Tag Archives: social justice

Trans Girls, Sports, and Punishing Difference

A young Black girl laughs while standing against a white background. Her hair is in long, small braids that tumble down her back and over her shoulders. She wears a black Nike cropped running top.
Andraya Yearwood found herself at the center of a controversy when cis female runners sued her and another girl to stop them from running in high school track meets. (Photo: Jesse Ditmar)

There’s a major debate happening around transgender girls. It’s actually been going on for years, but its current popularity among right-wing extremists (like Marjorie Taylor Greene) and high-profile anti-trans “feminists” (like JK Rowling) has brought the discussion into the mainstream. While an anti-LGBTQ stance is expected from the far right, many people are surprised to learn of the existence of TERFs– trans-exclusionary radical feminists. In brief, TERFs, who also refer to themselves as “gender critical,” believe that trans women are “biological men” who are appropriating the cultural oppression of women for a vague collection of reasons that include “cultural capital” and the head-scratching “to oppress women.” 

My daughter, now in her 20s (!), isn’t “appropriating” the bigotry that rightly belongs to me and other cis women. There’s plenty to go around. Yet hateful people will use whatever excuse is to hand to justify their hate, and both the far right and TERFs have decided to pretend that their transphobia is actually just protecting girls and women from a host of wholly imaginary dangers that trans women inflict on cis women by virtue of their existence alone.

The latest imaginary danger is that trans girls are robbing “real girls” from the ability to be competitive in sports.  

This argument is garbage, and I can prove it. 

There are close to fifty different bills being proposed in over twenty state legislatures, being quickly passed by Republican-dominated legislatures, all claiming to “protect women” from trans girls playing school sports, and every one of them is bolstered by ignorance and bad-faith arguments.

Title IX protects girls from having to compete against boys.” Trans girls are girls. Anti-trans activists do not get to gatekeep the term “girl” and set themselves up as the sole authority over the genders of all the children in America. Next.

I’m not anti-trans! I just care about protecting women’s sports!” We all know this is a bad faith argument. A small percentage of anti-trans activists are self-serving people who want to eliminate competition, while the rest are posting mocking memes about the WNBA the 360 days of the year they’re not “protecting women’s sports.” Next.

Lindsay Hecox, a sophomore at Boise State,, is suing for the right to run on their cross country team, backed by the ACLU. (Photo: Kohjiro Kinno for Sports Illustrated)

Allowing boys in girls’ locker rooms is a danger to girls.” Again: trans girls are girls. Trans women, especially trans women of color, are much more likely to be victims of violence than perpetrators of violence. Anti-trans violence occurs in shockingly high numbers while trans people themselves are no more or less violent than cisgender people. A trans girl in the locker room poses no more danger to her teammates than any other girl on that team, likely far less, as you’ve made certain she knows her inclusion is highly conditional on your level of tolerance. 

Trans girls have an unfair physical advantage over cis girls.” This argument is easy to counter. Anti-trans activists only seized upon the fallacy of “protecting girls’ athletics” recently, when a far-right hate group, Alliance Defending Freedom, filed suit on behalf of three cis runners who believed that competing against two trans runners was unfair. They stated that it was now “impossible” for them to win, and that they were being “sidelined” in their own sport. The two trans athletes in question are both exceptionally gifted runners, and the ADF suit alleges that their achievements on the track are solely due to their gender. The scientific consensus is that there’s no science-based reason to ban trans girls from girls’ athletics, but you don’t need science to disprove this argument. All you need is the simple fact that one of the cis girls who’s a plaintiff in the lawsuit beat Terry Miller, one of the trans girls she’s attempting to bar from competing– more than once, and in three separate events– just days after the suit was filed. 

If you need more evidence, consider that children under 10 have few discernable gender-based differences in their physical abilities, yet anti-trans activists want to extend the ban to all ages.

 

A National Geographic magazine cover with their standard wide yellow border and white lettering saying "NATIONAL GEOGRAPHIC." A nine-year-old girl with dyed pink, shoulder-length, side-parted hair and pale skin sits in a chair with one arm in her lap and one arm dangling off the chair to the side. She looks seriously into the camera. She's wearing pink flowered cropped pants and a pink t-shirt. Underneath her, in white lettering, it says, "The best thing about being a girl is, now I don't have to pretend to be a boy." Across the middle of the image, in white lettering, it says, "Special issue: Gender Revolution."
Avery Jackson became the first openly transgender person to be featured on the cover of National Georgraphic in 2017.

The most disturbing aspect of all of this is the question: How do anti-trans activists expect schools will enforce these bans? Before puberty, gender difference is expressed entirely through external markers like clothing and hair– unless you insist that teachers have the right to physically inspect children’s genitals, an appalling concept to everyone, one would hope. And even after that age, there’s no reliable way to determine who is cis and who is trans just by looking. Due to the relentless and aggressive harassment, attacks, and oppression trans students face in our schools, many trans kids do not reveal they’re trans. I recall sitting in a staff meeting at a high school and silently listening to another teacher– a cis man– wonder aloud why we had no trans girls at our school. He worded it as “boys who want to be girls,” which explains why he had no idea that we indeed had trans girls, none of whom evidently felt safe enough with him to reveal that fact. All of our high school students were well past the prepubescent stage, and it was impossible to identify every trans girl attending our school as trans. 

If you’re about to say, “Just use the birth certificate,” I have a birth certificate that shows that I gave birth to a baby girl, despite the fact that she was assigned a different gender at birth. When she was a teenager, the court changed her name and gender, and all I had to do was send a copy of the court order and $32 to Records to have her birth certificate reissued. While not everyone has the resources and parental support to get a legal name and gender change, many states are making the name and gender change process more accessible. And even with dozens of roadblocks, the number of trans students able to access the process is not zero. Which leads me to:

It should be illegal for people to transition before they’re 18 anyway.” One of the main challenges of this “debate” is the sweeping, comprehensive ignorance of anti-trans activists combined with their consummate dedication to bad faith arguments. Anti-trans activists love to pretend that parents are somehow forcing their children to become trans, and that children are too young to know who they are. Yet parents of trans kids all tell the same stories– our kids came out to us, often to our great surprise. There are parents who try to influence their child’s gender identity, though. A shocking amount of kids are kicked out, disowned, sent to abusive camps for “conversion therapy,” and even beaten, all because they’re transgender. This lack of acceptance has led to an astonishingly high suicide rate for transgender youth. 

It’s also important to address the word “transition.” There are an enormous array of options available to trans women today. Even just limiting the discussion to medical treatments, there are dozens of different drug therapies, surgeries, procedures, and processes available. Anti-trans activists oversimplify this process, often down to the outdated, cringeworthy, and wholly inaccurate “pre-op” and “post-op,” as if the current state of a stranger’s genitalia dictates their gender. I can assure you, dear reader, that exactly no humans apart from my husband and my doctor have seen mine for many years, but every anti-trans activist I’ve encountered believes– without question– that I am a woman simply because I appear to be

This is the heart of the matter. Anti-trans activists don’t care about protecting women. They care about punishing difference

How do we know this isn’t about “protecting women” or “saving women’s sports”? Because many of the bans being proposed or currently in place require all student athletes to compete as the gender they were assigned at birth, which forces trans boys to compete against cis girls

Let’s take a little tour through online photos of trans male athletes, beginning with Mack Beggs.

A young man with a shock of dyed blond hair and pale skin slightly flushed from exertion stands with his arms crossed, looking straight into the camera, against a black background wall. He wears a black school wrestling tank with red trim and white letters that say "TRINITY," the name of his school.
Mack Beggs, pictured here at 18, wanted to wrestle against the other boys, but Texas state law forced him to wrestle against the girls because he was assigned female at birth. He took two girls wrestling state championships and was booed and harassed by the parents of the other wrestlers

A shirtless young man with tan skin, a small chin beard, a backwards baseball cap, and a pendant on a chain hits a classic thirst trap pose with one hand behind his head and his shirtless body slightly in profile, showing off his perfectly defined muscles. He holds his camera in the other hand to take this mirror selfie, and looks down at the screen, smiling slightly, giving the impression that he knows exactly what a thirst trap he is.
Alex Tilinca, seen here at 18, is a trans male bodybuilding champion. (Source: @alextilinca Instagram)

A light brown-skinned man sits outside and looks up and to the left at the camera. He has short curly black hair and a short black beard and mustache. He's a boxer, shirtless, hands taped, wearing boxing shorts. The expression on his face is somehow both kind and forbidding, the epitome of "Don't start no shit, won't be no shit." You can see part of a Celtic knot tattoo on his back.
In 2018, Patricio Manuel became the first trans boxer to compete professionally, beating Hugo Aguilar in four rounds. (Photo: Wikimedia Commons)

According to anti-trans activists, these young men are, in fact, women, and should be competing against women and using women’s restrooms and locker rooms. Of course, what they really want is for trans people to disappear from public life entirely. Conservatives forced Mack Beggs to wrestle on the girls’ team and then harassed him when he did.

These bans are harmful, anti-science, and, ultimately, unenforceable. They exist solely to punish difference, as they exist alongside other punitive measures taken against athletes who don’t conform to stereotypical notions of binary gender. Intersex athletes (a category larger than many people believe) who identify as women have long been subjected to invasive, traumatizing, and sometimes disqualifying examinations to determine if they’re “female enough” to compete as women. Even cis women who simply appear more masculine than transphobic gender gatekeepers would like, such as Caster Semenya, are subjected to invasive procedures, humiliating public discussions, and open harassment. When it was discovered that Semenya had naturally elevated testosterone, World Athletics instituted a regulation requiring women with elevated testosterone to take medication to lower it in order to compete– but only for the events in which Semenya regularly competes. And it’s surely no coincidence that the athletes bearing the brunt of all this scrutiny and criticism are Black.

This is about punishing difference, and nothing else, and the fact that it’s mainly targeting children is over the line. Let the kids play.

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Is Your School Reopening Its Buildings? Here Are the Questions to Ask.

Small child with dark skin and curly black hair wears a face mask while being carried by an adult. The child looks over the adult's shoulder, clinging to the adult, eyes wide.
Photo by Xavier Donat. Creative Commons License.

There’s been a flurry of activity nationwide about the need to reopen school buildings and get back to in-person instruction. No one wants to get back to in-person learning more than teachers! Teaching on Zoom is much more difficult, and an all-online K-12 curriculum has been wickedly difficult to create on the fly, not to mention extremely time consuming. But educators aren’t enthusiastic about this sudden push for in-person instruction because we want to ensure that it will be safe for teachers, students, and the families who are at risk of contracting anything brought home. 

The safety guidelines touted as “easy” and “effective” are impossible to follow without an enormous influx of funding and support. If you’re concerned about your school buildings reopening and want to ensure that it’s done safely, here are the questions to ask administrators and school board members. 

DISTANCING. In-person instruction can take two forms: hybrid instruction and full in-person instruction. 

HYBRID. Usually what “hybrid” means is that students are divided into small groups to allow for distancing in a regular-sized classroom, and attend in-person classes one or two days a week.  This sounds like a great compromise, but this model usually depends on every teacher moving from a single full-time job to two full-time jobs with no increase in pay or support. Each lesson will require both an in-person version for the students who are getting that day’s lesson in the classroom, and an asynchronous online version for the students who are at home for that day’s lesson. Those are two completely different types of pedagogy and require entirely different approaches. Teachers already work 10-12 hours a day on average, and there are only so many hours in the day, so the hybrid model requires that some corners be cut unless educators are receiving robust support. ASK:

  • What support are you providing teachers with the asynchronous curriculum so both in-person and asynchronous online instruction get someone’s full attention? 
  • Are you hiring more teachers to handle asynchronous curriculum?
  • If teachers are creating, implementing, and grading both the in-person and asynchronous classes simultaneously, are you shortening the instructional week to provide teachers with at least one day a week of lesson planning and grading? 

