Hypothetical #1:
The bathroom policy at your school is such that every time a student needs to use the restroom, you need to buzz the office and inform them of the child's gender and then wait for their approval. Often times, however, there are set periods of time when the bathroom is"locked" or "being cleaned." This particular morning, your seventh grade male student insists that it is an emergency that cannot wait. Although to your knowledge, this student does not have any written and documented medical notes on file that say his bladder problems supersedes any stipulated bathroom restrictions-the urgency in his tone of voice, his erratic movements, and strained facial expression all suggest that he is going to go all over himself in about a second. To no avail you once again buzz the office and clarify that it is an emergency to which a droning matter-of-fact voice responds, "I'm sorry, it's closed." Your student then verbalizes your most imminent fear, "It's coming out..."
All at once you want to tell him to move toward the garbage, or open up the back door, or at least get out of the classroom, anything but.......THAT. Now you have one ashamed 14 year old boy with his head held down, wet pants, a few puddles, and a classroom in hysterics....
Hypothetical #2:
Its the beginning of the year and as a first year teacher in an an alternative school for students who are classified especially for their behavior problems, you are exceedingly thankful for all and every behavior management/discipline support you can get. Well, maybe not every....
Your school is renovated and used to be used as an elementary school so it is small in both population and capacity. For this reason you think nothing of it when the security guard spends an excessive amount of time around your end of the hall or literally right outside your classroom. It works out great actually, whenever a student becomes aggressive or you sense that he/she will you don't even need to buzz the office and haphazardly write an office referral (while resuming instruction) before sending him off, you only need to open the door (if he's not already standing at the window) and instant, on site support is at your beckoning call. This is great until, one day after school you're cleaning up your room and there he is- standing, grinning. You smile politely and say hello, expecting only to exchange a few inconsequential words of common courtesy:
Security Guard: So how are you, hanging in there?
You: I am - it's challenging, but they say it only gets better. How about you?
Security Guard: Well, they're putting all kinds of pressure on me, but my main concern is you.
You: Oh....Thanks.
Security Guard: Are you married?
You: No.
Security Guard: So, have you found a man to take you out yet, since you've been here?
You: Well, I'm really busy with lesson planning all week and class all day on the weekend so I really don't have time to go out.
Security Guard: Will you have a drink with me one night after school or how about labor day weekend?
You: Uhh no, I'm sorry-I really don't go out, ever.
Forunately for you, he doesn't persist. Now however, when there's a behavior conflict at hand, you hesitate and think twice before asking for any outside support. At times, this is unbearable, but you truly want to evade this man at all costs. But what cost, exactly? Do you just let time pass and then continue to invoke his support as if nothing was said, confide in another teacher (at which point it will probably get to the principal), or directly report it to principal- knowing that sexual harassment charges are handled extremely seriously within the district and you don't at all consider his behavior to be serious or threatening.
Although the facts, statistics, and generalized conclusions that this presentation brings to light is of timeless importance and relevance- in actuality, it merely urges us to once again confront the ever present reality that not only Mississippians, but the general public has long conceded. While such an intention, to reintroduce an enduring social problem by way of an illuminated, executive summary with up to date statistics, analogies, and a re-phrased ‘call to action,’ is in no way unprecedented and hardly insightful.
That “Mississippi compares poorly to other states…in areas that are critical to human life defined by freedom, choice, and access to opportunity” is demoralizing, but not groundbreaking. Admittedly, as a current resident of Madison-Hinds, the county group with the “highest earnings of any county group in the state, the lowest percentage of adults without a high school diploma, and the highest percentage of college graduates (apart from education) it is easy for me to dismiss such blaring analogies such that, “Some groups in the state enjoy well-being levels similar to those in top-ranked Connecticut, while others experience levels of human development of the average American nearly a half century ago,” as data that is entirely disparate from the reality that I’ve come to know as Mississippi. Also, in regard to the revealed discrepancy in quality of life among “Whites and African Americans in income and health,” this too is completely inconsequential and even contrary to my personal reality as my African American co-workers live (seemingly) comfortably in beautiful homes and I sleep on an air-mattress, living paycheck to paycheck. Of course, the latter has nothing to do with race and everything to do with the transitional circumstances of a single, young adult who recently graduated college and is trying to establish a budget and pay back loans with a first year teacher’s salary of just under $30,000 a year.
While the AHDP is effectual in its attempt to"stimulate debate about political and human issues,” there are no recommendations, no policy guidelines, and no pointed suggestions as to accomplish their alleged intention of “empower[ing] people to hold elected officials accountable for progress on issues.”
