In Hunger of Memory: The Education of Richard Rodriguez,Rodriguez relates his life story--from being a child entering a
private Catholic school with the knowledge of only 50 English words to becoming
a Stanford scholarship student and finally a Ph.d student of Literature at UC
Berkeley concluding his studies with a year abroad in the UK studying at the British Museum's
Reading Room. As he tells his story, Rodriguez illustrates the pain and
empowerment of assimilation into public culture, the culture and society outside
of his familial home.
Rodriguez makes a cogent argument against both
bilingual education and affirmative action and shares how he faces scorn and anger from the
Chicano movement and others who support bilingual education and affirmative
action. Near the beginning of the book, I was a bit torn up by his
anti-affirmative action argument, but found that he gave credible reasons near
the end of his story. Rodriguez contends that oppression not only effects
all races, as well as women and homosexuals, but that what America is
clearly not seeing is the effect that class has on the individual’s opportunity to
succeed in American society. Of course,
the American class system is not as visible as that which still exists in Britain or the caste system in India, but it is nevertheless there
and I see it as being delineated by one’s levels of affluence vs. poverty and
the education concomitant with that affluence or poverty. Those who are impoverished economically tend
to be also educationally impoverished by virtue of attending an anemic school
system, while those who are more affluent have the ability to purchase a home
in a high-performing school district or to send their children to an excellent private
school. Rodriguez identifies those who are economically and educationally impoverished--of all races, sexes, and sexual identities--as "cultural minorities".
Rather than calling for affirmative action at the college or university level, Rodriguez avers that a fundamental change needs to occur at the elementary, middle, and secondary levels wherein a new, and invigorated emphasis is put on excellent early schooling. However, Rodriguez does not ignore the fact that the schools cannot make this change alone; rather he sees it as a change that needs to occur across all levels of society--from the individual, to the family/home, community, and via the governmental institutions.
In explaining his call for the elimination of bilingual education, Rodriguez points out that:
[...] bilingual educators say that children lose a degree of 'individuality' by becoming assimilated into public society...But the bilingualists simplistically scorn the value and and necessity of assimilation. They do not seem to realize that there are two ways a person is individualized. So they do not realize that while one suffers a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes it possible the achievement of public individuality.
The bilingualists insist that a student should be reminded of his difference from others in mass society, his heritage. But they equate mere separateness with individuality. The fact is that only in private--with intimates--is separateness from the crowd a prerequisite for individuality (An intimate draws me apart, tells me that I am unique, unlike all others.) In public, by contrast, full individuality is is achieved, paradoxically, by those who are able to consider themselves members of the crowd. Thus it happened for me: Only when I was able to think of myself as an American, no longer an alien in gringo society, could I seek the rights and opportunities necessary for full public individuality. (26-7)
Not being a minority in society (as women are no longer a numerical minority, although we still slam up against many a glass ceiling!), I am not sure how an ethnic minority might feel about such ideas as Rodriguez espouses. However, his entire book solidly backs the above statement and his argument for the elimination of both affirmative action and bilingual education. I suppose the one thing I full-heartedly support is the Equal Rights Amendment which has fallen out of the sights of most politicians and citizens today. As for bilingual education, I can see the possibility of it being a necessity for a year of education to help students learn English. Additionally, I think all students should be learning at least a second language, if not a third or fourth at an early age like other countries such as Korea, Germany, etc. I would like to see the elimination of affirmative action through strong and invigorating elementary and secondary schooling opportunities for all!