The Prison Problem

    When we were all under a "stay at home order" in March-May, the pandemic was taking a seat next to the anger and disgust over the death of George Floyd. His death led to a greater conversation about police brutality and the incarceration rate in America. The United States has a staggering incarceration rate when compared to other NATO countries, as seen in the picture above. Not only is the statistic staggering but those who are over represented in the system is alarming, as well. In the readings and films we were assigned this past week, this is the issue that researchers seek to answer.

  

    The documentary "13th" on Netflix has resurged in popularity despite being released in 2016. I watched this documentary in April as it was being shared as an anti-racist and informational resource for those wanting to know more. This documentary argues that America's incarceration rate has continued to increase at alarming rates over the last few decades and over-representing Black Americans in its population. Similar to the effect of COVID on people of color, when crises arises in this country, these are the populations that get the brunt of it because of lack of resources and historic segregated policies. As Daarel Burnette II states in his article, COVID disproportionately affects more than the health of people of color. The cuts that are being made to education because of the significant economic collapse are almost all made in urban, low-income areas where there is mostly students of color (Black, Latinx, etc.). This issue, like many others, ties back to structural racism, redlining, and pushing people of color into an area and stripping it of resources.

    

    Despite only making up 13% of the overall American population, Black Americans account for over a third of those incarcerated. "13th" delves into the history behind the purpose and foundation of the police and how it works to target Americans in low-income areas where people of color have been forced into through redlining and other segregated policies of the past. The cases they discuss, such as Emmett Till, are startling to hear but necessary when thinking of future change. The documentary brings up the point that the 13th Amendment that bans slavery has an interesting caveat. Forced labor, such as slavery, is illegal unless the person commits a crime (think of community service and free labor prisoners are to perform). This is interesting when we consider which races are put in prison more often. These conversations about race and prison are not new and we should not have the mentality that this is coming out of no where. This is a fight that has been around much longer than white Americans think or want to admit.

    I could connect "13th" to the TED Talk that Alice Goffman presented in 2015. In her TED Talk, she discusses that in America we funnel kids through two main institutions: college and prison. Those who live in more fortunate areas will go to college and those who live in poverty will have more run-ins with the police, less resources for recovery, and end up in prison. By putting more law enforcement in this area, naturally there is going to be more crime and children will be exposed to situations they cannot get out of (court fees, court dates, etc.). Much like in 13th, this is a big reason for the large number of incarcerated Black Americans. It is not that children in these wealthier areas are not doing the same things as those in the cities (for example, the playground fight she describes that leads to a Black child's arrest) but that they have a much less chance of being stopped and given serious punishment for it. Goffman states that this country needs to stop "seeing young Black people as the enemy" and "prioritize recovery" rather than "handcuffs".

    In the search for answers and effective policy, "Law and Order in School and Society..." by Janelle Scott et. al., presents local and state-wide changes that should be made to correct this over-incarceration of people of color and increase meaningful resources that allow people to recover and move forward. A major theme of these changes was the collaboration of law enforcement and social services. This is something that is seen being advocated for recently after the death of George Floyd. The idea that there are people who are trained to deescalate these situations and avoid unnecessary deaths. This article, also, asks to "redirect funds spent on resource officers to things shown to improve student engagement and social connectivity" (more guidance counselors, etc.). This goes along with the "defund the police" movement going on right now. That we should be moving funds around to provide resources rather than punishment. To go off of Goffman's TED Talk, resource officers in urban schools creates the environment of hostility and militarization. This type of environment focuses on punishment and discipline rather than positive behavior intervention systems to change behavior.

    Goffman makes a powerful call to young people at the end of her TED Talk. She asks them to become the "leaders in the reform" of criminal justice policies that focus on justice. Young people are the ones that continually seek inclusive change despite the deep rooted history working against them. As stated, these conversation are not new and popping out of no where. These are issues that continuously come to the forefront at every crises because nothing is being done to protect our most vulnerable. I hope, this time, America listens and works for the change it needs.

The Consistent Health Crises of Marginalized People (Asych. 9/16)

  

  Over the last few days I have had the chance to engage with a film and several texts that dive deeper into the issue of the constant health crisis marginalized people face in America. This is a topic that has come to the forefront time and time again but seems to be amplified with the COVID-19 pandemic. 

