Phonics
• Employment and Technology Center
• TRUCE after-school program for teens
• Family Support Center and foster care alternatives
• Baby College co-ed class for pregnant parents
• Promise Academy charter school
All of HCZ’s programs are geographically located within a 100-block area of Central Harlem, a neighborhood characterized by a poverty rate of nearly 50 percent and foster-care placement rates among the highest in New York City. The 10,000 children living within this community Canada describes as “my kids,” and his goal for them is “fairness … just give my kids a fair shot.” Once they have completed college, “they’re as equal as anybody else, and they’ll be able to fend for themselves.”
Four Pillars
Harlem Children’s Zone rests its various program initiatives on four pillars.
1. Rebuild the community from within by developing indigenous leaders who already live in the neighborhood. “Mostly we found that to change a block, you had to get between 10 and 20 percent of the people engaged.” Hope spreads and negative elements move elsewhere.
2. Start early and never stop. Provide services from before birth through prenatal parenting classes and continuing through the completion of college. “Our theory is you never let the kids get behind in the first place.”
3. Think and plan big. Overwhelm the negative with positive influences. Make success and hard work normative.
4. Evaluate relentlessly. HCZ holds 1,300 full and part-time employees accountable to predetermined results. “If you took a salary to deliver an outcome and you didn’t deliver the outcome, you can’t stay here in the organization.” All programs have ten-year business plans with goals, targets, and timetables.
Measurable Results
Canada asks no less than 15 years from stakeholders to demonstrate that HCZ’s approach actually works, calling quick fixes to entrenched social problems “pipe dreams.” In exchange, he promises a rigorous reporting and evaluation methodology to track progress and identify program weaknesses.
His management style runs the non-profit like a business and treats philanthropists like venture capitalists. The HCZ business plan focuses on business-oriented ideas like “market-penetration targets” and “new information technology applications” and a “performance-tracking system.”
The Zone regards clients as “customers” and outreach as “marketing.” Administrative staffers wear suits; every meeting starts on time; and reports, budgets, and evaluations flow constantly.
HCZ focuses its energies and resources on what it can control — namely excellent supportive services for children — and not issues beyond their control such as adult marriages and underemployment. Then it recruits relentlessly to register its target market — the most “at-risk” youths in the neighborhood — through door knocking, fliers, sign-ups, raffles, prizes, and give-a-ways (even “bribes”); and promises to deliver excellent results. For example, HCZ called its first charter school Promise Academy because, “We are making a promise to all of our parents. If your child is in our school, we will guarantee that child succeeds. There will be no excuses. … If you work with us as parents, we are going to do everything — and I mean everything — to see that your child gets a good education.”
HCZ’s educational philosophy emphasizes both testing and accountability. They work within the existing public school system while simultaneously opting-out by starting two charter schools. HCZ’s charter schools operate a longer school day, from 8 a.m. – 4 p.m., with supplementary after-school programs until 6 p.m.; and their academic years extend into July. HCZ has met resistance from the Teachers Union because, even though charter school teachers get paid more than union teachers, they work longer hours, a full 12 months a year, and without the possibility of tenure.
The Zone supplements its own service offerings by partnering with parents, residents, teachers, and other community stakeholders to create a safe, nurturing environment that extends beyond its programs. By collaborating with churches, parks, local businesses, and schools, HCZ advocates for education reform, economic development, and crime reductions while proactively rebuilding the neighborhood.
The Challenge of Fatherlessness
The issue of fatherlessness is deeply personal for Canada, both as a central subplot in his own “against the odds” story and as a driving factor in the culture the Zone seeks to overcome. Canada tackles the subject specifically in one of his books, Reaching up for Manhood: Transforming the Lives of Boys in America (Beacon Press 1998).
Raised in the South Bronx by a single mom with four children, Canada’s father left when Canada was only 4. His mother supported them through a combination of odd jobs, welfare, and food donations. He found solace, and trouble, in the streets as a teenager — drinking, smoking pot, and resolving conflicts with his fists. But mom’s work ethic rubbed off, as he secured a factory job after school and ultimately earned a scholarship to attend Bowdoin College, where he majored in psychology and sociology. He then went on to earn a master’s in education from Harvard.
Canada speaks with conviction about the need to “father the fatherless” in part due to his own experience, but also because of the degree to which the absence of fathers has ravaged his community. “It is so much more dangerous for boys today because there aren’t any role models around for them. There’s some 15-year-old telling a 12-year-old what it means to be a man, and these children are really growing up under so much stress.”
