Author Archives: Woody

Violet Jiménez Sims: Thoughts on a Horrible Word

 Violet Jiménez Sims, recipient from 2008, writes about her experience at New Britain High School, where she teaches Spanish. Ms. Jimenez Sims earned bachelor’s and master’s degrees from the University of Connecticut and is a graduate of Connecticut’s Alternate Route to Certification. Posted January 20, 2012.

As I walk down the hall of an urban high school, I hear the N-word being thrown around more frequently than “please,” “thank you,” or even “hello.” Somehow I don’t cease to be amazed when even a white kid walks down the hall, passes one of the “cool” kids, and immediately tries to connect by exclaiming, “What up, my nigga!” I cringe at the sound of this foolishness. The African American students are not offended by this; after all, they are the first ones to run around using it as a show of affection.

This mental slavery that so many of our young people subject themselves to is an absolute disgrace to all the civil rights leaders who fought to eliminate injustice and the open degradation of people of color. The shackles are not physical, but yet their subliminal control is more powerful than a wrought iron ball and chain.

Supposedly, the N-word has changed in meaning. Many claim it is still used with both negative and so-called “positive” intention. The spelling change that is often claimed as significant is simply an ignorant cop-out. Have you even been in an urban environment? Urban vernacular commonly drops “er” endings without words losing their meaning: “motha” “fatha” “sista” “brotha.”

The word “nigger” was used by the “massa” to label slaves with an artificial ignorance that would justify why they traded them like cattle, and physically abused them in a way that would have PETA in an uproar if the same were done to a dog. It defines a lazy person with no self respect, no regard for family, ignorant, stupid, slow moving, who does not speak proper English. Even after so-called “freedom” and emancipation, the KKK used the term to identify those who would be hanged, castrated, or even burned alive.

Sadly, while most Americans can trace their lineage back for centuries and to their countries of origin, it is difficult for many African Americans to trace their lineage past a few generations. Family histories were lost due to the slave trade’s purposeful separation of parents from their children and siblings from each other. As a result, African Americans developed a more inclusive term, one that connects those who shared an unimaginable struggle, and was often heard in the uplifting discourse of civil rights leaders, “brother.”

So, why use what the oppressor developed rather than that of the people who sacrificed in unthinkable ways allowing us to have the opportunities and enjoy the freedoms we have today?

And if you think that history doesn’t apply to you because you’re Puerto Rican or Dominican, you are mistaken. Learn your history, because the slave trade on our precious islands began even before it did on the U.S. mainland, and its effects are still apparent today.

The change would be small, but its effects on camaraderie would be immense. Conveniently, brother and sister also happen to end in an “er” that is often replaced by an “a” in urban vernacular. So, all your favorite raps would still rhyme while you boost your morale by referring to each other with words that foster unity rather than ignorance. The invisible shackles must be broken and replaced by visible embraces. Instead of tripping each other we could actually hold each other up.

The N-word alone is not the problem. Inflated poverty rates, disproportionally low graduation rates, and unemployment rates are bigger problems.

But the frequent use and acceptance of the N-word by our own people is a daily reminder that, although we have overcome many things, many of us have lost sight of how far we have to go.

Saying this word and allowing others to say it is a sign that we have given up, or mistakenly believe the fight for equality is over.

Being there helps 1999 honoree bring Asian studies to life

Chi-Ann Lin has brought much more than book learning to her teaching of East Asian Studies at Staples High School in Westport.

Since joining the faculty in 2001, she has traveled extensively across Asia. She has been accepted into study programs that have taken her to Japan, South Korea, China, United Arab Emirates, Turkey and Indonesia. She has soaked up the history and culture of these countries, enriching her classes with knowledge that can be gained only by firsthand experience.

We honored Ms. Lin with an Alma Exley Scholarship in 1999. Since then, I have enjoyed hearing about her travels when we met at our annual receptions and meetings of the selection committee, on which she has served for several years.

But I thought this was a good time to call her and learn more about how her globetrotting has broadened her experience and enriched her classes.

When Ms. Lin began her career in the classroom, she asked to teach East Asian Studies. She thought this would enable her to delve more deeply into this important subject – and also to learn more about her own ethnic background.

Ms. Lin was raised in Alabama and Connecticut by parents who had come from China and Taiwan before meeting in New York City. She attended Newington High School and graduated with honors from the five-year program at the University of Connecticut in 2001.

After taking the position in Westport, she applied to the Fulbright Memorial Fund and was chosen for the program that took her to Japan in 2007 with 200 other American teachers. She spent three weeks in Tokyo and Himeji, learning about Japanese history, politics, education and culture. Returning home, she created a blog for her students. Her extensive photos and commentary stimulated lively discussions in her classroom.

