The document discusses a triptych of paintings titled "The Triumph Over Educational Genocide" that addresses the resilience of disadvantaged students in achieving their educational goals. The paintings depict obstacles faced and strategies to overcome oppression in the educational system. They represent the personal struggles that disadvantaged students from all backgrounds and the world over face in navigating an inequitable education system through perseverance and strategic thinking.

1. The
Triumph
Over
Educational
Genocide:
A
Story
in
Paintings
Georgio
Sabino
III:
Case
Western
Reserve
University
In
American
educational
society,
disadvantaged
youths/students
need
resilience
in
order
to
achieve
their
goals.
Students
all
across
America
have
a
story
to
tell
about
their
educational
experience.
For
some,
“Children
in
one
set
of
schools
are
educated
to
be
governors;
children
in
the
other
set
of
schools
are
trained
for
being
governed.”
[Kozol,
Savage
Inequalities]
But
within
the
various
settings
of
this
vast
educational
system,
there
is
diversity
among
ethnicities,
socio-­‐economic
classes
and
geographic
divisions.
In
society,
there
are
people
who
have
and
‘the
have-­‐nots’.
These
paintings
address
the
resilience
and
achievement
for
‘the
have
nots’
–
those
who
have
been
disadvantaged.
In
2002,
President
George
W.
Bush
put
into
motion
the
No
Child
Left
Behind
Act
(NCLB).
This
act
is
meant
to
raise
the
achievement
rates
of
American
students
to
compete
with
the
world,
but
more
specifically,
with
the
children
of
low-­‐income
and
socio-­‐economic
minorities,
from
kindergarten
through
high
school.
The
difference
in
educational
test
results
between
European-­‐American
and
African-­‐American
students
reflects
what
has
come
to
be
known
as
“the
achievement
gap”.1
NCLB
is
a
definitive
act
by
the
federal
government
accountability
while
attempting
to
close
the
educational
gap
between
race
and
class.
What
is
the
achievement
gap?
“An
achievement
gap
refers
to
the
observed
disparity
on
a
number
of
educational
measures
between
the
performance
of
groups
of
students,
especially
groups
defined
by
gender,
race/ethnicity,
and
socio-­‐economic
status.”
2
The
triptych
and,
subsequently,
“The
Triumph
Over
Educational
Genocide”
recognizes
the
effects
from
decisions
made
historically,
politically,
socially
and
personally,
to
oppress
ethnic
groups
from
breaking
the
stereotypes,
paradigm,
or
status
quo.
These
paintings
address
the
dark
side
of
the
fight
against
domination,
obstacles
and
the
man.
These
paintings
provide
solid
memories
that
deal
with
the
Darwinian
view
of
“survival
of
the
fittest”
and
reference
a
favorite
Malcolm
X
philosophy
that
espouses
“by
any
means
necessary.”
In
each
painting,
therein
lies
the
hindrance.
But
the
obstacles
must
be
overcome
by
perseverance
and
a
plan.
The
plan
is
to
have
a
good
defensive
strategy,
while
also
implementing
a
strong
offensive.
In
the
painting,
“Sodom
and
Gomorrah
blocks
of
fire,”
are
being
thrown
at
the
Radical
Punk
Rocker
who
has
to
deal
with
his
philosophical
theory
of
“Brutal
Logic”
(behind
or
in
between
the
positive
and
negative
space),
a
past
series
that
dealt
with
the
inner
self-­‐discovery
about
emotional
strength
and
utilizing
the
stylistic
fighting
method
of
Capoeira.
The
spirit
of
the
physical
conflict
leads
to
a
dispute
between
the
nemesis
and
the
warrior.
The
painting,
“Whipping
from
the
Beast
on
Latitude
41°
24'
N
81°
51'
W,”
cradles
the
semiology
of
signs
and
symbols
to
defend
against
universal
oppression
in
a
waged
war.
But
the
battle
comes
down
to
“Mental
Awareness
and
Strategic
Power,”
the
third
painting;
this
triptych
describes
the
ability
to
navigate
under
extreme
pressure
with
courage.
This
collective
effort
describes
how
the
bureaucracy
and
genocide
is
an
individually
personal
struggle,
but
one
that
is
faced
by
other
individuals
across
the
planet.
With
time,
diligence
and
belief
in
faith,
the
struggle
has
an
ending
or
a
new
beginning.
These
paintings
lead
to
a
triumph
over
life’s
adversity.
In
this
painting,
the
warrior
in
his
stance
is
prepared
for
the
next
adventure
or
conflict.
This
stance
is
an
ancient
one,
meaning
“hunter
detail
of
the
lion’s
hunt,”
but
revisited
to
be
“The
Triumph
over
Educational
Genocide.”