Don’t Tread on Me, But Let Me Tread All Over You: The Credo of Personal Freedom and Limitless Greed

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Every neighborhood has one.

 

A yellow flag showing a coiled spring of a snake above the motto, “Don’t Tread on Me.”

 

In my usually well-manicured suburb, you’ll find it waving bravely over the garbage house.

 

There’s three broken down RVs sitting on the lawn, a busted sofa in the back yard, a rotten picnic bench and several rusted out vehicles in various states of disrepair.

 

I’m not sure why the owners think anyone would want to tread on them. We’d much rather walk quickly on by without being seen or commented on.

 

Because in my experience that’s the thing about most of the people who fly this flag.

 

They’re indignant about anyone stepping on their rights but all too ready to step all over yours.

 

I remember it wasn’t really too long ago that this flag had no such connotations.

 

It was simply the Gadsen flag, a relic of the American Revolution. It was nothing more than a reminder of a time when we cherished our national independence from Great Britain and wanted to make sure they knew we didn’t want the King to come back and start ordering us around.

 

In fact, it was designed by American general and politician Christopher Gadsden in 1775. This “Sam Adams of South Carolina” modeled his patriotic statement first used by the Continental Marines on an earlier famous cartoon from Benjamin Franklin’s Pennsylvania Gazette.

 

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You’ve probably seen it. A snake is cut into several pieces – each representing one of the colonies – with the motto, “Join or Die.”

 

So originally it was a call for unity, perhaps even federalism. It was a way of framing the argument that we’d be stronger as one nation than as a group of separate states.

 

Gadsen’s version was really a continuation of that same thought. It was as if he were saying, “Here we are, one unified nation ready to strike to protect itself from tyranny.”

 

It wasn’t until 2009 that Gadsen’s flag became associated with the radical right.

 

Like so many hitherto nonpartisan symbols, it was appropriated by the Tea Party movement, which tried to cast their libertarian extremism as somehow harkening back to the American Revolution.

 

Even the name Tea Party is a misnomer. The original Boston members of the Sons of Liberty who threw British tea into the harbor in 1773 were protesting taxation without representation. Modern day Tea Partiers were protesting the taxes levied by their own duly elected representatives.

 

They were poor people duped into thinking the rich paid too much despite the fact of gross income inequality and the wealthy not paying their fair share.

 

It’s this willful ignorance that typifies the contemporary right.

 

The truth doesn’t matter. It only matters what can be spun into a pithy sound bite that can be broadcast on Fox News or some other propaganda source and then repeated ad infinitum in place of any real debate or conversation.

 

To be fair, the left does it, too, but not nearly to the same degree.

 

When a topic makes the rounds of the 24-hour news cycle, you can hear the same canned responses from right and left on just about every channel regardless of who is speaking. The only difference is that the left usually makes at least passing reference to reality while the right closes its eyes and says whatever it believes to be true with perfect conviction.

 

The Gadsen flag is a perfect example of this hypocrisy.

 

The motto “Don’t Tread on Me” has come to mean radical individual freedom.

 

I can do whatever I like and there’s nothing you can do about it.

 

I can own as many guns as I like. I can teach my kids whatever facts I like. I can discriminate against anyone I like.

 

But there’s never a mention about other people except to limit what they can do in relation to the speaker.

 

In short, there’s nothing explicit about making this rule universal – I won’t tread on you if you won’t tread on me.

 

It’s just don’t tread on me and I’ll do whatever I like in relation to you.

 

After all, many of these personal freedoms the radical right cherishes actually do impact the rest of us.

 

Unregulated gun ownership means more shootings, more suicides, more deadly instances of domestic violence, more kids coming to school with semi-automatic guns in their book bags and more malls and theaters slick with bystander blood.

 

Moreover, if you teach your kids whatever facts you like, that means you indoctrinate them into your worldview. You don’t give them the chance to see the real world for what it is in case they may have different views on it than you do. This impacts both your children and the country, itself, which will have to somehow run with a greater portion of ignorant and close-minded citizens.

 

And don’t get me started on discrimination! You think you should be able to say whatever you like to whomever you like whenever you like. It’s fine to wear a t-shirt calling Hillary Clinton a “cunt” but when late night comedian Samantha Bee does the same to Ivanka Trump, you’re up in arms!

 

You think you can support laws that allow bakers to refuse to make wedding cakes for gay couples but are raving mad when a restaurateur refuses service to Sarah Huckabee Sanders!

 

 

This kind of sanctimonious duplicity has real world consequences.

 

 

Unarmed black people are shot and killed by police at a much higher rate than white people. Yet you won’t tolerate any protest, condemnation or protest. People can’t assemble in the streets, athletes can’t kneel during the national anthem, you won’t even allow the slogan “Black Lives Matter,” because you say, “All Lives Matter,” while in reality you mean “All Lives Except Black Ones.”

 

You oppose abortion but no one is forcing anyone to have abortions. In your headlong crusade for individual freedom you want to ensure that others don’t have this choice because they might choose differently than you. Or at least they might choose differently than you SAY you do, because when the light of day is cast upon you, we find an alarming number of hypocrites here, too.

 

There are too many far right politicians who campaign on overturning Roe v. Wade who pressure their mistresses to abort the unwanted issue of their indiscretion.

 

The underlying cause of such myopia is a perverse focus only on the self.

 

You look at what you want for you and pay no attention at all to what others should likewise be allowed.

 

It is the underlying selfishness of post Enlightenment Western thought come back to haunt us.

 

Hobbes and Locke and Smith told us that greed was good.

 

It’s what makes the world go round.

 

You look to your self-interest, and I’ll look to mine, and that’s what’s best for everyone.

 

However, they forgot that everyone doesn’t have the same power – physical, social, financial or political. Some people are strong and some are weak. Some are rich and some are poor. If you pull the shortest straw at the lottery of birth, you won’t be able to get the same things for yourself as those who won it as soon as the doctor slapped their newborn bums.

 

So we have layers and layers of class and economics. We have social structures designed to keep black people here and Hispanics there and white people at the top. We have a society that worships the rich and bedevils the poor. We have belief systems that praise one kind of sexuality only and demonizes anything that diverges from that norm. And the most defining thing of any newborn baby is what you’ll find between its legs.

 

“Don’t Tread on Me” has become a farce.

 

It’s a maxim hoisted on those with very little individual power to convince them to join together and become powerful while guarding the door for the wealthy.

 

They sit atop their mountains of trash as if they were dragons on piles of gold.

 

And they point their pitchforks at the rest of us as if we wanted a piece of it.

 

In this way, they make themselves the willing patsies of the ruling class.

 

It’s a sad thing to behold.

 

Because if we all just stopped for a second and recognized our common humanity, we’d agree that the status quo is unacceptable.

