Without Black Culture There Would Be No American Culture

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“We’ve been floating this country on credit for centuries, and we’re done watching and waiting while this invention called whiteness uses and abuses us, burying black people out of sight and out of mind while extracting our culture, our dollars, our entertainment like oil – black gold, ghettoizing and demeaning our creations then stealing them, gentrifying our genius and then trying us on like costumes before discarding our bodies like rinds of strange fruit.”

With these words, Jesse Williams absolutely floored the crowd at the BET Awards Sunday night.

His acceptance speech for the Humanitarian Award was jaw dropping.

Here was a black actor on “Grey’s Anatomy” just telling it like it is on national TV.

He wasn’t afraid a business dominated by white people would take offense (and some white people did). Or if he was, he wasn’t going to let it stop him.

The activist who recently produced a documentary “Stay Woke: the Black Lives Matter Movement” said, “The burden of the brutalized is not to comfort the bystander… If you have a critique for the resistance… then you better have an established record of critique of our oppression.”

No more tone policing. No white fragility. Just if you’re with us, stand up – otherwise, sit down and shut up.

It was beautiful. And it got me thinking.

There are so many obvious truths about our country’s relationship with race that hardly anyone ever gives voice to – especially a white person like me.

So I’m going to add my voice to Jesse’s. I’m just going to say it.

It’s past time we admit it, white people.

American culture would not exist without black culture.

I don’t mean to say that white people are incapable of culture or that if black people had never been kidnapped and brought to our shores as slaves that white people wouldn’t have been able to devise a unique national character.

But if that had happened, it would have been a very different character than what we have today.

It might be America, but it would not be our America. It would be some other thing. I will leave it to speculative fiction to attempt to determine what that might have been like.

However, we need not resort to fantasy to see all the incredible things black people have given us. They’re everywhere, in everything – though usually staring back at us through a white face, heard from a white voice and monetized by a white industry.

The hundreds of years of struggle from slavery through Jim Crow through the modern prison state have given black people plenty of fertile ground with which to build our national culture. Traditionally white people have served as both oppressors and appreciators of the fruits of that oppression.

The most obvious example is music.

There is very little American music not based on black traditions. Even if it is performed by white musicians, even if it is written by white musicians – almost all American music owes an overwhelming debt to black people.

Take rock n’ roll, a style usually associated with white people. The majority of rock musicians are white. The majority of rock stars are white. The majority of rock listeners are white.

But it couldn’t exist without black music – specifically blues and jazz.

Rock n’ roll was invented during the second great migration, when black people from the southern United States came into contact with large groups of whites in big cities such as New York, Chicago, Cleveland, Buffalo, etc. It was the first time many white people heard black music like blues, work songs, etc. It was also the first time many black people heard European instrumentation. The resulting cultural collision was extremely fruitful.

Rhythm and blues (sometimes called “race music”) evolved into distinct new styles – country, jazz, gospel, folk and rock. In many ways the different styles had less to do with actual differences in the music than in rebranding black music for a white audience. When a black musician became known for a particular kind of music, the fledgling music industry tried to monetize it by finding a white musician who could do something similar and thus reach a larger audience.

They figured if X number of white people will listen to this music played by a black musician, X plus thousands more will listen to it if played by a white one. And they were right.

Black musician Chuck Berry was one of the first to play what we’d recognize as rock n’ roll. He took standard jump blues and played the two-note lead line on his guitar that until then was typically performed on piano. He put guitar at the center of the sound, amplified it, electrified it and rock was born.

The genre developed organically with many black musicians taking the lead – Fats Domino, Sister Rosetta Tharp, Goree Carter, Jimmy Preston, Bo Diddley, Little Richard, Joe Hill Louis, Guitar Slim, Howlin’ Wolf and many others.

However, the first certified rock hit “Rock Around the Clock,” was recorded in 1954 by an all white band, Bill Haley and His Comets. With this recording, the die was cast. The music was invented and developed mostly by black musicians, but it wasn’t a major success until it was recorded by white musicians.

The same thing can be seen with Elvis Presley, the so-called “King of Rock n’ Roll.” He wasn’t breaking any new ground. He was just the first white person who could sing like the black blues musicians who came before him. They toiled in obscurity. He cashed in.

This isn’t to say that no black musicians succeeded playing rock n’ roll. But it was predominantly white musicians who popularized the style that their black forebears had created.

To understand this, perhaps it is best to turn to the insight of Amiri Baraka (formerly known as LeRoi Jones). In his classic book “Blues People,” he dissects the complex American relationship of race and music through the 1960s.