    The film "In Sickness and in Wealth" from Unnatural Causes argues that how healthy a person is and their life expectancy can be determined just by looking at their social economic status (SES), race, education, and home ownership (among other factors). The film frequently points out that the United States is one of the richest countries and yet we still live "shorter and sicker lives" than those of comparable countries. We are frequently increasing spending on medical care but the services and the quality of them are not equitable across the country. This film talks about the "social gradient". How people who are wealthier live longer lives than those who are living in poverty. The stress caused by lacking the control of a stable job and home has been scientifically proven to increase cortisol (a stress hormone) which, in excess amounts, can cause hypertension, diabetes, heart disease, high blood pressure, etc. All of which are disproportionately affecting people of color. When watching this film I thought of the article we read last week, "Why COVID-19 is Hitting Black Women So Hard" by Treva Lindsey. While all of these health conditions affect people of color at a higher rate, Black women are at the ultimate disadvantage. They are more likely to go in for symptoms but be ignored or turned away. They are, also, less likely to get a hospital bed or ventilator. Black women tend to work in high-risk jobs such as nursing and care taking, and jobs they are not able to do while at home so they are at risk of getting sick and then not given the health care they need or deserve.

    In the article "When Blackness is a Pre-Existing Condition", Kimberle Williams Crenshaw brings attention to the fact that this dis-proportionality that the "In Sickness and in Wealth" spoke of is not new. She states that people of color had to "fend for themselves long before COVID". She goes on to say that Black communities have an infection rate that is three times larger than White communities and they are six times as likely to pass away from the virus. People of color have been consistently ignored when it comes to policies and practices that would create healthier living environments. The aid that is sent out is never equally distributed and those who are suffering stay suffering, those who were already at the top stay at the top. We see this trend at every crisis.

    As someone who grew up in a predominantly white town and now works in a predominately Latinx city, I have seen these inequities and injustices up close. The town I grew up in in Connecticut has had very little COVID cases and has had weeks at a time without a new case. The city I work in now is considered a "hot spot" in Rhode Island and has free testing in the city to encourage testing and make it accessible for those who do not have vehicles. The families of my students tend to work high-risk jobs that may not always protect them appropriately, such as cleaning personnel, nurses, caretakers, etc. and live in multi-generational homes. The families in my hometown are mostly living in single-family homes and have more opportunities to work from home. I connect this experience to the article "Think About Racial Disparities..." because it argues that children who grow up in difficult conditions (poverty, racism, etc.) are more vulnerable to a virus such as COVID. In this case, the city I work in has a higher infection rate which greatly impacts my students and their families, whereas in my hometown the rate is lower and less looming. This type of residential segregation leaves children in urban areas exposed to "pollutants in the environment, with less nutritious food, with less access to high quality healthcare, and higher rates of unequal treatment in healthcare". Resources are constantly taken away from these communities and continue to perpetuate racist ideals.

My Manifesto

I am a teacher who stands up for the injustices against students of color, who is in favor of closing the

gap between communities, who is a supporter of equal education against all odds, and who is a

defender of those whose voice is constantly ignored against those who are more "powerful". I am a

teacher who favors the permanent struggle against a stagnant system and against keeping people where

they are. I am a teacher who rejects silence, because it is responsible for oppression. I am a teacher full

of hope, in spite of the past. I am a teacher who refuses give up. I am a teacher proud of my students

(past, present, and future). If I do not struggle for equity, then I will no longer be an educator.

About Me

Hello Everyone! 

My name is Carly Oguschewitz and I am a third grade teacher at the Segue Institute for Learning in Central Falls, RI. I am in the TESOL Master's program, constantly looking for ways to better my instruction and best reach my students. 

I am from a small town in Connecticut and I moved to Rhode Island to attend the University of Rhode Island in 2013. I graduated URI in 2017 with a degree in Elementary Education and Biology. Right after college I was hired as a Teaching Partner in Woonsocket where I met some amazing educators and students. In 2018 I was hired as a middle school science teacher at Segue and this is what I taught from 2018-2020. This fall I will be making the jump to third grade at Segue and I am so excited to see what the year brings! 

Like most teachers who are working full-time and going to school, I do not have a ton of free time but when I have a minute to myself I love to read and spend time with family and friends. I enjoy watching true crime documentaries (Investigation Discovery is on all time in my house!). I am a big New England Patriots fan and will miss not going to games this year! I have two cats, Kerry and Chuck, that I like to spend time with, as well as a hairless guinea pig, Wally. Wally is my class pet from when I taught science and I am hoping to bring him into the classroom later this year.

.        I am looking forward to another semester at Rhode Island College!