i cry for the card, for his loss,
for his Iraqi-Syrian past,
for all the burning hours of summer school
where he committed himself
to finishing high school in three years.
i cry for his words, for his loss,
his inescapable self that has hidden
a kind face in a chaotic classroom,
his sly smile catching my every
snuck-in witty remark
(even when no one else could).
i cry for the system, for his loss,
shuffled by our government’s wars
between homelands that stole his home,
for his pride in Iraqi architecture
that he may never see again.
i cry for his future, for his loss,
for how unequivocally kind his soul remains
after all he has witnessed in twenty-one years,
for his brothers who wait under his watchful shadow,
for our country to give him a chance.
i cry for his words, for my loss,
to not have his presence in my classroom,
to have the nicest thing anyone’s
ever written to me
disappear with a graduation ceremony.
i cry for the world, for their loss,
for robbing refugees of their rights,
for keeping the beauty that is him,
that is within all of them,
from sharing their strength
with all of us, inshallah,
for a brighter tomorrow.
that moment at school
when a domestic violence reference
does not register
as a violation of human rights.
that is a teachable moment.
let them write their stories,
their lives poured out on paper
in a language that sifts through their minds
like Lucky Charms marshmallows,
where finding the right words to describe the trees native to their homelands,
the pain of fleeing war,
the parents who missed even grade school,
is like finding that rainbow marshmallow,
the brightest and sweetest:
that will save them.
Hope for today: a new student came to my advisory. A Syrian refugee who has been here for 20 days. He could not communicate very well in English, but another newcomer from El Salvador who’s been here for a few months was able to help him with signs and support. He also took pictures on his tablet of everything I handed out and was able to run the words through an app that translated the words to Arabic. And, through the tablet translation, proudly told me at the end of class that he speaks three languages: Arabic, Turkish, and Kurdish.
I wonder what else he has stored behind those questioning eyes? I can’t wait to find out. And I’m so glad he made it through the Trumpocracy.
Red hair, green eyes, tall and sure of himself, he peeks into my room, searching for a familiar face after lunch. I have seen this look before, as my students often seek their native-language counterparts.
“Who are you looking for?” I ask, the after-lunch crowds raucously meandering around our conversation.
“I am looking for you. I am a new student.” His accent is smooth and meticulous, genteel and articulate.
“Oh, OK. What’s your name?”
“Where are you from?”
“Iran? … And… how did you get here??” But I have to look away because the tears are already in my eyes.
“I boarded the plane on Friday morning. I was in the last group of Iranians to come.”
I want to continue the conversation, but I can’t. I can’t because the tears will fall. I can’t because I have to teach for the next ninety minutes. I can’t because every waking moment of my life since this election, since this inauguration, have become a cycle of servitude. Of serving this need or the next, of wishing for this and receiving that, of hoping for the best and seeing the worst.
Instead I tell him where to sit and hand him a hard copy of I Am Malala. We will listen to the lilting Pakistani accent from Audible today as we continue to highlight human rights violations from the Universal Declaration of Human Rights (we will highlight thirteen incidents in three chapters; we will connect media suppression and fascism and women’s rights to an education too closely to our lives; we will hear Fazlullah’s rants with an American accent).
My weekly volunteer returns from the library after a time with a group of students. She meets with my Iranian student to explain to him his role in the group as they create posters connecting Malala’s experiences to the UDHR. He fits in well and tells the group he cannot draw very efficiently, so can he please have the role of interpreting the quotation from the chapter and connecting it to the UDHR document?
He has been here for five days. He got in on the LAST PLANE.
After class, my retired-white-woman volunteer asks, “If he just got here from Iran, how come he can speak English?”
And that is when I decide.
I have to start here. Right in this moment. With this woman who drives one mile from her upscale mansion in Cherry Creek North to “make a difference.”
“Pretty much all of the students who come here learned English before they came. Usually only the refugees have interrupted schooling. But most countries start teaching English when the kids are in kindergarten.”
I swear her jaw drops ten inches. She wants to say something, but she doesn’t have the words to describe her ignorance.
And now you know, I want to say. But I don’t. I don’t cry when I want to, because I have to be strong for them. I don’t tell her that Trump’s America is not my America, not Arvin’s America. I don’t tell her that the combination of students in this room represents the values of our country better than most Americans I know. That a red-headed Iranian entering my classroom five days past an executive order banning Muslims is as beautiful to me as Ziauddin’s tears in the New York Times documentary as he sees Swat for the first time in three months (which we watch at the end of class).
Instead, I say, “Thank you for your help. I’ll see you next Wednesday.”