 

If we were more concerned about the rights of all than just our own rights, we’d agree that the wealth of this great nation has not been fairly distributed.

 

The snake is coiled and ready to strike but it is pointed in the wrong direction.

 

It shouldn’t be pointed at 99% of us. And it shouldn’t be so solitary.

 

It should be a sea of snakes, a great slithering mass of humanity, hissing and spitting with venom, our reptilian eyes focused on the elites.

 

Don’t tread on me?

 

Don’t tread on USSSSSSSSSSS!


 

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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It’s Not Rude to Refuse Service to Sarah Huckabee Sanders. It’s the Height of Respect

 

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We’ve all heard the story by now.

 

 

Press Secretary Sarah Huckabee Sanders went to the Red Hen restaurant and was refused service because she works for the Trump administration.

 

 

But while many far right and mainstream media outlets are decrying the restaurateur’s decision as discourteous, they seem to have missed the point.

 

 

Discourteous?

 

 

It was exactly the opposite.

 

 

There was no greater way to show Sanders respect than to deny her service.

 

 

After all, she defended the Supreme Court’s recent ruling for a conservative baker’s right to refuse to make a cake for a gay couple’s wedding.

 

 

If Sanders thinks it’s a good thing for this baker to be able to deny service to someone because this potential customer’s lifestyle violates his moral convictions, then she should also support the owner of the Red Hen denying her service because her lifestyle violates the owner’s moral convictions.

 

 

And make no mistake – this isn’t a rebuke of Sanders. It’s a celebration.

 

 

Twice in the New Testament Jesus, himself, is quoted prescribing what has come to be called The Golden Rule.

 

In Matthew 7:12:

 

“Do to others what you want them to do to you. This is the meaning of the law of Moses and the teaching of the prophets.”

 

In Luke 6:31:

 

“Do to others what you would want them to do to you.”

 

Sanders and other Trump Republicans have done onto others in just this manner. Therefore, that is how they must also want to be treated.

 

Isn’t that exactly what the owner of the Red Hen did?

 

She knew Sanders was in favor of business owners refusing service based on their own personal religious convictions.

 

Sanders life violates the owner’s religious convictions.

 

Therefore, she should deny Sanders service.

 

What has Sanders done to violate the owner’s ethical beliefs?

 

Easy.

 

No matter what immoral and repulsive position Donald Trump takes, Sanders defends it.

 

Separating undocumented children from their parents in detention centers – she defended it.

 

Using a racial slur to describe Sen. Elizabeth Warren – Defended it.

 

Spreading lies that diversity immigrants are not vetted – backed it up.

 

Assuring us that Trump has never encouraged or promoted violence – she said it.

 

Backing up Trump’s absurd assertion that President Obama wiretapped him – she backed it up.

 

Heck! Covfefe!!!!! COVFEFE! She actually told a roomful of adults that a typo on her boss’s Twitter was a hidden message to supporters!

 

Lies, racism, blood libel, and outright fascism!

 

What Sanders does everyday in the White House violates just about everyone’s moral code.

 

So how should we treat her?

 

I say, with the utmost respect and dignity.

 

And if we truly want to give Sander’s beliefs the reverence they deserve, we should deny her service. Reporters should stop attending her press conferences. Cable news programs should stop inviting her on the air. And, yes, no more food at chicken restaurants!

 

But we shouldn’t stop with her.

 

We should do the same for every member of the Trump administration. THEY believe this stuff. We should honor their convictions and treat them how they apparently want to be treated.

 

And why stop there? Every MAGA hat wearing Trumpster you see in your everyday life should likewise be denied service.

 

When they come into our places of business, our houses of worship, our homes, we should ask them politely to leave.

 

This isn’t punishment.

 

It’s the most deferential treatment imaginable.

 

We are showing them that we honor their moral code of reciprocity and individual freedom.

 

Those who are calling for “civility” don’t seem to understand that patronizing Trumpsters would be the true mark of disrespect.

 

If they think it is right to treat others like this, then we should treat them the same way.

 

That is how you show respect for someone’s beliefs – not by denying their code and treating them by your own.

 

Now I know what some of you are thinking – Didn’t Jesus also say, “If anyone slaps you on the right cheek, turn to him the other also” (Matthew 5:39)?

 

Yes, he did. And many of US may believe that sentiment, but Trumpsters obviously don’t or else they wouldn’t support the policies they do. Should we really force our beliefs on them? Would that be fair?

 

I say no. We should treat them by their own code – and refuse them service.

 

Ah, but I can hear this objection, too – what if treating Trumpsters like this changes their beliefs?

 

Might attaching social consequences to repugnant political views dissuade people from holding those views?

 

Perhaps.

 

But don’t we owe it to these far rightsters to give them that choice?

 

If being ostracized from society makes them recant their views, then at that point we should stop excluding them. However, this may be exactly the test Trump-servatives are hoping for. Perhaps they want to see which they care more about – being part of a civil society or supporting neo-fascist politics.

 

The best course is to treat their conviction as serious and to give it the seriousness it deserves.

 

Doing so treats them as ends in themselves and not merely as a means to social lubrication.

 

No one wants to rock the boat, but we must.

 

This is the only truly polite course of action.

 

You’re welcome, Sarah Huckabee Sanders.

 

You’re welcome, Donald Trump.

 

Now get outta here.


 

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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Antwon Rose’s Life Matters

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Antwon Rose could have been my student.

 

I teach 7th and 8th grade language arts in a district located minutes away from where the 17-year-old was shot and killed by police.

 

East Pittsburgh, the neighborhood where his car was stopped and where he ran from officers before being shot three times in the back, is minutes from my house.

 

He went to Woodland Hills School District, minutes from my house.

 

Michael Rosfeld, the officer who just started working at East Pittsburgh less than two hours before he shot and killed Antwon, had been fired with cause from his previous job as a security officer at the University of Pittsburgh, where I got both my graduate and undergraduate degrees and where my wife works.

 

The poem Antwon wrote about not wanting to become another statistic that was read aloud at a protest was the product of an assignment I give my own classes.

 

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So I say again – he could have been my student.

 

I have had many children like him.

 

Most of my kids are like him.

 

Promising, smart, burdened by fears no teenager should have to face.

 

When I look at the smiling picture of Antwon released to the media, he looks like so many others I have known and loved.

 

How many kids have passed before me worried that they’ll be the victims of police violence?

 

How many kids have sat in those seats trying to concentrate on my work while anxious about the reality of the streets they have to walk just to get home?

 

How many kids have been afraid that if the worst happens, the rest of us will forget their humanity?

 

I am a white teacher. I don’t know what it’s like to live as a black person in America except by extension of what my kids and others tell me.

 

When my daughter goes to school or plays in the yard, I don’t have to worry the police will consider her a threat simply because of the amount of melanin in her skin.

