The particular violence directed against gay teens in our schools raises the question as to the nature, prevalence and consequences of other forms of violence in shool culture. Teasing, harrassment and death threats map the range of violence that gay teens face in our school systems. Other forms of violence may well be similar to, yet also vary from, these all too familar hostilities. It is important to draw attention to these other forms and manifestations given that it's likely that such behavior has a deeper and more wide-ranging effect upon the experience of learning in the schools.
This is certainly not to say that the more overt and specific violence directed especially at gay teens does not have a deep and wide-ranging effect upon the teens immediately targeted. Obviously it does. The point is that any form of violence in a learning community will suppress the freedom of expression and inquiry that is a necessary condition of learning for all students.
In the case of Michael Mangus, the gay teen attending the North Tonawanda High School in North Tonawanda, N.Y., violence took the form of harrassment regarding his manner of dress and his mannerisms of personal self-expression. It also took the heinous form of overt threats to his life. Over a period of two years, such violence against Michael took a toll far beyond the fact of having to withdraw from school in order to feel safe. Non-attendance clearly affected his opportunity to learn. However even when in attendance, what is so blantantly overlooked is the toll taken by suppression of any subsequent attempts to express himself in the learning process once his very being is subjected to vilification and excommunication. If a student knows that his very self is deemed unacceptable how willing can he possibly be to enter into the vulnerable space of inquiry, doubt and dependency in order to seek knowledge and experience? Surely he would not be very willing to risk providing more opportunity for bullies to further snipe at his manner of being. Additionally however, when the bully, that is, the abrasive, aggessive and belligerent student, is given carte blanch to vent his anger, how many other students may hold back being fully self-expressed as individuals in fear that some distinguishing characteristics of their own person will draw fire and create suspicion that there may be something a little too "different" about them also. Moreover the violence that can prevent even information-gathering must surely put a strangle hold on the possbilities of inspiration, curiosity and interactive inquiry regarding feelings, values and issues of culture and society. Additionally is it not inevitable that exploration of real issues in terms of the experiences of the individuals whose lives embody those issues will inevitably be ruled out of bounds?
In my own teaching of philosophy at the college level, I have often wondered about the source and genesis of the reticence and self-censorship of innumerable students most of which have just completed high school. The fear, self-doubt, inhibition, lack of apparent curiosity, excuses for lack of participation, and rationalization of passivity, may all well be the sypmptoms of a variegated history of shool violence. It is the potential for such violence that has taught them that it is not safe nor even right to explore and inquire beyond the boundaries of conformity wherein noone is offended, made to feel uncomfortable, provocatively challenged or confronted.
Those who are blinded to the constant threat of violence and threatening, prejudicial attitudes may even think that, on the whole, the occurrence of considerable learning as it does occur by the "normal" within the usual "normal" bounds, is a domain that is free of violence. It may be thought that such a domain testifies to the "good job" our schools are doing. However I would like to suggest that such normal, standardized, conflict-free zones have themselves achieved their apparent placidity and eduational effectivity through not unrelated forms of violence. Intimidation need not only do its work through physical threat and social intimidation, it may also occur in the the censorship of questions that may even intimate an experience or discussion that offends the comfort zones of the status quo of conditioned compliance. The provocative question or expression that discloses our discomfort regarding a new realm of possible freedom points to the unfreedom upon which much of contemporary education is based.
We might ask ourselves what hidden authority structures and mechanisms of social control are being condoned by exonerating the bully from guilt or punishment? What fears and insecurities, doubts and dilemmas are being suppressed by student identification with cliques, gangs or other one-sided, one-dimensional identities? Isn't the school a play-ground of experimentation as opposed to a training ground for intellectual and social retreat and resignation? When the school cannot retain or revive the curiosity of the innocent child, then it becomes the apologist for the interests of a community that thrives on the repression and marginalization of those not benefiting from the present ethos and ethic of our so very troubled, divided yet homogenized society. We are in a particularly stifling sort of cultural cul de sac when conformity appears as belonging, herd behavior substitutes for individual identity and not-being-condemned serves as the measure of being on the approved path of productive purposefulness and creative self-fulfillment.
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