Baraka writes that white and black America have different value structures. As such it is a very different thing for a black American and a white American to play the same music.

When a black musician like Louis Armstrong played jazz music – another invention of black culture – he was fulfilling the ideals of his culture. By contrast, when a white musician like Bix Beiderbecke played jazz music, he was rebelling against his.

There is something jarring and revolutionary when white musicians play black music, Baraka writes. In doing so, the music becomes devoid of race. It is no longer black music. It is just music.

However, the musicians who created it are not likewise freed from the ghetto. They’re still black even if their music no longer is.

So what are black musicians left to do but create new music that they can call their own?

This may explain why so few black performers play rock music anymore. It was taken from them. They had to move on.

Even so, their fingerprints are all over everything that came after. The Beatles, Rolling Stones, Led Zeppelin, Metallica, all the way through the White Stripes and Black Keys. Ask any hardcore fan to name the best rock guitarist who ever lived, and the answer is bound to come back – Jimi Hendrix. Yet, Eddie Van Halen made an awful lot more money.

Perhaps the most incredible thing is that black musicians have continued to develop new and more creative music after every appropriation. Funk, Rap, Pop, Hip Hop, modern R&B. One can see all of it as a progression of gentrification and subsequent creation.

It makes me wonder: why do we love black culture so much but not black people?

As Williams said to end his speech this weekend, “…just because we’re magic doesn’t mean we’re not real.”

Black people have achieved amazing things in America. But white people rarely give them their due.

For instance, people generally think of rap as a black thing. But the largest audience for the genre is us, white folks.

There’s something jarring about white teenagers singing along with every n-word in the lyrics of a black rapper’s song as if these kids had the right. We don’t, people.

As Baraka might say, it’s a very different thing when we say it. But it’s more than just rebellion.

Too often white people turn to music that is characterized as black as a way to mock that culture. We demand black culture be commodified in a way that makes sense to our vision of what black people are. And when someone like Williams comes forward to call us out on it, we resent it.

Look around, white folks.

We love our culture, but we’re ignorant of our history.

We enjoy living vicariously through a marketed vision of black struggle but we don’t do anything about the actual struggle before our eyes.

Our black brothers and sisters are crying out in pain. And we’re the cause.

No, we probably didn’t light any crosses afire on anyone’s lawn, but what about our attitudes? What do we say when race comes up? Do we indulge in gut reactions of colorblindness or do we actually listen to what black people have to say? Do we do anything but shrug?

This isn’t about white hate or white guilt. It’s about accepting our responsibilities.

We owe black people much of our very idea of what it is to be an American. Isn’t it time we started paying it back with love and action?

Stop Treating Public Schools as Society’s Whipping Boy

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The United States is no stranger to stupidity and ignorance.

A significant portion of the population doesn’t know basic science facts like that the Earth revolves around the sun.

We only learn history and geography by going to war or drone striking countries usually  filled with brown people.

And when it comes to basic math and English, just read the poorly spelled placards at our political conventions calling for more trickle down economics.

Heck! We’re the country that elected C-student George W. Bush President!

Twice!

And lest you think that was a fluke, Donald Trump, a xenophobic reality TV star with zero political experience, is the presumptive Republican candidate for the same office RIGHT NOW!

Yet whenever so-called intelligent people bring up these and countless other examples of American idiocy, they invariably simplify the blame.

We’re a country of more than 320 million people made up of various cultures, nationalities, ideologies, economic brackets and living in a wide range of geographic areas and circumstances. Yet we think the cause of our national ignorance somehow isn’t complex and multifaceted.

No. That would be too much for us to understand. Instead, we take the easy way out and put the blame squarely in one solitary place – public schools.

It’s always the school’s fault. That and those lazy, complacent teachers.

Some folks think the moon landing was a hoax. So apparently the schools aren’t doing their jobs.

Other people can’t tell you the month and year of the 9-11 terrorist attacks. Therefore, bad teachers.

Everything from believing you can catch AIDS from a toilet seat to thinking President Barack Obama is a secret Muslim – it all could have been rectified if the schools had just taught us better.

Nonsense.

If you need a legal warning that your McDonald’s coffee is hot, there’s not much your third grade teacher could have done to help.

If you think the solution to gun violence is strapping bullet proof backpacks to kindergarten children while arming their teachers, there’s little that could have been accomplished by further academic study.

Anti-intellectualism is in the very air we breathe in this country.

No one wants to appear smart. We want to be the jocks, not the nerds. But when we feel guilty for our ignorance who do we attack? The smart people! The teachers! The schools!

Sadly, it’s often really intelligent people doing it.