FULL IN-PERSON. This model involves just throwing open the doors and returning to pre-Covid in-person instruction. CDC guidelines for in-person instruction recommend keeping students six feet apart, but they have also said that three feet is fine if six feet isn’t realistic. In most overcrowded classrooms, three feet isn’t any more realistic, and it’s less effective for Covid mitigation. ASK:

  • How will distancing be achieved in a full classroom? 
  • Will the CDC-recommended distancing of six feet be in place? Or are you settling for three feet? 

FOR BOTH. ASK:

  • Has staff been given increased PTO to encourage staying home at the first sign of illness and for the full course of any contagious airborne virus?
  • Will everyone be given a temperature check before they’re allowed on school grounds? 
  • Will unvaccinated staff be required to undergo regular Covid testing? Will testing be conducted onsite, free of charge to staff?
  • What is the district doing to ensure rapid vaccination of teaching staff? 
  • Will families be able to request their students be placed only in classes with vaccinated teachers? Will priority for that placement be given to students at higher risk of serious illness and students whose family members have higher risk?
  • What happens when a student or teacher is diagnosed with Covid? Will the whole class be quarantined for two weeks as per CDC guidelines? If students move from class to class, as in traditional middle and high school in-person instruction, will the whole school be quarantined for two weeks for each diagnosis? 
  • What will the trigger be to close school buildings again? How many cases in what time frame?
  • Will you commit to informing all families of any Covid cases on site the same day you receive that information? 

MASKS. This is a particularly critical area for people who live in conservative areas rife with Covid deniers and anti-maskers. We know that a tight-fitting mask, combined with distancing and handwashing, can be as effective as a vaccine. If you have a crate of N95s, you can use one per day with no doubling. If you’re using cloth masks, the CDC is recommending layers– double masking or cloth masks with multiple layers– and choosing masks with nose wires and/or using a mask fitter or brace. The guidance is complex and is frequently updated as we gain more knowledge about the virus and its transmission. Don’t accept “We can’t enforce mask usage.” If they can enforce sexist school dress policies like “no spaghetti straps” and racist policies like “No braided hair extensions, twists, locs, or dreads,” they can enforce safety policies like mask wearing. ASK:

  • How is the school enforcing mask usage? Will there be a school-wide policy with clearly stated consequences for violations of the policy?
  • What happens if a student comes to school without a mask? Are they sent home or will the school maintain a supply of masks for those students to use? 
  • What happens if a student refuses to wear a mask correctly? 

VENTILATION. Distancing isn’t worth a hoot if the ventilation in the room isn’t adequate. An average school classroom contains 30-35 people anywhere from an hour to six hours at a stretch. Few schools have working, properly maintained HVAC. Many classrooms don’t even have working windows, and of course keeping windows open isn’t possible in cold, rainy, or snowy weather. Even here in California, it can be quite cold in the early morning, especially in classrooms with no heat.  ASK:

  • How will the district ensure that each classroom is properly ventilated regardless of weather?
  • Will HVAC systems be repaired and regularly maintained by professionals adhering to EPA and CDC guidelines? How often are air filters replaced?
  • Which school sites have no HVAC? Will you commit to providing those classrooms with high-quality air cleaners?

HANDWASHING. The need for frequent handwashing in classrooms is often tossed out as if it’s no big deal. Most classrooms do not have working sinks. Even with a sink, it can take half an hour of class time or more to get 30 students to wash their hands for twenty seconds each. Remember, they can’t share the sink area and must go one at a time to maintain distancing. The optimal situation would be individual bottles of hand sanitizer, or squirting hand sanitizer onto each pair of hands as their owners come in from recess or hand in an assignment one by one. But hand sanitizer isn’t– as you may have noticed– free. Hand sanitizer manufacturers expect to be paid for their product and its transport to your locale. School districts are so laissez-faire about supplies that teachers are forced to purchase pencils and paper for their classes with their own meager salaries, let alone hand sanitizer. ASK:

  • What percentage of classrooms have working sinks? How often is the hand soap replaced? When will the CDC-recommended no-touch faucets and soap dispensers be installed? How often are soap dispensers refilled?
  • Will you commit to purchasing a supply of hand sanitizer for each classroom without a working sink? Will you commit to restocking that supply throughout the year? When will the CDC-recommended no-touch dispensers be installed in those classrooms? Will they be regularly maintained?

STERILIZATION. One of the features of the Covid-safe school is sterilization of areas and equipment between use by different groups of students. Right now, it’s assumed that teachers will do the work of sanitizing areas and equipment. That assumption is wildly misguided. Teachers have very little time between classes, and that time is almost always taken with answering student questions, preparing for the next class, and supervising free-range students (“hall duty,” “yard duty”), which will also be a critical aspect of enforcing social distancing. Passing periods, recess, and lunch are also teachers’ only time to go to the bathroom. Teachers can’t legally leave students unsupervised, and must wait until there’s a break to run to the bathroom. What this means is that the district can assign sterilization duty to teachers, but teachers have not yet (to my knowledge) gained the requisite control over the flow of spacetime to carry out that assignment. Even if you had nothing else to do, ten minutes to wipe down an entire classroom with Clorox wipes is a tall order. Now try it when your classroom has been out of Clorox wipes for ten days and “Just come to the office during passing period and grab a few from our container” sucks up 6 of those minutes. And of course there are common areas, like lunchrooms and bathrooms. ASK:

  • Who will be sterilizing each classroom between classes while teachers are busy prepping the next lesson, supervising students in the hallways, or running to the bathroom?
  • Who will be sterilizing common areas, and how often?
  • Who will be cleaning student bathrooms, and how often?

BATHROOMS AND LOCKER ROOMS. Speaking of bathrooms, most student bathrooms have historically been crowded and unsupervised during passing periods. Locker rooms are somewhat better supervised, but often just as crowded, and filled with students breathing hard and sweating after exercise, making social distancing even more critical. ASK:

  • How will social distancing be enforced in bathrooms during passing periods and during class? 
  • How will social distancing be enforced in locker rooms? 
  • Are the bathrooms and locker rooms equipped with CDC-recommended no-touch faucets and soap dispensers? How often are the soap dispensers refilled? 

EQUIPMENT. In the pre-Covid world, students shared equipment frequently. In science classes, two or three lab partners shared the same microscope and lab equipment. In art classes, multiple students shared the same paint containers, pastel crayons, brushes, and pencils. In PE classes, some activities require multiple people handling equipment. ASK:

  • Has adequate equipment been acquired to ensure that students will be able to socially distance in every class, including PE and labs?
  • Who will be sterilizing each piece of equipment after use? Will students be expected to sterilize equipment as part of the clean-up process? Will there be extra time allocated for this, or will teachers need to end PE, art classes, and  labs early?
  • Will you commit to purchasing an adequate supply of cleaning equipment and PPE such as gloves to ensure this gets done? Will you commit to maintaining the supply throughout the year?

PE, MUSIC, & THEATRE. In these courses, students are usually quite close together, speaking loudly, breathing heavily from physical exertion (running, dancing), expelling air & droplets through singing and musical instruments. Yet these courses are often critical for student mental health and well being. Students who take music and theatre courses do better in English and math, for example, and have better attendance rates.  ASK:

  • How will PE, music, and theatre courses be adjusted to maintain social distancing?
  • Will PE, music, and theatre teachers be given expanded budgets and other support as needed to meet this challenge?

TRANSPORTATION. Does your school district have a busing system? ASK:

  • How will social distancing be maintained on school buses? Have you hired more drivers and acquired more buses so students can follow distancing guidelines on school buses?
  • Will there be increased supervision to ensure distancing and mask use, so enforcement doesn’t fall to the driver? Will you commit to hiring increased supervision rather than  simply assigning it to already overworked teachers?
  • Who cleans the buses, and how often are they cleaned?
  • Are drivers tested? Given daily temperature checks? Do drivers have adequate PTO so they aren’t forced to come into work regardless of illness? 

This doesn’t cover everything, but it’s a solid start. And this wouldn’t be a Bitter Gertrude post unless I mentioned the social justice impact of these decisions. When we believed white people were at equal risk, we closed school buildings and called teachers “heroes” for creating online classes on the fly. Now that we know communities of color and disabled people are much harder hit, teachers are “selfish,” the unions insisting on safety guidelines are “obstructionist” and “dangerous,” and school buildings must open right now, safety be damned, because it’s “safe enough.” Safe enough for whom? 

There have been 3.1 million cases of Covid in minors, and that figure is on the rise while nationwide cases decline. And while pediatric Covid is unlikely to lead to death, many people, including children, suffer long-term consequences we’re only beginning to understand, and of course infected children can spread Covid to their families and teachers.

Hopefully we can reach 100% vaccination before school buildings reopen, making all of this moot. Until then, let’s advocate for the safety of our students and educators– all our students and educators.

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Ten Ableist Tropes to Jettison in 2021

People with disabilities make up a significant percentage of the population– by some measures, a full quarter– and yet, despite aggressive, ongoing ableism, we are almost always left out of discussions of diversity and equity in theatre & film. We’re rarely hired and our stories are rarely told– when they are, they’re almost always told by abled people, for abled people, with abled people. Abled people are centered in nearly everything about us. 

A smiling young woman with olive skin, dark brown curls, red lipstick, and deep brown eyes smiles broadly in this headshot. She's wearing a red top and her head is tilted slightly to the side.
Throughout this post, I’ve included pictures and information about disabled actors, directors, writers, producers, & designers. Meet actor Melissa Salguero. Melissa is represented by Gail Williamson at KMR.

The centering of abled people routinely takes the form of ableist tropes that present the lives of disabled people through an ableist lens. In these tropes, the disabled body is used as a container for the emotions able-bodied people have about disability. 

You’ll recognize all of the following ableist tropes; you’ve seen them all numerous times. I am hardly the first person to write about these, and this isn’t even the first time I’ve written about them. Yet somehow, no matter how often we write or speak about this, ableism never seems to be taken seriously, and our concerns are minimized, dismissed, ignored, or outright rejected. Disabled people need people who live in privileged bodies to do better

A Black woman with her hair pulled back and falling over one shoulder smiles slightly in this headshot. She wears a rich blue shirt and light pink lipstick. She leans toward the camera as if she's about to tell a fascinating story.
Actor, storyteller, and performance artist Terri Lynne Hudson.

Ten Ableist Tropes to Jettison in 2021:

1. WE ARE NOT SYMBOLS. I can’t tell you how many times I’ve seen scripts with a disabled person who never appears on stage, only appearing in the play as a topic of conversation, a problem that must be solved by the able-bodied characters. I’ve seen scripts where a disabled person is on stage, but never given any lines or any meaningful action, often partially concealed– back to the audience, or partially behind a screen, for example. In each of these cases, the disabled person is a symbol of something affecting the able-bodied people. When a silent disabled character appears on stage yet is marginalized from the action, the disabled body is minimized, a prop rather than a human being. And those silent roles, removed from all meaningful action, are almost always played by able-bodied actors, which renders disabled people voiceless, powerless, and entirely invisible. The voiceless, powerless, disabled body is framed as a burden, an object of ridicule, an object of disgust, or an object of pity. An object, never a subject. 

Our disabilities are not ABOUT YOU. We  are not a “symbol of oppression,” a “symbol of willful ignorance,” “a symbol of the voiceless,” “a symbol of the futility of language,” “a symbol for our burdens,” or any of the other dozens of explanations I’ve been given when I point out that the disabled character is reduced to a prop. 

An ivory-skinned woman with short blonde hair and big hazel eyes has a perky smile in this headshot. She wears a rich blue shirt with a zig-zag pattern woven into the fabric. She stands in front of a black fence.
Actor, singer, director, and producer Erin Cronican, Executive Artistic Director of The Seeing Place Theater.