Compounding matters is a cultural environment that “preaches anarchy.” Despite a rich tradition within the African American community of music that “always tried to lead us to the light … [and] get us through the tough times,” the current generation of hip-hop stars espouse “a message that is leading us to destruction. The message is, ‘Go out and do things that will destroy you, that will get you locked up in jail, that will ruin your life, that will ruin your relationships, that will estrange you from your kids.’ That’s what this music is preaching. And we’ve never had any music like that in our history before. … The street isn’t driving the music anymore. The music is driving the street.”
The two-fold solution, Canada contends, begins by reconnecting young boys to men in meaningful, long-term relationships that he calls, “loving men and not just mentors.” Mentors are needed, “but mentors do not replace a responsible adult who loves you, who disciplines you, who’s there when you’re afraid at night, who’s there to really talk to you about school and work. That’s what young boys need, and we have to figure out a way to get uncles and cousins and other folks re-involved with these young people for long periods of time so these boys have role models on what it means to be a man.”
For kids who lack a father’s love, these “re-involved” adults must “not only give them the good, solid, love, and support they need, but the tough love that says to them that you’re going to be held responsible, but I’m going to help you, I’m going to hold your hand; I’m going to make sure that when you are crying, there’s someone wiping those tears out of your eyes, picking you up and saying you can do it, try again.”
Only then will boys get messages contradicting pop and street culture values about sex, alcohol, tobacco, clothing, sneakers, and other “stuff that means absolutely nothing when we really look at what it means to be a caring, responsible father, a real responsible adult in today’s society.” What really matters are values like working hard, saving money, and investing in education. There are no “quick and easy” shortcuts, just hard work over a long time modeled for boys by grown men who are willing to take them by the hand and live life together.
The second piece of the strategy is teaching boys necessary skills to care and nurture children as fathers. Canada argues that if a dad is uninvolved in a child’s first three months, meaning not directly supporting, interacting, and bonding with the child, then that father is able to leave without feeling like his abandonment of the child is a big deal. But a boy who hasn’t had a fathering role model lacks basic skills for bonding with children. Worse, they have to overcome street culture biases by insisting that poor boys and girls refrain from exploitative sexual relationships, and redefining manhood to include nurturing as well as providing. To this end, HCZ’s Baby College intentionally works with both pregnant mothers and fathers.
Challenges to Replication
VISION CASTING: Canada during his interview at the Willow Creek Global Leadership Summit in August.
Over the years, many groups and individuals have studied Geoffrey Canada’s work with the intention of duplicating it in their own cities. But Canada identifies three main challenges to replicating the Harlem Children’s Zone model in other communities. The first, and most fundamental, is finding the right leadership. An appropriate leader is someone whom the community and donors are going to hold accountable while giving that person the authority to hold others accountable. “This won’t work with a collaborative of equal partners.”
Second, groups and individuals must have the discipline and resolve to stay true to the four pillars, including: empowering indigenous leadership to own the transformation process; embracing large and scalable strategies; adopting a long-term, comprehensive, birth through college service commitment; and evaluating and improving performance constantly.
Finally, group leaders must mobilize and sustain the commitment of staff, volunteers, community stakeholders, funders, and residents.
Staying the Course
Back at Willow Creek, Nancy Beach engaged Canada in a wide-ranging conversation on faith and leadership that offers additional insight into his way of thinking and the things that have made him successful.
“I grew up in the ’60s and lost faith in the church because the church wasn’t making a difference in the world around me,” he said. But his grandmother taught him a profound lesson. “She told me, ‘It’s easy to have faith when everything is going great, but the real test of faith is when you’re faced with something where only your faith will keep you believing in God.’”
It’s evident that Canada has taken his grandmother’s words to heart as he goes about the work of transforming education in America. “I’ve never lost this sense that we can test it, but in the end if you have faith, it will pull you through anything.”
Sources
+ Harlem Children’s Zone website: www.hcz.org
+ Sam Fulwood III, Bob Paynter and Sandra Livingston, “Central Harlem program combines leadership, commitment to rebuild a community,” Cleveland Plain Dealer (Dec. 13, 2007)
+ Chester Higgins, Jr., “Vision,” New York Times (June 7, 2006)
+ Anderson Cooper, “Stop Snitching,” 60 Minutes (April 22, 2007)
+ Deborah A. Pines, “America’s Best Leaders: Thriving in the Zone,” US News & World Report (Oct. 31, 2005)
+ Paul Tough, “The Harlem Project,” New York Times Magazine (June 20, 2004)
+ Transcript, “Moving Toward Manhood,” The News Hour with Jim Lehrer (Jan. 20, 1998)
+ Felicia Lee, “Being a Man and a Father Is Being There,” New York Times (June 18, 1995)
by Christine A. Scheller | Aug 21, 2012 | Feature, Headline News |
Opening night of the Republican National Convention at the Tampa Bay Times Forum will be a multi-cultural affair. Not only is ex-Democratic Congressman and former Obama supporter Artur Davis speaking, but so are South Carolina Governor Nikki Haley and first lady of Puerto Rico, Luce’ Vela Fortuno. Mike Huckabee and Ann Romney are also on the agenda and the Rev. Samuel Rodriguez will offer the benediction.