A few weeks ago, famed astrophysicist Neil DeGrasse Tyson got into a Twitter battle with rapper B. o. B. over whether the Earth is flat.

Yes, in America that is somehow still debatable.

And Dr. Tyson was understandably upset. “I don’t mind that people don’t know things,” he said in a Huffington Post interview. “But if you don’t know and you have the power of influence over others, that’s dangerous.”

Agreed, but then he became guilty of his own criticism by pointing his finger solely at the schools. “I blame the education system that can graduate someone into adulthood who cannot tell the difference between what is and is not true about this world,” he said.

Maybe this would be a more effective criticism if B. o. B. were an actual high school graduate and hadn’t, in fact, dropped out in 9th grade. Tyson has a masters in astronomy and a doctorate in astrophysics, but he couldn’t tell what is true about this world in relation to one rather famous rapper’s education. Therefore his alma maters of Princeton and Columbia must be pretty shitty schools?

Perhaps the problem isn’t that B. o. B. is ignorant, but that too many people are willing to accept him as an expert on the shape of the Earth instead of someone like Dr. Tyson. But that’s not a fault of the public school system. It’s because of our attitude toward schooling, knowledge and expertise. An attitude that Dr. Tyson perhaps unconsciously helped foster.

I don’t mean to pile on Dr. Tyson. He’s one of my heroes. I’m just disappointed that in this case he’s being so intellectually lazy.

He’s not the only one.

Unfairly blaming schools also came from columnist Andy Borowitz when describing the dangers of Trump’s candidacy.

“Stopping Trump is a short term solution,” he said. “The long term solution, and it will be more difficult, is fixing the education system that has created so many people ignorant enough to vote for Trump.”

To be fair, almost everything Borowitz says publicly is satirical, uttered with tongue buried deeply in cheek. But it still feeds into this scapegoating of public schools. The public schools didn’t create ignorance. They fight it and in some cases fail. I wonder why?

Whatever the reason, Trump, himself, isn’t decrying it. He’s celebrating it.

When he won the Nevada GOP primary, he made a point to thank all the dumb people who voted for him. “We won with poorly educated. I love the poorly educated,” Trump told a crowd to huge cheers.

Strangely he didn’t then go on to laud what a great job public schools are doing by providing him with so many brain dead supporters.

So what exactly is the problem? Isn’t it troubling that so many American’s hold stupid beliefs? And isn’t this at least partially the fault of our public schools?

The answer is yes and yes.

We live in an anti-intellectual age. And that is troublesome.

And yes, our public schools are struggling to adequately educate everyone.

But when you blame everything on public schools you (1) obscure other factors like our piss poor media, and (2) you aren’t helping improve our schools.

First of all, much of our modern ignorance is fueled by toxic mass media. Most of us aren’t in school anymore. Unless you’re younger than 21 or 18, you probably get most of your facts from the news, TV, movies, video games and/or the Internet – not textbooks or school teachers.

We used to have an independent press that could investigate stories and report the truth. Now almost all of our major news sources are owned by a handful of giant corporations.

We don’t get news anymore. We get corporate public relations. The reason most people believe this crap is because it’s reported as if it were truth.

The rise of Fox News has a lot to do with it, but that is not the only culprit. Even traditionally revered sources such as the Associated Press are guilty of corporate collusion and bad, bad reporting.

They have no problem conflating an anonymous poll of superdelegates with actual votes as if they were the same thing even if doing so unduly influences the election in favor of one candidate. They have no problem broadcasting a Playboy Playmate’s vaccination advice every day of the week while mostly ignoring what research scientists have to say on the subject.

Second, constantly ragging on public schools doesn’t help make them better.

It’s not as if doing so actually resulted in addressing the real problems we have with our school system. Instead it reinforces the idea that they can’t be saved. We should just give up on public schools.

If we actually focused on the real problems with schools instead of constant innuendo, defamation and vitriol, we might be able to enact real solutions. For instance, more than half of our public school students live below the poverty line. They go to schools that aren’t funded adequately. We’ve allowed them to be resegregated based on class so its easier to ensure rich kids get a Cadillac education and poor kids get the scraps.

Moreover, we’ve let corporate interest take precedence over the needs of children. Instead of letting the experts in the field make education policy, we’ve left that up to the businesses that profit off of it. Instead of letting teachers and professors decide what are best academic standards, we’ve let think tanks create and impose shoddy, untested and developmentally inappropriate Common Core Standards. Instead of letting students be evaluated based on data gathered in the classroom by teachers who are there day-in, day-out, we’ve insisted schools be judged based on crappy high-stakes standardized tests. Instead of giving educators respect for the difficulty of their jobs and providing them with the autonomy necessary to help kids, we’ve denigrated the profession and chipped away at union protections, pay and benefits.

