I ran for the presidency, despite hopeless odds, to demonstrate the sheer will and refusal to accept the status quo. The next time a woman runs, or a black, a Jew, or anyone from a group that the country is 'not ready' to elect to its highest office, I believe that he or she will be taken seriously from the start.
-Shirley Chisholm, 1972
After the euphoria about Kamala's nomination subsides, I told myself, I will upload all the American history on my Kindle to-be-read-stack and review and amplify, yet again, the history of this fascinating, fraught nation I call home. How did we get to where we are, fault lines and all? And what would I be teaching in a high school classroom come September, just weeks away from the election, if the righteous censors weren't sitting on my shoulder?
I minored in American history at UC Berkeley and entered a teacher training program after I graduated. During my second term of student teaching at Oakland Technical High School, I was assigned an English class and an American History class. The school had a large catchment area, but it was streamed, which meant that it was integrated in name only; within the school it was segregated. My history class was nearly all Black, young men and women from the ghetto, low achievers, truants, kids on parole, disaffected angry youth, my supervising teacher—a disaffected older white guy—explained to me, assuming I'd comply with his bigotry. Then he wished me luck. I needed it, but not because of my students, as it turned out. True, it was a volatile, violent time—the Black Panthers were still ascendant in Oakland—and I was a young white teacher in a make-believe suit.
You're probably idealistic, my supervisor said, just be careful. I intend to teach, I told him. You are naïve, he said to me. Just keep control. The security guard will keep an eye on you, as will I.
Fair warning, but somehow, I wasn't afraid; I was determined. The Panthers were revolutionaries wielding huge weapons, there were shoot-outs with the police, but these same men and women were also opening schools and clinics. They cared about their children, students I was now facing in the classroom, shunted to the lowest "streams," in de facto segregated public schools, as many in our inner cities still are today.
I stood absolutely silent that first day as my students reluctantly entered the re-arranged, seminar-style room. The security guard lingered at the door waiting for his opportunity to rescue me. I have a mezzo voice, I am tall, and I was wearing a suit, my personal armor. I went up to tell him he wouldn't be needed, and invited him to sit down in the circle and join the proceedings. Back to basics, we were about to launch my own version of a Constitutional Convention, I told him. He didn't know what I was talking about, nor did my supervising teacher who was scrunched in the back taking notes.
Like all things political then and now, this plan of mine, hatched at 3 a.m. before my first day in this challenging classroom, was a performance. No clichés, euphemisms, platitudes or balloons allowed, however. Let's get started, I began. What's missing here? Who attended the Constitutional Convention and who didn't? Textbooks on every desk, I asked my rapt students to open to Howard Chandler Christy's painting. It depicts Independence Hall in Philadelphia on September 17, 1787. There isn't a woman or Black person in sight.
And so began a very interesting semester. My students re-wrote the Constitution as though their enslaved ancestors had been attendance. It was, truly, an historical document.
But my supervising teacher wasn't happy. I had to explain why I veered away from the curriculum or he'd fail me. Worse, he promised I'd never get a job teaching in the Oakland School District, and might not even get my California State Teaching License. It was my second experience of threat to my livelihood, but it still perplexed me. I was too inexperienced to understand the political heft behind the intimidations; I had the insouciance and confidence of youth. Nice try, I told myself, and carried on. And, to my surprise, I did get my California State Teaching Certificate, issued "for life." I didn't even have to fight for it, or threaten my supervising teacher by reporting him, though I was prepared to do so. Maybe he knew this and backed off, like any bully. We know the type.
So here we are, umpteen years later, and Kamala, a California girl, is running for President of the United States. Of course, her backstory is nothing like the students I taught in Oakland; she was privileged. Still, she has felt discrimination and hatred in her life, plenty of it, and resisted it. I know and admire her type: fearless, determined, smart, competent, good-hearted. irreverent, hard-working, highly educated and ambitious. I could go on, but I'm over the moon.