Brett Kavanaugh is the Link Between Rape and Abortion

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I think I will always associate Brett Kavanaugh with the taste of vomit in the back of my throat.

 

I couldn’t watch his sham of a confirmation hearing without my gag reflex going into overdrive.

 

Here was one of the most privileged of people on the planet alternatively weeping and raging that he was being denied his due.

 

Here was a man bemoaning that no matter what happened, his reputation forever would be ruined, but who likewise refused to call for an investigation to exonerate himself.

 

At least three separate women have accused him of sexual assault, yet Congressional Republicans are still planning to ram through his nomination to the Supreme Court – a lifetime appointment where he will almost certainly be the tie breaking vote to overturn Roe vs. Wade.

 

How fitting.

 

What perfect symmetry.

 

You couldn’t have planned it any more poetically.

 

A man accused of multiple attempted rapes who is doing everything in his power to make abortion illegal.

 

An overgrown frat boy crying into his beer that we can’t take away his God given right to take away women’s rights.

 

A confederacy of almost exclusively male lawmakers ready to discount women’s reports of violence so that they can limit women’s freedom to make decisions about their own bodies.

 

If there is one good thing to come from this farce, it is the spotlight it has shown on the relationship between rape and the movement to recriminalize abortion.

 

These two things are essentially intertwined.

 

On the one hand, we have sexual intercourse carried out under threat of violence, sex without consent or in direct violation of consent – a crime invariably perpetrated by men on women.

 

On the other hand, we have the removal of female consent from the birthing process.

 

They are almost the same thing, or at least two sides of the same coin.

 

In both cases, we’re removing or ignoring female permission, agreement, approval, agency. We’re saying it doesn’t matter what the woman wants. It only matters what men or a patriarchal society wants.

 

And the justification is an ancient text – the New Testament – that doesn’t mention abortion once. And the Old Testament actually gives instructions on how to conduct an abortion (Numbers 5:11-31).

 

Not that it really should matter. The United States is not a theocracy.

 

But it IS a patriarchy.

 

That’s what this is – an attempt by the most insecure, power hungry men to control women.

 

It is about keeping and strengthening a caste system where men are allowed to be fully realized people and women are allowed only secondary status.

 

It is about dehumanization clothed in piety and false morality.

 

All those people crying for the lost lives of a cluster of cells in female uteruses care not a wit about the thousands of women who will die from unsafe abortions once safe procedures become unlawful.

 

We’ve been here before. Abortion was illegal in the US from the early 1800s until 1973, and we know what will happen. There is actual history on this – back alley procedures conducted by quacks using sharp implements to pierce the womb – and there is no reason to think it won’t repeat itself.

 

Changing the law won’t stop abortions. It will just make them unsafe for everyone except rich women who can afford doctors willing to take a chance on going to jail for a big payday.

 

If these people really wanted to stop abortions, they’d support handing out free contraception. They’d turn every orphanage into a palace. They’d each adopt as many children as they could. They’d make neonatal care free, expand services to help women raise children, increase maternity leave, pay for free childcare, expand education funding.

 

But they don’t do any of that because despite their crocodile tears, their objection has nothing to do with unborn children.

 

It has to do with mature women making decisions for themselves. It has to do with conceptualizing them as people equal to men and with minds capable of consent.

 

It’s about allowing women the right to choose – choose whom to have sex with and what exactly the consequences of that sex will or will not be.

 

I am so thankful that Dr. Christine Blasey Ford came forward with her testimony. What bravery! What grace under pressure!

 

To be able to share with an entire nation her personal trauma at the hands of Kavanaugh. Such courage boggles the mind almost as much as those who refuse to accept her story as genuine.

 

They say that this is political. That it’s a hit job. Yet they pound their fists onto their ears to drown out Kavanaugh’s words in self-defense where he makes it entirely clear how partisan he is and will be once he takes the bench:

 

“This whole two-week effort has been a calculated and orchestrated political hit, fueled with apparent pent-up anger about President Trump and the 2016 election. Fear that has been unfairly stoked about my judicial record. Revenge on behalf of the Clintons. And millions of dollars in money from outside left-wing opposition groups.”

 

These are not the words of a fair arbitrator. They are the ravings of someone with an axe to grind.

 

But they do well to point out the elephant in the room – Donald Trump.

 

The man who nominated Kavanaugh has had at least 19 women accuse him of sexual assault. He even admitted to it on video in the infamous Access Hollywood tape.

 

Yet a minority of Americans elected him President through a legislative loophole kept open by centuries of neglect, apathy and moneyed interest.

 

I don’t know how this all will end. The FBI will conduct a limited investigation this week – probably stymied as much as possible by the Trump administration.

 

But the road that lead us here is achingly clear.

 

This is a tantrum of the patriarchy.

 

It is the weakest, most twisted men and their Stockholm syndrome suffering accomplices.

 

It is not about defining when life begins.

 

It’s about defining who gets to count as fully human – who gets the freedom to choose.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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The Best Way to Prepare for School Shootings is to Reduce the Chances They’ll Happen at All

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I participated in yet another active shooter drill at my school this week.

 

“Death to the infidels!” shouted Mr. O’Grady, one of my fellow teachers, as he stormed the classroom with a Nerf blaster rifle.

 

I had stuffed myself under a table in another teacher’s reading nook.

 

But it did no good.

 

One of the soft yellow balls came sproinging out of the gun and bounced off the carpet into my groin.

 

Then someone blew a whistle and the scenario was over.

 

The classroom full of teachers collected ourselves from behind overturned tables and under desks before uncertainly getting to our feet.

 

“Who got hit?” asked the principal as he poked his head into the room.

 

A flurry of hands went up including mine.

 

The students had been dismissed about an hour earlier. The body count was made up entirely of faculty and staff – teachers, administrators, security guards, substitutes, lunch ladies, etc.

 

The lesson we were supposed to take away from the activity was that hiding was a losing strategy.

 

“Do something,” one of the police officers conducting the drill said.

 

They wanted us to swarm the shooter, throw things at him (Nerf balls in our scenario) or make a run for it. Anything but simply staying put and being sitting ducks.

 

It made me wonder why our lawmakers don’t heed the same advice.

 

Do something?

 

Yeah. Why doesn’t Harrisburg do something? Why doesn’t Washington?

 

That’s where you can make a real difference to keep our schools safe.

 

Instead of making the world safer for our kids, we’re trying to lock them up in a castle and keep the violence out.

 

But it’s impossible. You can’t keep out human nature.

 

The same things that cause shooters to enter the school and go on a killing spree are already in our classrooms.