 

But I do see how white people like me blame a 17-year-old kid for his own death.

 

If he hadn’t been in that car, he’d still be alive. If he hadn’t run from police, they wouldn’t have shot.

 

Maybe. Maybe not.

 

But being in the wrong place at the wrong time shouldn’t bring with it a death sentence. Running away shouldn’t bring with it the finality of the grave.

 

Yesterday Allegheny County Medical Examiner’s Office ruled the death a homicide. That’s a good start.

 

But plenty of questions remain.

 

Rosfeld is still on unpaid leave. Why hasn’t he been arrested?

 

Civil rights writer Shaun King reports that when Rosfeld worked at the University of Pittsburgh, he had a history of harassing black students and was only let go after he harassed one of the chancellor’s own children. If true, was that reported to East Pittsburgh before they hired him?

 

Why is it police can apprehend white shooters with no violence, but when a suspect is black the rules of engagement start and end with bloodshed?

 

Protests have rocked this city for two days and will continue today.

 

And I’m glad.

 

We need answers to those and more questions. We need justice for Antwon.

 

But more than anything we need to recognize that he was a human being.

 

He was a little boy with his whole life ahead of him.

 

His life matters.

 

I don’t say “mattered” because even though he’s gone, his life still matters.

 

We can’t bring him back, but we can honor who he was.

 

We can recognize his common humanity is the same as anyone else’s.

 

We can give him and his family justice.

 

And we must – we MUST – make sure that things like this don’t happen again.

 

I’ve had far too many students die at the end of a gun.

 

At absolute minimum, the hand holding it shouldn’t belong to someone tasked with the job to serve and protect.

 


 

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African Immigrants Excel Academically. Why Don’t African Americans?

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The presence of melanin in your skin shouldn’t affect your academics.

But in America, it does.

On average, black students achieve less academically than white students. They have worse grades, lower test scores, meager graduation rates and fewer achieve advanced degrees.

The question is – why?

Why does pigmentation matter so much in this country? What about it brings such negative academic consequences?

This is especially apt since it doesn’t apply to foreign born black students who come here to study or those who recently emigrated here.

In fact, they see just the opposite effect – they earn some of the best grades, have some of the highest test scores, and disproportionately graduate from high school and achieve advanced degrees.

This is something that distinguishes foreign-born Africans – especially those from Sub-Saharan Africa – even from other immigrants. African immigrants sit near the top of the scale of so-called model minorities.

According to a report by Christine Gambino and associates at the Census Bureau, 41% of the African-born immigrant population earned a bachelor degree compared with 28% of the overall foreign-born population in the US.

The four African birth countries with the highest percentages of bachelor and higher degrees among their expat populations in the US are Egypt at 64%, Nigeria at 61%, South Africa at 57% and Kenya at 47%.

So why the difference?

Obviously, it’s not skin color.

Part of it seems to be qualities selected for in the immigration process, itself.

We don’t let just anyone come to the U.S. We have rigorous qualifications and prerequisites that have to be met. For instance, students who want to study here must get high marks on the SAT, Act and/or the TOFFEL – the language proficiency test. To do that, they need the money and resources to study for these exams. They are already some of the best achievers in their native countries.

Moreover, there is a huge cultural difference coming from Africa as opposed to coming from the United States. Native-born Africans have to deal with the effects of post-colonialism. It wasn’t so long ago that European nations conquered and plundered the African continent for gold and resources. That era has mostly ended, but those living there still have to deal with lingering consequences. This has an effect on everything from gender, ethnicity, class, language, family relationships, professions, religions and nation states.

However, native-born Africans do not have to navigate the world of American white supremacy. The affects of being black in this country may be much more harmful than negotiating post-colonialism.

For instance, most mainland Africans enjoy intact cultures. They are not the product of families that were torn apart, religions that were displaced and entire belief systems, world views and genealogies that were stolen.

Nigerian cultures, in particular, highlight the importance of learning.

One typical Nigerian saying goes like this:

“The best inheritance that a parent can give you is not jewelry or cash or material things, it is a good education.”

This is why academics in Nigeria are widely supported, mandatory and free.

Meanwhile, in America native-born black students grow up in a much more stressful and unstable environment. This translates to academic struggles.

For one, they are the victims of educational apartheid. Brown v. Board is more than 60 years old, but American schools have become increasingly segregated by race and class. Black students receive fewer resources than whites and their schools struggle to provide the same quality of education. Moreover, they are the target – either directly or indirectly – of privatization schemes that result in less control over their own schools and the further reduction of resources through charter and voucher schools that can cut services and pocket the savings as profit.

However, the problem is not just systemic. I hate to say it, but sometimes even American teachers put up obstacles to black students success due to (often unconscious) bias.

Most teachers are white. They have certain societally reinforced expectations of black students. When these children struggle, they are more often put into special education and stigmatized for their differences.

It is no doubt that black students are more often disciplined and suspended than white students – numerous studies have shown this.

I think this is due at least partially to white teachers’ expectations. It is tempting to see black student behavior as negative in the default. We too often label them “bad kids” and then try to find evidence to support it instead of giving them the benefit of the doubt or assuming they’re smart and well-behaved until proven otherwise.

African immigrants don’t have to deal with these stigmas to nearly the same degree. They don’t get the same negative label. They have more support from close-knit families. They have more positive role models including more college graduates in the family.

Another obstacle for American born black students is a cultural imputation against academic achievement. Doing well in school can be seen as “acting white.” In order to maintain popularity and prestige, they are steered away from the exact things that immigrant Africans are steered toward.

The poverty of American blacks plays a huge factor, too. Even in moderately successful African American homes, parents or guardians are often working multiple jobs or long hours to make ends meet. This reduces their ability to oversee their children’s homework and monitor academic progress.

It seems then that the so-called proficiency gap between native-born black and white students in this country is due to generational poverty, white racism and coping mechanism in their own culture.

If we want to help American-born black students, we need to realize, first, that this problem is not due to inherent racial deficiencies. It is the product of class warfare and white supremacy.

As such, it can be cured through progressive economic policies and anti-racist efforts.

The strongest argument for reparations comes from a recognition of the lingering effects of our history of slavery, segregation, Jim Crow and the prison industrial complex.

These are daunting problems, but they can be solved.

It just takes an honest appraisal of the issues and the social will to make things right.


 

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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Dear Betsy DeVos, I Will NEVER Report My Students to ICE

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Teachers fill a lot of roles in our public schools.

 

 

We’re mentors to kids in need.

 

 

We’re aides to students struggling with new concepts and skills.

 

 

We’re homework-givers, pencil-providers, idea-encouragers, lunch-buyers, scrape-bandagers, hand-holders, hug-givers, good listeners, counselors, caregivers and – yes – sometimes even butt-kickers.

 

 

It’s no wonder that we occasionally get mistaken for mothers and fathers.