2. DO NOT INFANTILIZE US. When you depict your able-bodied characters treating your disabled characters like children, you’re echoing generations of oppression and marginalization we have endured. And these issues are intersectional. When you infantilize a disabled character who is neither male nor white, that infantilization is intensified by the white infantilization of BIPOC and the male infantilization of women, as well as trans, enby, and genderqueer people. 

Disabled adults are adults. Needing assistance does not make us children any more than an able-bodied person’s need for assistance makes them children. Everyone on the planet requires the assistance of another person each and every day. Unless you live as a hermit, grow your own food, generate your own electricity, make your own clothing from fabric you craft from raw materials; never use the internet, the postal service, retail stores, roads, healthcare, or sanitation services; never read books, listen to music, watch films, take classes, or have partnered sex, you are being assisted by others. 

Adults with disabilities are adults. We have adult problems, concerns, joys, fears, relationships, hopes, ambitions, plans, and desires. 

A tall, thin white man with a mustache and a beard; short, dark hair in a stylish cut, and dark eyes adjusts his tie as he smiles rakishly at the camera. He's pictured from the waist up, showing his stylish suit.
Actor Brian Seitel.

3. WE ARE NOT HERE FOR YOU TO SAVE. One of the most popular tropes is the “heroic” narrative in which an able-bodied person “saves” a disabled person by “curing” them, teaching them something (to walk again! to use spoken language!), or showing them life is worth living. The disabled person is deeply minimized, presented (again) as a problem for the able-bodied person to solve. The disabled character is often entirely reduced to “disabled and sad,”“disabled and angry,” or “disabled and bitter.” Disability is presented as a dragon for able-bodied people to slay while the disabled character sits by passively, and then showers the able-bodied character with gratitude when they are “cured.”  The worst part of this trope is that it’s often presented as “the heroic doctor who stops at nothing to find the diagnosis, treatment, and/or cure” when in reality, medical professionals routinely disbelieve us, avoid us, refuse to give us needed tests and medications, misdiagnose us, or give up after their first guess proves incorrect. And this gets much, much worse if you’re also in any of the other groups that doctors treat with the utmost skepticism– if you are a woman, BIPOC, LGBTQ+, poor, or fat

A woman with dark eyes and pale skin sits in her wheelchair. She has bleached blonde hair with dark roots cut in a short, 80s-inspired style. She wears a black top, a silver pendant, silver hoop earrings, and blue jeans.  Her hands are in her lap and her body is turned away from the camera, but her head is turned to face us. and she has a slight smile that's a bit mischievous.
Actor, singer, dancer, director, and writer Megan Simcox.

4. WE ARE NOT HERE TO INSPIRE YOU. You may have already seen this one referred to as “inspiration porn.” We’re not here to inspire you; we’re just trying to live our lives. We have all the same problems you do, plus our sometimes stubborn & disobedient– and beautiful, and sexual, and joyful– bodies. One especially egregious version of this trope is the MANIC CRIPPLED DREAM GIRL. Her illness or disability is always invisible and she’s always played by a thin, conventionally beautiful, young able-bodied white woman. She teaches the able-bodied hero to love, or to find himself, or to “appreciate the beauty of life,” while she bravely “overcomes” her disability to graduate, or travel “one last time,” or enter the big ballroom dance competition or whatever. She then conveniently dies, but not before her Final Inspirational Words, which are, of course, all about HIM. She dies (prettily) and he lives on, eternally inspired. There are many other versions of this trope, such as: 

  • “NO EXCUSES” (“a nearly worthless disabled person can do this amazing thing, so why can’t you, with all your majestic abledness?”)
  • “SUPERCRIP” (“it should be impossible for this disabled person to do this thing, but they are the literal best in the world”)
  • “THE ONLY REAL DISABILITY IS A BAD ATTITUDE” (“look how positive this weak and worthless disabled person is; suck up your problems, majestic abled”)
  • “HOW CUTE! THEY THINK THEY’RE PEOPLE” (“these poor, useless cripples get one shining moment to pretend to be human through the selfless, heroic work of able-bodied people who staged this event”).
A Black woman with short hair, a green headband, tortoise-shell-framed glasses, a black spaghetti-strap top, and pink lipstick smiles cutely, showing off her dimple. She's seated outdoors in a lovely park with green grass and trees.
Actress, writer, and poet Love Lace. Email ciarayvonnelovelace@gmail.com for booking inquiries.

There’s an easy way to depict disabled people doing cool– dare I say inspirational– stuff and avoid sliding into inspiration porn. Just write the disabled character exactly the same way you would write an abled character doing the same thing. Chirrut Imwe from Rogue One is a great example. What prevents him from falling into the “Supercrip” category is the fact that able-bodied characters throughout the series are similarly depicted using the force to achieve seemingly impossible things. Imwe is a valued member of a collective. He has a well-developed personality. His loving, longterm relationship with Baze Malbus is one of the most enjoyable relationships throughout the entire genre. Depict disabled people and our lives as varied and as full as anyone else’s and you won’t go wrong.

A tall, thin woman with pale skin and long, curly brown hair sits in her wheelchair. She wears a 1/2-sleeved black top with a plunging neckline, blue jeans, and a thick gold bangle. Her hands are crossed in her lap and her body is turned away from us, but her face is turned toward the camera. She's in a house with a hardwood floor and cream-colored walls. Her smile is wide, warm, and welcoming.
Actor, singer, and teaching artist Jenna Bainbridge. Jenna is represented by Gail Williamson at KMR.

5. OUR LIVES ARE NOT ABOUT DISABILITY. OUR PERSONALITIES ARE NOT “DISABILITY.” People with disabilities are wonderful people. We are also petty bitches, selfless heroes, cruel gossips, hardworking activists, ambitious entrepreneurs, excellent parents, terrible parents, and everything else. Becoming disabled didn’t change anything about me. I walk with a cane and have to manage chronic pain but I was the same irreverent, nerdy, overeducated discount Dorothy Parker both before and after I acquired this disability. If “disabled” is your character’s only description, you need to start over. 

An olive-skinned young adult sits with their body facing away from the camera, but their head turned back toward us, their left hand behind their head. They have short, dark hair in an 80s-inspired style; deep, dark eyes, and full lips. They wear a hoodie with pastel multicolored stripes and a diamond earring. They're sitting indoors, in front of a small wooden table with a green, grassy plant in a white ceramic container.
Singer, director, actor, and writer Osiris. Email cuenosiris@gmail.com for booking inquiries.

6. OUR LIVES ARE WORTH LIVING. One of the ways in which able-bodied people comfort themselves in this pandemic is to tell each other, “Most of the people who die have pre-existing conditions.” This is equivalent to saying, “Your life is worth so little that your death is less serious than mine would be.” When a disabled character dies, other characters should not echo this kind of sentiment by saying things like,  “At least he’s not suffering any more” unless he was in excruciating daily pain. Sure, there are ways in which disability can limit what we can do, but even if we can’t do a ten mile hike or see a painting, trust and believe our lives are as full of joy and pleasure as yours is. We have spouses and children; we make and consume art; we make and consume food. To quote your aunt’s kitchen wall, we “live, laugh, love” as much as anyone else. 

A filmmaker is lying on her stomach, propped up on her elbows, on the ground near the wheels of a non-moving train. She holds her camera, but looks over the top. She has brown skin, black hair pulled back from her face, and an expression on her face of serious concentration. She wears a short-sleeved red top, blue jeans, and a, orange and white bangle. A black labrador sits on the ground with its body up against her, gazing off camera at the same thing the filmmaker is looking at.
Day Al-Mohamed is an author, filmmaker, and political analyst. She’s a founding member of FWD-Doc (Documentary Filmmakers with Disabilities) and the author of the novella The Labyrinth’s Archivist. I don’t know the dog’s name, but he is clearly a very good boy.

7. DISABILITY DOES NOT MAKE US DIVINE ORACLES. This trope is thousands of years old, and deeply enmeshed in western literature. Sophocles, Shakespeare, and everyone else who wrote prior to the 20th century get a free pass. Yeah, I’m not thrilled about “Now that he is blind, he can REALLY SEE” or “This nonverbal person can literally BLESS YOU,” but no one is seriously proposing that we set fire to classical literature. We’re only asking for an acknowledgment that these tropes dehumanize us and a pledge to do better now that you know. A blind human has no more (or less) psychic, prophetic, spiritual, or metaphysical talents than a sighted human. A nonverbal human is not an “angel.” People with disabilities are people, no more or less oracular than anyone else. Disabled people share this tired trope with BIPOC (the “Magical Negro,” the “Magical Native American,” the “Magical Asian”) and we’re all asking you to do better. How do you know if you’ve written a “Magical Cripple” as opposed to a cool character with special powers? Does the disabled character have any goal, purpose, objective, or concerns other than helping an able-bodied character? If not, it’s time for a rewrite. 

A man sits in his wheelchair outside in front of a large tree. He has long, curly drak hair, olive skin, and a beard. His mustache has been waxed to curl up at the ends. He wears large, 70s-style sunglasses, a dark yellow suede coat with a fur-lined hood and fringe at the chest and waist, and blue jeans. He has one hand on the wheelchair armrest and one on his knee.  He has tattoos on his chest and hand, and a serious expression on his face.
Writer, producer, and director Rio Finnegan. His film production company is White Whale Productions.

8. DISABILITY DOES NOT MAKE US VILLAINOUS. This trope is also thousands of years old, and based in two purely ableist bits of nonsense: “Disabled people are bitter and angry at the world, and their hate and jealousy lead them to commit unspeakable acts,” and “A deformed body reflects a deformed soul.”  Again, no one is asking you to detonate every existing copy of Richard III. We’re asking you to acknowledge the issue and pledge to do better in your 21st century work as a writer. Allison Alexander has a great piece on this trope. Read it here

A woman with light skin and light brown hair is pictured partially obscured by something out of focus. She sits with her head tilted to her right, propped up by her right hand, with her left hand curled at her chin. SHe wears a tan off-the-shoulder sweater and has a somber expression on her face,
Director Chloe Kennedy specializes in acting theory, improv techniques, and queer performance. Email chloenkennedy@icloud.com for booking inquiries.

9. DISABILITY DOES NOT MAKE US INNOCENT. One of the issues widely discussed in medical ableism is the fact that doctors often assume disabled people do not have sex. It can be a struggle to get STD testing, birth control, or useful, sex-positive information. This issue is exacerbated by the portrayal of people with disabilities as innocent, asexual beings. Let’s face it, even people who are genuinely asexual aren’t angelic innocents. No one is. This trope is also expressed as characters with cognitive disabilities who are “too innocent” to recognize abuse or crime, the “cute mute,” and characters with physical disabilities who are automatically assumed to be incapable of evildoing. 

10. WE ARE NOT FAKING OUR DISABILITIES. This trope does significant real-world harm. One of the most common problems people with disabilities face is being disbelieved. We’re considered unreliable narrators of our own lives by medical professionals, by our families, by coworkers, and even by random strangers. Nearly every disabled person– certainly every one I’ve ever met– has been accused of exaggerating or outright faking either their symptoms or their entire disability. Ambulatory wheelchair users and people with invisible disabilities are particularly favorite targets of ableist bullying. This trope causes immediate and immense real-world harm whether the character you’re writing is deliberately faking a disability or has a psychosomatic disability that magically resolves when they learn to accept that the Big Accident was Not Their Fault, or when they learn to love life again, or when they learn the true meaning of Arbor Day. (Bonus points for the able-bodied characters smugly smirking behind the Fake Disabled person’s back when he forgets to limp because they have successfully distracted him).

The only possible way around this is including at least one well-rounded, fully developed disabled character. You can argue all you like that people fake disabilities in “real life,” but “real life” also includes far more examples of actual disabled people, so without that counterbalance, your script is just ableist. 

