The Gritty Beauty of ‘24 Davids’

Five years ago, I agreed to speak on camera with Canadian filmmaker Céline Baril when I was in Montreal. It wasn’t entirely clear to me what the film was about except, loosely stated, the state of the world. I of course gave my overview of the commons. The film was released in 2017 in Canada, but it didn’t seem to be generally available otherwise, even on DVD. To my great pleasure, I recently discovered that Baril’s film, 24 Davids, has been picked up by Amazon Prime Video streaming.

I recommend the film, and not just because of my cameo role. It’s a compelling meditation on life with a deep emotional undertow -- a provocation to reflect on the hopes, anxieties, and realities of the world today as seen through the eyes of twenty-four people named David (or “Davide” or other variants) on three continents. I’m pleased to be among these other Davids, even if our shared first name is the mono-gender contrivance by which we’re connected. (Ah, but what was Baril’s methodology in choosing us?)

The trailer gives a nice sense of the tone and scope of the film.

Through personal stories, interviews and vignettes, the viewer catches a glimpse into how each is trying to improve the world in his own way, or trying to make sense of what’s going on. There is David Vargas, for example, who installs rainwater harvest systems in Mexico City to help people deal with persistent shortages of water. Working with residents, he has installed some 1,800 systems that let 10,000 people live off of rainwater for half the year.  

David Lida, a professor in Mexico concerned with inequality and the precariat, talks with a vegetable vendor in a city market who works 15-hour days and considers himself lucky, relative to the factory job he might otherwise have.

To give some larger cosmic perspective, we hear from David Marsh, a British scientist whose principal interest is theoretical cosmology. Interspliced with the other interviews, Marsh  talks about the mysteries of dark matter, which holds the universe together, and about the vast sweep of time and the evolution of the universe. We also hear from a David who is a slam dancer, and one who is a recycler, and another who is a champion for a basic income. 

This film is not just a series of boring talking heads, however. It’s an immersion into the gritty, colorful realities that all these Davids live and work within. We see the dusty, impoverished rural lanes with barking dogs where David Vargas is installing a water system. A woman says, “We have nothing. The government doesn’t provide anything. They’re just taking care of themselves.” We visit the empty early morning streets of the city, where a blind person with a white can shuffles along and the street sweeper cleans up trash. 

In other words, the film conveys the gritty desolation and beauty of everyday life as curated by Céline Baril. She artfully blends the eclectic voices and feelings in a way that is strangely moving and entirely coherent. As the film’s promotional blurb describes it, 24 Davids is “a melting pot of heady thoughts and politics in a refreshingly freewheeling cinematic format, probing the mysteries of the universe and the challenges of living together.”

 

the youth vote in Super Tuesday

CIRCLE has released detailed information on youth voting in South Carolina and Super Tuesday.

I’m seeing a lot of commentary on disappointing youth turnout, some of it leading with Bernie Sanders’ remark, “Have we been as successful as I would hope in bringing in young people in? And the answer is ‘no.'”

Your assessment will depend on expectations. Youth turnout increased in most states:

It didn’t increase enough for Sanders, who won the youth vote by margins as large as 47 points in Tennessee but didn’t experience a tsunami of youth voting.

I am also seeing suggestions that turnout of all ages set records–for example, in South Carolina. But that state’s population is growing by 1.3% per year, so the narrow increase in the number of votes cast since 2008 actually represents a significant decline in participation.

CIRCLE is working on comparative graphs for past elections, but their recent 2020 graph certainly reminds me of one they released somewhat later in the 2016 cycle. Biden now is about where Clinton was then.

It hardly needs to be said that if Biden is the nominee, he will have to engage youth better than Clinton did four years ago. Ideological positioning, rhetoric, and the candidate are not the only factors. The Clinton campaign did a poor job of nuts-and-bolts outreach to youth, and the Biden campaign should invest more. That means investing in diverse young people to do the organizing, not bombarding youth with messages.

Florida June Workshop: Guidelines for Teaching About the Holocaust and Introduction to IWitness

FHM teaching trunk

Hello friends! If you teach in Florida, you know that the state is pushing hard to improve Holocaust education in every district. As such, getting some quality professional development on this necessary and important topic might be something to consider. If you are in north Florida (or all over the state really), the Panhandle Area Education Consortium will be offering an excellent workshop this coming June 11th.

WHAT: Guidelines for Teaching About the Holocaust and Introduction to IWitness

WHEN: Thursday, June 11, 2020

TIME: 9:00 AM – 3:00 PM Central

WHERE: PAEC, Chipley

REGISTRATION DEADLINE: May 15, 2020

STIPEND: $100

 A stipend of $100 is available for participation; however, participants will be required to submit Washington District Schools vendor paperwork by Friday, May 22, 2020. This will allow us time to process the paperwork and get purchase orders for stipends into place in a timely manner.

