Brian Simmons
Harvard
Professor of Education, Pedro Noguera, returned to his graduate
alma mater to discuss his comparative
research on race relations, democracy, and education in Trinidad
and Compton, California. Professor Noguera spoke of his interest
in understanding how race relations operate in political
contexts with almost exclusively non-white protagonists,
and how schools are and might be used to advance greater
democratic participation in those communities. Ultimately,
he argued that although there are significant social, political,
cultural and economic differences between Trinidad and Compton,
the need for individuals and political leaders to better
cooperate with their multiracial constituencies is critical
for the long-term survival of both. He believes that schools
might provide the site for some of this collaboration.
 |
Pedro
Noguera |
Professor
Noguera described the socio-political history of post-colonial
Trinidad and the significant changes to its polity that have
recently transpired. The majority of the country's population
is Afro-Trinidadian and, since 1962, they have controlled
both the elected and bureaucratic arms of government through
their institutionalized political party, the PNM. Conversely,
Indian-Trinidadians (descendants of forced migrants from
East India) have been in the racial and political minority.
This has led to conflicts over resources that have largely
been won by the Afro-Trinidadian population, but have fostered
inter-racial resentment. With the recent victory of the Indian-led
UNC Party, the heads of state are now Indian-Trinidadians,
while the civil servants and other bureaucrats continue to
be Afro-Trinidadians. An intensification of racial animosity
has ensued, since the UNC officials hold office but are left
virtually powerless to effect systemic reform. Also, and
almost more importantly, there is now a struggle over the
nation's cultural identity and the symbols, language, and
customs that represent the national character.
The
critical observation that Professor Noguera made regarding
this new political environment is that the political leaders,
in concert with a media bent on sensationalizing inter-racial
violence in Trinidad, have used racial antagonisms to fuel
their own interests -- not to better unify the disparate
racial communities.
Within
this contentious political context, Professor Noguera conducted
interviews in the small southern city of Princesstown, Trinidad.
He found that religion, social engagements, and inter-racial
relationships are bridging gaps between racial groups by
forging ties of common interest, culture, and family. According
to Noguera, racial antagonisms are not nearly as ubiquitous
as portrayals by the media and politicians indicate. There
is a general sense of separation among the groups, more than
a widespread hatred of one another. Additionally, he spent
a two-week period in a Seventh Day Adventist school in the
area and discovered that the schools mediate and counter
conflict through their curricular and pedagogical programs.
Professor
Noguera then compared racial conflicts and resolution opportunities
in Trinidadian schools to the situation of the multiracial
city of Compton, CA. Despite having a different economic
climate and racial composition than Trinidad, Compton has
a comparable political reality. It is a city that has traditionally
been dominated demographically and politically by African
Americans. Currently, however, African Americans have become
a racial minority to Latinos, who now make up 60 percent
of the city's population. African Americans still hold political
power and the ultimate spoils of that power -- control of
most nursing and other blue collar jobs in Martin Luther
King Medical Center, the largest employer in a city with
scarce economic opportunities. Interracial animosity has
resulted between African Americans and Latinos. As in Trinidad,
Compton's city officials play on racial antagonisms and use
them to maintain their hold on power.
Professor
Noguera is studying if and how the schools in Compton are
addressing interracial conflicts. He conducted initial field
research and has been relatively disappointed by the lack
of effort the administration and staffs of Compton schools
put into addressing these issues. He has not yet found substantial
evidence that the schools are bridging racial divides in
Compton, but he is somewhat optimistic, given his initial
findings in Trinidad.
Professor
Noguera engaged the audience in a lively question and answer
session that included a discussion of current issues in Trinidad;
the rationale behind his comparative methodology; and the
long-term challenges to integration in both Compton and Trinidad.
Ultimately, the event was a fascinating look into two divergent,
yet comparable societies, and an exciting engagement with
one of the preeminent U.S. scholars of race and schooling.