Griffyn is angled away from the camera, but looks back at us with an eyebrow slightly raised and a slight, mischievious smile. His dark hair is buzzed on the sides and longer on top. He has pale skin and wide, dark eyes. He wears a grey T-shirt with a red flannel checked shirt over it and sits in front of a bookshelf stuffed full of books.
Actor, writer, and consultant (specializing in mental health, gender positivity, and disability) Griffyn Gilligan. Contact his agent, Simon Pontin, at castings@thesoundcheckgroup.com.

Ableism is rampant in playwriting and screenwriting. It’s 2021, writers. It’s long past time to do better.

MORE DISABLED TALENT TO HIRE AND SUPPORT:

Michaela Goldhaber is a playwright, director, and dramaturg who heads the disabled women’s theatre group Wry Crips.

Writer Jack Martin runs the film review website Film Feeder.

Michelle E. Benda is a freelance lighting designer for theatre, dance, and opera. See her portfolio here.

Sins Invalid is a “disability justice based performance project that incubates and celebrates artists with disabilities, centralizing artists of color and LGBTQ / gender-variant artists as communities who have been historically marginalized.” Sins Invalid is run by disabled artists of color.

Access Acting Academy is an actor training studio for blind, low vision, and visually impaired adults, teens, and kids. They offer classes in New York and worldwide via Zoom. Access is headed by actor, writer, director, and motivational speaker Marilee Talkington.

And of course, yours truly. I’m currently available for consulting, dramaturgy, workshops, and classes. You can also become a Bitter Gertrude patron on Patreon.

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Is Trump Planting Undercover FBI Agents in Schools?

I’ve been job hunting for months. As someone with many years of teaching experience under my belt, I have alerts set for education-related positions on several job sites. The entire time I’ve been searching, I’ve been seeing job postings from the FBI looking for “experienced teachers.” Here’s a screenshot of an ad I found on LinkedIn in June. It says they’re “no longer accepting applications,” but this same ad has been reposted many times targeting cities all over the US. 

A LinkedIn job posting from the FBI that advertises for "Special Agent: Education/Teaching." The body of the ad says the FBI is looking for people "with expertise in education and teaching."

Here are a few screenshots from LinkedIn that show some of the breadth of the FBI recruitment of teachers:

The nest three pictures are all screenshots of LinkedIn listings. There are twelve job postings in all; all from the FBI. Nine are for "Special Agent: Education/Teaching" and three are for "Special Agent."

There are many more. The job posts labeled “Special Agent” list “EDUCATION/TEACHING” as a special skill for which they’re specifically recruiting. 

Back in June, I posted to my personal social media accounts about this, speculating that the FBI was planning to put undercover operatives in American classrooms to spy on educators who were teaching things the GOP calls “liberal indoctrination,” such as climate science, ethnic studies, critical race theory, race-based demographics, and history that centers the experience of BIPOC (such as the 1619 Project or discussions of the genocide of Native peoples). In June, this was just speculation.

Well, the other shoe has dropped. Now we have this:

Donald Trump tweets an article from Breitbart titled, "Trump Orders Purge os 'Critical Race Theory' from Federal Agencies" and comments, "This is a sickness that cannot be allowed to continue." Russ Vought retweets Trump's Tweet,. commenting, "Last week Donald Trump asked people to report any sightings of Critical Race Theory 'training.' We have been working with agencies to identify un-American trainings. We have set up an email to report these sightings. These must be stopped!" Vought supplies the email address underneath.

Trump and Russ Vought, the Director of the Office of Management and Budget, are, astonishingly, urging Americans to report other Americans for “un-American” activity. Once again, the US Government is demanding that Americans “name names” in order to ruin the careers and lives of fellow Americans. Joseph McCarthy lives. 

A lot of people confuse McCarthy with the House Un-American Activities Committee of a few years prior. While McCarthy didn’t run the HUAC, its focus on rooting out “Communist infiltration” and its abusive tactics are all part of what we now call “the McCarthy era.” McCarthy campaigned for his Senate seat on paranoid delusions of a Deep State, supposedly made up of Communists who had “infiltrated” the government and were attempting to destroy it from within. Sound familiar?

Once in the Senate, Joseph McCarthy became more insistent that “Communists” had “infiltrated” the US government. He forced hundreds of loyal Americans into hearings that were notoriously insulting and hostile. All the Democrats on his committee resigned, and, eventually, bit by bit, McCarthy lost Republican support as well, leaving the hearings in the hands of himself and his attack dog, Roy Cohn. 

In 1954, they decided to take on the US Army, accusing it of being controlled by their imaginary Communist Deep State. The Army-McCarthy hearings ended, along with McCarthy’s public support and career, with Army attorney Joseph Welch’s immortal words, “Have you no sense of decency?” McCarthy died just three years later, but Roy Cohn returned to New York, where he eventually took on a protegé– Donald Trump

Two black and white pictures of Donald Trump abd Roy Cohn. In the top image, Trump speaks into several press microphones as Cohn looks on. In the second, Trump and Cohn wear tuxedos and stand with former NYC mayor Ed Koch.
Donald Trump with Roy Cohn (and, in the second image, Ed Koch.) (Photo: “El diablo que enseñó a golpear a Trump El presidente resucita la figura de su mentor y compañero de juergas, Roy Cohn, inquisidor mcCarthista y abogado de mafiosos” by rupertomiller@hotmail, Creative Commons license.)

Trump, then in his 30s, was (for once in his life) a good student. Now, 40 years later, Trump has used what he learned from Cohn and taken the tactics of McCarthy’s Red Scare to create his own Red Hat Scare. The Office of Management and Budget has provided a handy email address to use to turn your neighbors and coworkers in for ”any sightings of critical race theory trainings” because Trump has decided that discussions of racism are “un-American” activities. 

How is Trump defining “un-American”? The average American has no idea what “critical race theory” is, so Trump’s relentless lies about it provide the definition. Trump has attacked anything that mentions white privilege or systemic racism, anything supportive of protests for racial justice, and anything that says the words “Black lives matter.” He has, after years of these attacks, variously referred to anything related to the struggle for racial justice  as “Antifa,” “the radical left,” and, now, “critical race theory.” He clearly thinks “critical” means “to criticize” rather than “to think critically,” and assumes the fight for racial justice is an attack on white people– specifically, on him. 

A young Black woman with long, wavy hair parted in the middle, stands at a protest, wearing a face mask and holding a sign that says: "AM I NEXT? Police killings violate my right to due process! The Death Penalty on the streets!"
A protester in Washington, DC. (Photo: “George Floyd Black Lives Matter Protest, 14th & U Streets, 5/29/20 [Explored]” by Geoff Livingston, Creative Commons license)

The Trump Administration has imagined a nefarious purpose for any type of education or training around race, and is instructing its cult followers to “report” any “sighting” of it in “Federal Agencies.” And while it’s comforting to assume Trump means in his own administration only by “Federal Agencies,” remember that he has already said that schools and universities that teach “critical race theory” will be cut off from federal funding, so he has already very much included them in this. They’re clearly seeing public education as a “Federal Agency,” and any kind of education as a potentially “un-American training.” Just yesterday, the Department of Education announced it is “investigating” Princeton University– a private university– just for saying publicly that systemic racism exists. Princeton’s admission that systemic racism exists on campus is being weaponized against them in a clear attempt by the Trump Administration to bully educators and intimidate us from discussing the realities of systemic racism. 

And the FBI has been trying to recruit experienced educators for months. 

Are there undercover FBI agents currently placed in schools and universities? Is this what Vought means by “working with other agencies”– like the FBI– to “identify un-American trainings”? 

In addition to the Princeton announcement yesterday, Trump once again directly targeted schools for “un-American” education, and he announced the formation of a “national commission to promote patriotic education.” How long will it be before he sends DeVos or even Barr to investigate an HBCU? Or the University of Chicago’s Race & Ethnic Studies Department? Or the New York Public School District? 

Since nearly anything can be termed “un-American trainings,” this is clearly a weapon used to silence discussions of race in America. Past experience teaches us that any weapon Trump has will be used in service to his personal grievances, and that both William Barr and the Senate GOP will enable every corrupt, horrific abuse he cares to commit. 

Whether there are undercover FBI agents placed to surveil schools and universities or not, make no mistake: This is about targeting and silencing BIPOC people, especially Black people, and their allies. Trump isn’t satisfied gassing, shooting, or disappearing protesters for racial justice; he’s not satisfied with the prospect of using a supervillain-style heat ray against them. Now he wants to prevent us from even discussing racism.  

A photo of a granite monument carbed with, "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; of abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. The First Amendment to the US Constitution, 15 December 1791."
Photo: “First Amendment to the US Constitution” by elPadawan, Creative Commons license

Think about this email address and the Trump Administration’s urging that the public “report” any “un-American trainings” to the Office of Management and Budget. 

What will the Office of Management and Budget be doing with a report that Ms. Kennedy taught “critical race theory” in her 10th grade English class by having students read a chapter from Ijeoma Oluo’s So You Want to Talk About Race? What will the Office of Management and Budget be doing with a report that Dr. Abiola, Chair of the Department of Chemistry, required his department to do a day-long retreat on anti-racist pedagogy? What will the Office of Management and Budget be doing with the fact that nearly every university in the nation has an ethnic studies department? 

And what will the Office of Management and Budget be doing with the information that schools and universities won’t begin pretending that white privilege and systemic racism do not exist just because Trump demands it? Does Trump imagine he can intimidate HBCUs into lying about the lived experience of their faculty and students? Does Trump think we will all just set aside the mountain of data we have on these topics because he said so?

Trump will not win this fight. 

More Americans believe racial and ethnic discrimination is a major problem in America than support Donald Trump

More Americans support Black Lives Matter than support Donald Trump

Trump is dreaming if he thinks ethnic studies courses can be bullied out of existence. In 2017, Mike Pence’s own home state of Indiana passed a law requiring all Indiana high schools to offer an ethnic studies course at least once a year.

Trump. Will. Not. Win. This. Fight. 

Trump does not get to define “un-American.” We will not sit silently by while Trump defines “un-American” as “BIPOC.” We will not sit silently by while Trump demands punishment for BIPOC speaking out about the truth of their lives. 

Pull your [ALLEGED, ugh] undercover FBI agents out of our schools and universities, Don. 

We will not sit silently by while Trump tries to force this nation into a new era of McCarthyism. 

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Disability Cosplayers

Disability Awareness Month ended on July 31, but I have one more thing I need to mention: Disability Cosplayers.

aracknoid3

Not this. This guy’s epic. Follow him on the Twitter machine at @aracknoid3 and while you’re at it, follow the fine folks at @blerdover who were responsible for this photo, which made my whole damn day. Blerdover celebrates epic Black nerds like this badass. (Description: A man using a stand-up wheelchair is wearing a gorgeously crafted Iron Man/merfolk mashup costume.)

You know what I’m talking about: people who pretend to be disabled to take the accommodations that give PWDs access to public areas, events, and services.

One common aspect of this is misuse of accessible parking spaces. Of course I don’t mean the ableist notion that people use blue spaces who don’t “look disabled.” People with invisible disabilities exist and need those spaces. I mean the people who knowingly misuse the accommodation. When all the blue spaces are taken in a lot, I can’t park. I don’t need a space right by the door; I need a space with extra room to get in and out of my car. Parking is a minor issue, and one rife with privilege, since many of us cannot afford to own and maintain a car or adapt one for our particular disability. Yet it’s part of the endless stream of ableism we encounter daily that conveys to us that we are invisible and unimportant.

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Description: Two tweets are pictured. The first one is from @DanielLaw1998 and says: “Disabled parking should only be valid during business hours 9 to 5 Monday to Friday. I cannot see any reason why people with genuine disabilities would be out beyond those times.” The tweet in response is from @JenLRossman and says: “We’re disabled, Daniel, we’re not werewolves.”