The workshop, presented by Kelsey Jagneaux, Museum Outreach Educator for The Florida Holocaust Museum, will be divided into two segments. Both segments are to ensure teachers have content knowledge and high-quality resources to effectively meet the Florida Holocaust Education Mandate in their classrooms.

Segment One – Guidelines for Teaching about the Holocaust and Using the FHMs Teaching Trunks in the Classroom for Middle and High School
An introductory session on best practices for teaching about the Holocaust at a middle and high school level followed by an in depth look at a few of The FHMs Teaching Trunks to supplement middle and high school Holocaust curriculum. In the session we will cover guidelines for teaching about the Holocaust, key events and themes that are necessary to establish historical context for continues study, and resources for teachers and students to aid in lesson building and research.

Segment Two – Introduction to IWitness: Teaching through Audiovisual Testimony of Local Holocaust Survivors
Workshop participants will learn how to use the IWitness educational platform in order to incorporate video testimony into their curriculum and help students enhance their listening, writing, speaking, and reading skills.

IMPORTANT:
Please bring a laptop or other device. Participants will receive a $100 stipend for successful participation. Participants outside Washington County will be required to complete Washington County Schools vendor information (W-9 and Vendor Application) and submit it to Brenda Crouch no later than May 22, 2020. This is important, because a purchase order must be submitted for each teacher who will receive a stipend.

Register at – http://my.paec.org/epdc

register

 

3rd Annual Teaching Black History Conference in Kansas City, Missouri

Black History

Are you a K-12 social studies educator looking for some quality professional development this summer? Consider attending the 3rd Annual Teaching Black History Conference, held in Kansas City, Missouri this July 24th and 25th. This year’s conference will be held at Lincoln Middle School which is located at 2012 East 23rd Street, Kansas City, MO 64108 and will run from 8 am to 5 pm each day. From the Center’s director, the excellent Dr. LaGarrett King: 

This year’s conference theme is “Teaching Black Herstories” which seeks to engage and prepare teachers, at all levels, to teach about the contributions of Black women throughout World history. Black Herstories explores the distinct lived experiences and frameworks that deepen our understanding of the entanglements of race, class and gender and enrich our analysis of what it means to be human. Workshop presentations are informative and interactive, providing participants with teaching culturally relevant and sustaining strategies and resources to incorporate Black Herstories throughout the school year and across curriculum disciplines.

 This multi-day conference aims to bring together educators who seek transformative and engaging ways to teach Pk-12 Black history, not only through history classes but also through other humanities courses. The conference is teacher centered/friendly. This means that workshops are not too theoretical and teachers will leave the workshops with tangible strategies to incorporate in their classrooms that will (1) focus on content and pedagogy, (2) incorporate active learning, (3) support collaboration, (4) model instructional approaches, (5) provide teachers with materials/notes, and (6) leave space for reflection.

 This year, Dr. Kali Gross and Dr. Daina Berry will serve as our featured presenters. They are the authors of the new book, “A Black Women’s History of the United States.” We will have national organizations such as the African Diaspora Consortium presenting on the new African Diaspora Advance Placement Course as well as workshops from Teaching Tolerance, Zinn Education Group, Rethinking Schools, and Teaching for Change.

The cost to attend is $75. The Registration links is here.

This is an excellent opportunity to learn content and pedagogy that can only improve your skills and understanding as a teacher!

POLK COUNTY Civic Initiative Essay Contest

CL Esay

 

Friends in Polk County, we wanted to take a moment and share with you something that comes to us from our friends and colleagues at the American Center for Political Leadership. The Center’s executive director, former Congressman Dennis Ross, is launching an essay contest open to students in grades 9-12 (and this may expand into other grades next year!). High school students can win up to $1,500 in scholarship prize money with a winning essay.

“The first step to advancing civic engagement is to invite opportunities to get involved,” said ACPL executive director Dennis Ross. “This essay contest allows the next generation of leaders to express their reasoned opinions on the importance being involved in the political process and the need for civil discourse. This generation has the talent and the drive to make this nation better. This essay contest gives them the opportunity to get started.”

Open to high school students who reside in Polk County, the essay contest revolves around promoting civil discourse, civic engagement and civic renewal. Students may enter one essay by March 30, 2020, that answers the prompt, “Why is civic engagement and the need for civil discourse important in our current political climate?”