These are some of the real problems with public schools. When people throw shade at our education system, they are never so specific. It’s the schools that are “failing.” It’s never that they’re under-resourced. It’s the teachers who aren’t doing their jobs. It’s never that they’re being forced to teach to the tests. In fact, the people responsible for eroding our public schools often do so with the same rallying cry – our public schools are failing so let us enact these terrible policies that will actually make them worse!

It’s time we stop the lazy practice of criticizing public schools without also educating ourselves about what’s actually wrong with them.

Dr. Tyson, I love you, but don’t just blame schools. Blame Common Core and toxic testing. Andy, it’s not our schools that produce ignorant citizens. It’s the unfair funding formulas that don’t provide poor children with new books and a broad curriculum.

Public schools in general – and public school teachers specifically – have become our easy scapegoats, our whipping boys.

It’s about time we realized that such criticisms aren’t helping. In fact, they’re being used by the same people who are destroying our schools as an excuse to destroy them further.

The so-called failure of public schools has been used to justify massive school closures especially in neighborhoods of color. It’s been used to create more privately run charter schools. It’s been used to excuse cutting school funding, and making it even less palatable to be a teacher.

Too many of us believe these are good ideas.

Americans believe a lot of stupid things, but perhaps THESE are the dumbest of them all!

The Charter School Swindle – Selling Segregation to Blacks and Latinos

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Segregation now!

 

Higher suspension rates for black students!

 

Lower quality schools for Latinos!

 

These may sound like the campaign cries of George Wallace or Ross Barnett. But this isn’t the 1960s and it isn’t Alabama or Mississippi.

 

These are the cries of modern day charter school advocates – or they could be.

 

School choice boosters rarely if ever couch their support in these terms, but when touting charter schools over traditional public schools, this is exactly what they’re advocating.

 

According to the Civil Right Project at UCLA, “The charter school movement has been a major political success, but it has been a civil rights failure.”

 

It’s choice over equity.

 

Advocates have become so blinded by the idea of choice that they can’t see the poor quality of what’s being offered.

 

Because charter schools DO increase segregation. They DO suspend children of color at higher rates than traditional public schools. And they DO achieve academic outcomes for their students that are generally either comparable to traditional public schools or – in many cases – much worse.

 

In Brown vs. Board of Education, the U.S. Supreme Court ruled that it is Unconstitutional to have “separate but equal” schools because when they’re separate, they’re rarely equal. Having two parallel systems of education makes it too easy to provide more resources to some kids and less to others.

 

Who would have ever thought that some minority parents would actually choose this outcome, themselves, for their own children!?

 

After Bloody Sunday, Freedom Rides, bus boycotts and countless other battles, a portion of minority people today somehow want more segregation!?

 

It’s hard to determine the extent of this odd phenomena. Charter advocates flood money into traditional civil rights organizations that until yesterday opposed school privatization. Meanwhile they hold up any examples of minority support as if it were the whole story. However, it is undeniable that large minority populations still oppose their school systems being charterized.

 

It’s especially troubling for civil rights advocates because black and brown charter supporters have been sold on an idea that could accurately be labeled Jim Crow. And they don’t even seem to know it.

 

The reason is two-fold: (1) the success of privatization propaganda and (2) the erosion of our public school system.

 

Charter schools are big business. Many of them are managed by huge corporations for a profit. They are run at taxpayer expense with little to no oversight. As you might expect, this often results in multi-million dollar financial scandals and worse outcomes for students. But these facts have not fazed some of the public. Propagandists know how to sell people on things that are bad for them: Fast food, miracle cures and charter schools.

 

They’ve marketed corporate McSchools as if these were mostly charitable institutions founded for the sole purpose of making children’s lives better. Meanwhile, funds that might actually help kids learn are funneled to hedge fund mangers and investors: Schools don’t open yet tax money disappears. Student services are reduced below that offered at comparable neighborhood public schools. Charter students are expelled for low test scores or special needs. Yet the public still buys the glossy full-color advertisement without bothering about the small print.

 

One thing corporate education reformers have over advocates of traditional public schools is their willingness to talk about race. They clothe their arguments in the terms of the Civil Rights movement. They talk about having high expectations for children of color. They talk about closing the achievement gap. They talk about understanding the needs of minority children.

 

It’s all bullshit.

 

Their “high expectations” are really just an excuse for treating brown and black kids as if they weren’t human. They put these children under intense pressure, berating them for wrong answers and kicking them out if they don’t perform.