If you can’t be there, don’t worry, because the Republicans have organized their grand party as a “convention without walls.” Monday night’s theme will be “We Can Do Better,” Republican National Committee Chairman Reince Priebus announced August 20. “Americans know we can do better than joblessness, poverty and debt,” said Priebus. “This convention will present our vision for a brighter, better future and it will lay out an optimistic, achievable plan to make it happen.” Given what seems like an obvious attempt to put a multi-racial face on the mostly White party, we’re wondering what Republicans will offer voters of color on the issues that matter to them most. Here are a few possibilities:
The Economy
In the seven swing states of Nevada, Florida, Colorado, Wisconsin, Ohio, Virginia and Iowa, “jobless rates all rose or were flat in July,” Reuters reported. “A majority of Americans view the economy as the most important issue facing the country, according to a recent Reuters/Ipsos poll.” Check out our interview with Romney’s senior communications adviser Tara Wall for what she says her boss will do to address these economic concerns.
Healthcare Reform
With Romney’s choice of Wisconsin Congressman Paul Ryan as his running mate, Ryan’s “signature legislative proposal, the Path to Prosperity, has been widely criticized for its reduction of taxes for corporations and wealthy Americans — while deeply cutting social welfare programs,” The Root reported. “The Paul Ryan budget effectively destroys Medicare by turning it into a voucher program; slashes funding to Medicaid, which serves single mothers, children and the poor; and privatizes Social Security, leaving the elderly without a safety net.” And yet, conservative columnist David Brooks says it’s better than the Democratic alternative.
Education and Voting Rights
The NAACP and the National Education Association “are teaming up to register, educate and activate hundreds of thousands of voters ahead of the 2012 elections,” the NAACP announced August 20. “In the last two years, more states have passed more laws pushing more voters out of the ballot box than at any time since the rise of Jim Crow,” said NAACP President Benjamin Jealous. “The extremists behind these laws know that the right to vote is the gateway to protecting so many of the other rights we care about, including the right to quality public schools for the next generation.” Will Republicans address these charges?
Immigration
“The Obama administration’s [brand new] Deferred Action for Childhood Arrivals could expand the rights of more than 1 million young illegal immigrants by giving them work permits, though they would not obtain legal residency here or a path to citizenship,” Politico reported. “Republican critics accuse President Barack Obama of drafting the plan to boost his political standing with Latinos ahead of November’s vote and say the program favors illegal immigrants over unemployed American citizens during dismal economic times,” the article said. But do voters care?
Abortion and Same Sex Marriage
“Relatively few black Americans and Hispanic Americans believe that cultural issues such as abortion (17% and 30%) and same-sex marriage (18% and 26%) are critical issues facing the country,” the Public Religion Research Institute reported in July. Does the media make more of culture-war issues than voters do?
Gun Control
“Black Protestants favor stricter gun control even more strongly than Catholics, according to a 2011 ABC News/Washington Post poll, with 71 percent saying they want tougher gun laws,” Religion News Service reported after recent shootings at a Colorado movie theater and a Sikh house of worship in Wisconsin. Will politicians pay attention to everyday urban violence concerns when the news media doesn’t?
What Does It Mean?
The Republicans have their work cut out for them. A Pew Research Center Poll conducted in late July found that only 4 percent of Blacks and 26 percent of Hispanics would have voted for Governor Romney if the election was held on the day the poll was conducted.
What do you think?
What issues to you want to hear the Republicans talk about next week?
by Wil LaVeist | Aug 14, 2012 | Feature, Headline News |
MISSION ACCOMPLISHED: Engineers at NASA’s Jet Propulsion Laboratory in Pasadena, California, celebrate the Aug. 6 landing of NASA’s Curiosity rover on the planet Mars. (Photo: NASA)
On August 6, when the Mars rover Curiosity managed a text-book landing on the red planet, I was as thrilled and enthralled as anyone else who watched the tension in that NASA control room transform into unrestrained joy once the engineers realized that their project was a success. For me, though, watching the jubilation in that room was also bittersweet. As an American I felt the pride and amazement of this great accomplishment in space, but as an African American I was stung by the lack of black faces celebrating in the NASA control room.
