Person-first Language and Sarcastic Teachers and Behaviorists

I hear administrators, and behavioral professionals mandate person first language but freely mock students in front of peers and teachers.

I am sick of it. Words matter.

This is how a lot of teachers in both general education and special education classrooms “communicate” with their students. Snide remarks abound. Direct answers are not provided to direct questions. Sarcasm from teachers is rampant, but the same behavior is not tolerated from students.

Sarcasm is never okay. When we are sarcastic with students it fits both the CDC definitions for relational and verbal bullying.

We are harming the child in front of their peers and we are intentionally denigrating them.

What is sad is that even the when teachers said no to using sarcasm, they managed to miss the point entirely. They avoid it because they may get in trouble or because famous education researchers like Robert Marzano are emphatic in his appeal to why sarcasm is never appropriate. It strikes me as puzzling that so many people defend using sarcasm in their day to day life as a form of humor, but then immediately turn and say it is never appropriate for a students to be sarcastic back to the teacher. It is a behavior that is a non-negotiable from students.

Source: Students Do Not Deserve Your Sarcasm – Why Haven’t They Done That Yet?

Person-first language is problematic:

“People-first” language is meant to divide, it is meant to demean, it is meant to dehumanize, it is meant to pathologize, and yet, it is meant, as I said before, to make its users feel good. In that way it is ultimately destructive because it covers up the crimes.

Only when people get to choose their own labels will we get anywhere toward building an equitable culture.

If we convert horrid prejudices into pleasant sounding phrases, we diffuse those prejudices as an issue.

Source: Using “Correct Language” And “People First” by Ira David Socol – Bowllan’s Blog

I’m autistic, not a person with autism. Autistic is my identity.

I’m a disabled person, not a person with disabilities. Disabled is my identity.

Identity first language is common among social model self-advocates. When hanging out in social model, neurodiversity, and self-advocacy communities, identity first is a better default than person first. Every autistic and disabled person I know uses identity first language. The words autistic and disabled connect us with an identity and a community. They help us advocate for ourselves.

Disability’s no longer just a diagnosis; it’s a community.

There’s a language gap between self-advocates and the institutions that claim to represent us. There’s a gap between parents and their #ActuallyAutistic and disabledkids. There’s a generational gap in the disability movement. This is confusing for those trying to be allies. The articles below offer perspective and advice on identity first and person first language from self-advocates. At the end, I collect tweets from autistic and disabled self-advocates in a Twitter moment. Witness and respect these perspectives.

Source: Identity First – Ryan Boren

This is autistic life in the person-first cultures of education:

We navigate systems stacked against us to get access to what amounts to dog training-that dog trainers know better than to use-and a segregated “special” track through our systems that pathologically pathologizes difference and fails to connect with the communities it helps marginalize.

The specialists that serve this “special” track aren’t so much specialized in the lives and needs of neurodivergent and disabled people (managing sensory overwhelm, avoiding meltdown and burnout, dealing with ableism, connecting with online communities, developing agency and voice through self-advocacy) as they are specialized in deficit and medical models that pathologize difference and identity.

So heartbreakingly many can’t even bring themselves to use our language or educate parents about our existence. After autistic students age out of our care, we erase them again as adults.

Source: Neurodiversity in the Classroom – Ryan Boren

We hear the “abuse them now to prepare them for later abuse” line regularly at school. It is used to justify bad practices not at all in touch with the “real world”.

More than a few teachers have notified me that by being sarcastic – particularly with autistic students – they are preparing the students for sarcastic people in the “real world” and these teachers ardently refuse to “coddle” these autistic kids because they demonstrate difficulty with recognizing or learning social cues.

Source: Students Do Not Deserve Your Sarcasm – Why Haven’t They Done That Yet?

“Coddle” suggests a lot about the people saying it. It suggests they don’t have a structural understanding of our society. It suggests their framing is deficit ideology and meritocracy myths. It suggests they’re out of touch with the workplace and the future of work.

They’re not interested in designing for real life. They’re not allies.

Compassion is not coddling, and sarcasm from teachers and therapists isn’t comedy.

There’s been a lot of talk, of late, about laughter. Laughter as power. Laughter as luxury. Laughter as empathy. Laughter as beauty. Laughter as philosophy. Laughter as complicity. Laughter as division. The current political moment has been in one way a lesson in how easily jokes can be weaponized: Jokes can win elections. Jokes can insist that, despite so much evidence to the contrary, lol nothing matters. Jokes can contribute to the post-truth logic of things. They can lighten and enlighten and complicate and delight; they can also mock and hate and lie and make the world objectively worse for the people living in it-and then, when questioned, respond with the only thing a joke knows how to say, in the end: “I was only kidding.”

