Dr. Shange’s focus on the theme of carceral progressivism in the school system was provocative and very timely. Dr. Shange defines carceral progressivism as the paradoxical dynamic in which social reform practices, particularly those that target inequities in communities of color, can perpetuate antiblack racism even as they seek to eliminate it (14). In chapter three, Shange focuses on the progressive side of carceral progressivism. Despite the informing content in this chapter, I will align how some of Bernard’s Structured Interviewing was utilized in the chapter whether naturally or intentionally.
First, the selection of names for the Spanish class reminded me of a loose version of free listing. Although the students were not asked what are some names in Spanish that represent you, the selection of the name for themselves spoke to how the students see themselves based on their own desires (as seen by Ardilla’s selection of chipmunk) or by how they understand others to see themselves (as seen in selecting Abuelia). The naming even showed how the students handled negative stereotypes via humor (as seen in chino, dormilon, or sweet treat). In Bernard, free listing can signify saliency especially in the students’ relevancy and importance in their local communities in their own eyes.
Second, the discussion of which language came first represented an informal ranking. Although there are plenty of historical contexts that the youth were missing, the youth’s discussion denoted two revealings: one that ordering of which language came mattered to the youth as evident by Luna’s posing the question which came first Spanish or English. The discussion afterward including the inclusion of “Africa” displayed the students’ view of the importance and social hierarchy of these languages. When Abuelita used the term “African,” she was really inserting an opinion of her viewpoint of the social status of languages and also displaying how not including African languages in the discussion was just as telling of the others’ viewpoint of the language.
Lastly, the discussion of who should use the N-word represented a triad test. The core question basically asked which word belongs together in the use or inappropriate use of the n-word. In reference to white people in the “list of words,” a clear unanimous consensus was that this group of individuals did not belong in the category of who should use the word. More debate, surrounded those who were non-black people of color and introduced a variety of factors for consideration such as upbringing or ethnic identities. Despite there being no clear consensus, this is a great example of the triad test and how the students’ social compass factored into their decision on the word.