 

O’Grady may have imagined he was a member of Al-Qaeda as he pretended to blow his co-workers away, but if a shooter ever enters our building, he’s more likely to be a co-worker, parent or student.

 

We don’t need more ways to keep them out. We CAN’T keep them out and still do our jobs!

 

All we can do is try to alleviate the pressure, to counsel mental distress, heal physical trauma, guard against societal hurts.

 

And if that doesn’t work, we can lower the stakes and limit the amount of damage done.

 

Turning the school into a prison will not help. Turning teachers into guards (armed or otherwise) will not solve anything.

 

Back in 1999 in the wake of the Columbine school shooting, the Secret Service and U.S. Department of Education warned against all the things we’re doing now – police officers in the schools, metal detectors, cameras, etc.

 

Instead, they advised us as follows:

 

“Specifically, Initiative findings suggest that [school] officials may wish to consider focusing their efforts to formulate strategies for preventing these attacks in two principal areas:

 

  • developing the capacity to pick up on and evaluate available or knowable information that might indicate that there is a risk of a targeted school attack; and,

 

  • employing the results of these risk evaluations or “threat assessments” in developing strategies to prevent potential school attacks from occurring.”

 

 

That means prevention over disaster prepping. Homeland Security and education officials wanted us to pay close attention to our students, their needs and their struggles.

 

We keep our schools safe by looking to the humans in them and not new ways to barricade the building or watch the whole disaster unfold on closed circuit TV.

 

The fact is that our schools are actually much safer than the communities that support them. Numerous studies have concluded that students are more secure in school than on the streets or even in their own homes.

 

If we want to make the schools safer, we need to make the communities safer.

 

And, no, I’m not just talking about high poverty neighborhoods populated mostly by people of color. I mean everywhere – in our society, itself.

 

There are too many guns out there. We have more firearms than people!

 

According to the Graduate Institute of International and Development Studies in Geneva, Americans now own 40 per cent of all guns in the world – more than the next 25 countries combined. And with every mass shooting and the hysteria trumped up by gun manufacturers with each surge in profits, that number continues to climb.

 

You can do whatever you want to the schools, but you’ll never increase safety until you deal with THAT problem.

 

The fact is countries with more guns have more gun deaths. States and Countries with more rigorous gun control have fewer gun deaths.

 

(If you doubt it, see Florida’s “The Geography of Gun Deaths,” and a 2016 review of 130 studies in 10 countries, published in Epidemiologic Reviews.)

 

We need sane, sensible gun regulations. We need government buyback programs. And we need to smash the NRA’s stranglehold on our political process.

 

These ridiculous safety drills are simply whistling in the dark.

 

They’re not harmless. They’re HARMFUL.

 

They actually make our schools less safe.

 

Metal detectors, surveillance cameras, and resource officers do not create safer schools. According to a study released by the National Association of School Psychologists :

 

“There is no clear research evidence that the use of metal detectors, security cameras, or guards in schools is effective in preventing school violence (Addington, 2009; Borum, Cornell, Modzeleski, & Jimerson, 2010; Casella, 2006; Garcia, 2003). In fact, research has shown that their presence negatively impacts students’ perceptions of safety and even increases fear among some students (Bachman, Randolph, & Brown, 2011; Schreck & Miller, 2003). In addition, studies suggest that restrictive school security measures have the potential to harm school learning environments (Beger, 2003; Phaneuf, 2009).”

 

At this week’s active shooter drill in my school, one of the student aides asked the principal when he thought the state would be arming teachers.

 

For him, it wasn’t a matter of if. It was a matter of when.

 

And if you listen to the cowardly garbage spewing out of our lawmakers mouths, you can certainly understand why he believes that.

 

However, arming teachers or even adding more armed police to the school will not make our classrooms more secure.

 

There is overwhelming evidence that it will do just the opposite.

 

As Melinda Wenner Moyer reports in Scientific American, “guns are associated with an increased risk for violence and homicide”—but not with greater safety.

 

Just look at the facts.

 

Security cameras were present at Sandy Hook and Virginia Tech. They didn’t stop anything from happening.

 

Armed resource officers were present at Columbine and Parkland. That didn’t stop anything from happening.

 

All these measures do is criminalize our students. It turns them from prospective learners into would-be prison inmates – and as we know, our prisons are not exactly the safest places to be.

 

“How’d I do?” asked Mr. O’Grady, my co-worker who had posed as the shooter during the last scenario.

 

“You shot me in the dick,” I said.

 

He laughed. And I laughed.

 

But it was the kind of laugh that dies in your throat and leaves a taste of ashes.

 

School safety is a joke in 2018. Not because of what teachers and districts are doing.

 

When society fails to meet its obligations – as it does time-and-again – it’s our schools that continually step up to take the slack.

 

The problem is that we can’t even pretend to do this one on our own.

 

We can’t keep the schools safe if you won’t do anything about the community – if you won’t reduce poverty, violence and trauma.

 

We can’t keep the schools safe, if you won’t do something about the river of guns that flow through our nation like a high caliber Mississippi.

 

Do something?

 

Take your own advice, America.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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The Six Biggest Problems with Data-Driven Instruction

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“On the dangers of being data-driven: Imagine driving from A to B ignoring the road, the weather, the traffic around you… only staring at the gauges on the dashboard.”

 – Educator Dan McConnell

 

 

“Make your instruction data-driven.”

 

If you’re a public school teacher, you’ve probably heard this a hundred times.

 

In the last week.

 

Principals and administrators use that word – “data-driven” – as if it were inscribed over the front doors of the schoolhouse in stone.

 

The idea goes like this: All lessons should be based on test scores.

 

Students take the federally mandated standardized test. Your job is to make sure they get the best possible score. Your class is nothing but a way station between standardized tests.

 

Pretest your students and then instruct them in such a way that when they take the test again, they’ll get the best possible score.

 

It’s total nonsense. And it doesn’t take much to see why.

 

No teacher should ever be data-driven. Every teacher should be student-driven.

 

You should base your instruction around what’s best for your students – what motivates them, inspires them, gets them ready and interested in learning.

 

To be sure, you should be data-informed – you should know what their test scores are and that should factor into your lessons in one way or another – but test scores should not be the driving force behind your instruction, especially since standardized test scores are incredibly poor indicators of student knowledge.

 

No one really believes that the Be All and End All of student knowledge is children’s ability to choose the “correct” answer on a multiple-choice test. No one sits back in awe at Albert Einstein’s test scores – it’s what he was able to do with the knowledge he had. Indeed, his understanding of the universe could not be adequately captured in a simple choice between four possible answers.