Ten finalists will be selected to advance to the second round of judging and present their essay to a panel of five judges. On April 30, 2020, three winners will be selected. The scholarship award for first place is $1,500, second place is $1,000 and third place is $500.

The contest will be judged by college professors and community leaders.

For more information and a full list of rules, visit the ACPL website. 

This is really a cool opportunity, and allows students to really share why civic engagement matters…and why we need to learn how to TALK with each other.

Martin Luther King as a philosopher

I am teaching a seminar on the political philosophy of Martin Luther King, Jr. The salient issues include race and racism, peace and violence, the nature of democracy, and the meaning of American history. At the same time, I am personally interested in what it means to treat King as a philosopher and to define philosophy to include what King does.

His words are meant to affect events in the world. Often he reflects on what has just happened. His written and spoken words belong to episodes (such as specific boycotts), campaigns (like Montgomery or Birmingham), and the Freedom Movement as a whole. These episodes and campaigns are expressions of ideas that King puts into words, as do his colleagues in the same movement.

King is often obviously strategic. To name just one example, he says that he “should indicate why” he has come to Birmingham. The answer he gives–he is the president of the Southern Christian Leadership Conference, which has a Birmingham chapter that asked him to come–is not in any respect false. But it is also far from the whole truth. King has good strategic reasons not to write, “We struggled in Albany, GA because the police chief there was savvy and media-friendly and avoided confrontation. His counterpart in Birmingham, Eugene ‘Bull’ Connor, is an overtly white supremacist bully who can be counted on to react violently, and we have rushed here just in time to confront him on national TV before his term in office ends.” This would be part of the truth but would not be smart strategy to say.

A more troubling example is the opening sentence of Stride to Freedom: “On December 1, 1955, an attractive Negro seamstress, Mrs. Rosa Parks, boarded the Cleveland Avenue Bus …” In these pages, King evades the fact that Rosa Parks was a deeply experienced and trained organizer whose main issue had been sexual violence against Black women, which (as he neglects to say) was relevant to the Montgomery Bus Boycott because White drivers harassed Black female passengers. But again, King is being strategic: picking his battles, reading his audience.

King is also prophetic, in a particular sense. The Hebrew prophets don’t have crystal balls and don’t pretend to make forecasts. They admonish their audiences to action. They are prophetic not in the sense of prediction but exhortation; they try to make things true. Thus, when King writes, “the goal of America is freedom,” that is not a description of a trend over time. It is an effort to make freedom become America’s goal. “Human progress never rolls in on wheels of inevitability; it comes through the tireless efforts of men willing to be co workers with God.”

A frequent interpretive question is whether we should take any given argument strictly on its face. For instance, King makes a quick but tight argument for natural law in the Letter from Birmingham Jail. To paraphrase: human beings have certain natural capacities to flourish; a law is just if it “uplifts” those capacities and unjust if it “degrades” them.

Does King believe in natural law? Or is this a strategic move in a letter to pastors? (I would say: both.) This exegetical question doesn’t really matter if you view King as a political leader, but it is important if you want to take him fully seriously as a theorist.

One view of philosophy is that it is all about truth and is carefully distinct from strategic discourse and prophesy (and religious faith). There is a sense in which King is less of a truth-teller than, say, James Baldwin in the same years. He is more likely to think about how a specific audience (including a morally unreliable white audience) will react to his words and tailors them accordingly to produce the results he wants. He is more likely to express ideas that he hopes will prevail in order to make them come true, even though he knows they have not ever yet been true.

On the other hand, all moral and political philosophy is writing (or speech) that aims to affect an audience. It always has outcomes, whether intended or not, and whether in the direction of change or stasis. Like King, Machiavelli and Hobbes wrote for explicit audiences and may have wanted to persuade other audiences implicitly. As Machiavelli addressed the Medici, so King writes a letter to white pastors that he knows will be read by many others.

King is, however, much more thoughtful than most modern professional philosophers are about the ethics of his speech-as-action. (To say that he is thoughtful does not mean he is always right, as the Rosa Parks example indicates). He must be more thoughtful because he bears a far heavier burden. As a leader of a movement of oppressed people, he doesn’t really have “freedom of speech.” He has a responsibility to use his speech effectively under severe constraints. And that makes his texts all the more complex as works of philosophy.

See also: syllabus of a course on Dr. Martin Luther King, Jr.; Martin Luther and Martin Luther King; notes on the metaphysics of Gandhi and King; some thoughts on natural law; “Another Time for Freedom? Lessons from the Civil Rights Era for Today’s Campuses,” against inevitability; and what is public philosophy?