Source: Trump Mocks Christine Blasey Ford; The Rally Loves It – The Atlantic

“We can hear the spectacle of cruel laughter throughout the Trump era.”

Source: The Cruelty Is the Point – The Atlantic

Suddenly, even the most powerful people in society are forced to be fluent in the concerns of those with little power, if they want to hold on to the cultural relevance that thrust them into power in the first place. Being a comedian means having to say things that an audience finds funny; if an audience doesn’t find old, hackneyed, abusive jokes funny anymore, then that comedian has to do more work. And what we find is, the comedians with the most privilege resent having to keep working for a living. Wasn’t it good enough that they wrote that joke that some people found somewhat funny, some years ago? Why should they have to learn about current culture just to get paid to do comedy?

Source: The price of relevance is fluency

The Flow of Multi-age Learning and Peer Mentoring

Time flows differently when children work together, the older becoming aspirational peers for younger children, no bells demanding that they stop what they are doing to move in short blocks of time from math to reading to science to history in a repetitive daily cycle. Instead, they work on projects that engage them in experiences across content areas and extend time as they see the need.

Source: Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools (Kindle Locations 4366-4370). Wiley. Kindle Edition.

We lose so much when we divide students by age… We lose peer mentoring, we lose the aspirations to be “like the big kids,” we lose the ability of younger kids to become leaders, and we lose the ability to let kids grow at their own rate. We also lose the shared public space which lies at the heart of community, culture, and democracy.

Source: SpeEdChange: The Multiage Magic

Via: Making Sense of Multi-Age Learning – Abe Moore – Medium

Via:

We’ve noticed this with homeschooling/unschooling networks using programs like Science Olympiad. Students with Olympiad experience loop through helping newcomers and younger kids. They get to demonstrate their expertise and teach.

“Time flows differently”, indeed. It flows more on a maker’s schedule than a manager’s schedule. It flows through backchannels because written communication is the great social equalizer. It flows in ways more compatible with neurological pluralism.

Structural Ideology and Contemporary Progressive Education

Structural ideology is common ground for neurodiversity, the social model of disability, intersectionality, and equity literate education.

For me, to be progressive is to get structural. Contemporary progressive education—such as Timeless Learning (selected quotes)—is distinguished by structural ideology and systems thinking. Personalized learning, to be something more than just a new behaviorism for monetizing kids, requires structural ideology and equity literacy.

With this in mind, my purpose is to argue that when it comes to issues surrounding poverty and economic justice the preparation of teachers must be first and foremost an ideological endeavour, focused on adjusting fundamental understandings not only about educational outcome disparities but also about poverty itself. I will argue that it is only through the cultivation of what I call a structural ideology of poverty and economic justice that teachers become equity literate (Gorski 2013), capable of imagining the sorts of solutions that pose a genuine threat to the existence of class inequity in their classrooms and schools.

Source: Poverty and the ideological imperative: a call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education

The Direct Confrontation Principle: There is no path to equity that does not involve a direct confrontation with inequity. There is no path to racial equity that does not involve a direct confrontation with interpersonal, institutional, and structural racism. “Equity” approaches that fail to directly confront inequity play a significant role in sustaining inequity.

The “Poverty of Culture” Principle: Inequities are primarily power and privilege problems, not primarily cultural problems. Equity requires power and privilege solutions, not just cultural solutions. Frameworks that attend to diversity purely in vague cultural terms, like the “culture of poverty,” are no threat to inequity.

The Prioritization Principle: Each policy and practice decision should be examined through the question, “How will this impact the most marginalized members of our community?” Equity is about prioritizing their interests.

The “Fix Injustice, Not Kids” Principle: Educational outcome disparities are not the result of deficiencies in marginalized communities’ cultures, mindsets, or grittiness, but rather of inequities. Equity initiatives focus, not on fixing marginalized people, but on fixing the conditions that marginalize people.

Source: Basic Principles for Equity Literacy

In the U.S., we have become so accepting of the fact that poverty is not a symptom of a grossly unequal economy, or the result of numerous systemic failures, or the product of years of trickle-down economics, but instead, that the only thing standing between a poor person and the life of their dreams is their own decisions, their own choices, and their own failures.

Source: If You’ve Never Lived In Poverty, Stop Telling Poor People What To Do