 

As I see it, there are at least six major problems with this dependence on student data at the heart of the data-driven movement.

 

So without further ado, here is a sextet of major flaws in the theory of data-driven instruction:

 

 

 

  1. The Data is Unscientific

    When we talk about student data, we’re talking about statistics. We’re talking about a quantity computed from a sample or a random variable.

    As such, it needs to be a measure of something specific, something clearly defined and agreed upon.

    For instance, you could measure the brightness of a star or its position in space.

    However, when dealing with student knowledge, we leave the hard sciences and enter the realm of psychology. The focus of study is not and cannot be as clearly defined. What, after all, are we measuring when we give a standardized test? What are the units we’re using to measure it?

    We find ourselves in the same sticky situation as those trying to measure intelligence. What is this thing we’re trying to quantify and how exactly do we go about quantifying it?

    The result is intensely subjective. Sure we throw numbers up there to represent our assumptions, but – make no mistake – these are not the same numbers that measure distances on the globe or the density of an atomic nucleus.

    These are approximations made up by human beings to justify deeply subjective assumptions about human nature.

    It looks like statistics. It looks like math. But it is neither of these things.

    We just get tricked by the numbers. We see them and mistake what we’re seeing for the hard sciences. We fall victim to the cult of numerology. That’s what data-driven instruction really is – the deepest type of mysticism passed off as science.

    The idea that high stakes test scores are the best way to assess learning and that instruction should center around them is essentially a faith based initiative.

    Before we can go any further, we must understand that.

  2. It Has Never Been Proven Effective

    Administrators and principals want teachers to base their instruction around test scores.

    Has that ever been proven an effective strategy for teachers planning lessons or the allocation of resources? Can we prove a direct line from data to better instruction to better test scores?

    The answer is an unequivocal NO.

    In a 2007 study from Gina Schuyler Ikemoto and Julie A. Marsh published in the Yearbook for the National Society for the Study of Education, data driven instruction actually was found to have harmful effects on educator planning and, ultimately, student learning.

    Researchers looked at 36 instances of data use in two districts, where 15 teachers used annual tests to target weaknesses in professional development or to schedule double periods of language arts for English language learners. The result was fewer instances of collective, sustained, and deeper inquiry by groups of teachers and administrators using multiple data sources – test scores, district surveys, and interviews – to reallocate funds for reading specialists or start an overhaul of district high schools.

    Teachers found the data less useful if it was not timely – standardized test scores are usually a year old by the time they get to educators. Moreover, the data was of less value if it did not come with district support and if instructors did not already buy into its essential worth.

    In short, researchers admitted they could not connect student achievement to the 36 instances of basic to complex data-driven decisions in these two districts.

    But that’s just one study.

    In 2009, the federal government published a report (IES Expert Panel) examining 490 studies where schools used data to make instructional decisions.

    Of these studies, the report could only find 64 that used experimental or quasi-experimental designs. Of these it could find only six – yes, six – that met the Institute of Education Sciences standard for making causal claims about data-driven decisions to improve student achievement.

    And when examining these six studies, the panel found “low evidence” to support data-driven instruction. They concluded that the theory that data-driven instructional decisions improve student test scores has not been proven in any way, shape or form.

  3. It’s Harmful – The Stereotype Threat and Motivation

    Data-driven instruction essentially involves grouping students based on their performance on standardized tests.

    You put the low scorers HERE, the students on the bubble who almost reached the next level HERE, and the advanced students HERE. That way you can easily differentiate instruction and help meet their needs.

    However, there is a mountain of psychological research showing that this practice is harmful to student learning. Even if you don’t put students with different test scores in different classes, simply informing them that they belong to one group or another has intense cognitive effects.

    Simply being told that you are in a group with lower test scores depresses your academic outcomes. This is known as the stereotype threat.

    When you focus on test scores and inform students of where they fall on the continuum down to the percentile – of how far below average they are – you can trigger this threat. Simply tracking students in this way can actually make their scores worse.

    It can create negative feelings about school, threatening students’ sense of belonging, which is key to academic motivation.

    But it’s not just the low scorers who are harmed. Even the so-called “advanced” students can come to depend on their privileged status. They define themselves by their achievement, collecting prizes, virtual badges and stickers. These extrinsic rewards then transform their motivation from being driven by the learning and the satisfaction of their curiosity to depending on what high achievement gets them, researchers have found.

    In short, organizing all academics around tests scores is a sure way to lower them.

  4. The Data Doesn’t Capture Important Factors

    Data-driven instruction is only as good as the data being used. But no data system can be all inclusive.

    When we put blinders on and say only these sorts of factors count, we exclude important information.

    For instance, two students do the same long-term project and receive the same grade. However, one student overcame her natural tendency to procrastinate and learned more than in past projects. The other did not put forth his best effort and achieved lower than his usual.

    If we only look at the data, both appear the same. However, good teachers can see the difference.

    Almost every year I have a few students who are chronically tardy to class. A good teacher finds out why – if this is because they aren’t making the best use of the class interval or if they have a greater distance to travel than other students. However, if we judge solely on the data, we’re supposed to penalize students without considering mitigating factors. That’s being data-driven – a poor way to be a fair teacher.

    It has been demonstrated repeatedly that student test scores are highly correlated with parental income. Students from wealthier parents score well and those from more impoverished families score badly. That does not mean one group is smarter or even more motivated than the other. Living in poverty comes with its own challenges. Students who have to take care of their siblings at home, for instance, have less time for homework than those who have nothing but free time.

    A focus solely on the data ignores these factors. When we’re admonished to focus on the data, we’re actually being told to ignore the totality of our students.

  5. It’s Dehumanizing

    No one wants to be reduced to a number or a series of statistics.

    It is extremely insulting to insist that the best way for teachers to behave is to treat their students as anything other than human beings.

    They are people with unique needs, characteristics, and qualities, and should be treated accordingly.

    When one of my students does an amazing job on an assignment or project, my first impulse is not to reduce what they’ve done to a letter grade or a number. I speak my approbation aloud. I write extensive comments on their papers or conference with them about what they’ve done.

    Certainly, I have to assign them a grade, but that is merely one thing educators do. To reduce the relationship to that – and only that – is extremely reductive. If all you do is grade the learner, you jeopardize the learning.

    Every good teacher knows the importance of relationships. Data-driven instruction asks us to ignore these lessons in favor of a mechanistic approach.

    I’m sorry. My students are not widgets and I refuse to treat them as such.

    I am so sick of going to conferences or faculty meetings where we focus exclusively on how to get better grades or test scores from our students. We should, instead, focus on how to see the genius that is already there! We should find ways to help students self-actualize, not turn them into what we think they should be.