 

 

But one thing we will never be is a snitch.

 

 

Secretary of Education Betsy DeVos recently intimated that principals and teachers could report their undocumented children to Immigration and Customs Enforcement (ICE).

 

 

She’s not going to say what we should do one way or another. She’s just saying that this is something we COULD do if we wanted.

 

 

If that results in those kids and their families being deported, well we are a nation of laws, after all.

 

 

It’s a remark that sounds so reasonable to some folks.

 

 

Luckily, I speak dog whistle.

 

 

So did the U.S. Supreme Court back in 1982 when justices ruled in Plyler v. Doe that schools cannot deny children their right to a free education based on immigration status.

 

 

When kids are afraid to learn because they or their parents or extended family may be undocumented, that has a smothering affect on the classroom.

 

 

When ICE raids a local business, we see a sudden drop in class attendance.

 

So if students thought their teachers or principals were scrutinizing them to determine their citizenship status, we’d be discouraging many with brown skin or extra-national credentials from ever coming back.

 

By suggesting that educators have a choice whether to obey established law or to become self-appointed border patrol officers, DeVos actually is prescribing how we should act.

 

Well, not this teacher, Betsy.

 

Not now. Not EVER.

 

No matter who you are – black, white or brown – a public school is a sanctuary. It is where kids of all different races and creeds come to escape from the ravages of poverty, violence and indifference.

 

Teachers are not the enforcers of our broken, bent and biased immigration policy. It is not our job to oblige xenophobia and bigotry.

 

It is our job to teach, to protect and inspire.

 

Sure, I’ve made my fair share of calls to parents, healthcare professionals and Child Protective Services.

 

I’ve reported abuse, addiction and mental illness.

 

But I did that to protect my kids. And I do think of them as my kids.

 

When these little people come toddling into my class, I take a kind of ownership of them.

 

For the time they’re here, we’re family. I take interest in their lives and they take interest in mine.

 

They know all about my wife and daughter, my parents and grandparents. And I know about theirs.

 

We don’t just learn grammar, reading and writing. We share our lives with each other.

 

We share a mutual trust and respect.

 

If I reported even a single student for a suspected immigration violation, I would lose that forever.

 

It’s sad how much things have changed in a little over year.

 

Hispanic names have become Anglicized. Angelo has becomes Angel. Julio has become Jules. Jorge is now George.

 

 

The dulcet melody of Spanish has been silenced. You’ll only hear it in muffled voices if you wander by a few lockers, but never in class.

 

 

My kids aren’t even 13 yet, but many of them have already learned to hide.

 

 

Don’t appear different. Don’t let anyone know your roots extend beyond national borders.

 

 

Be “normal.” Be homogenized, bland American.

 

 

That’s the world we’ve built and it’s the one that DeVos is encouraging with her tin pot nationalism.

 

 

Some things don’t change when you cross municipal lines – human decency is one of them.

 

 

So I won’t be reporting any of my students to ICE.

 

 

I won’t help the Gestapo separate parents and children based on citizenship status.

 

 

I won’t help set up ethnic checkpoints where armed guards get to ask “suspicious persons” for their papers.

 

 

White supremacy was bad enough before Trump was elected. I won’t help the unfortunately named Department of Homeland Security become the protector of a new white trash Fatherland.

 

 

I will defend my students. I will stand up for their safety and their rights.

 

 

That’s just what we do in public school. We look after our own.

 


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 State Penalized My School Because We Tried to Integrate

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The original sin of American education is segregation.

 

Yet in Pennsylvania, taking steps to integrate can result in a penalty from the state legislature.

 

That’s what happened to my school this year.

 

After years of innovation and academic growth, my school added a new program to bring in struggling students from another institution – and the state rewarded us by putting us on a list of “failing” schools and forcing us into a voucher program.

 

I teach in a racially diverse, high poverty district in the western part of the state, just outside of Pittsburgh.

 

Charter schools have been leeching off us for years.

 

But today was the first day school vouchers sunk their teeth into us, too.

 

It’s called the Opportunity Scholarship Tax Credit Program (OSTCP) – a ridiculous bit of legislation that allows children in struggling public schools to use public tax dollars to pay for tuition at a private or parochial school.

 

I’d say they could use that money at a participating public school, too, but in Pennsylvania the public schools taking part in the program can be counted on one hand with fingers to spare.

 

And why does my school now qualify for this dubious distinction? Because of our standardized test scores.

 

Not our test scores from this year. They won’t be released until at least June – more likely August or September.

 

This is based on test scores from last year – 2016-17.

 

Moreover, it’s not district wide. It’s just the middle school and one elementary school.

 

In previous years, the middle school was the district powerhouse. We had the highest test scores and the most innovation. So what happened?

 

In short, we integrated.

 

From a state-wide standpoint, my district is hugely segregated.

 

About 60% of our students are poor and/or minorities. Yet if you go a few miles north, south, east or west, you’ll find schools serving every flavor of white privilege. Beautiful big buildings with the best of everything and a tax base to pay for it. My district, on the other hand, is made to do the best it can with what we’ve got, which isn’t much.

 

To make matters worse, the structure within our district, inherited from decades of unenlightened social planning, doubles down on that segregation.

 

Though we only have one middle school and one high school where all our students rub shoulders, we have two elementary schools – one for the middle class white kids and one for the poorer black ones.

 

This has dramatic academic consequences. Kids at the better-resourced white school flourish scholastically more than kids from the crumbling black school. So the racial and economic skills gap becomes entrenched by the time kids move to the middle school in 6th grade.

 

If only we could integrate the elementaries.

 

However, we can’t bus kids from one neighborhood to the other because we can’t afford it. We have a walking district. Moreover, parents would revolt at the idea of elementary kids having to trudge long distances or take a city bus to school.

 

The only long-term solution is to create a new, centrally located elementary center serving both populations. However, that takes money we don’t have.

 

So last year we tried a partial solution – move the 5th grade up to the middle school. That way, we can at least integrate our students a year earlier.

 

Of course, this means taking kids from the black school with terrible test scores up to the middle school. This means adding more struggling students from the school that already is on the state’s bottom 15% list and making them the middle school’s responsibility. It means a new program, new trials and challenges.

 

You’d think we’d get praise or at least understanding for tackling such a problem. But no.

 

Taking on the 5th grade tipped the middle school’s test scores over the edge.

 

Now we’re in the bottom 15%, too. Now we have to let our students go to a private or parochial school with public tax dollars.

 

Why? Because we tried to right a wrong. We tried to correct a social and academic injustice. And the result was a kick in the gut.

 

Thanks, Harrisburg legislators! Way to support students of color!

 

This is just another way that school vouchers support white supremacy. They make it harder to battle segregation.

 

Why would anyone integrate if doing so could mean losing funding and looking like a failure in the press?

