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The Triumph Over Educational Genocide5


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The Triumph Over Educational Genocide5

  1. 1. The  Triumph  Over  Educational  Genocide:  A  Story  in  Paintings     Georgio  Sabino  III:  Case  Western  Reserve  University     In  American  educational  society,  disadvantaged  youths/students  need  resilience  in  order  to   achieve  their  goals.    Students  all  across  America  have  a  story  to  tell  about  their  educational   experience.    For  some,    “Children  in  one  set  of  schools  are  educated  to  be  governors;  children  in  the   other  set  of  schools  are  trained  for  being  governed.”  [Kozol,  Savage  Inequalities]  But  within  the   various  settings  of  this  vast  educational  system,  there  is  diversity  among  ethnicities,  socio-­‐economic   classes  and  geographic  divisions.    In  society,  there  are  people  who  have  and  ‘the  have-­‐nots’.  These   paintings  address  the  resilience  and  achievement  for  ‘the  have  nots’  –  those  who  have  been   disadvantaged.     In  2002,  President  George  W.  Bush  put  into  motion  the  No  Child  Left  Behind  Act  (NCLB).  This   act  is  meant  to  raise  the  achievement  rates  of  American  students  to  compete  with  the  world,  but   more  specifically,  with  the  children  of  low-­‐income  and  socio-­‐economic  minorities,  from  kindergarten   through  high  school.  The  difference  in  educational  test  results  between  European-­‐American  and   African-­‐American  students  reflects  what  has  come  to  be  known  as  “the  achievement  gap”.1  NCLB  is  a   definitive  act  by  the  federal  government  accountability  while  attempting  to  close  the  educational  gap   between  race  and  class.       What  is  the  achievement  gap?   “An  achievement  gap  refers  to  the  observed  disparity  on  a  number  of  educational  measures   between  the  performance  of  groups  of  students,  especially  groups  defined  by  gender,   race/ethnicity,  and  socio-­‐economic  status.”  2   The  triptych  and,  subsequently,  “The  Triumph  Over  Educational  Genocide”  recognizes  the   effects  from  decisions  made  historically,  politically,  socially  and  personally,  to  oppress  ethnic  groups   from  breaking  the  stereotypes,  paradigm,  or  status  quo.    These  paintings  address  the  dark  side  of  the   fight  against  domination,  obstacles  and  the  man.    These  paintings  provide  solid  memories  that  deal   with  the  Darwinian  view  of  “survival  of  the  fittest”  and  reference  a  favorite  Malcolm  X  philosophy   that  espouses  “by  any  means  necessary.”     In  each  painting,  therein  lies  the  hindrance.  But  the  obstacles  must  be  overcome  by   perseverance  and  a  plan.  The  plan  is  to  have  a  good  defensive  strategy,  while  also  implementing  a   strong  offensive.    In  the  painting,  “Sodom  and  Gomorrah  blocks  of  fire,”  are  being  thrown  at  the   Radical  Punk  Rocker  who  has  to  deal  with  his  philosophical  theory  of  “Brutal  Logic”  (behind  or  in   between  the  positive  and  negative  space),  a  past  series  that  dealt  with  the  inner  self-­‐discovery  about   emotional  strength  and  utilizing  the  stylistic  fighting  method  of  Capoeira.    The  spirit  of  the  physical   conflict  leads  to  a  dispute  between  the  nemesis  and  the  warrior.     The  painting,  “Whipping  from  the  Beast  on  Latitude  41°  24'  N          81°  51'  W,”  cradles  the   semiology  of  signs  and  symbols  to  defend  against  universal  oppression  in  a  waged  war.    But  the   battle  comes  down  to  “Mental  Awareness  and  Strategic  Power,”  the  third  painting;  this  triptych   describes  the  ability  to  navigate  under  extreme  pressure  with  courage.      This  collective  effort   describes  how  the  bureaucracy  and  genocide  is  an  individually  personal  struggle,  but  one  that  is   faced  by  other  individuals  across  the  planet.       With  time,  diligence  and  belief  in  faith,  the  struggle  has  an  ending  or  a  new  beginning.    These   paintings  lead  to  a  triumph  over  life’s  adversity.    In  this  painting,  the  warrior  in  his  stance  is  prepared   for  the  next  adventure  or  conflict.    This  stance  is  an  ancient  one,  meaning  “hunter  detail  of  the  lion’s   hunt,”  but  revisited  to  be  “The  Triumph  over  Educational  Genocide.”