    At this point, someone inevitably says that life isn’t fair. Our students will have to deal with standardized tests and data-driven initiatives when they get older. We have to prepare them for it.

    What baloney!

    If the real world is unfair, I don’t want my students to adjust to that. I want to make it better for them.

    Imagine telling a rape victim that that’s just the way the world is. Imagine telling a person brutalized by the police that the world is unfair and you just have to get used to it.

    This is a complete abdication not just of our job as teachers but our position as ethical human beings.

    Schools are nothing without students. We should do everything we can to meet their needs. Period.

  6. It’s Contradictory – It’s Not How We Determine Value in Other Areas

    Finally, there is an inherent contradiction that all instruction must be justified by data.

    We don’t require this same standard for so many aspects of schooling.

    Look around any school and ask yourself if everything you see is necessarily based on statistics.

    Does the athletic program exist because it increases student test scores? Does each student lunch correlate with optimum grades? Do you have computers and iPads because they have a measureable impact on achievement?

    Some administrators and principals DO try to justify these sorts of things by reference to test scores. But it’s a retroactive process.

    They are trying to connect data with things they already do. And it’s completely bogus.

    They don’t suddenly believe in football because they think it will make the team get advanced scores. They don’t abruptly support technology in the classroom because they think it will make the school achieve adequate yearly progress.

    They already have good reasons to think athletics helps students learn. They’ve seen participation in sports help students remain focused and motivated – sometimes by reference to their own lives. Likewise, they’ve seen the value of technology in the classroom. They’ve seen how some students turn on like someone flipped a switch when a lesson has a technological component.

    These aren’t necessarily quantifiable. They don’t count as data but they are based on evidence.

    We come to education with certain beliefs already in place about what a school should do and others are formed based on the empiricism of being there, day-in, day-out. “Data” rarely comes into the decision making process as anything but a justification after the fact.


    And so we can firmly put the insistence on data-driven instruction in the trash bin of bad ideas.

    It is unscientific, unproven, harmful, reductive, dehumanizing and contradictory.

    The next time you hear an administrator or principal pull out this chestnut, take out one of these counterarguments and roast it on an open fire.

    No more data-driven instruction.

    Focus instead on student-driven learning.

 

Don’t let them co-opt you into the cult of numerology. Remain a difference-maker. Remain a teacher.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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FBI Warns EdTech Puts Student Safety at Risk

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Pandora’s box may not be a heavy wooden chest.

 

It might just be a laptop or an iPad.

 

The Federal Bureau of Investigations (FBI) issued a warning late last week about the proliferation of educational technologies (EdTech) in schools and the dangers they pose to student safety and privacy.

 

The devices and applications singled out by US domestic intelligence services all involve software that asks for and saves student input.

 

This includes classroom management tools like Class Dojo and eBackpack as well as student testing and remediation applications like Classroom Diagnostic Tools and StudyIsland.

 

The alert cautions schools and parents that the widespread collection of student data involved in these applications could cause safety concerns if the information is compromised or exploited.

 

It’s just such technologies that have proliferated at a breakneck pace in districts throughout the country while legislation, cybersecurity and even awareness of the danger has lagged behind.

 

The Bureau is concerned about EdTech services because many are “adaptive, personalized learning experiences” or “administrative platforms for tracking academics, disciplinary issues, student information systems, and classroom management programs.”

 

The Bureau clarified that use of EdTech applications was not, in itself, the problem. They are a tool, and like any tool, they can be used for good or ill.

 

Advocates say when used correctly, these systems offer the potential for student collaboration, and for teachers to collect and compare information about students to help design better lessons. On the other hand, critics warn that the problems with most EdTech is essential to the way it operates and that it is designed more for the purposes of student data mining and profitization by corporations than with academic success for children in mind.

 

In either case, the dangers posed by such devices are indisputable.

 

The amount and kinds of data being collected about students has not been well publicized or understood. Many school boards, administrators, teachers, parents and students may be using EdTech without a full appreciation of how it often surreptitiously collects data on children.

 

Analysts listed several types of student particulars being stockpiled:

 

  • “personally identifiable information (PII);

 

  • biometric data;

 

  • academic progress;

 

  • behavioral, disciplinary, and medical information;

 

  • Web browsing history;

 

  • students’ geolocation;

 

  • IP addresses used by students; and

 

  • classroom activities.”

 

This is highly sensitive information that could be extremely harmful to students if it fell into the wrong hands.

 

Pedophiles could use this data to find and abduct children. Criminals could use it to blackmail them. It could even be sold to unscrupulous corporations or exploited by other children to bully and harass classmates.

 

These concerns are not merely academic. Data breaches have already occurred.

 

According to the FBI:

 

“…in late 2017, cyber actors exploited school information technology (IT) systems by hacking into multiple school district servers across the United States. They accessed student contact information, education plans, homework assignments, medical records, and counselor reports, and then used that information to contact, extort, and threaten students with physical violence and release of their personal information. The actors sent text messages to parents and local law enforcement, publicized students’ private information, posted student PII on social media, and stated how the release of such information could help child predators identify new targets.”

 

Though the Bureau did not mention them by name, it cited two specific cybersecurity failures in 2017 at two large EdTech companies where millions of student’s private information became publicly available.

 

The FBI seems to be referring to Edmodo and Schoolzilla. Hackers stole 77 million user accounts from Edmodo last year and sold that data to a “dark web” marketplace. Likewise, Schoolzilla stored student information on a publicly accessible server, according to a security researcher, thereby exposing the private information of approximately 1.3 million children.

 

It was these data breaches that prompted the Department of Education to issue a Cyber Advisory alert in October of 2017 warning that cyber criminals were targeting schools that had inadequate data security. Criminals were trying to gain access to this sensitive material about students to “shame, bully, and threaten children.”

 

In February, another cybercrime was reported by the Internal Revenue Service. The agency released an “urgent alert” about scammers targeting school districts with W-2 phishing schemes.

 

Of particular concern to the FBI are school devices connected directly to the Internet. They offer hackers an immediate link to private student information. This is true even if a school device is in the student’s home.

 

Tablets, laptops or monitoring devices such as cameras or microphones could be exploitable by tech savvy criminals – especially since many EdTech programs allow remote-access capabilities without the user even being aware of what is happening.

 

Indeed, some EdTech companies collect information on students’ feelings; become student data brokers and use voice-activated speakers in the classroom.

 

 

The FBI listed several recommendations for parents and families:

 

  • “Research existing student and child privacy protections of the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), the Children’s Online Privacy Protection Act (COPPA), and state laws as they apply to EdTech services.