There are hundreds of ways in which able-bodied people demonstrate that they are only willing to provide accommodations as long as it’s convenient for them and as long as they don’t believe the accommodation will increase their own comfort. Able-bodied people will place their comfort over our need so often that people with disabilities must fight every day for the disability accommodations supposedly reserved for us.

For example, ADA-compliant bathroom stalls. These are fairly new. The ADA was signed into law in 1990; prior to that, businesses were not required to provide them. Able-bodied people always say they’ll “only be in there for a minute,” but speaking as someone waiting outside the only accessible stall in an otherwise empty restroom listening to people cajole small children into using the toilet for a solid 20 minutes while I hold it, I can assure you that “a minute” is relative. Those stalls were created to give PWDs access to the public spaces able-bodied people were accessing all along. Able-bodied people take them because the extra space is more comfortable and convenient, not because they require an accessible space.

Having to wait for a bathroom stall is, of course, a minor inconvenience in most cases. But the idea that necessary disability accommodations can be withheld from people with disabilities if an able-bodied person simply wants them is the larger issue. This entitlement is so commonplace that it’s is a feature of our everyday lives. The widespread problem of disability cosplay is wholly a creature of that entitlement.

No one polices who uses which bathroom stall, so able-bodied people, by and large, feel free to just take them without pretense. But in many cases, accommodations are accessed through a human gatekeeper. This has, since the passage of the ADA, given rise to the disability cosplayer.

One of the stereotypes people with disabilities have to fight endlessly is that we’re entitled and demanding, and we don’t actually need the accommodations we use. Every disability cosplayer angrily demanding that they be given a disability accommodation they do not need makes it that much more difficult for people with disabilities to access accommodations we do need.

Every PWD has stories about able-bodied people disbelieving us when we say we need something. Most PWDs have a story about being told we’re “faking it,” or that our mobility devices are just “a crutch” (ironically) and that we would “get stronger” without them. We’re told that we would be “better at managing pain” if we stopped taking our pain medications and just “learned to deal with” disabling pain. Ambulatory wheelchair users are routinely scolded, mocked, or even shouted at by able-bodied people accusing them of “faking” because they stood up to reach something in a store, or because they walked a few steps.

abledsareweird-hashtag-350x350

Description: A tweet from @eirpaC says: “I was an ambulatory wheelchair user for a year in high school, while I awaited spinal surgery. A peer told me I would get better if I just took the stairs, and she tried to block the elevator entrance several times. We were on the fifth floor.”

People with disabilities are routinely gaslit by healthcare workers who insist we’re lying or mistaken about our own bodies, our pain levels, our responses to treatments, or our needs. Nearly every PWD has heard at least a few of these:

  • “You don’t need that (test, treatment, medication)”
  • “It doesn’t hurt that bad”
  • “You just want drugs”
  • “Stop feeling sorry for yourself”
  • “You couldn’t have had that reaction”
  • “You just need to exercise”
  • “You just need to lose weight”
  • “You just need a more positive attitude”
  • “It’s all in your head”

And of course the famous “Are you sure?” accompanied by a skeptical smirk. The nurses and doctors who believe us and treat us with respect and dignity are worth their weight in platinum.

Being disbelieved by family, friends, healthcare workers, and even strangers is one of the most commonly shared experiences of PWDs, especially women and BIPOC with disabilities. When an able-bodied person cosplays disability, it makes our lives that much more difficult because it confirms the suspicions of able-bodied people that we’re all just “faking it.” Even people with obvious physical disabilities or clear diagnoses are told we’re “faking it” about some aspect of our disability– the level of pain we experience, the things our bodies can or cannot do, or our experiences of ableism. There will be people who will contact me after reading this piece to tell me I’m “faking it” about how often we’re told we’re “faking it.”

The newest disability cosplay comes from able-bodied anti-maskers. They’ve even formed a little club that issues laminated cards that pretend to be “official”:

ftba-card-w-watermark.png

The cards say:

“FACE MASK EXEMPT CARD. I AM EXEMPT FROM ANY ORDINANCE REQUIRING FACE MASK USAGE IN PUBLIC. Wearing a face mask posses (sic) a mental and/or physical risk to me. Under the Americans with Disability (sic) Act (ADA), I am not required to disclose my condition to you. Department of Justice ADA Violation reporting number: (800) 514-0301. If found in violation of the ADA you could face steep penalties. Organizations and businesses can be fined up to $75,000 for your first violation and $150,000 for any subsequent violations. DENYING ACCESS TO YOUR BUSINESS/ORGANIZATION WILL BE ALSO REPORTED TO FTBA FOR FURTHER ACTIONS.”

Also on the card is an official-looking seal that purports to be from the “Freedom to Breathe Agency,” with a web address. No such agency exists and the web address leads to a broken website. (I used a picture clearly labeled “FRAUD” for obvious reasons; that doesn’t appear on the original.)

This bit of disability cosplay is particularly egregious because people with disabilities are at higher risk of complications from Covid-19, and are protected from deadly infection by responsible public behaviors like social distancing and mask-wearing. There are very few disabilities that preclude mask-wearing, and those who truly cannot wear a mask are relying on the rest of us to keep our masks on. Your mask prevents you from infecting other people by catching the droplets that come from your nose and mouth. This is especially important with Covid-19 as so many people are asymptomatic in the early stages of infection, and some apparently remain asymptomatic, although we have no idea why, making us all possible asymptomatic carriers. The failure of the US to provide adequate testing means that people are waiting days or even weeks for test results when they can even access a test, making it even more difficult to contain the spread as people go about their daily lives awaiting results.

The internet is full of videos of people throwing tantrums as they insist they have a disability that prevents them from wearing masks while the poor, underpaid store worker is just trying to enforce store policy and commonsense public health protections. People pretending to be from the non-existent “Freedom to Breathe Agency” are even intimidating store workers with lies about how they can be personally held liable for enforcing store mask policy. Please note that every single one of these disability cosplayers who claim to have an unnamed “breathing problem” are breathing just fine through their lengthy, shouted tantrums.

And every single one of these disability cosplayers is making life more difficult for people with disabilities, especially the very few people who genuinely cannot wear a mask and the people with real respiratory issues, such as asthma and COPD, who are at enormous risk of complications from coronavirus and are relying on the rest of us to supplement the protection their masks give them by wearing our own.

If people want to throw a public tantrum about wearing garments, whether it’s safety equipment like a mask or a hardhat, or pants, please leave us out of it. It’s difficult enough to get the accommodations we need.

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Anti-Ableism 101: How to Be a Better Ally

953727_necroticpixies_make-it-accessible-or-burn-it-down

Image: The standard disability icon, but carrying a flaming torch, and with this written on the wheelchair: Make is accessible or burn it down. Buy this image on a variety of products at the Etsy shop NecroticPixies

Happy Disability Pride Month!

July is the month people with disabilities express pride in our identities and accomplishments, and work to make the world a more equitable place for all PwDs. I’ll be devoting July’s posts to discussing disability and the able-bodied allyship we need from you. This post is designed to cover a few of the basics.

THESE ISSUES ARE SYSTEMIC. The vast majority of people who say and do ableist things just haven’t yet examined the ways in which systemic ableism has impacted their beliefs and understanding. One key thing to remember in work around allyship is this:

When you’re feeling defensive, when that “BUT I’M NOT ABLEIST, I DIDN’T MEAN IT THAT WAY, I’M A GOOD PERSON” rises in your chest, it’s the X that marks the spot: Dig Here. There is something to find. It’s OK to be uncomfortable. Sit in the discomfort. Think honestly and fearlessly about the issue at hand. Instead of resisting them, allow defensiveness and fragility to be your guides. When they occur, stop. Breathe. And then DIG. It’s not your fault our ableist society put those ableist thoughts in your mind, but it’s your job to honestly examine them and root them out.

If a PwD has told you that something you’ve said or done is ableist, thank them. It took an enormous act of bravery to be honest with you because so many able-bodied people react defensively and even angrily when told that their words or actions were ableist. Honor the trust they’ve shown in you by doing the work required. Is it easy? No. But honest self-examination is one of the central projects around learning how to be a better ally.

EXAMINE YOUR EXPECTATIONS.

  • Not every disability is visible. It’s not allyship to yell at someone who “seems fine” when they park in a space reserved for PwDs. There are numerous invisible disabilities that can make walking painful, difficult, or dangerous, and you are more likely to be shaming a PwD than fighting on our behalf. And there are many aspects to disability that aren’t about mobility. Learn about invisible disabilities.
  • Disability is not all or nothing. Ambulatory wheelchair users exist. Many people who use wheelchairs can stand and walk under certain circumstances. For example, I usually walk with a cane, but if I’m going to a museum or theme park, I will use a wheelchair because I can’t walk for very long. The ableist jokes and memes (“It’s a miracle!”) about ambulatory wheelchair users are an example of disability binarism— the concept that disability must be all or nothing. Either you can walk fine, or you cannot walk at all. Either you can see well, or you cannot see at all. This concept does real harm to people with disabilities.
  • Do not assume you know what we need. Once I taught at a school that rented space from a church. I parked in one of the blue spaces until the church complained that all the blue spaces were “theirs.” Rather than wrangle with them, the school generously provided me with a parking space right near the building entrance. The only problem: I wasn’t using the blue space because I needed to be close to the entrance; I was using the blue space because I needed more room to get in and out of my car. No one had asked me what I needed; they just assumed they knew. Ask us what we need.

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Image: An illustration of flags that say, “Nothing About Us Without Us” against a dark blue backdrop with many small icons representing various disabilities in light blue. This appears to be an adaptation of a Women’s March protest poster by Jennifer Maravillas, but if you have more specific information, please let me know. 

NOTHING ABOUT US WITHOUT US. If you’re creating disability-related policy, planning a public event, creating a product, writing a character with a disability, or educating yourself about PwDs, you must center the voices of PwDs in your work. I know this sounds like an obvious piece of advice, but it’s not often followed. The majority of public policy, corporate policy, event planning, and disabled character creation happens with little or no input from PwDs. When we do give our opinions, we are frequently shut down. I’m just one person, but I’ve been told all of the following when attempting to create a more disability-friendly workplace:

  • We don’t need that; we do great with disability
  • Maybe we’ll include disability in our DEI work in the future, but not right now.
  • People know that our program is not fully accessible. They can just choose to go elsewhere.
  • This area is occasionally used by able-bodied people, so we can’t make it disability seating.
  • But we’re not required to by law.
  • It’s too difficult.
  • It’s too expensive.

PwDs have written reams of material about making spaces, programming, events, products, and characters more accessible. There are hundreds of PwDs, myself included, who offer their services as disability equity and inclusion consultants. There is no need to guess, assume, or imagine what we need. “Nothing about us without us.” Just ask, and when we tell you, believe us.

DO NOT GLORIFY “TOUGHING IT OUT.” Once I heard a colleague say about a student with a mobility disability, “They did great! They walked for hours and never once complained. I’m so proud of them!”

This stood out to me because it’s an excellent example of the prevailing attitude of able-bodied people: It’s OK to be disabled, but it’s not OK to talk about it or inconvenience able-bodied people with our needs. It’s OK to come along, but you must never tell able-bodied people that you’re in pain or that you need an accommodation. This “push through pain; never show weakness” is one of the cornerstones of American ableism. I’ve written about it before, so I won’t go into detail here, but suffice it to say, it’s ableist to glorify pretending that disability doesn’t impact us.

HANDS OFF. You would be astonished how often people with visible disabilities are grabbed, touched, pulled, or pushed. Apart from the obvious– never touch another person without their consent– you are more than likely not helping. Any time you suddenly grab another person without warning or consent, you risk pulling them off balance. I walk with a cane, and when you grab my arm to “help” me walk, it destabilizes me and makes walking more difficult. People who use wheelchairs all have stories about able-bodied people who lean on their chairs, try to sit on them, or even grab the handles and start pushing them in random directions, assuming they know where the PwD wants to go.

Always ask us what we need.

