Found a paper I wrote in 5th grade that I got an ‘f’ on.
My prompt was “Imagine you are sitting on a cloud, what would you do or see”
"I would see the ground as I fell because I would fall through it because in science you told us that clouds were just water mists."
Basically the American education system
Things nobody ever tells you about female bodily functions, so you have to google it to find out it’s perfectly normal:
Vaginal chemistry being acidic enough to bleach your black underwear.
Our best college students are very good at being critical. In fact being smart, for many, means being critical. Having strong critical skills shows that you will not be easily fooled. It is a sign of sophistication, especially when coupled with an acknowledgment of one’s own “privilege.”… But this ability will not take you very far beyond the university. Taking things apart, or taking people down, can provide the satisfactions of cynicism. But this is thin gruel.
The skill at unmasking error, or simple intellectual one-upmanship, is not totally without value, but we should be wary of creating a class of self-satisfied debunkers
Read this and pass it along to every college student and every parent of a college student you know, then revisit Daniel Dennett on how to criticize with kindness and argue intelligently.
As I’ve written before, ours is a culture where it’s so much easier to be a critic than a celebrator. But, in the end, Vonnegut put it best.
Portrait of Elizabeth Murray
England (c. 1650)
Oil on canvas, 124 x 119 cm
I think I have seen pictures of this before, in high school maybe, but I don’t remember there being a second person before. I seem to remember this image being cropped differently too, which is very disturbing because now that I see the entire painting, the way I remember it being cropped was very clearly and deliberately intended to remove the person holding the tray of flowers.
Since we’re throwing haymakers at the kyriarchy today, I think this is something that we should really be talking about too, because it happens
ALL. THE. TIME.
Level 1: People of Color from Medieval, Renaissance, and other Early Modern European works were often literally painted over in later decades or centuries.
Level 2: It was very fashionable in a lot of 17th and 18th century paintings to have a Black servant featured in portraits of very important historical figures from European History.
Honestly? They’re practically ubiquitous. A lot of the very famous paintings you’ve seen of European and American historical figures have a Black servant in them that have been cropped out or painted over.
Those silly stock photos from your American History Professor’s Powerpoint?
Your Professor’s PowerPoint for “George Washington”:
The actual painting:
Your professor’s Powerpoint on Jean Chardin:
The actual painting:
PowerPoint on Maria Henriette Stuart (with some commentary about the Habsburg jaw):
But, because of whitewashed history curricula, teachers and professors continue to use the cropped images because they don’t want their lecture to get “derailed” by a discussion about race.
These images are also more commonly seen on stock photo sites, including ones for academic use.
I honestly can’t find anyone really writing about this, or even any analysis on how often the cropped photos are used.
The reason they are so easy to crop out is because of the the artistic conventions which reflect the power hierarchy:
Oil paintings of aristocratic families from this period make the point clearly. Artists routinely positioned black people on the edges or at the rear of their canvasses, from where they gaze wonderingly at their masters and mistresses. In order to reveal a ‘hierarchy of power relationships’, they were often placed next to dogs and other domestic animals, with whom they shared, according to the art critic and novelist David Dabydeen, ‘more or less the same status’. Their humanity effaced, they exist in these pictures as solitary mutes, aesthetic foils to their owners’ economic fortunes.
This is drastically oversimplified, but at least it addresses it directly.
If anyone knows more on any studies or statistical evidence on this tendency, feel free to add it.
Everyone needs to read this post. I’ve seen some of these cropped images so often it never even occurred to me that this wasn’t the whole image - it definitely wouldn’t have occurred to me to do research beyond the Google Image result if (to use the example) I needed an image of Washington for a powerpoint. I’m an archaeology graduate student and TA and I do some work (and eventually, presumably some teaching) in US historical archaeology, so it’s probable that at some point I’ll be preparing a lecture that I’ll want to illustrate with an image of Washington or some other prominent figure. Far from wanting to avoid an uncomfortable discussion about race, I would so much prefer to show the full image - my god, especially if I imagine teaching about the archaeology of Mount Vernon, showing these full images of Washington and the people around him would make that discussion so much more enriching.