  • Discuss with their local districts about what and how EdTech technologies and programs are used in their schools.

 

  • Conduct research on parent coalition and information-sharing organizations which are available online for those looking for support and additional resources.

 

  • Research school-related cyber breaches which can further inform families of student data vulnerabilities.

 

  • Consider credit or identity theft monitoring to check for any fraudulent use of their children’s identity.

 

  • Conduct regular Internet searches of children’s information to help identify the exposure and spread of their information on the Internet.”

 

The warning concluded by asking those who have information about cybercrimes or who have been victimized by data breaches to file a complaint with the Internet Crime Complaint Center at www.ic3.gov.

 

For some, the FBI’s warning highlights the need for greater education funding for cybersecurity.

 

“While other industries are investing in greater IT security to protect against cyber threats, many schools are facing budget constraints that result in declining resources for IT security programs,” staff members from the Future of Privacy Forum wrote on their blog. “Schools across the country lack funding to provide and maintain adequate security,” they wrote.

 

Others see the problem as one of antiquated legislation not keeping up with changing technologies.

 

The FBI memo highlights a need for Congress to update federal student privacy laws, said Rachael Stickland, co-founder and co-chair of the Parent Coalition for Student Privacy.

 

At present, these issues are covered haphazardly from state to state, a situation Strickland finds intolerably inadequate.

 

The main federal law safeguarding student data privacy, The Family Educational Rights and Privacy Act, should be updated, she said. It must address exactly which ways districts should be allowed to share data with EdTech companies.

 

“What we need is a comprehensive approach at the federal level to address these outdated federal laws,” she said. “We really need these modernized to address not only the cybersecurity threats but also the potential misuse of this data.”

 

However, some critics are skeptical of the very use of EdTech in the classroom, at all.

 

They see the potential dangers being so massive and difficult to guard against that any remedies to fix the problem would be counterproductive.

 

Instead of spending millions or billions more on cybersecurity measures, we should use any additional funding for more essential budget items like teachers, tutors, nurses and counselors.

 

The goal is to provide a quality education – not to provide a quality education with increasingly complex technologies. If the former can be done with the latter, that’s fine. But if we have to choose between the two, we should go with proven methods instead of the latest fads.

 

EdTech corporations are making staggering profits off public schools while almost every other area goes lacking. In the nexus of business and industry, we may be losing sight of what’s best for students.

 

The question is have we already opened Pandora’s box, and if we haven’t, can we stop ourselves from doing so?

 


Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Report: US Shortchanged Public Schools by Hundreds of Billions of Dollars Over Decades

taking-candy-from-a-baby

 

Fun Fact: Between 2005 and 2017, the federal government withheld $580 billion it had promised to spend on students from poor families and students with disabilities.

 

Fun Fact: Over that same period, the personal net worth of the nation’s 400 wealthiest people ballooned by $1.57 trillion.

 

So, rich people, consider this the bill.

 

A new report called “Confronting the Education Debt” commissioned by the Alliance to Reclaim Our Schools (AROS) details the shortfall in minute detail.

 

For instance:

 

  • $347 billion owed to educate low-income students most of whom are children of color.

 

  • $233 billion owed to provide services for students with disabilities.

 

And this is just the shortfall of the last dozen years! That’s just money due to children who recently graduated or are currently in the school system!

 

We’ve been cheating our children out of the money we owe them for more than half a century!

 

Federal education funding levels were first established in 1965 as part of Pres. Lyndon Johnson’s War on Poverty in the landmark education law, the Elementary and Secondary Education Act (ESEA).

 

That law, which has become little more than a boondoggle for the standardized testing and school privatization industries, originally was passed to address inequality in America’s education funding.

 

Now this report from a coalition of groups including the Education Justice Research and Organizing Center, the National Education Association, the American Federation of Teachers, Center for Popular Democracy and the Action Center on Race and the Economy points out the multifarious ways we have failed to live up to the standards we set in that original legislation and beyond.

 

One of the most glaring examples of neglect is Title I funding.

 

The Johnson administration admitted that schools with a high concentration of students living below the poverty line needed extra support to succeed at the same levels as students from middle class or more affluent backgrounds. So the law promised to provide an additional 40 percent for each poor child above what the state already spent per pupil.

 

And then it promptly failed to fund it. In 1965 and every year since!

 

These are not just numbers. With this money, high poverty schools could provide:

 

  • “health and mental health services for every student, including dental and vision services; and

  • a full-time nurse in every Title I school; and

  • a full-time librarian for every Title I school; and

  • a full-time additional counselor in every Title I school, or

  • a full-time teaching assistant in every Title I classroom.”

 

A decade later, in 1975, the same thing happened with The Individuals with Disabilities Education Act (IDEA).

 

Congress told local districts they’d have to do more to help disabled students succeed academically. However, doing so costs money. Lawmakers admitted that disabled students cost more to educate and that local districts often struggle to find the funding to help them succeed.

 

Once again, Congress pledged to pay up to 40 percent of that additional cost, with local and state funds covering the remainder.

 

Once again, Congress failed to fund it.

 

STATE AND LOCAL FAILURE

 

But it’s not just the federal government that has shirked its duties to school children.

 

State and local governments also stiffed generations of students out of the resources they deserved – especially if those students have black or brown skin.

 

Beside the federal government, public schools are funded by their local municipalities and the state. Local governments pay for about 45 percent of school budgets.

 

However, since most of this allotment is determined by property tax revenues, it ensures the poor get fewer resources than the rich. Kids from rich neighborhoods get lots of resources. Kids from poor areas get the scraps. Inequality is built into the funding formula to ensure that students don’t start out on an even playing field and that economic handicaps are passed on from one generation to the next.

 

State governments are no better. They provide about 47 percent of school budgets.

 

As such, they are in the position to right the wrongs of the local community by offsetting the inequality of local governments – but only 11 states do so. Twenty states close their eyes and provide the same funding to each school – rich and poor alike – regardless of need or what each community can afford to provide for its own children. But 17 states are even worse. They actually play Robin Hood in reverse – they funnel more money to wealthier districts than to poor ones.

 

As a result, schools nationwide serving mostly students of color and/or poor children spend less on each child than districts serving mostly white and/or affluent children.

 

TAX CUTS

 

And while our federal, state and local governments have failed to meet their responsibilities to students, they have required fewer taxes from business and industry.

 

In the late 1940s and 1950s, the top marginal tax rate was more than 90 percent. Today it is 37 percent.