And while you should never pet or feed any domesticated animal without permission from its human companion, this is especially important with service animals. We don’t come to your place of business and pet you or shove an eclair in your mouth while you’re trying to give a presentation; don’t pet or feed a service animal while it’s trying to work.

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Image: A raised black fist with the infinity symbol on the wrist and thumb; to the right, the words “Black Disabled Lives Matter.” Source: Amazing artist Jen White Johnson. Go spend money on her stickers, prints, and other cool stuff. 

BLACK LIVES MATTER. Remember that these issues are intersectional. Our experience of disability is enormously impacted by other aspects of our identities. Consider the additional impact of racism, sexism, homo/transphobia, classism, fatphobia, Islamophobia, antisemitism, and other forms of oppression as they interact with ableism. This is why it’s key to develop your allyship by reading the work of a wide variety of PwDs. Your ally reading list for Disability Awareness Month 2020 should lean towards reading the work of Black PwDs. One of my favorites is Crutches and Spice, run by Imani Barbarin, but there are dozens of excellent sources out there!

LANGUAGE. Refer to us as “people with disabilities” (“PwDs”) in the aggregate. Individuals may have different preferences, but in the aggregate, remember that we are people with disabilities, people who use wheelchairs, people with invisible disabilities, etc. Put people first! Please avoid “the handicapped” or cutesy euphemisms like “differently abled,” “special needs,” or “handi-capable.” If an individual has a different preference, use that! It’s not up to able-bodied people to tell a PwD they’re “wrong” for using a different term.

It’s also important to stop using ableist slang terms. “Lame” and “dumb” meaning “bad” are two of the most prevalent now that it’s common knowledge that “r****ded” and “r****d” are ableist slurs. (Also avoid variants of “r****d” like “fuckt**d” and “libt**d,” although it seems implausible that anyone who would use “libt**d” cares about people with disabilities.)

Two more critical terms to avoid are “blind” and “deaf” as metaphors for ignorance. (You can go back through this blog and find examples of my own unthinking, ableist use of these terms.) People with sight-related and/or hearing-related disabilities are not any more or less likely to be ignorant than anyone else. Another troubling trend is the use of blindness as a metaphor in books, films, TV, and theatre. Actress, teacher, and disability activist Marilee Talkington writes powerfully about this in her critique of José Saramago’s book, Blindness, now a sound installation art piece in London:

“The book is a despicable depiction of humans who have suddenly gone blind being herded into and imprisoned in an asylum where they devolve into animalistic killers, lose all humanity and sense of self, all while being ‘cared for’ and ‘lead’ by SIGHTED individuals. . . . Stop using us (BLIND folx) as your METAPHOR for the disintegration of humanity, for your ignorance, for the world’s chaos, for your lack of goodness, your lack of ability to adapt, and for the emptiness of your own soul.”

Disability should not be used as a metaphor for moral impairment. 

THERE’S SO MUCH MORE. My post barely scratches the surface, but I hope it’s enough to get you started thinking about disability allyship!

NEXT WEEK: Disability and Covid-19.

Want more? Become a Bitter Gertrude patron & get access to Bitter Gertrude Book Club, a bimonthly post with reading recommendations about BG posts, current events, and writers to keep on your radar.

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Back to School in the Era of Covid: The “Managed Risk” of Student & Educator Deaths

Pictured: The hand of a Black child raised in class.

As educators enter summer “break” each year, we begin planning for the fall. Never in the history of education in the US has that planning been more critical than it is now. The main concern in every other year has been delivering equitable, high-quality education. For the first time, the main concern for the 2020-21 school year is minimizing the number of students and staff who will die (while delivering equitable, high-quality education).

When we believed that white people and people of color would suffer and die in equal proportions, we shuttered all school buildings and sent everyone home. Now that we know that communities of color have higher rates of infection and death, we’re suddenly fine with reopening schools. It’s suddenly “safe” to reopen. Safe for whom?

THE PUSH FOR IN-PERSON CLASSES

School districts all over the country are deciding what to to about the upcoming school year right now, and there’s been a vocal push to reopen schools for onsite classes. On June 18, Texas announced that its public schools statewide will be returning to onsite classes in the fall. Texas governor Greg Abbott also announced that families with “health concerns” would be allowed to make arrangements for remote education. Texas has furthermore announced that masks will not be required, temperature screenings will not be required, and the details around how any of this will be handled (or funded) will be left up to the individual school districts.

Texas has over 5.4 million students enrolled in its public school system and employs close to 400,000 adults. While Covid-19 appears to be less dangerous for people under 18, it’s still dangerous. Even with schools completely shut down, over 90,000 children have been hospitalized nationwide, and the current surge in cases has seen a marked increase in infections among younger people. In California, for example, 44% of new diagnoses are in people under 35.

We know that indoor, in-person gatherings greatly increase infection rates, as we’re seeing with record spikes in areas that are re-opening. As cases rise, the death toll mounts, with many states posting record Covid deaths. If just .001% of those 5.8 million people in the Texas public school system die from Covid-19 contracted as a result of in-person classes, that’s 5800 people in Texas alone.

CDC has recently, due to expanded testing, discovered that about a third of cases are asymptomatic, which has reduced overall mortality rates to 0.5% of confirmed cases, but reveals how the virus is able to spread so rapidly in even brief gatherings in indoor spaces like churches, choirs, and classes. The only way to keep the death rate down is to slow the rate of infection. Yet here we are, proposing to force children and educators into in-person classes knowing full well that infections will spike as a result.

Infections and deaths won’t stay confined to school sites. Families of schoolchildren will see increased rates of infection and death after their student brings the virus home from school, and parents will spread that infection into other workplaces before they even know they’re infected.

How many deaths are we willing to cause to avoid the inconvenience of online classes? And why is it “managed risk” when the suffering and death will disproportionately impact people of color, but it was an intolerable risk when we believed white people would suffer and die in equal proportions?

Here’s the thing: We have a perfectly good alternative. Unlike a restaurant or a nail salon, education has a functional distance option. Is it perfect? No. Are in-person classes perfect? Also no.

If we decide right now to continue with distance learning in order to save thousands of lives, we can spend the summer preparing and addressing the problems of distance learning. And if we do, we will be beginning the 2020-21 school year far more prepared to address inequities than we ever have been in the history of American education.

Pictured: A Black high school student, pictured from behind, raises his hand as his Black teacher calls on him. (Photo: Getty Images)

INEQUITIES ONLINE AND ONSITE

The primary problem facing American education is inequity, whether classes are held in person or online. We have been, as a culture, singularly uninterested in addressing the inequity issues attached to in-person, traditional K-12 education.

You only get answers to the questions you ask. And the questions we, as a culture, have asked so far are all, in effect: How can we do something to address inequity in education without tackling inequity in society at large?

We’ve been content to pretend that failure to successfully address inequity in education is due to “bad teachers” or the lack of the “right” programming rather than systemic inequity in every aspect of our culture.

We’ve been content to accept that school funding is tied to property taxes, and that one child attends a school with state-of-the-art equipment while another comes from an underfunded and understaffed school with broken windows, no heating or cooling, outdated books & broken equipment (and not enough of either to go around), and daily police violence, both in school and out.

We’ve been content to accept economic inequity as part of a larger good– “American freedom” and “capitalism.” We’ve been content to shrug our shoulders about the fact that economic inequity hurts children. “What can we do about it?” We’ve been content to accept that a wealthy family can purchase higher SAT scores and better grades with expensive test prep classes and tutors while poor students don’t even have a local library, and have to race home after school to take care of younger siblings while mom is at her second job.

If that student is Black, they have to worry about whether they’ll make it home at all, whether they’ll successfully avoid police or get beaten, shot, or choked out in the street for “looking suspicious.” If that student is Black, they are many times more likely to be living in poverty due to years of aggressive economic disenfranchisement. If that student is Black, they are at higher risk of health complications from all sources due to the stress of racism.

And if that student is Black, they learn at a very young age that white people are more than content to gaslight them about these realities, mock their concerns, viciously condemn their peaceful protests, use state-sanctioned propaganda to dismiss racism and demonize Black people, and use state violence to silence them.

The impact of systemic cultural racism on students and on education is widely known, yet we have always lacked the political will to do anything about it except Make. It. Worse.

That’s our current reality. That’s the “ideal” we’re willing to sacrifice student and staff lives to return to.

Online education is inequitable, but it is not more inequitable than in-person education. And we have the opportunity to address equity in online education as we invent widespread online public schooling.

Pictured: A Black student works at a desk.

The inequity issues with online education are immediately apparent, and many of them are the same inequities that onsite education has: lack of equipment, lower rates of reliable internet connectivity, higher rates of reliance on older children at home to watch younger children (due to excessively high-priced childcare). If we start now, we can work to resolve many of those issues before mid-August and start school with less inequity than we would have if we just simply reopened in-person education.

We can (continue to) work with tech companies to supply districts with laptops at cost and wifi hotspots. We can provide federal funding to states to subsidize high-speed internet for families in need. We can require businesses to allow parents to work from home, and we can extend wage subsidies to cover those whose jobs don’t have a remote option, effectively extending paid parental leave to cover the 2020-21 school year. We can increase parent education around learner needs, and create a commonsense truancy oversight system run by trained specialists who can identify the problems and work with the families to correct them, connecting them to needed resources. We can increase funding to SNAP and make qualification faster and easier, ensuring our students are fed.

We could provide teachers professional development around distance learning, and create resources based on what we already know from years of pedagogy around remote education. It’s not like distance learning is an entirely new concept; the clunky rollout last year was due to the lack of preparation and planning. Teachers were given just a few days to turn their in-person classes into distance learning right in the middle of the year. None of our classes were designed to be distance learning from the start. Remote education requires a different pedagogical approach, but now we have the opportunity to prepare classes as effective distance learning from the start.

Yes, this will all require a significant increase in funding. No one ever asks where the funding will come from when we want to give corporations and the wealthiest 1% a massive tax cut; no one ever asks where the funding will come from when we want to increase police or military spending. But when we pit money against children in America, money wins every single time. It’s time to make a different choice.

BUT WHAT ABOUT HYBRID CLASSES?

“Hybrid” classes are perhaps the most popular approach amongst politicians. The type of hybrid education being proposed for social distancing means half of the students are onsite on any given day while the other half are at home in online classes. Students rotate from onsite to online, back and forth, to maintain onsite attendance at half capacity. Hybrid proposals also usually provide an option for parents to choose online education for their child all year if they have concerns about the safety of onsite classes– and they should.

The “hybrid” model is not new. It hasn’t been put into widespread use, in part because it requires a deep restructuring of every aspect of K-12 pedagogy. And while hybrid models are a fantastic idea for high school and college, they rely heavily on deep parent involvement for younger children. We often hear “our economy can’t reopen until our schools reopen” because schools provide the vast majority of the childcare in the US. But there’s no safe way for schools to fully reopen, and the hybrid model still requires an onsite parent/caregiver for most students.

Additionally, hybrid classes will only work with a massive influx of new staff at a time when most states are facing staff layoffs. The pedagogy of distance learning is different than the pedagogy of in-person learning. What this means in practice is that Mr. Nagel would have to create the same lesson on apostrophes twice– once for the in-person students and once for the online students– following different pedagogical approaches. Teacher prep time would double, which is– trust me– physically impossible to execute with the current workload. Most teachers are using the majority of their “off” hours doing prep work already.

Most people think that “instruction” is all we do. Graphic from weareteachers.com shows that teachers work more hours per year than average full-time employees for less pay.

And what, specifically, will the students at home be doing? Teachers who teach an online class are available to teach lessons in real time via Zoom, answer questions, and work with students online during class. Teachers who teach an in-person class are available to give the lesson, answer questions, and work with the students in their classrooms during class. But a “hybrid” teacher is supervising a class of in-person students who are working on the necessarily different in-person lesson, and no one is there to support the online students doing a different online lesson unless you hire twice as many teachers. No one can supervise 16 students in a classroom and 16 students online simultaneously.