 

Moreover, forget all the junk you hear from the state about growth.

 

This penalty is based on whether we hit testing benchmarks – what percentage of students we have earning proficient or advanced on the tests. It doesn’t matter how much they’ve improved. It doesn’t matter if they’ve gone from the lowest of the low to scratching at the ceiling of proficient.

 

My 8th graders last year (the year we’re being penalized for) experienced tremendous growth just like my students this year are doing. From where they came in to where they’re leaving, the difference is phenomenal!

 

But apparently that doesn’t count in Pennsylvania.

 

A poor school serving mostly underprivileged minorities needs to meet the same benchmarks as schools with Cadillac resources serving kids who have everything money can buy. There’s certainly no need for the state or federal government to do anything about equitable resources (At least, not until the result of a lawsuit is handed down where local districts are suing the state over just such strategic disinvestment).

 

Instead, we’ve got to offer our student the “opportunity” to go to a private school on the public dime.

 

And what an opportunity it is!

 

The chance to send your child to a cooperating private or parochial school at public expense.

 

The opportunity to lose your duly-elected school board. The opportunity for decisions about how your money is spent being made behind closed doors with little to no input from you. The opportunity to send your child to a school with fewer resources and fewer certified teachers. The opportunity to send your child to (an often) religious school on the public dime.

 

Wow! I can’t imagine why so few parents take advantage of that opportunity! My district has had a few schools on the OSTCP list before, and families overwhelmingly opt to stay put.

 

Let’s not forget the justification for this “opportunity” is low test scores.

 

Wait a minute. These cooperating private and parochial schools don’t even take the same standardized tests, if they take any at all.

 

In our community, there is only one cooperating private school – a catholic school located right next door.

 

Students enrolled there don’t take the PSSA or Keystone Exams. I believe they take the Terra Nova test. And the school must do a great job because its Website is three years out of date about the results of those tests.

 

What a great way to improve test scores for our students – comparing apples-to-pears or, to be honest, actually making no comparison at all.

 

This OSTCP law is based on an unjustified assumption that private schools are always better than public ones. The reality is that if the resources both schools receive are similar, the public school usually greatly outperforms the private or parochial one.

 

I’ve seen this first hand. I’ve toured our next door Catholic institution. A few years ago, we relocated our students there temporarily during an emergency drill.

 

It’s a quaint school. Cobblestones and a shaded green campus.

 

But the buildings are crumbling – especially on the inside. Watermarks on the walls and dirt collecting in the corners.

 

It’s also much smaller than my school. They only have less than 300 students from K-8. We have about 1,500 from K-12.

 

I can see why parents who graduated from that school and have a history with it might want to send their kids there to continue that legacy. But anyone else would be giving up much better facilities, a much wider curriculum, much better trained and experienced teachers and even smaller classes!

 

The OSTCP bill has nothing to do with providing better opportunities for children and families.

 

It’s a public tax giveaway to private businesses.

 

The private/religious schools benefit and so do the businesses who “donate” their taxes to these programs.

 

In 17 states you can get substantial tax credits for contributing to this scam.

 

Louisiana, Oklahoma, Pennsylvania, Rhode Island, and Virginia, for example, all provide tax credits worth between $65 and $95 on every $100 donated. Alabama, Arizona, Georgia, Montana, and South Carolina go even further by reimbursing 100% of the donation. You read that right. Donate $100, get $100 back.

 

Oh, but it gets much worse. Since these are considered donations, you can also claim them as charitable deductions and get an additional 35% off your taxes. So you donate $100 and get back $135! Yes. You actually make money off this deal!

 

In Pennsylvania, investors can even “triple dip” receiving a state tax credit, a reduction in their state taxable income, and a reduction in their federal taxable income. And, yes, that means they sometimes get back more in tax breaks than they provide in contributions.

 

Meanwhile all of these “savings” come from money stolen from local public schools like mine. Businesses and individual investors are profiting off the industrial testing complex.

 

In the Keystone state, we have the OSTCP and the Educational Improvement Tax Credit (EITC).

 

This blatant swindle is championed on both sides of the political aisle.

 

We already waste $200 million in business taxes to these programs in the Commonwealth, yet both Democrats and Republicans keep trying to pass another bill to increase that sum by another $50 million.

 

In Allegheny County, where I teach, that includes Democratic State Reps. Dom Costa, Daniel J. Deasy, William C. Kortz II (who represents part of my school district) and Harry Readshaw.

 

Because of this bogus philanthropy, there will always be a bottom 15% of state schools – approximately 400 “failing schools” – that are ripe for the picking from private and parochial school vultures.

 

I’m sorry, but this just isn’t right.

 

That money should be going to public schools not private or religious institutions many of which espouse fundamentalist or racist teachings.

 

There is a reason our founders legislated a separation of church and state. We’d do best to remember it.

 

We could be using our resources to help solve our problems, alleviate segregation and increase equity.

 

Instead our lawmakers are too interested in giveaways to business and corporations even if that means stealing the money from our children.

Dear Kanye, The Same Impulse That Enslaved Black Minds on the Plantation Stokes Your Admiration for Trump

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Kanye West is a brilliant musician.

 

I start with that reminder because he’s also a jackass.

 

The same iconoclastic impulses that make him so fascinating to listen to on the mic make him almost impossible to take seriously anywhere else.

 

About a week ago, he took to Twitter to say the most controversial thing he could think of – that he still likes Donald Trump:

 

“You don’t have to agree with trump but the mob can’t make me not love him. We are both dragon energy. He is my brother. I love everyone. I don’t agree with everything anyone does. That’s what makes us individuals. And we have the right to independent thought.”

 

Say what you will, he got the mileage he wanted out of it. People’s heads exploded all over the place.

 

How can a black man (other than Ben Carson) support perhaps the most racist Chief Executive in the history of this country?

 

Trump was endorsed by David Duke (a former KKK Grand Dragon), his supporters include white nationalists (Read: Nazis) whom he refuses to criticize, he was a notorious birther refusing to accept any of the overwhelming evidence that Barack Obama was a U.S. citizen, and his real estate company avoided renting to African Americans and gave preferential treatment to white people. And that’s only the most cursory list! I could go on and on and on!

 

But Kanye loves him. Okay. How do you feel about James Earl Ray? When he shot and killed the Rev. Dr. Martin Luther King, Jr., did he, too, have Dragon Energy?

 

Perhaps Duke does – literally. Yet Yeezy ain’t tweeting him any support!

 

However, Kanye wasn’t done. Today on TMZ, he doubled down on his contrarianism:

 

When you hear about slavery for 400 years … For 400 years? That sounds like a choice.

 

And:

 

You were there for 400 years and it’s all of y’all. It’s like we’re mentally imprisoned.

 

Okay, Kanye.