 

Congress just passed a series of whooping tax cuts that go into effect in 2019. More than half of the benefit of these cuts will go to the richest five percent of taxpayers. The law is expected to cost the federal treasury as much as $1.5 trillion in lost revenues over the next decade.

 

Nearly every state levies a much greater share of taxes from low- and middle-income families than from the wealthy.

 

And that’s before we even start talking about corporations!

 

While the US federal corporate tax is 35 percent, the effective tax rate that corporations pay after loopholes and deductions is only about 14 percent. This costs the federal government at least $181 billion in annual revenue, based on 2013 estimates by the Government Accountability Office. Local and state corporate tax and abatement programs make it even worse.

 

This is a choice. We are not requiring the rich to pay their fair share.

 

SCHOOL-TO-PRISON

 

Instead of investing in ways to help educate children, one of the only areas we’ve increased funding is incarceration.

 

The private prison industry is booming, fueled in part by a lack of opportunities in schools.

 

According to the report:

 

“In 2017, the National Association of School Resource Officers claimed that school policing was the fastest-growing area of law enforcement. The school safety and security industry was reported to be a $2.7 billion market as of 2015. Most of that $2.7 billion is public money now enriching the private security industry instead of providing real supports to students.”

 

According to the US Department of Education, 1.6 million students go to a school that employs a law enforcement officer but not a guidance counselor.

 

That is not an unalterable economic reality. It is a failure of priorities. It is the mark of a society that is not willing to help children but will swoop in to punish them if they get out of line.

 

SCHOOL PRIVATIZATION

 

 

Finally, the report identifies school privatization as a contributing factor to this systemic neglect.

 

Charter schools are legal in 44 states plus Washington, D.C. and Puerto Rico. They have “systematically stripped public school budgets through the creation of parallel structures of privately-operated, publicly-funded schools.”

 

Cost studies in San Diego, Los Angeles, Nashville, Michigan, Pennsylvania, Durham and other localities have come to the same conclusion: “the privatization of schools has contributed to austerity conditions in traditional public schools.”

 

Yet Congress continues to appropriate millions of dollars to the Department of Education’s Charter Schools Program (CSP), which funds new charter start-ups and expansions. The program has a budget of $500 million this year, alone. It is the largest single backer of charter schools in the nation.

 

According to the report, “In other words, the U.S. Department of Education is operating a program that directly undermines public schools.”

 

SOLUTIONS

 

But the report isn’t just about what’s wrong. It outlines how we can make it right.

 

It outlines three policy initiatives:

 

1)      “Full funding of Title I and IDEA to target federal support to low-income children and students with disabilities.

2)      The creation of 25,000 Sustainable Community Schools by 2025.

3)      A new focus for the U.S. Department of Education, on ensuring and incentivizing equity in public schools across the country.”

 

And we can pay for it by:

 

A. “Make the wealthy pay their fair share of taxes.

  • Rescind the 2017 tax code changes, which overwhelmingly favor the top 1 percent of income earners.
  • Close the federal carried interest loophole, a step that could increase federal revenues by between $1.8 and $2 billion annually or, according to some researchers, by as much as $18 billion annually.
  • If the carried interest loophole is not closed at the federal level, states can impose a surcharge on carried interest income at the state level, raising millions for state budgets.
  • Enact so-called “millionaire’s taxes” that increase the tax rate on a state’s highest earners. New York and California have already passed such law.

 

B. Require wealthy corporations to pay their fair share.

  • End or reduce corporate tax breaks that cost the federal government at least $181 billion annually.

  • Reduce state and local subsidies to businesses for economic development projects and hold school funding immune from tax abatements.

  • Enforce and strengthen programs like Payment in Lieu of Taxes (PILOT) to ensure that wealthy institutions pay their fair share towards local budgets.

 

C. Divest from the school-to-prison pipeline.

  • School safety and security is now a $2.7 billion industry. Much of that money is public money, going to profitable corporations instead of schools.
  • Divest from expensive security systems, metal detectors and legions of school-based police officers and instead invest in counselors, health and mental-health providers and other supports that make schools safer.

 

D. Place a moratorium on new charter schools and voucher programs.

  • A moratorium on the federal Charter Schools Program would free up $500 million annually, which could be used to support the creation of Sustainable Community schools.”

 

The executive summary concludes with the following statistic.

 

Even a 10 percent increase in funding for each high poverty student maintained through 12 years of public school can dramatically change the likelihood of academic success. It can boost the chances that students will graduate high school, achieve 10 percent higher earnings as adults and a 6 percentage point reduction in the annual incidence of adult poverty, according to a 2015 report.

“Ten percent is pocket-change for a nation that has orchestrated the rise of an unmatched billionaire class. In the richest nation in the world, it is possible to fully fund all our public schools, and to provide Black, Brown and low-income children with the educational resources and additional supports and services they need to achieve at the highest levels.”

 

The facts are in, folks.

 

We can no longer gripe and complain about a public education system we fail to support without recognizing the cause. We have failed to meet our responsibilities to our children – especially our children of color.

 

The solution is simple – equity.

 

We need to demand the rich do the right thing.

 

We cannot achieve greatness as a nation when wealth and privilege continue to shirk their duties and our lawmakers do little more than enable greed and corruption.

 

The bill is here.

 

Time to settle up.


READ THE WHOLE REPORT.


Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Meet the Test Before the Test – Pennsylvania’s Classroom Diagnostic Tools (CDT)

BoredStudentIPad_iStock_monkeybusinessimages

  

It’s test time.

 

My students are dutifully pecking answers onto their iPads before a hand goes up.

 

“Mr. Singer, I can’t log in to the server.”

 

Another hand.

 

“It keeps kicking me out.”

 

Another.

 

“Mr. Singer, what does this question mean?”

 

Then every single hand in the room pops up all at once.

 

“What’s the matter!?” I say, trying not to let the frustration into my voice.

 

A lone student in the front offers to speak for the group.

 

“The Website just kicked us all off.”

 

If that sounds like the optimum environment to assess student learning, then you must work for Data Recognition Corp (DRC).

 

It is typical of the company’s Classroom Diagnostic Tools (CDT) test in Pennsylvania.

 

The assessment, which cannot be taken with pencil and paper but must instead be taken on a computer or personal device, has always been glitchy.

 

You type in a response and what you typed only appears after a delay.

 

When moving from one screen to another, you have to wait through a seemingly endless interval until the next screen loads.

 

And during this year’s first sessions, multiple teachers told me of students whose tests cycled through all the questions without input from the students and then gave them an unalterable grade.

 

This is not the best way to diagnose students’ abilities in reading, math and science.