 

Yet the academic results produced at charter schools are often less than stellar. Sometimes they’re downright abysmal. Instead of addressing the fundamental inequalities inherent in the achievement gap – economically and culturally biased high stakes testing, shoddy and developmentally inappropriate academic standards, etc. – they reinforce that status quo. It’s like instead of fighting a prohibition against sitting in the back of the bus, they berate black folks for not enjoying the ride.

 

I’m sorry. But when it comes to understanding the needs of black and Latino kids, I refuse to believe children of color need a second-class education system. (Just as I refuse to believe Teach for America’s claim that all black kids really need are less experienced, less educated and less committed teacher trainees.)

 

Perhaps if traditional public schools actually addressed these issues head on, privatizers wouldn’t appear to be saviors. There are real problems faced by children of color in our school systems. They have real needs that most of our schools – charter, traditional, private or parochial – just are not meeting. But while charter schools pay lip service to the problems without fixing them and in fact often making them worse, public schools pretend these problems don’t exist in the first place.

 

No wonder some minority parents choose charter schools. At least there they get the illusion that someone cares about their needs.

 

In fact, privatizers couldn’t sell their substandard products if it weren’t for what we’ve allowed to happen to our traditional public schools. Segregation is made worse in charter schools, but it is also prevalent at our traditional public schools – though often to a lesser degree.

 

We have allowed traditional public schools to be largely segregated based on parental income. We have schools for poor kids and schools for rich kids. Thus, we have schools for black kids and schools for white kids. And guess which ones are well-funded and which go lacking?

 

This is what people are really talking about when they mention “failing schools.” They pretend as if the teachers are failing, the principals are failing, the democratic process, itself, is failing. In reality, it is our state and federal lawmakers who are failing. They have failed to provide equitable resources that our nation’s children need.

 

Schools cost money. If you don’t provide the funding necessary to properly educate children, you will get an inferior result. Meanwhile, pundits play with numbers and make false comparisons to hide this basic fact – we aren’t providing all kids with the resources they need to succeed. Rich kids have enough. Poor kids don’t. But we look at national averages, add in unfunded legal mandates and pretend that tells the whole story.

 

How does this happen? Segregation. In fact, we’re allowing segregation of place to determine segregation of school. Instead of counteracting an unfair status quo, we’re letting the way things are today determine how things will be tomorrow.

 

Fact: people of different ethnicities tend to cluster together, like with like. Part of this is because people tend to self-segregate with people around whom they feel most comfortable. However, this is also a function of social planning. Banks tend to shy away from giving loans to families of color who want to move into white neighborhoods. Moreover, white homeowners are often reluctant to sell to families of color. The result is an America made up of black neighborhoods and white neighborhoods.

 

In organizing our public schools we could try to overcome these differences, but instead we amplify them. In many states we insist that schools be funded based on local property taxes. So poor brown and black people who happen to live clustered together get poorly funded schools for their kids. And rich white folks who live together in their gated communities get well-funded schools for their progeny.

 

Is it any wonder then that some people of color buy into the charter school lie? They’re offered the choice between an obviously under-resourced public school or a glossy new charter school that actually offers them less. But they don’t see that far. They’re tired of the indifference behind traditional public school funding and opt to try something different. Unfortunately, it’s just another lie and a more pernicious one for several reasons.

 

First, charter schools take an already segregated population and make it worse. Second, they weaken the already stumbling traditional public schools by siphoning off their dwindling funding. And finally, they obscure the fact that it’s often the same policymakers who champion charters that are responsible for eroding public schools in the first place.

 

People of color would be much better served by sticking with their traditional public schools and fighting to make them better. For all their faults, traditional public schools often provide a better quality education. They have more resources and less flexibility to take away those resources. They have more well-trained and experienced staff. And since they serve a more diverse population, they offer the chance for people of similar economic backgrounds but diverse cultures to join together in common cause.

 

Dividing people makes them weaker politically. When people band together, they have power. They can fight more effectively for what they deserve. Perhaps this is the greatest problem with charter schools – they destroy communities and rob neighborhoods of the collective power that is their due.

 

In many areas of the country, communities of color know this. Ask them in New Orleans what they think of their all-charter school district. Ask them in Chicago what they think of the city’s plan to close public schools and turn them into charters. Ask them in Philadelphia or any urban district taken over by the state.

 

They’ll tell you straight out how privatized education is cultural sabotage. They’ll tell you how it’s the new colonialism, another element of the new Jim Crow. They’ll tell you how important it is to fight for our system of public schools.

