We all know the effects of people speaking different languages on communication and understanding. Even when both parties can speak the language and are from different cultures, there is still a distrust of the other, particularly if there are big differences in culture and ethics. There may be natural prejudices, but language can be just one more barrier to inhibiting trust. In this piece, we’re not as concerned about those kinds of distrust and cultural isolation as we are language differences within our larger American culture.
We’re referring to language within professions and organizations that both give those members a sense of togetherness and mutual understanding but how that language impedes communication and may alienate others who don’t share the language. Even though the following are somewhat nonsensical they make the point. As you will readily see, these are terms that might be used in an educational setting:
- Reinvent metacognitive enrichment
- Leverage standards-based paradigms
- Orchestrate visionary functionalities
- Unleash meaning-centered goals
- Repurpose literature-based higher order thinking
Even though these terms are somewhat contrived, similar terms are used extensively by the education establishment. I imagine the intent is to have clearer understanding of a word or phrase, but for most people it’s just gobbledygook. (I bet you know what that means).
Have you ever tried reading a government grant proposal? The following is information on an inquiry to grants.gov for grants related to ocean energy conversion. This proposal was the highest level of relevance of all listed grants. It was entitled “Teacher Quality Partnership Grants Program Recovery Act (ARRA) CFDA 84.405A, This is the part of the proposal as to who is eligible.
Eligible Applicant: An eligible applicant must be an “eligible partnership” as defined in section 200(6) of the HEA. The fiscal agent of the grant may be any of the partners as described in section 200 of the HEA. The eligible partnership means an entity that– (1) Must include each of the following: (i) A high-need LEA. (ii) A high-need school or consortium of high-need schools served by the high-need LEA, or, as applicable, a high-need ECE program. (iii) A partner institution. (iv) A school, department, or program of education within such partner institution, which may include an existing teacher professional development program with proven outcomes within a four-year IHE that provides intensive and sustained collaboration between faculty and LEAs consistent with the requirements of Title II of the HEA. (v) A school or department of arts and sciences within such partner institution; and (2) May include any of the following: (i) The Governor of the State. (ii) The State educational agency. (iii) The State board of education. (iv) The State agency for higher education. (v) A business. (vi) A public or private nonprofit educational organization. (vii) An educational service agency. (viii) A teacher organization. (ix) A high-performing LEA, or a consortium of high-performing LEAs, that can serve as a resource to the partnership. (x) A charter school (as defined in section 5210 of the ESEA). (xi) A school or department within the partner institution that focuses on psychology and human development. (xii) A school or department within the partner institution with comparable expertise in the disciplines of teaching, learning, and child and adolescent development. (xiii) An entity operating a program that provides alternative routes to State certification of teachers.
Is this really about ocean energy conversion? I also almost need my magnifying glass to read it. And this is just the first section of the explanation and doesn’t include the bid proposal package and the explanation as to how to fill it out. I came away angry at the whole process of trying to get information on something that might be helpful to not only myself but to the world.
These are only two examples of the complexities of language in our culture. It’s no wonder that parents, students and educators are frustrated with a system that is so difficult to understand and implement. Not to mention that the system is constantly changing with more detrimental results. We’re all aware of the blatant language barriers that the government puts in our way to communicate. So, how do you think that these language impediments impact ethics. Let’s consider two.
- Distrust from the reader and arrogance on the language provider. Anything that impedes our ability to communicate effectively and respectfully leaves us subject to misunderstandings and feelings of being marginalized. Those who produce these language differences live in a rarified oxygen rich environment that bears little relationship to most people’s reality.
- These kinds of language barriers encourage circumvention of the system. The more you complicate a system the more ways become available to circumvent.
- It often also requires an intermediary expert to communicate and interpret the language which further distances the two parties.
Along with the impediments of language is that people look at their reality through different lenses. My experience in Spring Branch as explained in part 1 is only one example of my not being sensitive to the realities of the Anglo’s living in that community to their anger, frustration and feelings of being threatened with the immigrant population that rapidly encroached on them. Until I confronted them, I had no idea what they felt. On the other hand, as I continued to work in that community I had numerous experiences with the Hispanic population and from them I experienced their reality through a completely different lens. At one meeting, immigrant women from the community were sharing stories about their experiences in this new country. One woman who spoke no English began telling her story. She was holding her baby and as she talked tears began to roll down her cheek as she held the baby closer as she rocked the baby. Even though I didn’t speak Spanish, I felt the pain of her story and my heart reached out. I later learned that she was talking about incidents of shootings and other violence in her neighborhood and the lack of safety. She was worried about her children and what might happen to them in this new environment. In her story I witnessed life through a different lens.
You might ask, so how does that impact ethics? Much of unethical behavior is a result of either not knowing or not caring about the other. We simply are engrossed in our story and our own self. Our sense of mercy, justice and caring get all muddled when we don’t view life through others lens of experience.
If we feel marginalized by institutions such as the government and the education system there is a tendency to treat those institutions with less respect. Why report all your income or vote for school bonds when you feel alienated from the system. There is a sense that these systems don’t really want input, that they’re only interested in perpetuating themselves and their interests and that there’s no way to change the system to be more responsive to common folk. This is a tragedy. For people to feel that they are subject to the tyranny of the expert, to obscure language and see reality through different lenses only creates an atmosphere that separates us from one another and that encourages unethical behaviors.





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