 

Yet that’s what the state Department of Education strongly encourages we use it for – three to five times a year!

 

This is not a mandatory test.

 

It’s strongly suggested by administrators in Harrisburg. And that’s enough to make some local principals march wherever they’re told.

 

Ironically, Gov. Tom Wolf proudly proclaimed that he was reducing the amount of time students in the Keystone state would take standardized tests. But he’s only talking about the federally mandated Pennsylvania System of School Assessment (PSSA) and Keystone Exams which he’s cut by a total of almost 2 hours a year.

 

There are still a battery of suggested pretests on the state’s wish list – tests that are supposed to predict success on the PSSA or Keystone Exams – tests used to show whether kids are getting the skills they need.

 

Do you understand it now?

 

No.

 

Do you understand it Now?

 

No.

 

Do you understand it NOW!!!!!!!?

 

 

Of these, the most common is the CDT.

 

If schools follow the state’s instructions and give students this exam in reading, math and science 3 to 5 times a year, that’s an additional 50-90 minutes per test. That comes to 22.5 hours of additional testing!

 

So 22.5 hours minus 2 hours equals… NOT A REDUCATION IN TESTING!

 

Moreover, the CDT test is cumbersome to proctor.

 

I’ve given my students this test for about seven years now and it never fails to be anywhere from tricky to an outright disaster.

 

This week, I had a class of students on their iPads unable to log on to their accounts at DRC headquarters. In another group, five students were dropped from the server without warning and couldn’t finish.

 

Defective software and having to repeatedly log back in to the system are hallmarks of even the most successful CDT session.
Even if you like standardized tests and think they are the best way to assess students, the product and service provided by DRC is extremely low quality.

 

But keep in mind – you’re paying for it, folks! In the last 8 years alone, taxpayers forked over more than $1 billion for this service and the PSSA and Keystone tests, which DRC also produces.

 

It’s incredibly frustrating, a waste of classroom time and taxpayer money.

 

No one does their best when they’re exasperated, and this test is almost designed to make students feel that way.

 

Yet some local administrators are trying to use the assessment as part of a high stakes matrix to determine classroom placement.

 

Whether your child is registered in the remedial, general or advanced class could be determined by this shoddy excuse for an assessment. Whether your son or daughter has the advantages and esteem of the advanced class could rest on a malfunctioning data system. Whether he or she has to settle for months of mind numbing test prep instead of authentic education could be decided by defective software.

 

No matter how you look at it, this doesn’t help the teacher diagnose academic deficiencies and remediate them. That is, unless your idea of remediation is printing out a worksheet of test look-a-like questions based on the ones the student got wrong on the CDT.

 

This is bad assessment supporting bad pedagogy forced on us by bad policy.

 

But that’s not even the worst part.

 

Why are we doing this in the first place?

 

Have standardized tests ever been proven accurate assessments of student learning? Moreover, has it ever been proven useful to give pre-test after pre-test before we even give the ultimate high-stakes test?

 

Answer: No.

 

Most countries don’t test their students nearly as much as we do in the United States. Finland, which has students who routinely return some of the highest scores among developed nations, only makes its children take one standardized test.

 

One test from K-12!

 

In addition, countries like those in Scandinavia don’t have nearly the child poverty rate we do. Nor do they fund their schools based on local property taxes. They provide more funding and resources for needy students than rich ones – we do just the opposite.

 

Numerous studies have shown a strong correlation between parental income and the test scores of their children. In short, kids from wealthy families who go to schools with the best of everything generally score very well on standardized tests. Students from poor homes who go to underprivileged schools do much worse.

 

So all this testing does nothing to help students learn. It simply reinforces the inequality already in place. And then it’s used as a justification for that same inequality.

 

High stakes standardized testing is not about increasing student outcomes. It’s about boosting corporate incomes – corporations like Data Recognition Corp.

 

Finally, there’s another danger we haven’t even hinted at involved with the CDT.

 

As an on-line test, it collects an awful lot of data about the children taking it. This information is kept in a database for students entire academic career so that it can be compared with subsequent results.

 

This is private student data in the hands of a private company.

 

The chances that this information and thus students’ privacy will be violated are extremely high.

 

We are putting our children’s futures in the hands of a for-profit company with little to no assurance that it is safe. There is little oversight, accountability or even awareness of the issue.

 

Therefore, any knowledgeable parent would be entirely within his or her rights by refusing to let their child take any of these tests.

 

Yes, you can refuse to let your child participate in test prep the same way you can opt out of the PSSA and Keystone Exams.

 

You need refer to the same part of the law:

 

“PA School Code Chapter 4.4(d)(1)(2)(3):

(d) School entities shall adopt policies to assure that parents or guardians have the following:

(1) Access to information about the curriculum, including academic standards to be achieved, instructional materials and assessment techniques.

(2) A process for the review of instructional materials.

(3) The right to have their children excused from specific instruction that conflicts with their religious beliefs, upon receipt by the school entity of a written request from the parent or guardians.”

 

That includes the CDT.

 

Opt Out PA has provided this helpful form letter you can use and modify to meet your needs before sending it to your local principal:

 

“Dear Principal/Teacher(s):

Pursuant to Pennsylvania Code Title 22 Chapter 4, section 4.4 (d)(1)(2)(3) I am hereby exercising my right as a parent to have my child, [NAME], excused from PSSA test prep, including (but not limited to) CDT’s and Study Island because of religious beliefs.

Sincerely,”

 

 

So while Pennsylvania’s lawmakers dither back and forth about the political realities of standardized testing as an accountability measure and as they blithely ignore the threat posed to student privacy by on-line testing, parents can take matters into their own hands.

 

 

Your child’s teacher would like nothing better!

 

Imagine being able to actually teach and not have to spend days of instruction time troubleshooting a Website while corporate lackies cash our check!

 

 

Imagine students in school to actually learn something – instead of testing them into oblivion.

 

 

Imagine a student raising her hand to ask a question about the curriculum and not the software!

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Disowning the Lie of Whiteness

auschwtiztattoo 

The most vivid memory I have of my great-grandfather is the tattoo on his arm.

 

It wasn’t an anchor or a sweetheart’s name or even the old faithful, “Mom.”

 

It was just a series of digits scrawled across his withered tan flesh like someone had written a note they didn’t want to forget.

 

Beneath the copious salt and pepper hairs was a stark number, the darkest stain on his skin.

 

Gramps is a kindly figure in my mind.

 

He died before I was even 10-years-old. All I really remember about him are wisps of impressions – his constant smile, a whiff of mothballs, how he always seemed to have butterscotch candies.