“That’s when I got the travel bug,” she said, explaining that she continued to apply for foreign study programs. During the summer of 2008, Ms. Lin participated in a Yale PIER (Programs in International Educational Resources) Institute focusing on the Silk Road, a major, ancient trade route across China. After attending lectures at Yale, she visited western China and returned home via stops in Dubai, the United Arab Emirates, and Istanbul, Turkey.

The next summer she participated in a two-week Korean Studies Workshop based at Yonsei University in Seoul.

Finally, in the summer of 2010, she spent over a month in Indonesia with a Fulbright Hays Group Project Abroad. This enabled her to visit several islands of the archipelago, and stay at an Islamic boarding school.

“In Japan, I learned about the impact of Confucianism on the culture,” she said. “Traveling to western China and Indonesia opened my eyes to the presence of Islam in Asia.”

Experiences gained in her travels have inspired new ideas for her teaching and new perspectives on history and culture to share with her students.

“As an Asian American, I feel an obligation to offer my students an accurate and meaningful curriculum to help them learn about a region that is sometimes misunderstood,” she said.

“Each year, more Asian American students have enrolled in the East Asian Studies course,” she said. “They want to get a better understanding of their culture and history, and I believe that my travels have helped me to give them a more meaningful learning experience.”

Ms. Lin said that one of the most important lessons she has learned as a teacher is the importance of being a lifelong learner. She hopes to continue exploring the world and sharing her newfound knowledge with her students.

And she urges other teachers to take advantage of the kind of programs that have benefited her. “There are a lot of programs out there,” she said. “They can make a big difference in bringing a fresh approach to the classroom.” Her programs were fully funded by the sponsoring organizations, except for the Indonesia and Silk Road trips, for which she paid part of the cost.

Each of our Alma Exley Scholars is having an impact in a way that is unique to their individual interests and talents. I’m proud of all of them, and I’m glad this website gives me the opportunity to let you know what they are accomplishing in their diverse careers.

– Woody Exley

Posted September 8, 2011

2011 Alma Exley Scholars Honored

Congratulating Sheena Boyle, left, and Maria Rosario Melendez, center, are, from left, Khalil Graham, Chi-Ann Lin, Miguel Cardona and Violet Jiménez Sims.

Sheena Boyle of Waterbury and Maria Melendez of Bridgeport were honored as the Alma Exley Scholars for 2011 at a reception on Thursday, May 19, in the Noah Webster Library, West Hartford.

Educators and supporters of the program on hand to honor them included five previous recipients of Alma Exley memorial scholarships, Miguel Cardona, Khalil Graham, Violet Jiménez Sims and Chi-Ann Lin.

Dr. Cardona, guest speaker, focused on the role of teachers of color in inspiring all of their students.

Ms. Boyle graduated near the top of her class at Wilby High School and is a student in the five-year Integrated Bachelor’s and Master’s Program at the University of Connecticut. She has a double major in English literature and English secondary education.

Ms. Boyle is an outstanding student at UConn, where her name consistently appears on the Dean’s List. She also is a student worker at the Osher Lifelong Learning Institute. In connection with her studies in UConn’s Neag School of Education, she has served as peer mentor, a kindergarten tutor and a mentor in the Connecticut Collegiate Awareness and Preparation Program.

Other activities at UConn have included the cheerleading squad, the Teacher Education Student Association, and the Black Student Association. She has remained active in the Waterbury community by coaching the Waterbury Knights Cheerleading squad and volunteering for the NAACP, Grace Baptist Church, and Big Brothers/Big Sisters.

She expects to receive her bachelor’s degree in May 2011 and her master’s degree in May 2012, and plans to teach in an urban school system.

Ms. Melendez received her teaching credentials in the Connecticut Alternate Route to Certification (ARC). She has been teaching Spanish at Cesar A. Battala School in Bridgeport since September.

She earned a bachelor’s degree in special education from the University of Costa Rica in 1999. In San José, she was a elementary special education teacher, serving students with severe cerebral palsy and multiple disabilities. She was also a secondary special education teacher for deaf and mentally retarded students and those with learning or behavioral difficulties.

She immigrated to the United States in 2006 and served as a volunteer teacher and a special education teacher’s assistant at Read School, Bridgeport, before entering the ARC program.

She is proficient in Costa Rican Sign Language as well as American Sign Language. She has also completed the Nonviolent Crisis Intervention Training Program, which promotes early intervention and non-physical methods for preventing or managing disruptive behavior.

Posted May 20, 2011