 

Hold up.

 

Yes, slavery works by imprisoning minds as well as bodies. The same with our contemporary racial and economic cast system.

 

But to call slavery a choice – while true in a sense – minimizes how constrained that choice was.

 

Before the Emancipation Proclamation, most slaves had a choice between life in bondage or torture and death. They could try to run, try to organize and revolt or just try to survive.

 

What kind of choice is that?

 

Run and you might get caught – risk the little you have and risk the safety of anyone you care about for a dim chance at freedom.

 

And that was if there was anywhere to go. Without connections on the Underground Railroad or other sympathetic forces, the very idea of trying to free one’s self must have seemed next to impossible.

 

Sure, you could try to organize and overthrow your taskmasters – but that’s generally not how human psychology works. You convince yourself that going along is better, that if you just listen to authority, you’ll survive. It’s the same thought 6 million Jewish people had as they were being marched to the gas chambers.

 

I guess that’s your point. Human psychology is wrong. It’s better to fight than go along.

 

Then how do you explain your support for Trump?

 

You’re exercising your right to free thought by voicing an unpopular opinion – BECAUSE IT’S UNPOPULAR. But that’s not freedom – that’s merely thesis and antithesis. Everyone says THIS, so I say THAT.

 

I imagine plenty house slaves did the same thing back on the plantation. “The Master is kind and caring and he looks out for me.”

 

That’s really what you’re saying when you praise Trump.

 

One of the criticisms often leveled at rap music is how much it idolizes wealth and conspicuous consumption.

 

As a famous hip hop artist once said:

 

“ …And this rich n– racism
That’s that “Come in, please buy more
What you want, a Bentley? Fur coat? A diamond chain?
All you blacks want all the same things”
Used to only be n–s now everybody playing
Spending everything on Alexander Wang…”

 

That was you, Kanye, on “New Slaves” back in 2013.

 

The Yeezus who spouted those rhymes was criticizing exactly the kind of BS you’re spewing today.

 

Yeah, Trump is a symbol of having made it in America. But if he’s who you emulate, you’ve betrayed everything you used to stand for.

 

Fight the power – don’t befriend it!

 

Overthrow our classist, racist society – don’t defend it!

 

But who am I to criticize you? You’re a black man and I’m just a white observer. If you want to throw shade on your own people, go for it. If you want to trade in rebellion for a MAGA hat, you do it. That’s your right. Just don’t be surprised if no one thanks you for it.

Burning Down the House at TEDxCCSU – Speaking Truth to Power with a BOOM!

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There’s a reason our society rarely hands teachers the microphone.

We’ll tell you the truth.

Oh, we’re too good mannered to be brazen about it. We’d rather encourage you for trying than criticize you for getting something wrong.

But if you ask us for truth, that’s usually what you’ll get.

Just ask any first grader.

“Is my finger painting good, Miss Pebbles?”

“Oh my, it is!”

“Really?”

“Why yes. I love what you did with that smear of yellow and blue in the corner. Where they overlap, it turns green.”

“Do you think it’s good enough to compete against the seniors in the high school?”

“Maybe you’d better practice a bit more, Dear. At least wait until you can spell your name correctly before devoting your life to art.”

That’s why I was so delighted to get an invitation to do a TED talk.

Here was my chance to tell it like it is.

Sure, some people look to TED for encouragement and life affirming inspiration.

But the way I see it, the only real affirmation is honesty.

Otherwise, it’s just a bromide, a deception, an intellectual hard candy to plop into your skull and let your cranium suck on until all the sugar is gone.

We’ve all seen these TED talks on YouTube or the Internet – some well-dressed dude or dudette standing in front of a crowd with a headset microphone and a grin offering anecdotes and words of wisdom to a theater full of eager listeners.

But after hundreds of thousands of talks in scores of countries, the format has almost become a parody of itself. At many of these events, you’re just as likely to find some Silicon Valley tech millionaire waxing philosophic about his casual Friday’s management style as you are to hear something truly novel.

No, the way I see it, the TED extravaganzas are just asking for a bundle of truth wrapped in a plain brown box – quiet, unassuming and ticking!

For me, doing one was a long time coming.

The first I heard about it was at United Opt Out’s Education and Civil Rights Summit in Houston, Texas, two years ago.

I was rooming with Jesse “The Walking Man” Turner – an education professor at Central Connecticut University and famed social justice activist. He’s been involved with everyone from Moral Monday’s to S.O.S. Save Our Schools. But he’s most well-known for walking from Hartford to Washington, DC, to protest school privatization and standardization  – a feat he did not once, but twice!

Anyway, one night as I was fading into sleep, he whispered to me from across the room, “Steve, you ever thought about doing a TED talk?”

“Huh? Whas tha, Jesse?”

“A TED talk. You ever thought about doing one?”

“Oh I don’t know. That would be pretty cool, I guess.”

“I organize an independent TED event at my school every year. We should get you on the schedule.”

And that was it.

I think. If there was any more to that conversation my conscious mind wasn’t involved in it.

But then the following year I got a call from Jesse asking if I was ready to come to Connecticut.

I wasn’t. I’d just had two mild heart attacks and wasn’t in a condition to go anywhere. I could barely gather the strength to go to school and teach my classes.

What followed was a year of recovery.

I dedicated myself to my students and my blog and made it through the year. In the summer, I put together my favorite on-line articles into a book for Garn Press – “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform.”

After it was published in November, I worked to promote it, going from event-to-event, book store-to-book store lecturing, signing, and listening. I was even invited to Chatham College to address their graduating class of teaching students.

Then another surprise. I was one of three educators in western Pennsylvania nominated for a Champions of Learning Award in Teaching from the Consortium for Public Education. In the final analysis, I didn’t end up winning the award, but it was a huge honor.

And then to top it all off, Jesse called me back and asked me if I was ready to come to Hartford and give the TED talk another try.

I jumped on it.

How could I say no?

This year has been like a second chance, a new lease on life. I’ve been eating healthier, exercising, losing weight and taking nothing for granted.

But that comes with certain responsibilities.

I couldn’t go there and just mouth platitudes and self-help advice. I couldn’t just tell some touchy-feely stories from my classroom and conclude about how great it is to be a teacher.

Even though it is great – the best job in the world.

But our profession is under attack.
Public schools are being targeted for destruction. The powers that be are using segregation, targeted disinvestment and standardized testing to destabilize public schools and replace them with privatized ones.

The school house is on fire! This is no time for heart-warming stories. It’s time for anger, agitation and activism!

So that’s what I decided to speak about.

Frankly, that wasn’t what I originally planned.

At first, I was going to talk about how society expects too much of teachers – how we expect educators to do it all.

But then the opportunity came to “practice” my speech in front of my entire school building.

I thought to myself, is THIS really what I want to talk about?

