A peanut-butter sandwich could be racist, according to Verenice Gutierrez, reports the Portland (Oregon) Tribune.
Last year, a teacher used peanut-butter sandwiches as an example in a lesson.
“What about Somali or Hispanic students, who might not eat sandwiches?” says Gutierrez, principal at Harvey Scott K-8 School, a diverse school of 500 students in Northeast Portland’s Cully neighborhood.
“Another way would be to say: ‘Americans eat peanut butter and jelly, do you have anything like that?’ Let them tell you. Maybe they eat torta. Or pita.”
And maybe this is incredibly patronizing.
Guitierrez, along with all of Portland Public Schools’ principals, will start the new school year off this week by drilling in on the language of “Courageous Conversations,” the district-wide equity training being implemented in every building in phases during the past few years.
Through intensive staff trainings, frequent staff meetings, classroom observations and other initiatives, the premise is that if educators can understand their own “white privilege,” then they can change their teaching practices to boost minority students’ performance.
Scott teachers met in the first week of school to read a news story and discuss its inherent “white privilege.” A few teachers had the courage to object to the school’s lunch-time drum class, which is open only to Hispanic and black boys. About 65 percent of students are black or Hispanic.
At least one parent has a problem with the the class, saying it amounts to “blatant discrimination and equity of women, Asians, whites and Native Americans.”
“This ‘club’ was approved by the administration, and any girls who complained were brushed off and it was not addressed,” the parent wrote anonymously.
“When white people do it, it is not a problem, but if it’s for kids of color, then it’s a problem?” responds Gutierrez. “That’s your white privilege, and your whiteness.”
When white people create an explicitly whites-only school class or club . . . ? Does that happen in schools?