There are proposals wherein online students are meant to work independently, with no teacher-led instruction, supervision, or assistance. That’s not even worth considering as a national K-12 model. That model will work very well for some students in some classes– heavily weighted to older students– but for every student? Of every age? In every subject?

There are proposals wherein all students meet onsite for four days and then everyone is home for ten. The thinking goes that the ten days at home will be enough time for those who were infected to show symptoms and isolate. Given that families of color will be disproportionately impacted by the ensuing suffering and death, this “solution” is also not worth considering. It’s especially trying my patience that people are not considering how many of those infected people will be teaching staff and how difficult it will be to replace 10 STEM teachers in a single district during an era wherein it’s difficult to find even one. Unsurprisingly, the national shortage in STEM teachers also has a disproportionate impact on communities of color— the exact demographic that will see the most teacher infections and deaths if we hold in-person classes.

The hybrid model posits that the online portion is made up of “online activities”– recorded lectures, educational games and videos, online worksheets. Who will create these? How will we fund their creation or pay for existing EdTech products? Educators need to be creating these materials and creating hybrid structures for them right now. We need access to professional development right now. Instead, funding is being cut, and– you guessed it– communities of color are always disproportionately impacted by budget cuts.

Pictured: The word “EDUCATION” stenciled in red on a yellow wall, partially covered by graffiti. (Photo: Harvard.edu)

BUT AT LEAST THE HYBRID MODEL IS SAFER, RIGHT?

LO– and let me be perfectly clear about this– L. The cornerstones of the hybrid model for 2020-21 are maintaining social distancing and sterilizing classrooms between classes. Both are completely, laughably impossible.

Even if students could be convinced to maintain social distancing– and they will not reliably follow the rules because they are children— there’s just not enough square footage in most classrooms to allow for it unless we break classes up into thirds or even, in higher populated districts, fourths. It’s not physically possible in most schools.

Students in a classroom on Hempstead, NY. (Photo: CBS2)

And remember that students spend a great deal of time outside the classroom in passing periods, at lunch, on their way to and from school, in the bathroom. Social distancing for the 50 minutes they’re in my classroom does not matter if they’re on top of each other everywhere else. If you think students won’t sit in each other’s laps, draw on each other, share food, or kiss each other, you have never met a teenager.

In addition to the impossibility of enforcing social distancing, there’s not enough time between classes to sterilize the desks, equipment, door knobs, window ledges, and other surfaces, and even if there were– even if we shortened every class by 15 minutes to make that time– schools have been so inadequately funded prior to the proposed 2020-21 budget cuts that teachers have been forced to purchase basic equipment like pencils and paper out of pocket. So who will be paying for all this disinfectant? Have masks and gloves been purchased? Hand sanitizer? What happens when a classroom supply runs out? Where is this funding coming from when schools are so strapped for cash they’re sending out pink slips?

There will be no social distancing and the classrooms will not be sterilized, period. Oh, the states will protect against liability by wringing their hands and saying, “But we told you that you had to have social distancing and sterilize classrooms!” But they have no current plans to provide enough equipment or funding to do so. Instead, they’re telling us, “Do more with less.”

Students will get sick. Teachers will get sick. And some will die. The families who will be protected from this are the ones who choose to keep their students home full time, and without state and federal subsidies, that will become more and more weighted to the wealthy.

When those students and teachers get sick, when death begins to stalk our schools, will we shutter them all and send everyone home, moving to online education anyway, but without preparation? Or will we see that the burden falls much more heavily on people of color, and continue to see that as a “manageable risk”?

That brings me to the bottom line.

THE BOTTOM LINE

Do you think the people in power don’t already know everything I’ve said here? If white people died in equal numbers, the risk presented by returning to in-person classes, either full time or in a hybrid model, would be considered intolerable. We’re considering in-person classes to be a “manageable risk” because the bulk of the suffering and dying will be done by BIPOC children, families, and educators.

Does your school district claim that “Black lives matter”? Here’s your chance to prove it.

Keep the school sites closed. Flood schools with increased federal and state funding for everything I’ve discussed above, plus partnering with special education teachers to create safe solutions for students with disabilities. It can be done. But we have to start now.

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Diversity Training Will Not Save You

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Pictured: A smiling Black child in a pink flowered tank top stands on a green lawn holding a sign that reads, “We said Black Lives Matter. Never said only Black lives matter. We know all lives matter, We just need your help with #BlackLivesMatter for Black lives are in danger!”

Every company, every school, every nonprofit is scrambling to hire a “Director of Diversity” or relying on their current one to navigate them safely through this crisis. Nearly every organization has felt the need to respond in some way. White-run organizations– including police departments all over the country– are promising further “diversity training” for their staffs. The problem is: Diversity training doesn’t work.

Why it doesn’t work is not the fault of the DEI professionals working in the field. Quite the opposite. The problem is how we– especially white people in positions of power–approach the issue of racism. We think of it as “a problem” that can be “solved.”

White supremacy is not a workplace issue that a diversity specialist can “solve” for you. It’s a systemic cultural issue that manifests in the workplace in the same way it manifests everywhere else.

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A group of young Black people wear masks that say “I CAN’T BREATHE” as they attend a protest in Chicago. Photo by Nam Y. Huh.AP. Source: “Do the Work: An Anti-Racist Reading List” by Layla F. Saad.

Upper-level management is almost entirely white across the US, and white people don’t think of ourselves as “racist”– we think racism always lies somewhere else, with someone else. We think of it as a relatively simple issue– we’re “not racist,” so Jerry in Legal can just stop being racist by following a few simple guidelines and the problem will be “solved.”

We think this issue is about how individual white people treat individual people of color, and while that is absolutely one aspect of this, it’s not everything. You can fire a racist cop or a racist politician or a racist investment manager, but the replacement is just as likely to be racist– intentionally or unintentionally– if you don’t address the underlying issue of systemic white supremacy, and you can’t do that if white people aren’t willing to do the hard work involved.

Diversity training is an invitation to begin that work, not a “solution” to racism in the workplace or otherwise.

White people– especially white liberals who consider themselves “woke”– imagine diversity training will be our moment to stand up and denounce the racism of those bad people somewhere else while our Black colleagues clap. The moment we realize that this work demands examining our own complicity and the ways in which white supremacy has shaped us as white people, we react defensively, even angrily.

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What white people imagine diversity training will be like           (Pictured: A white woman with blond hair and a bright blue dress [Emilia Clarke as Daenerys Targaryen in HBO’s Game of Thrones] is held aloft by a crowd of people of color dressed in earth tones, all reaching for her.)

Let me tell you two brief stories about diversity training.

I once worked in an extremely liberal workplace in an extremely liberal area. The org, despite its progressive identity and location, had never done any DEI work in its history, and there were some resultant problems. Three women of color & I co-founded its first DEI committee. I believed most of these progressive white people would embrace the journey ahead and we would Get Things Done. I was spectacularly wrong.

Most white staff were defensive; several were openly hostile. Many were offended at the very idea they might need diversity training. One of the worst offenders flat-out refused to attend; in staff meetings, others crowed about their hostility to the trainers (“I really got her!”) or pointedly stated that the “ideal community” was “homogeneous.” White leadership protected and defended the bad behavior. Eventually, the hostile work environment forced us all four of us out.

What a child I was. This was before Robin DiAngelo’s book came out, and I was still under the naive impression that progressive white people would “be better.”

Those employees (with one exception) sat through those diversity trainings. They sat through every single one. And it did almost nothing. The average retention there of Black staff is two years.

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Pictured: A tweet by comedian Ziwe Fumudoh that reads, “Right now every employer in America is terrified that their Black employees will be honest about their work experiences.”

You may have already heard my second story:

A few days ago at a protest, police in San Jose, CA shot their own diversity trainer at point-blank range with rubber bullets for daring to try to stop them from continuing to fire on peaceful protesters. They illegally aimed for his groin and ruptured his testicle. Witnesses captured the moment on camera, confirming that the trainer was standing, hands up, in broad daylight, speaking calmly. And they shot him.

I don’t doubt that this man, Derrick Sanderlin, is an excellent diversity trainer. What I doubt is that the cops who shot him had any interest in taking that work seriously. Yet the SJPD, just like the org in the first story, just like almost every company and organization in the nation, have “diversity” listed as part of their mission.

“Diversity” isn’t the same as “equity.” A “diverse” culture can still be a white supremacist culture. Whatever you think the presence of Black people will do for your org, it’s not going to happen if they know you’re hostile to their truth.

A universal truth of teaching is that you can’t teach someone who doesn’t want to learn. Diversity training  is useless if white people are not willing to accept that we’ve been just as impacted by white supremacy as people of color. We have to be willing to accept that our culture relentlessly produces and promotes racist ideas, and we have to be willing to fully accept that people of color are far more adept at identifying and defining them. And while this post is about racism, please remember that the same can be said for women and sexism, trans people and transphobia, people with disabilities and ableism, and so on for all marginalized groups.

White people must listen and believe when people of color identify for us the impact white supremacy has had on them. After that, cleaning up our mess is our responsibility. People of color, diversity trainers, and anyone else can suggest solutions all day long but it’s our individual responsibility as people– not just as working professionals– to act on those solutions.

Overthrowing systemic white supremacy is a revolution that starts in your own heart and mind. It’s a lifelong process of anti-racist work. Each new day will bring a new realization of a racist concept you have been taught that you need to confront, examine, and work against. That feeling of defensiveness is your clue that you’ve hit paydirt. Whenever there’s a discussion of race or racism, and you feel defensive, you’ve found an area that needs work. It’s your job to stop yourself from reacting defensively and do the anti-racist work required.

There’s no Certificate of Completion. That Certificate of Completion you got for doing your workplace diversity training is nothing but an invitation to reconstruct your own humanity, and that work will never be done.

The work is all there is. It’s one foot in front of the other, and you will fail. We will fail. But we must keep trying. To pretentiously quote Samuel Beckett, “Try again. Fail again. Fail better.”

The stakes could not be higher. Lives are counting on us to do this work, and those lives matter.

 

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The New Boston Tea Party

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Anonymous 18th c. painting. Unless otherwise indicated, all art posted here is from the BBC collection, “The Black Figure in 18th c Art,” curated by by David Dabydeen.      (Pictured: A Black man in a red waistcoat and vest with a white high-collared shirt. His hair is in a stylish queue. He looks directly at the viewer with a penetrating gaze, his forehead lit as a symbol of intelligence. He stands before a rich reddish-brown background.)

My fellow white people: The protests you are witnessing now– that you have been witnessing for years– have a long, storied history in American patriotism. What you’re witnessing is a 21st century Boston Tea Party. 

It’s important to understand that police brutality is not new– it’s just newly on video  Black people have, for generations, spoken about police brutality and most white people have minimized or outright denied the problem. Now we have the video evidence to prove Black people were correct all along.

It’s important to understand that this cannot be solved with “just obey the police and you’ll be fine.” Again, we have the video evidence to prove that that is not just untrue, but cruelly, horrifically untrue.

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“Portrait of Ignatius Sancho” by Thomas Gainsborough, 1768.     (Pictured: A Black man with lightly powdered hair gazes off to his right, his face illuminated. He wears a green waistcoat with gold buttons, a gold-trimmed orange vest, and a white high-collared shirt. He stands before a brown background.)

Black Americans have been victimized by violent oppression and police brutality for generations. We have the video evidence to prove that we should have believed Black people when they told us about their own experiences. These are undeniable facts.

We have allowed the violence and brutality to happen, even encouraged it, and continue to do so. These are undeniable facts.