If I only get one shot at this – and I probably will get only one shot – do I really want to spend it on society’s unfair expectations?

That’s when I scrapped what I had and started over, this time focusing on “The Plot to Destroy Public Education.”

I must have rewritten my presentation at least five times.

Jesse said I’d have no more than 15 minutes so I practiced just about every night to make sure I was within that time.

The word may have gotten out around my school because the invitation to speak to the entire building quickly evaporated. Maybe there really was a scheduling mix up. Maybe not.

But it didn’t matter. My presentation was ready like a bomb – no hand holding, no concessions, just the truth.

The weeks flew by.

Before I knew it, it was time to fly to Connecticut. I couldn’t believe it was really happening.

When I got there, Jesse picked me up from the airport. He was a consummate host. He couldn’t have treated me better if I was royalty. He paid for my hotel, paid for most meals, drove me everywhere, kept me in good company and entertainment and even gave me a “Walking Man” mug as a token of his appreciation.

I was the only person flying in from outside of the Hartford area. Most of the other seven speakers were from there or had roots in the community.

All but two others were PhDs. The list of names, vocations and stories were impressive. Dr. Dorthy Shaw, a famed education and women’s studies professor, talked about surviving cancer. Dr. Noel Casiano, a sociologist, criminal justice expert and marriage counselor, told a heartbreaking personal story about the three people who mentored him from troubled teen to successful adult. Dr. Kurt Love, a CCSU professor focusing on social justice and education, talked about the greed underlying our economic and social problems. Dr. Barry Sponder, another CCSU professor focusing on technology in education, talked about flipped classrooms. Dr. Johnny Eric Williams, a sociology professor, talked about the myth of whiteness and how it corrupts how we speak about race.

Elsa Jones and her son Brian Nance were the only other non-PhDs. Jones is an early education consultant and the daughter of the Rev. Dr. William Augustus Jones, Jr., a famed civil rights leader who worked with Dr. Martin Luther King, Jr.

They were the ones I bonded with the most. All four of us went out for pizza after the talks.

But when I first entered the Welte Auditorium in the Central Connecticut State University campus, it was truly frightening.

The building could hold hundreds, perhaps thousands of people. Yet organizers had limited the audience to only a hundred. All the seats were up on the stage.

There was a little circular rug where we were to stand and the camera people were setting everything up.

Behind us, a ceiling high blue-purple backdrop would showcase the TED logo and any slides we had prepared.

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Which brings up an interesting distinction.

This was not a corporate TED event organized by the TED conference and sanctioned by their foundation. It was a TED “X” event, which means it was independently organized.

TED licenses its name for these grassroots X-events. There are a list of rules that organizers must follow. For example, all tickets to the event must be free. Contrast that with the corporate TED events where tickets go for thousands of dollars.

I was glad I was where I was. This was going to be the real deal – a thoughtful discussion of authentic issues. And somehow I was up there with these incredible thinkers and activists.

The moment came. Drs. Shaw and Casiano had already spoken. I got up from my seat in the front row to get my lapel microphone attached.

Jesse gave me a warm introduction letting everyone in on the secret of my tie – the design was a picture of my daughter repeated to infinity.

So I walked to my mark and started speaking.

It seems there was some sort of technical difficulty with the microphone. My voice didn’t appear to be coming from the speakers – or if it was, it wasn’t projecting very well. So I spoke louder.

Then Jesse came from the wings and gave me a hand mic and a music stand for my notes.

It took a moment to get used to handling the microphone, the clicker for my slides and my iPad (where I had my notes), but I got the hang of it.

And I was off and running.

I said it. I said it all.

The audience certainly didn’t seem bored. All eyes were on me. A few heads were nodding in agreement. Some faces seemed stunned.

When I ended, there was universal applause. A few folks patted me on the back when I got back to my seat and shook my hand.

And that was it.

I thoroughly enjoyed the remaining presentations but it was hard to concentrate in the post-TED elation.

Jones and Nance were probably the closest to what I was talking about and we got along like we’d known each other for years.

When I got back to the hotel, I felt elation and exhaustion in equal measure.

I had done it.

After months, years of planning, it was over.

Jesse tells me the video will be on-line in a matter of weeks. (I’ll revise this post with the video when it goes live.) Though he did mention that one point in my presentation made him a bit nervous – I had called out Bill Gates for his role in the destruction of public schools. However, Gates is a big donor to TEDs. Jesse half-jokingly said that the TED folks might take issue with that and refuse to upload my speech.

But whatever. I told the truth. If that gets me censored, so be it.

This will be something I’ll never forget.

I’m sorry this article has gone on so long, but there was much to tell. It’s not every day that someone like me gets such a stage and such a potential audience.

Hopefully, my video and my speech will be seen by many people who have never heard of this fight before. Hopefully it will open minds and stoke people to act.

And hopefully the mic issues at the opening won’t be distracting.

Thank you for following my blog and being there with me on this incredible journey.

I left nothing important unsaid. I gave it my all.

Now to see where it goes.


 

The video is available on YouTUBE and directly on the TED Website.


Kiss My Assessment – A High Stakes Testing Poem

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Double, Double, test and trouble;

Standards stern so fill in that bubble.

 

 

Little Laquan, Empty belly

Reading passages by Maichiavelli

Does he know what the author thinks

Last night did he get forty winks

Drive-by shooting in his neighborhood

Answer questions that he should

Interrogated by the cops

Took away and locked his pops

Now he sits slumped in school

Testing, testing, it’s a rule

Will he – this time – make the grade

A debt to society he has paid

 

 

For being poor and his black skin

Success and riches, let me in!

But not unless you answer right

Like wealthy kids whose hue is white

Not two plus two or three and four

Context implied when you ask for

European culture and white society

If you know it, you’re in propriety

If not, take a longer road

Hurdles to jump and words to decode

 

 

But do not label the test unfair

Rich folks will blast you with hot air

Testing makes them bundles of billions

Leaching off of us civilians

Test prep, grading and remediation

Never mind that it keeps you in your station

Need new books, here’s Common Core

So big corporations can make some more

Money off your starving schools

The funding is drying up in pools

 

 

As politicians vote to gut

So they can give bankers another tax cut

Hotels and yachts and Maltese vacations

Touring havens in other nations

To hide their money and avoid paying

Anything to keep preying

On little kids and their moms

So long as they aren’t forced to pay alms

 

 

No nurses, no librarians, no psychologists

Nothing to feed a tummy or an esophagus

No fancy buildings, no small class sizes

Nothing to match the suburban enterprises

Fewer resources, fewer tutors,

Crumbling classrooms, archaic computers

Just give them tests as charity

And pretend it means populace parity

When he fails, we’ll blame Laquan

Fire his teacher and make her move on

 

 

Close his school and open a charter

And then his services we can barter

To turn his funding into profit

Democracy melts like warm chocolate

Private boards get public voice

Deciding who to enroll and calling it choice

Spending tax money behind closed doors

Filling classrooms with Americorps

Instructors who never earned a degree

But cheap trumps any pedigree

For teachers to teach the darkest of humans

As long as they don’t form any pesky unions

Reformers they’re called, really just hypocrites

Wolves with sheep skin in their identity kits

 

 

They might refuse to come out of the closet

But don’t burn this humble prophet

Who tells you the truth about high stakes tests

About the school system and the unholy mess

We’ve made for kids so hedge funders

Can bark and rave and push for blunders

To make money off of kids misery

And a better world – not for you, not for me.

