Self-Objectification, Popular Culture and a Culturally Responsive Curriculum

Culture is never static. The Jamaican culture is as diverse as it is misunderstood. Brand Jamaica is renowned globally and works extremely well in attracting millions of tourists to our shores annually. Whether it is our language, dance, food or our social norms, Jamaicans stand out in any crowd. UNESCO defines culture as the collective beliefs, values, customs, and practices that characterize a particular group or society. It encompasses language, art, religion, and social norms, shaping how individuals interact with one another and perceive the world. A society therefore must be intentional in preserving and passing on their culture. We cannot take our foot off the pedal of socialization. While the process of socialization should begin at home we are mindful that many families are dysfunctional and the education system becomes the primary agent of socialization. The education system is often expounded as the vehicle to pass on the values and attitudes of the society. However, our socialization process has many detours; one of which is the “Tight Tight” subculture that is currently trending. Social media influencer Queenie with the lyrics of her current song with the same name has taken over the minds and thoughts of our students. Surprisingly even boys are dancing to the lyrics. One male colleague said he is unable to get the lyrics out of his head which speaks to the power of the lyrics. “Is a gunman a live inna mi lickle tight tight. Gunman a live inna mi lickle tight tight Is a gunman a live inna mi lickle tight tight. Gunman a live inna mi lickle tight tight.” Phallocentrism versus Pussy Power. The narrative too often is one that we can use our bodies in exchange for material gains is problematic. Girls are schooled early that their power is rooted in their vaginas. Boys are given a similar message that their power is rooted in their penises. The penis or phallic then becomes the center of control and power. The gun is viewed as an extension of the phallocentrism. Phallocentrism is an ideology, belief system, or cultural perspective that places the phallus (or the male sexual organ, symbol, and viewpoint) at the center of social organization, language, and human experience, often treating the masculine as the default or superior standard. On the contrary, pussy power refers to the strength, autonomy, and influence held by women, rooted in feminine identity and sexual allure. The term was originally used in socio-political commentary to describe how feminine or sexual presence could impact events or dynamic power structures. Regrettably, too many women embark on the road to self-objectification. Invariably self-objectification leads to Objectification of Women. For many men womanhood is measured by Playboy. The beneficiary of both is a masculinist Framework or ideology. A masculinist framework dictates that the primary viewer of art and media is male, heterosexual, and holding structural power. When female artists operate within this framework, they may internalize this perspective. In recent times the term has been reclaimed by many as a form of body positivity, sexual autonomy, and confidence representing a woman’s right to own, celebrate, and make independent choices regarding her own body and desires. Education and Schooling. Perhaps we should examine the difference between education and schooling. Education is the process of learning over the span of one’s life in a variety of formal and informal settings; on the other hand schooling is learning that takes place in the formal institutions whose specific function is the socialization of specific groups. Sadly, so many of our students today are clueless about their culture and history. However, the blame should be placed on the education system where the teaching of history education is optional. It is evident that our education system is the basis for reproducing unequal and inequitable outcomes. Culturally Responsive Curriculum. A culturally responsive curriculum is an educational approach that weaves students' cultural backgrounds, languages, and life experiences directly into learning materials and daily instruction. How many of our teachers take a culturally responsive approach to teaching? Our brains are wired to make connections. It’s easier for our brains to learn and store information when we have a hook to hang it on. That hook is background knowledge. Students bring this knowledge to the classroom every day. Culturally responsive teaching is a research-based approach to teaching. It connects students’ cultures, languages, and life experiences with what they learn in school. These connections help students access rigorous curriculum and develop higher-level academic skills. What are the primary objectives of the National Standards Curriculum? The primary objectives of the National Standards Curriculum are focused on transforming the education system to meet 21st-century demands, and supporting holistic student development. With all that is said there is a cultural deficit in our curriculum. Is there a systemic flaw in the National Standards Curriculum design? We need to shift focus to a more Culturally Responsive Pedagogy (CRP). Culturally responsive pedagogy (CRP) is an educational approach that connects students' cultures, languages, and life experiences to school curricula to make learning more relevant and effective. As educators we must be aware of how popular culture is impacting our students. We should not stop at awareness; we must respond to the changing tides of the culture and make the necessary changes to the curriculum to address the deficits wherever they are found. A Culturally Responsive Curriculum is essential to ensure inclusive education. Both a Culturally Responsive Pedagogy and a Culturally Responsive Curriculum are distinct but highly interdependent. Having a culturally responsive curriculum does not work if the teacher uses rigid, culturally disconnected pedagogy to deliver it. Conversely, strong culturally responsive pedagogy cannot reach its full potential if the underlying curriculum remains eurocentric, narrow, or devoid of the students' realities. Popular Culture. Popular culture, often referred to as pop culture, encompasses the shared practices, trends, and expressions of a society that hold mass appeal. It includes various forms of entertainment and art such as music, television, movies, literature, fashion, and social media, and reflects the everyday experiences and language of the general public. A vacuum is always filled. Popular culture has gripped the opportunity to fill this void in our society. Schools operate on a gendered regime; expectations are different for both sexes. While this is true, both sexes are impacted by the wave of messages embedded in popular culture. National Symbols. Our national symbols, emblems, and anthem represent the island's history, culture, and natural heritage. Our students are clueless regarding the nation’s national symbols. Symbols such as: The National Flower: The Lignum Vitae, the National Tree: The Blue Mahoe. How many of our students know who wrote the words to our National Anthem? The complete creative team behind the anthem includes: Lyricist: Reverend Hugh Sherlock, Composer: Robert Lightbourne and Arrangers: Mapletoft Poulle and Christine Alison Poulle. Our students do not know of Miss Lou. It gets worse; many do not know the words of the National Pledge. The Jamaica culture is fast disappearing as those in authority have not utilized the education system intentionally in transmission of our culture. There is a need for cultural specialists in our education system. Teaching and learning cannot be divorced from our culture. Undoubtedly, there is also a need for more culturally aware days in the school’s calendar. Such days should include Miss Lou, Cudjoe, Samuel Sharpe, Ranny Williams. It is very likely that on National Heroes Day our students will be singing “Is a gunman a live inna mi lickle tight tight”, and this provides the perfect opportunity to respond to what appeals to our students. As a society we must re-imagine and re-package education in order to counter this sub-culture that lacks morality. Our students must also see that hard and determined work pay big dividends. In the words of Marcus Garvey, a people without the knowledge of their past history, origin and culture is like a tree without roots. Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues. waykam@yahoo.com @WayneCamo ©