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Review Of We Want To Do More Than Survive By Dr. Bettina Love

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Double Dawgs Project: Second Report of We Want to do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

Dr. Bettina Love continues to reveal ways in which the education system as a whole places focus and emphasis on the wrong areas, resulting in Black and Brown students being forced to “comply” to the systematic structure of the educational system (Love, 2019, p. 70). She goes on to describe how “dark folx’ humanity is dependent on how much they disobey and fight for justice” describing how it “can sometimes be a losing battle” (Love, 2019, pp. 70-71). In this way, Love uses the analogy of a battle to represent the continual and past struggles that Brown and Black students are subjected to which attempts …show more content…

Bettina Love supports her thesis that the education system is broken and unsupportive of dark children through history. The reason we learn history is to learn from the mistakes and successes of others; Dr. Love points out that the negative aspects of American history are still prevalent today. After the Civil War, former slaves worked as sharecroppers for plantation owners in hopes of repaying debt. The debt was impossible to pay, and the plantation owners continued to put the former slaves to work without fair pay. Love analogizes the situation to the broken education system, saying that, “black students are sharecroppers, never able to make up the cost or close the gap because they are learning in a state of perpetual debt with no relief in sight” ((Love, 2019, p. 92). If this analogy is not enough to show that dark children are not supported by the education system, Love shares her personal history with her …show more content…

However, according to Love, this is being overlooked and an emphasis is being placed on character education. Character education has “no formal evaluation of their success rates,” yet it was “bought by public schools everywhere on the belief that their growing student bodies of dark and poor students lacked good character” (Love, 2019, p. 69-70). Character education does not embody abolitionist teaching like true civics education does. On the outside looking in, character education could appear harmless; most people agree that all children need good, well-rounded personality traits. However, when looking at character education through an abolitionist teaching lens, it is clear that it is “anti-Black and it has replaced civics education in our schools” (Love, 2019, p. 70). This is because students of color are no longer being taught how to be active citizens and how to participate in democracy. According to Love, they now learn “how to comply and recite affirmations about their grit” (Love, 2019, p. 70). Character education teaches students how to survive and not thrive, which feeds into the educational survival

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