Am I obsessed and distressed by oppressive divestment?

Oh who cares? Kiss my assessment!

 

 

Double, Double, test and trouble;

Standards stern so fill in that bubble.


NOTE: I wrote this poem during and after proctoring this year’s PSSA test for my 7th grade students. Can’t imagine where the inspiration came from! I’ll just say that the opposite of standardized testing has always seemed to be poetry. I hope you enjoyed my verses.  It was either that or spit curses!


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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With Education Such a Low Priority in America, It’s No Wonder The Holocaust is Fading From Memory

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The Holocaust has never been more relevant than it is today.

 

Racism and prejudice are on the rise. Hate crimes are becoming more common. Anti-immigrant sentiment is becoming more widespread.

 

And anti-Semitic incidents have increased by 57 percent in the past year, according to the Anti-Defamation League.

 

Yet just last week, a comprehensive study of Holocaust awareness was released concluding that Americans are forgetting this vital chapter of our history.

 

After more than 1,350 interviews, Schoen Consulting found that 11 percent of U.S. adults and more than one-fifth of millennials either haven’t heard of the European Holocaust or aren’t sure what it is.

 

From 1933-1945, approximately 12 million people – 6 million of whom were Jews – were systematically put to death by Nazi forces.

 

However, even many of those who admitted to having some knowledge of these events were unsure about the specifics. For instance, one third of respondents – and 41% of millennials – said that only 2 million people were killed.

 

This is unacceptable.

 

But not unexpected.

 

Not in a country that has made education such a low priority for decades.

 

Only a handful of states mandate Holocaust curriculum in schools – Florida, Illinois, New Jersey, California, Michigan, Indiana, New York and Rhode Island – and each one does so to varying degrees of detail.

 

Other states like Pennsylvania have laws strongly encouraging the teaching of the Holocaust but not requiring it outright.

 

Wasn’t this why 42 states adopted Common Core – to make sure all students were learning the same things?

 

Well, first of all those standards were only adopted in English and Math. Social studies standards were far too controversial to make it over the partisan divide.

 

Moreover, Common Core has actually been an impediment to Holocaust studies, not a help.

 

A principal in Delaware refused to let a concentration camp survivor speak to students because he didn’t think it was rigorous enough under Common Core.

 

Another district tried to encourage critical thinking by asking students if the Holocaust was true or if it had been exaggerated – as if proven facts were up for debate.

 

Additionally, the reading standards push for texts to be taught as if they were standardized test items without proper context for a robust understanding. Combine that with an emphasis on texts that are exceedingly complex and it’s no wonder that young people’s understanding of this important part of history is fuzzy.

 

And I write this as an educator who taught the Holocaust in middle school for more than a decade.

 

The first thing I did was throw those corporate-written standards in the trash.

 

My 8th graders and I watched various award-winning documentaries such as “Auschwitz: If You Cried, You Died.” We read the play version of “The Diary of Anne Frank,” but supplemented it with various interviews and autobiographical articles from concentration camp survivors and even a presentation from community members who had first-hand experience of these events until their age and health made that impossible.

 

The whole unit culminated in a trip to the Holocaust Museum in Washington, DC.

 

Unfortunately, this does not appear to be the norm.

 

Though America students make up one third of the 1.7 million visitors to the National Holocaust Museum, 80 percent of Americans say they have never visited any Holocaust museum.

 

I get it. Teaching about this is hard.

 

It’s ugly and scary and repulsive – but it’s meant to be.

 

The DC National Holocaust Memorial  recommends the following guidelines for teaching about the European Holocaust:

 

“Be sensitive to appropriate written and audiovisual content. One of the primary concerns of educators teaching the history of the Holocaust is how to present horrific images in a sensitive and appropriate manner. Graphic material should be used judiciously and only to the extent necessary to achieve the objective of the lesson. You should remind yourself that each student and each class is different and that what seems appropriate for one may not be appropriate for all . . . Some students may be so appalled by the images of brutality and mass murder that they are discouraged from studying the subject further. Others may become fascinated in a more voyeuristic fashion, subordinating further critical analysis of the history to the superficial titillation of looking at images of starvation, disfigurement, and death . . . There is also a tendency among students to glorify power, even when it is used to kill innocent people. Many teachers indicated that their students are intrigued and, in some cases, intellectually seduced by the symbols of power that pervaded Nazi propaganda (e.g., the swastika and/or Nazi flags, regalia, slogans, rituals, and music). Rather than highlight the trappings of Nazi power, you should ask your students to evaluate how such elements are used by governments (including our own) to build, protect, and mobilize a society. Students should also be encouraged to contemplate how such elements can be abused and manipulated by governments to implement and legitimize acts of terror and even genocide.”

 

That’s what I tried to do.

 

This is the first year that I’m not explicitly teaching the Holocaust – and the only reason is because I’m not teaching 8th grade, I’m teaching 7th.

 

It’s not in my curriculum.

 

However, I know my students will get it when they advance to the next grade.

 

I wish that were true everywhere.

 

Unfortunately, a deep knowledge of history does not come from a society obsessed with standardization and privatization.

 

In fact, our policy of high stakes testing is an artifact of the eugenicist movement that inspired the Nazis. Our privatization movement is a holdover from the white flight reactionaries trying to circumvent the integration of Brown vs. Board.

 

We don’t do a comprehensive job teaching the Holocaust because we haven’t, as a society, learned its lessons.

 

We don’t teach the consequences of the European Holocaust because we haven’t come to terms with the consequences of our own American varieties. We haven’t acknowledged the effects of Europeans conquest and genocide of Native Americans, the slave trade, Jim Crow, Japanese internment or the prison industrial complex.

 

To teach the Holocaust we must take a step toward understanding where we, as a nation, have engaged in similar practices.

 

These are lessons vital to our survival and progress.

 

And that is exactly why it hasn’t been made a priority. It is exactly why we don’t have equitable education for all children in America.

 

Doing so would upset the status quo.

 

Doing so would be troublesome to the powers that be who use a racial and economic caste system to keep us all in line.

 

Understanding the Holocaust prevents us from reliving it.

 

And the people in power want to keep that door unequivocally open.


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