 

And when privatizers and propagandists try to paint all communities of color as if they support charter schools, these folks will loudly cry foul.

 

They aren’t buying the snake oil. The rest of us need to step up and help those who have been swindled to see the truth. Likewise we need to recognize their truth – that the struggle for civil rights is ongoing.

 

Because we can’t win the fight against privatization without them. And they can’t win the fight for equality without us.

 

We need each other.

 

Public school advocates need to recognize it’s not all about testing, Common Core and privatization. We can’t be so afraid to talk about race. We need to recognize that racism is not an unnecessary distraction, it’s at the center of our struggle.

 

We need communities of color.

 

We need our black and brown brothers and sisters.

 

Because only together shall we all overcome this madness.

White Teacher: We Need More Teachers of Color in Public Schools

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Black students relate to black teachers.

White students relate to white teachers.

It’s just human nature. We identify most with people like us.

It doesn’t mean kids can only be taught by teachers of their own race. That’s silly.

But it’s just as ridiculous to pretend like this doesn’t matter at all.

Fact: Roughly 48% of our nation’s public school children are children of color.

Fact: Only 18% of our nation’s teachers are persons of color.

We’re missing a tremendous opportunity!

I am a white teacher with classes made up mostly of African Americans. The suburban Western Pennsylvania district where I teach has a smattering of Hispanics, Asians and other nationalities, but most of the students are white, black or multiracial.

I love all of my kids and try to relate to them. But I’d be fooling myself if I thought my culture and complexion didn’t sometimes stand between us.

When I walk down the halls of my school, I see the African American principal fist bumping kids and talking to them in ways I never could.

It doesn’t mean he’s a better educator then I am. It just means he’s different.

When I give a fist bump, it’s funny. We he does, it’s authentic. It’s not that I haven’t tried to bridge the divide. Kids understand and appreciate the effort. But there is a divide.

For example, I saw him collar a black student the other day and ask about the child’s misbehavior in class.

“What’s up with Mrs. Johnson’s class?” he asked.

And the student looked down at the ground embarrassed that he had let the principal down. He’d let down a strong black man in a bow tie and ascot cap, someone from his own community, someone who might look like his dad, grandpap or uncle.

They have a relationship, a connection that – as a white teacher – I’ll never have. Sometimes black kids want to impress me, too, but as you’d impress an outsider, as you’d make inroads into a world outside your comfort zone.

That doesn’t threaten me.

In fact, it makes me feel good. They have the option to seek role models both within and without their usual frame of reference.

Black children in our district have a role model in our principal. These kids see him as a possibility. Yes, black people can be authority figures. Yes, our school is the kind of place that includes African Americans in the way it functions. And, yes, blackness is a part of the school community and not something apart from it.

Moreover, I can serve as a positive example of a white authority figure. In the very act of trying to understand my students and attempting to be a fair educator, I’m demonstrating one way in which different people can relate with each other. And I offer them a safe opportunity to relate to someone with a host of different experiences and backgrounds.

That’s the benefit of having racially diverse teachers in any school. It isn’t just good for the black kids. It’s good for all of them – even the white children.

One of the biggest obstacles to racial harmony is segregation. So often we don’t know each other personally. All we know is second hand. Many white people get their knowledge about black folks from the police blotter, rap lyrics, and racially tinged anecdotes.

If that’s all white folks know about black people, it’s no wonder our conceptions of them can be skewed. Even the brief personal interactions we have can become somehow emblematic of our prejudicesTHAT black person was loudly singing on the subway so all black people must be annoying. THAT black person hit me with her shopping cart, therefore all black people are absentminded or mean.

But if we get to know all kinds of different people as children in school, we become less prone to this kind of prejudice. We get to see people for who they really are instead of as mere representatives of their entire race. So for students – of any race – to experience black teachers and administrators has tremendous benefits for everyone.

I’d be lying if I said it was easy.

There are roadblocks at every step of the way.

In my district, even with our new black principal, people of color make up less than 10% of the staff. There are no other black teachers in the middle school, two black teachers in the high school and maybe as many in our two elementary schools. Yet about half of our students are African American.

People of color often don’t go into teaching. In fact, there is a nationwide teacher shortage irrespective of race. Constant attacks by lawmakers and media pundits and reductions in benefits and pay have made the profession increasingly unattractive to college students looking for a career.

This is even more so for people of color. Why would individuals from a group that is already marginalized and scapegoated want a job where they can be doubly marginalized and scapegoated?

Even when racially diverse people become teachers, they face more obstacles than the rest of us. The same expectations and prejudices outside the school walls are present in the faculty room, conference center, office and classrooms.