When Black people stage nonviolent protests, we respond by ignoring the reason they’re protesting and denouncing the style of protest. We excoriated them for taking a knee. We excoriated them for using a Broadway stage to speak politely to the incoming Vice President. We excoriated them for wearing shirts. We excoriate them regularly for writing articles, books, and even social media posts. Statements as mild as “Black Lives Matter” and “Please Stop Killing Us” draw howls of indignation from white people. We have made it abundantly, indisputably clear that nonviolent protests are not only ineffective, but hated and ridiculed.

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“A Black Servant,” Anonymous. 1760-1770. Source: medievalpoc.com     (Pictured: A Black boy holds a full wine glass in his left hand and an empty plate in his right with a red serving cloth draped over his right arm. He’s looking straight out and slightly smiling, as a small back and white dog sits on the table, looking up at him sweetly. The dog’s front paws are on the plate, giving the impression that the dog wants the boy to stop serving at table and play. The boy wears a blue waistcoat with a red collar and a blue vest, both with tan buttons. He wears a high-collared white shirt with a vertical ruffle.)

We aggressively minimize Black oppression by smearing and defaming every victim of a police murder. “He was no angel,” we say, as if a Black person needs to be perfectly angelic to earn the right to live. As if we ourselves live up to that standard. As if perfectly angelic behavior protects unarmed Black people from being murdered by law enforcement. It didn’t protect Aiyana Stanley-Jones. It didn’t protect Botham Jean. It didn’t protect Ahmaud Arbery. We work so hard to smear innocent murder victims we point to the misdeeds of family members and even wholly unrelated people.

 

Think about this: The violent oppression is real. Nonviolent protests have been ignored, denounced, and mocked. Reports of police brutality have been met with stony silence, victim-blaming, and deflection. When American colonists began violent protests against the British, most of their ire centered around financial aspects of British rule they deemed unfair, like taxes and trade policy. American culture has enshrined “taxation without representation” as the centerpiece of British tyranny, and modern Americans passionately revere the bloody war we fought in protest as the pinnacle of patriotism. Yet white Americans angrily denounce protests over the murder of unarmed American citizens by our own police. 

“Not all white people,” right? Most of us seem to fall into two distinct groups:

The white people who valorize a bloody war against “the tyranny of taxation without representation” but denounce and mock all Black protests against police murders, no matter how mild or nonviolent;

The white people who valorize a bloody war against “the tyranny of taxation without representation” but denounce and mock Black protests against police murders that include property damage.

We can do better. We must do better. This revolt is a fight for justice against tyranny.

Is there any more obvious example of “tyranny” than the murder of unarmed citizens by police? “Taxation without representation” pales in comparison.

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“Study of a Black Man,” Sir Joshua Reynolds, c.1770     (Pictured: A young Black man gazes off up and to his right, his face illuminated. He looks determined, resolute, and radiant. He wears a white waistcoat and a white high-collared shirt. The background is a cloudy blue sky.) 

These aren’t “terrorists.” These aren’t “thugs.” These are Americans using the time-honored tradition of protest to fight against tyranny. These are Americans demanding that we live up to the promise of “all men are created equal” and “liberty and justice for all,” promises we have, for generations, failed to keep.

Black people cannot do this alone. If they could, it would have been over long before we were born. This is a problem made by white people, and we need to solve it. It starts by seeing these protests as a cry for justice. It starts by listening and believing Black witness, Black truth. It starts by examining our complicity, our failures, our willingness to believe the racist lies we were taught. It starts by understanding that there’s no difference– none– between throwing tea into Boston Harbor and throwing a brick through a Target window. The only difference is that these people aren’t fighting unjust taxes. They’re fighting for their lives.

 

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You’re Not OK? Glad to Hear It.

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Thanks, ableism! I’ll get right on that. (Picture shows a staircase with the words “There is no elevator to success. You have to take the stairs” placed on the steps.)

Our culture is flooded with supposedly “inspirational” messages framing nonstop work as heroic. “Never let anything hold you back,” “Go harder and achieve your dreams,” and similar platitudes permeate our culture. People with disabilities are often the targets of it– “The only disability is a bad attitude,” “Don’t call yourself disabled!” and the whole “differently abled” and “handi-capable” nonsense. The worst of these are “inspiration porn”– people with disabilities used as props to inspire able-bodied people.

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Oscar Pistorius is famous, so I feel comfortable using this, but there are numerous memes just like this using images of children and everyday people. (Picture shows Oscar Pistorius, wearing his specially designed prosthetic legs and a yellow and green racing uniform, running in a race in a packed stadium. Emblazoned in large white letters across the picture is, “WHAT’S YOUR EXCUSE?” in all caps.)

Who does it serve to pretend that any admission of limitations is a sign of laziness, personal weakness, “giving up,” and moral failure? Who does it serve to frame pushing through limitations without asking for help as the highest possible good? Who does it serve to pretend that success is the natural end result of relentless work?

Who does it serve to tell people with disabilities that the highest good we can achieve is to live as if we are not disabled?

Who does it serve to pretend you are OK when you are not, in fact, OK?

I haven’t posted since July. That’s an eight month hiatus. In that time, my husband and I bought our first house. Just before closing, my mother-in-law died suddenly and unexpectedly, collapsing in front of our son as she was taking him to lunch.  While we were moving, I was bit by a venomous spider, leaving a large, blistered wound that took weeks to heal. I had a stalker, angry about something I had written, track down and contact a number of co-workers. Five days after that, I got a call from my husband’s workplace telling me he had collapsed with chest pains and was being rushed to Kaiser in an ambulance. Shortly after he recovered, our daughter had surgery, and had complications that resulted in her calling me at work and sobbing into the phone in pain and frustration. Then I had an extremely painful back injury. Then I lost my job.

That’s not even everything, and this was all before the virus. Today is Day 11 of shelter-in-place with no real end in sight.

The past eight months have brought me the greatest turmoil and upheaval I have ever experienced. The blog has taken a backseat to all this, and I hate myself for it.

I have constructed my entire adult identity around being reliable, hardworking, and extremely productive. I have been proud of my lack of work/life balance. Even in the midst of the turmoil and upheaval of the past eight months, at a time I was hiding in the bathroom and sobbing at work, barely able to get through each day, I took just two days off. I have answered work emails in line at Disneyland. I have answered work emails at midnight. I have answered work emails from a hospital bed. Our culture is awash in “Never Stop,” “No Excuses” propaganda, and I am clearly as susceptible to that as anyone else.

Yet the price we pay for that is brutal. We shorten our lives, spread dangerous viruses, and live lives that are less full. We work 70 hour weeks for companies that lay us off without a second thought. We take on punishing “fitness” regimens that drain our time, wallets, and health. We pretend that leisure is just laziness if we’re not using that time to work on a project. We even have to make our downtime about goal-setting and achievement. Meditation apps give rewards for achievements. Level up! Get those stickers! NO EXCUSES.

Even in the midst of this horrific pandemic, there’s pressure to ACHIEVE. What are you writing? What new language are you learning? Which of the 10,000 online events are you attending? How many online events are you offering to your community? What are you DOING? Don’t just sit around online, you lazy jerk! What are you DOING?

I ask again: Who does this serve? Who benefits from the propaganda that claims that smashing our bodies, minds, and lives against the rocks of relentless labor is the greatest moral good, and that any less is a moral failing?

Who benefits from a culture that demands we never admit to limitations?

When we refuse to accept our limitations, we prop up an ableist culture that sees any physical, mental, or emotional limitation as a moral failing. We prop up a culture that centers the bodies of able-bodied, neurotypical people and defines all others by their distance from that “norm.”

When we refuse to accept our own limitations, we are propping up an ableist culture that demands that others refuse to accept their own limitations, that frames limitations as laziness– as moral failure.

When we pretend that “anyone” can be wealthy, thin, or healthy with “hard work,” and that any lapse in relentless work is the “reason” we aren’t wealthy, thin, or healthy, we prop up an ableist, classist culture that serves only the wealthy and powerful. And while there are some wealthy people who “worked hard” to “get there,” they did not work HARDER than poor or middle class people. If hard work = wealth, every nurse and teacher would be wealthy. Most wealthy people inherited their wealth anyway.

Our culture supports the lie that anyone can be wealthy, successful, thin, and healthy through “hard work” because it benefits the privileged when those of us who are not privileged are fooled into believing financial privilege, thin privilege, and healthy privilege are merit-based. We are complicit in this lie when we refuse to challenge the idea that constant, unrelenting labor that ignores physical, emotional, and psychological limits is the highest good, and anything less is a moral failing.

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(Picture shows fluffy pink clouds and the words, “It’s OK not to be OK.”)

 

We are in the middle of a global pandemic worse than any we have seen in over a hundred years, and I say this as someone who had H1N1. I’m not going to list the many reasons people who live in a nation ruled by an incompetent, vindictive, childish narcissist have to be anxious. Suffice it to say: We are anxious. We are not OK.

Ableism demands that we never allow ourselves to be seen as “not OK”– not fully able. Because being dis/abled is a moral failing.

You don’t need to have a blue placard or a medical diagnosis to be dis/abled. You may not be a person with a disability, but the extreme emotional and psychological demands of this crisis– or of life in general– can leave you dis/abled. Unable to continue at the pace at which you’re continuing.

Those of us who identify as people with disabilities are right there with you. We understand. And we all need to agree together that it is OK to be disabled or dis/abled. It is OK not to be OK. Because the alternative– limitations = failure– is at the core of the ableist culture that oppresses us. We need YOU to be OK with not being OK to help us shift the culture toward greater inclusion of people with disabilities.

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Stella Young, 1982-2014. Photo credit: crippledscholar.com (Picture shows Stella Young, a woman looking cute as hell in a long-sleeved red shirt, red lipstick, and a light brown bob haircut, sitting in her wheelchair and looking into the camera with a slight smile and her eyebrows raised. The quote appears in red on a yellow background: “That quote, ‘the only disability in life is a bad attitude,’ the reason that’s bullshit is . . . No amount of smiling at a flight of stairs has ever made it turn into a ramp. No amount of standing in the middle of a bookshelf and radiating a positive attitude is going to turn all those books into braille.”)

People with disabilities aren’t inspired by posters of athletes with disabilities emblazoned with “What’s YOUR excuse?” or the label “handi-capable.” We don’t need “encouragement,” or a lecture about “You’re only disabled if you allow yourself to be” or “Don’t let your disability stop you from reaching THE STARS.”

What we need is cultural acceptance of limitations. And whether those limitations are physical and permanent like mine, or temporary and emotional like ::gestures broadly at the quarantined world::, the cultural function is the same. It’s OK not to be OK. It’s OK to need help, whether that’s an elevator or a day off.

Every time you publicly chastise yourself for skipping a workout, taking a day off, getting takeout instead of cooking, allowing the kids to watch TV so you can have a break, or otherwise acknowledging your limitations, you are building cultural support structure around ableism. You are supporting a world that sees limitations as failure rather than as a fact of human existence.

Take that break. Take all the breaks. And refuse to apologize for it.

You’re not OK? Glad to hear it, because it means you are creating cultural space for people with disabilities by using your able-bodied cultural privilege to claim space for limitations, to show that we all still have value– and can still achieve plenty– within our limitations.

It’s important to fight for the idea that limitations and accommodations are not admissions of weakness. PwDs are not “weak” or “lazy” if we don’t do wheelchair basketball or if we need to work from home. You are not “weak” or “lazy” if you need a day off or if you don’t learn quantum mechanics during shelter-in-place.

Accommodations are not burdensome. I cannot “work hard” or “positive attitude” my way out of my physical limitations. Accommodations level the playing field so that we can achieve as much as able-bodied people. The accommodations able-bodied need for their limitations are similarly not burdensome. The more space we create in our culture for acceptance of limitations and the natural and obvious need for accommodations– the natural and obvious need to allocate resources for accommodations– the more inclusive our culture will be.

“What’s your excuse?” I don’t NEED an excuse to have human limitations. And neither do you.

 

 

 

 

 

 

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