But I’m an archaeologist, not an art historian, not very familiar with these paintings and not trained to look critically for signs of cropping or other modification, and my first stop for illustrating a talk is Google Images, not an art gallery. I’m not interested in avoiding discussions of race, rather I’m super invested in having those discussions - and I can’t do that as well if I don’t even suspect that there’s something missing from the images I’m using.
But now I’ll remember this, and be suspicious, and look a little further into the first usable picture I find when this comes up in my teaching, as it inevitably will.
medievalpoc, I think you run the most important blog on the internet right now, thank you for doing this.
I think if enough of us take an interdisciplinary approach, we have the chance to make a REALLY huge difference!!!!
Les faize d’Alexandre (a translation of Historiae Alexandri Magni of Quintus Curtius Rufus), Bruges, c. 1468-1475
In my opinion when my teacher ‘crop’ a photo, they’re actually not the ones cropping it. They gets the photos off the internet. And to be honest even though I’m in an A.P. Class, many students still get really focused and distracted on what’s in the background of the photos when we are supposed to be focused on the historical figure. So it’s often better to used the cropped photo as it keeps the focus. But it doesn’t mean that they’re not teaching about the artistic and cultural impacts of the African community on the Caucasian community. We do see the actual pictures; and we do learn the actual stories.
1. I felt like I allowed for that in the original post? A lot of educators themselves don’t know when they’re using a cropped photo. Databases for educators often will use historical images that have already had everything cropped out of them.
2. You mention that students get “distracted” by what’s in the background of the images, when they’re “supposed” to be focused on the “historical” figure. Might I remind you that I’m saying that is part of the problem-that someone decided who was important in history, and who was NOT important enough to bother including in class material. I also pointed out that regardless of INTENT, the RESULT is the same. You’ve said this, more or less, but I think that needs to be re-emphasized.
I think it also says a lot that the general opinion seems to be that the PROBLEM WITH SHOWING PEOPLE OF COLOR IN HISTORICAL IMAGES IS THAT STUDENTS WILL BE TOO INTERESTED.
^That says a lot about the state of education in the U.S. if students actually being interested is the problem.
As a university tutor in my hometown, a city which is roughly 40% black and 37% white, I still had students asking me, “Do they just never learn how to talk right?” I pull up a chair when this happens, “Listen up, gang.” So what do I tell them? Well, the goal is to convey that, scientifically speaking, non-standard varieties of English such as the English spoken by Rachel Jeantel and the ‘proper English’ they’ve been taught are equally communicative. I go over the differences and point out that both have a rule system that must be followed to speak convincingly.
But then, I don’t see why there should need to be that justification. So I end up trying to teach respect. If they have a student that speaks a non-standard variety of English, they need to understand that that student is therefore competent in understanding at least two versions of English: the version they speak at home and other safe environments, and the one forced upon them when listening to you. Respect that.
The alarmingly pervasive idea that standard English equates to ‘good grammar’ and non-standard English equates to ‘bad grammar’ is false and exclusionary. When it’s used in conjunction with intelligence and credibility of a young black woman, it’s reminiscent of the faulty scientific racism of “The Bell Curve.” But language shaming is currently acceptable behavior in the status quo. It is one of the last bastions of unabashed racism and classism.
|—||John Olstad, “Did a key witness in the Trayvon Martin case talk funny, or could we all use some education?” (via patshit)|
this girl in my english class asked who invented oxygen
This one girl back in highschool debated with me that the dolphin was a fish, not a mammal.
Someone on the bus thought the sun wasn’t a star.
I tried to explain that Iceland was more green than Greenland… they didn’t believe me.
In debate class they were “passing legislation” where the federal government should pay for what they wanted done, but could not raise taxes… seems they don’t know where the government gets its money. Thankfully the teacher explained it to them.
confuses gender with sex, but still pretty cool.