I’ve seen it, myself, multiple times: black teachers getting the worst schedules with the most difficult children and the least time to prepare; black teachers being questioned more frequently about their use of technology, pedagogy and rationale; black teachers snickered about behind closed doors because they aren’t perfect and white staff unwilling to give them the benefit of the doubt.

I don’t think the white folks I’ve observed doing these things are purposefully trying to be racist. But the results are the same. Schools can be as unwelcoming a place for black staff as they can be for black students.

That’s why it’s imperative that we take steps to change.

If we want to improve public schools for all our students – including our students of color – we need to encourage more adults of color to take charge. We need to have incentives at the college level to increase the number of black and brown education majors. (And white ones, too, for that matter.) When positions open up, school directors and administrators need to prioritize filling them with people of color whenever possible. Administrators need to be more cognizant of treating black educators fairly, not assuming they’re only suited to the lowest academic tracks, etc. And white staff needs to be more understanding, less hyper critical of everything black teachers do.

There are a lot of white educators out there who really care about their minority students and colleagues. I’m one of them. But I know there’s more we can do.

We can demand more cultural competence training. If I were asked to teach a class full of Syrian refugees, I’d want extra training. If one of my co-workers only spoke sign language, I’d want help to communicate with her. White teachers need to admit that we could use that, too, when teaching children of color.

That’s one of the drawbacks of having so few black colleagues. Where do we turn for help in understanding our African American students? Who is there to point out potential hazards and help us better meet our minority students’ needs?

But the biggest challenge will be the first one – admitting that we have a problem in the first place.

Admitting that when we look around at all the white faces at the staff meeting and the faculty room, there is something missing.

Admitting that our black and brown students deserve to have teachers who look like them whom they can turn to from time-to-time.

Admitting the absence of our black brothers and sisters – and welcoming them to join us.

Whiteness: The Lie Made True

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“The discovery of a personal whiteness among the world’s peoples is a very modern thing,—a nineteenth and twentieth century matter, indeed.” – W. E. B. Du Bois

 

 

What color is your skin?

 

You don’t have to look. You know. It’s a bedrock fact of your existence like your name, religion or nationality.

 

But go ahead and take a look. Hold out your hand and take a good, long stare.

 

What do you see?

 

White? Black? Brown?

 

More than likely, you don’t see any of those colors.

 

You see some gradation, a hue somewhere in the middle, but in the back of your mind you label it black, white, brown, etc.

 

When I look, I see light peach with splotches of pink. But I know that I’m white, White, WHITE.

 

So where did this idea come from? If my skin isn’t actually white – it’s not the same white I’d find in a tube of paint, or on a piece of paper – why am I labeled white?

 

The answer isn’t scientific, cultural or economic.

 

It’s legal.

 

Yes, here in America we have a legal definition of whiteness.

 

It developed over time, but the earliest mention in our laws comes from the Naturalization Act of 1790.

 

Only 14 years after our Declaration of Independence proclaimed all people were created equal, we passed this law to define who exactly has the right to call him-or-herself an American citizen. It restricted citizenship to persons who resided in the United States for two years, who could establish their good character in court, and who were white – whatever that meant.

 

In 1896 this idea gained even more strength in the infamous U.S. Supreme Court decision Plessy v Ferguson. The case is known for setting the legal precedent justifying segregation as “separate but equal.” However, the particulars of the case revolve around the definition of whiteness.

 

Homer Plessy was kicked off the white section of a train car, and he sued – not because he thought there was anything wrong with segregation, but because he claimed he was actually white. The U.S. Supreme Court was asked to define what that means.

 

Notably the court took this charge very seriously, admitting how important it is to be able to distinguish between white and non-white. Justices claimed whiteness as a kind of property – very valuable property – the denial of which could incur legal sanction.

 

In it’s decision, the court said, “if he be a white man, and be assigned to the color coach, he may have his action for damages from the company, for being deprived of his so-called property. If he be a colored man and be so assigned, he has been deprived of no property, since he is not lawfully entitled to the reputation of being a white man.”

 

Plessy wasn’t the only one to seek legal action over this. Native Americans were going to court claiming that they, too, were white and should be treated as such. Much has been written about the struggle of various ethnic groups – Irish, Slovak, Polish, etc. – to be accepted under this term. No matter how you define it, most groups wanted it to include them and theirs.