According to the National Center for Education Statistics, the number of graduates with STEM (science, technology, engineering, mathematics) degrees has been declining nationwide, but it’s particularly alarming for blacks. African Americans represent 12 percent of the U.S. population, but 2009 received only “7 percent of all STEM bachelor’s degrees, 4 percent of master’s degrees, and 2 percent of PhDs.” Education, of course, goes hand in hand with our economic wellbeing. With black unemployment twice as high as that of whites, pursuing STEM careers is an opportunity that could dramatically improve black life for generations to come.
The black church should use its influence to awaken parents and encourage young people to pursue STEM education. In addition to the economic benefit, STEM fields are about the study of God’s creations — the universe, the Earth, and all life forms. Emphasizing STEM in this context at church and the community could channel the natural curiosities of young people in a positive direction. It could help them to see and experience God not as some elusive being beyond the clouds but as a deeper, loving ever-present Spirit who is concerned about their everyday lives.
WELL DONE: On Aug. 13, President Obama made a special phone call to congratulate NASA’s Curiosity Mars rover team. (Photo: Pete Souza/Official White House Photo)
If a kid in the ’hood or the ’burbs can master the physics required to consistently shoot a rubber sphere into a 10-foot-high cylinder or mix and sync the sonic wavelengths of hip-hop beats to precision, they also can achieve in math and science classes. STEM is at the root.
As a youth growing up in the late 1970s, my curiosity in God was actually stirred more by watching reruns of the original Star Trek than sitting in wooden pews enduring long, dry, abstract sermons. Star Trek offered many lessons about how science could be used to help solve human problems and lead us to a better understanding and relationship with Jesus Christ. Star Trek also depicted blacks as intelligent leaders rather than the buffoons I often saw on other TV shows. (As an aside, some years ago I met Nichelle Nichols, who played the original Lieutenant Uhura, at an event in Phoenix, Arizona. I told her that as a youth I was in love with her because she tucked me in bed most nights as I fell asleep after watching Star Trek. She laughed and gave me a big hug.)
One of my favorite Star Trek episodes was “The Ultimate Computer.” Dr. Richard Daystrom, a black man (actor William Marshall), developed the M5 Multitronic Unit, a computer designed to run a 430-crew starship with just 20 crewmembers. The M5 was to replace a commander, such as Captain James T. Kirk. Humans would no longer die at war but could channel their intellect and spirit toward higher pursuits.
M5 thought like a human because Daystrom had implanted M5 with his own human neural engrams. It was tested under a war games scenario, while Kirk sat at the helm observing. After performing flawlessly, M5 hit a glitch and ended up blasting other starships, killing crew members. Daystrom experienced a mental breakdown while trying to talk M5 out of committing more murders. Eventually Kirk reasoned with M5 by appealing to its (Daystrom’s) sense of guilt. M5 tells Kirk, “Murder is contrary to the laws of man and God,” and concludes that it must die for its sins. Even the computer understood God’s authority and submitted.
The outcome was unfortunate for Daystrom, but this 1968 episode revealed something extremely inspiring about the overall Star Trek series: Daystrom, a genius, was responsible for the design of ALL of the starship computers throughout the entire fleet. Imagine that — a black man!
The black imprint in space travel is not science fiction. From Benjamin Baneker, the first African American astronomer, to Guion “Guy” Bluford, the first black man in space, to Mae Jemison, the first black woman in space, African Americans have a long and strong legacy. And though it may not have been visually present in that jubilant NASA control room, it was there: NASA’s current leader, Charles Frank “Charlie” Bolden, Jr., is African American.
Editor’s Note: For more information on ways of encouraging student participation in science, technology, engineering, and mathematics programs, check out this report, “Increasing the Number of STEM Graduates,” from the Business-Higher Education Forum.
by Amanda Edwards | Aug 8, 2012 | Feature |
LITERACY MISSION: With his tour across the nation, Acts of Love founder William E. Hall hopes to improve the lives of urban kids one book at a time. (Photo by Amanda Edwards)
How do you measure the impact of an act of kindness? Is it by the words that are spoken or perhaps by the response that you elicit? Or is it something subtler?
For William E. Hall, pastor and founder of Acts of Love, the measure of his organization’s effectiveness comes by counting the number of smiles he sees each time he hands out books to children.
