"Caste"-ing Call

My eldest was one of the kids who took the citywide gifted and talented test meant to bring equity to the city’s gifted and talented programs. Despite scoring well on the test, my son has been denied a seat in any gifted and talented programs.

It began a several months ago when my wife and I were pleasantly surprised by a letter from the DOE informing us that our son qualified for a seat at NEST+m. Several weeks later a message left on our answering machine by a DOE representative stated that his acceptance was a mistake and that a new letter with our choice of schools would be sent to us.

We received the second letter, completed the accompanying form as instructed, and sent it to the DOE with the expectation that our son would be accepted into our second choice of school. This was not the case.

Instead we received a third letter from the DOE stating our son would not be allowed entry into any gifted and talented programs. A number was provided for us to call with questions. I have called twice. No one has returned my calls.

I have never been a fan of gifted and talented programs (GATE or TAG depending where in the country you are). I feel they create an atmosphere of privilege when schools should be creating an atmosphere of equity and community. In the spirit of multiple intelligences, all students have their strengths and weaknesses.  Schools should provided situations for the refining of student strengths and the improvement of student weaknesses.

Currently, what exists is a caste system where poor performing students and students with special needs are so stigmatized they have no hope of achievement. They are “untouchable” (Dalit). The Kayastha being those who test well or excel at sports (especially on the high school level). Average students form the faceless members of the Vaishyas and Shudras.

Having my eldest take the gifted and talented test does not mean I have changed my opinion of GATE programs. Instead, it should mean I have the results of an assessment tool to help my son grow academically. It should mean that my son has more options in finding an appropriate educational setting. It currently does not mean either. I do not have an explanation of the test scores and I do not have a choice of schools despite my son scoring well above the required points for admission.

While not a fan of GATE programs, I am no less upset by their rejection of my son. He scored above the required points. He has earned his place in a GATE program. and yet he is denied entry. As criticism focuses on the discrepancy between Black and White students, there is a whole spectrum of students whose needs are ignored. Among them Asian students, who despite stereotypes, also need academic assistance.

A report from the Asian American Legal Defense Fund (AALDF) cites the negative impact of No Child Left Behind (NCLB) on Asian students. As an Asian parent and educator, such investigations into educational issues in the Asian community are too few and far between. Like those poor performing students, Asian students are stigmatized with no hope of achievement. The successful few have been stereotyped and used to overshadow the needs of the many.

Muse ‘em, See ‘em, But Don’t Touch ‘em

Inspired by the great experience we had at the Cai Guo exhibit at the Guggenheim a few months back, my wife and I did not think twice about bringing the boys when we were invited to a tour of the American Folk Art Museum.

It could have been the sophomore jinx. The Folk Art Museum was the second museum we have taken the boys to. It could have been the day. We were late and missed the start of the tour. It could have been the situation. When we went to the Cai Guo exhibit, it was the only thing we were doing that day. Our trip to the Folk Art Museum came at the end of one series of errands and activities and the start of another. Or it could have been the exhibit. The Cai Guo exhibit was three dimensional and interactive. The Darger exhibit was much more traditional; pictures on walls and Don’t Touch signs. Cai Guo had a yak skin raft on an artificial river. That’s hard to beat!

I did not even consider taking the boys to the exhibit but was convinced after reading Trey Ellis post about it. However, the Cai Guo exhibit was a misleading art museum experience in that it offered more than just a single way of experiencing the sense of sight. It mixed it up by offering video content and sculpture installations that the viewer walked through, changing the perspectives and frames of mind the viewer adopted to understand the various pieces in the exhibit. From what I’ve experienced this normally doesn’t happen outside of children’s museums.

Another thing that normally doesn’t happen outside of children’s museum is the placement of 2-D pieces at eye level for children. Most of the 2-D elements of the Cai Guo exhibit were physically accessible by both adults and children. While they may not have been hung at eye level for children, I don’t remember having to carry my eldest as often as I did through the Darger exhibit.

I enjoyed both exhibits. Cai Guo because of the installations and interactive expects. Darger because I was reminded of William S. Burroughs and Kathy Acker. Both like Darger held high regard for what I interpret as “childhood innocence” and the creation of a  mythic “child rebellion.” Burroughs envisioned his apocalyptic world filled with boy-avengers and Ackers’ Janey speaks childlike about sexual and violent extremes.

Which brings me to the topic of appropriateness. I don’t know that the themes of the Darger exhibit are appropriate for children which is ironic because the writings and drawings are rooted in childhood. It is even more ironic because all children hit a period in their cognitive and emotional development where their willingness to envelop the world gentle hugs is cast into doubt or lost entirely. Perhaps the juxtaposition of child mind in adult living is what makes the work of Darger, Burroughs, and Acker so engaging to me.

My wife and I will not be discouraged, however. We are sticking by our plans to take the boys to the Murakami exhibit at the Brooklyn Museum. We feel it is important to expose the boys to a “museum situation.” A situation that requires the individual to utilize discipline and self-control, interacting with the exhibits only through the single sense of sight.