 

And that tattoo.

 

I think it was my father who told me what it meant.

 

When he was just a young man, Gramps escaped from Auschwitz. A guard took pity on him and smuggled him out.

 

His big European family didn’t make it.

 

My scattered relatives in the United States are all that are left of us.

 

Those are the only details that have come down to me. And Gramps isn’t here to add anything further.

 

But his tattoo has never left me.

 

It’s become a pillar of my subconscious.

 

The fact that someone could look at my kindly Gramps and still see fit to tattoo a numeric signifier on him as if he were an animal.

 

A little reminder that he wasn’t human, that he shouldn’t be treated like a person, that he was marked for erasure.

 

If I look at my own arm, there is no tell-tale integer peeking through the skin. But I am keenly aware of its presence.

 

I know that it’s there in a very real sense.

 

It is only the American dream that hides it.

 

Coming to this country, my family has made a deal, something of a Faustian bargain, but it’s one that most of us have accepted as the price of admission.

 

It’s called whiteness.

 

I am white.

 

Or I get to be white. So long as I suppress any differences to the contrary.

 

I agree to homogenize myself as much as possible and define myself purely by that signifier.

 

White. American. No hyphen necessary.

 

Anything else is secondary. I don’t have to deny it, but I have to keep it hidden until the right context comes to bring it out.

 

During Octoberfest I have license to be German. When at international village I can root for Poland. And on Saturdays I can wear a Kippah and be Jewish.

 

But in the normal flow of life, don’t draw attention to my differences. Don’t show everyone the number on my arm.

 

Because America is a great place, but people here – as in many other places – are drawn to those sorts of symbols and will do what they can to stamp them out.

 

I learned that in school when I was younger.

 

There weren’t a lot of Jewish kids where I grew up. I remember lots of cracks about “Jewing” people down, fighting against a common assumption that I would be greedy, etc. I remember one girl I had a crush on actually asked to see my horns.

 

And of course there were the kids who chased me home from the bus stop. The scratched graffiti on my locker: “Yid.”

 

The message was clear – “You’re different. We’ll put up with you, but don’t ever forget you are NOT one of us.”

 

There were a lot more black kids. They didn’t get it any easier but at least they could join together.

 

It seemed I had one choice – assimilate or face it alone.

 

So I did. I became white.

 

I played up my similarities, never talked about my differences except to close friends.

 

And America worked her magic.

 

 

So I’ve always been aware that whiteness is the biggest delusion in the world.

 

It’s not a result of the color wheel. Look at your skin. You’re not white. You’re peach or pink or salmon or rose or coral or olive or any of a million other shades.

 

Whiteness has as much to do with color as Red has to do with Communism or Green has to do with environmental protection.

 

It is the way a lose confederacy of nationalities and ethnicities have banded together to form a fake majority and lord power over all those they’ve excluded.

 

It’s social protection for wealth – a kind of firewall against the underclass built, manned and protected by those who are also being exploited.

 

It’s like a circle around the wealthy protecting them from everyone outside its borders. Yet if everyone banded together against the few rich and powerful, we could all have a more equitable share.

 

But in America, social class has been weaponized and racialized.

 

You’ll see some media outlets talking about demographics as if white people were in danger of losing their numerical majority in this country in the next few decades. But there’s no way it’s ever going to happen.

 

Today’s xenophobia is a direct response to this challenge. Some are trying to deport, displace and murder as many black and brown people as possible to preserve the status quo.

 

But even if that doesn’t work, whiteness will not become a minority. It will do what it has always done – incorporate some of those whom it had previously excluded to keep its position.

 

Certain groups of Hispanics and Latinos probably will find themselves allowed to identify as white, thereby solidifying the majority.

 

Because the only thing that matters is that there are some people who are “white” and the rest who are not.

 

Long ago, my family experienced this.

 

Before I was born, we got our provisional white card. And if I want, I can use it to hide behind.

 

I’ve been doing it most of my life.

 

Every white person does it.

 

It’s almost impossible not to do it.

 

How do you deny being white?

 

At this point, I could throw back my head and shout to the heavens, “I’M NOT WHITE!” and it wouldn’t matter.

 

Only in a closed environment like a school or a job or in a social media circle can you retain the stigma of appearing pale but still being other.

 

In everyday life, it doesn’t matter what you say, only how you appear.

 

I can’t shout my difference all the time. Every moment I’m quiet, I’ll still be seen as white.

 

It’s not personal. It’s social. It’s not something that happens among individuals. It’s a way of being seen.

 

The best I can do is try to use my whiteness as a tool. I can speak out against the illusion. I can stand up when people of color are being victimized. I can vote for leaders who will do something to dismantle white supremacy.

 

Not because I am some kind of savior, but because I know that my own freedom is tied to the freedom of those being oppressed by a system that provides me certain privileges.

 

But let me be clear: doing so is not the safe way to go.

 

In defending others you make yourself a target.

 

I get threats all the time from racists and Nazis of all sorts. They say they can tell just by looking at me that I’m not white at all.

 

The worst part is I’m not sure what I am anymore.

 

I don’t go to synagogue. I don’t even believe in God. But I’m Jewish enough to have been rounded up like Gramps was, so I won’t deny that identity. It’s just that I’m more than one thing.

 

That’s what whiteness tries to reduce you to – one thing.

 

I don’t want it anymore.

 

I’m not saying I don’t like the protection, the ability to be anonymous, the easy out.

 

But it’s not worth it if it has to come with the creation of an other.

 

I don’t want to live in a world where people of color are considered less than me and mine.

 

I don’t want to live in a world where they can be treated unfairly, beaten and brutalized so that I can get some special advantage.

 

I don’t want to live in a world where human beings are tattooed and numbered and sent to their deaths.

 

Because the Holocaust is not over.

 

American slavery is not over.

 

Neither is Jim Crow or lynching or a thousand other marks of hatred and bigotry.

 

Nazis march unmasked in our streets. Our prisons are the new plantation. And too many of our police use murder and atrocity to ensure the social order.

 

As long as we allow ourselves to be white, there will be no justice for both ourselves and others.

 

So consider this my renunciation of whiteness – and I make it here in public.

 

I know that no matter what I say, I will still be seen as part of the problem. And I will still reap the rewards.

 

But I will use what power is given me to tear it down.

 

I’m burning my white card.

 

I know it’s a symbolic gesture. But I invite my white brothers and sisters to add theirs to the flames.

 

Let us make a conflagration, a pillar of fire into the sky.

 

Let whiteness evaporate as the smoke it is.

 

Let us revel in the natural hues of our faces as we watch it burn.

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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