Based on the mantra “Extending a Hand and a Heart to the Next Generation,” Acts of Love is a community-based, non-profit campaign founded with the goal of collecting and distributing 1 million books to marginalized and underprivileged youth. “Our ultimate hope is to improve the reading and comprehension skills of students across the nation,” said Hall.
Birthed four years ago on DePaul University’s Chicago campus, Acts of Love is an outgrowth of Hall’s civic outreach organization, Communigize. Along with several of his closest friends, Hall launched Communigize as a community program centered on educating, mentoring, and inspiring urban youngsters.
Hall was born and raised in the Chatham neighborhood on Chicago’s South Side. He grew up like any normal teenager, having fun and exploring the city and all that it had to offer. But he discovered early on how random acts of kindness can transform a person’s life.
“For me, it was always about how can we make lives better, for real and that’s no cliché,” he said. “As a kid, I saw so many examples of that right next door. My grandma and grandpa would wave or talk to strangers walking down the street and make their day.”
Hall added that his grandfather was especially interested in encouraging young people. “He just lived to see young people walk by, and encourage them by giving them pencils and raisins, and little cookies for afterschool treats.”
He carried those ordinary examples of kindness with him as he grew into adulthood. Now as a youth pastor, one can see how those principles have helped shape his ministry.
WORDS OF LIFE: At urban schools around the nation, Hall shares with young students about the importance of reading, learning, and making good choices in life. Here he meets with students at a Chicago grade school.
At DePaul, Hall always had those principles in mind as he pursued his studies as an economics major. While on campus, he was instrumental in starting several student organizations that shared that focus. Groups like Soul Food and Communigize were organizations designed to positively impact students’ hearts through the Word of God.
But Hall quickly realized that by only working with kids while in classroom settings, his outreach was limited. He remembered a specific field trip where he and his friends took several students to Navy Pier.
“As a youth pastor, we used to bring young people up and would allow them to run around on campus. We would just mentor them and expose them to places they probably wouldn’t see. When driving past [Chicago’s] Navy Pier, one of the kids in the car did not know what it was, and looked at the big Ferris wheel and was like, ‘What’s that?’ And that’s when I knew how important it is to really love young people and to really help them.”
Over the course of the next four years, he would yearn to do more. Hall realized that although he had touched the lives of numerous young people, God had placed a greater mission field in mind that would extend far beyond his reach with Communigize and the city of Chicago.
He completed his bachelor’s in 2007, and then went on to further his studies at McCormick Theological Seminary, where he received his master of divinity degree in 2011. It was during his years in school that he says God inspired him to take the message of love and inspiration across the country.
“I told my friends, let’s do this. Let’s organize and begin to look at ways we can strategically build something to help young people,” Hall said. And that’s how Acts of Love was born.
“[We are] living out what’s required of us as Christian people created by God, and that is to love others,” he said. “When we do a kind act, that’s really saying to someone I’m giving you the joy and happiness that comes from God, abounding love.”
This summer, Hall and his team of volunteers hope to inspire 700 or more adults to join the “Love Young People Tour” in going door to door, visiting some of the nation’s poorest communities in cities like Chicago, Gary, Detroit, Miami, and Washington D.C., and handing out 7,000 or more books to elementary, middle, and high school-aged students.
THE POWER OF BOOKS: Hall loves counting the smiles that come as he and his volunteers hand out books to young people. After getting their books, these young students in Columbus, Ohio, were eager to start reading.
Hall says he wants to make love tangible, and wants young people to “fall in love with knowledge” and the wisdom that can be discovered on the written page. He believes that when a difference is made in a young person’s life, the world can be changed. That’s why he and his staff of volunteers have partnered with Chicago aldermen Pat Dowell and Roderick Sawyer in hopes of counteracting literacy rates in the Windy City. And he hopes to duplicate this in other communities around the nation.
He added, “We never know how the seeds of knowledge that these kids find in books or just in the art of reading will impact them 10 or 15 years from now.”
In addition to the ambitious goal of collecting a million books, Hall also plans to join with other community partners to provide new books for urban libraries, build 50 reading rooms centered on growth and development, and supply 50 urban schools with a comprehensive extracurricular reading curriculum to aid them in improving student reading skills.
With more than 6,000 books already collected and nearly 500 people that have already pledged their support, Hall and his team are seeking additional supporters willing to make the commitment of sowing a seed of knowledge into the lives of the next generation.
“I want people to understand the power of love, and the need to love young people,” he said. “That’s what I was created for. We want a million people to make that commitment; to take that pledge, participate, and pass the word.”
If you would like to partner with the Acts of Love campaign or the Love Young People Tour 2012, please visit the www.millionactsoflove.org for more information.