 

However, it wasn’t until 1921 when a strong definition of white was written in the “Emergency Quota and Immigration Acts.” It states:

 

“A White person has been held to include an Armenian born in Asiatic Turkey, a person of but one-sixteenth Indian blood, and a Syrian, but not to include Afghans, American Indians, Chinese, Filipinos, Hawaiians, Hindus, Japanese, Koreans, negroes; nor does white person include a person having one fourth of African blood, a person in whom Malay blood predominates, a person whose father was a German and whose mother was a Japanese, a person whose father was a white Canadian and whose mother was an Indian woman, or a person whose mother was a Chinese and whose father was the son of a Portuguese father and a Chinese mother.”

 

So there you have it – whiteness – legally defined and enforceable as a property value.

 

It’s not a character trait. It’s certainly not a product of the color wheel. It’s a legal definition, something we made up. THIS is the norm. THAT is not.

 

 

Admitting that leads to the temptation to disregard whiteness, to deny its hold on society. But doing so would be to ignore an important facet of the social order. As Brian Jones writes, the artificiality of whiteness doesn’t make it any less real:

 

“It’s very real. It’s real in the same way that Wednesday is real. But it’s also made up in the same way that Wednesday is made up.”

 

You couldn’t go around saying, “I don’t believe in Wednesdays.” You wouldn’t be able to function in society. You could try to change the name, you could try to change the way we conceptualize the week, but you couldn’t ignore the way it is now.

 

 

And whiteness is still a prominent feature of America’s social structure.

 

 

Think about it. A range of skin colors have become the dominant identifier here in America. We don’t like to talk about it, but the shade of your epidermis still means an awful lot.

 

 

It often determines the ease with which you can get a good job, a bank loan or buy a house in a prosperous neighborhood. It determines the ease with which you can go to a well-resourced school, a district democratically controlled by the community and your access to advanced placement classes. And it determines the degree of safety you have when being confronted by the police.

 

 

But to have whiteness as a signifier of the good, the privileged, we must imply an opposite. It’s not a term disassociated from others. Whiteness implies blackness.

 

 

It’s no accident. Just as the concept of whiteness was invented to give certain people an advantage, the concept of blackness was invented to subjugate others. However, this idea goes back a bit further. We had a delineated idea of blackness long before we legalized its opposite.

 

 

The concept of blackness began in the Virginia colonies in the 1600s. European settlers were looking to get rich quick through growing tobacco. But that’s a labor-intensive process and before mechanization it frankly cost too much in salaries for landowners to make enough of a profit to ensure great wealth. Moreover, settlers weren’t looking to grow a modest amount of tobacco for use only in the colonies. They wanted to produce enough to supply the global market. That required mass production and a disregard for humanity.

 

So tobacco planters decided to reduce labor costs through slavery. They tried enslaving the indigenous population, but Native Americans knew the land too well and would escape quicker than they could be replaced.

 

Planters also tried using indentured servants – people who defaulted on their debts and had to sell themselves into slavery for a limited time. However, this caused a lot of bad feeling in communities. When husbands, sons and relations were forced into servitude while their friends and neighbors remained free, bosses faced social and economic recriminations from the general population. Moreover, when an indentured servant’s time was up, if he could raise the capital, he now had all the knowledge and experience to start his own tobacco plantation and compete with his former boss.

 

No. planters needed a more permanent solution. That’s where the idea came from to kidnap Africans and bring them to Virginia as slaves. This was generational servitude, no time limits, no competition, low cost.

 

It’s important to note that it took time for this kind of slavery to take root in the colonies. Part of this is due to various ideas about the nature of Africans. People at the time didn’t all have our modern prejudices. Also it took time for the price of importing human beings from another continent to became less than that of buying indentured servants.

 

The turning point was Bacon’s Rebellion in 1676. Hundreds of slaves and indentured servants came together and deposed the governor of Virginia, burned down plantations and defended themselves against planter militias for months afterwards. The significance of this event was not lost on the landowners of the time. What we now call “white” people and “black” people had banded together against the landowners. If things like this were to become more frequent, the tobacco industry would be ruined, or at very least much less profitable for the planters.

 

After the rebellion was put down, the landed gentry had to find a way to stop such large groups of people from ever joining in common cause again. The answer was the racial caste system we experience today.

 

The exact meaning of “white” and “black” (or “colored”) was mostly implied, but each group’s social mobility was rigidly defined for the first time. Laws were put in place to categorize people and provide benefits for some and deprivations for others. So white people were then allowed to own property, own guns, participate in juries, serve on militias, and do all kinds of things that were to be forever off-limits to black people. It’s important to understand that black people were not systematically barred from these things before.

 

Just imagine how effective this arrangement was. It gave white people a permanent, unearned social position above black people. No matter how hard things could get for impoverished whites, they could never sink below this level. They would always enjoy these privileges and by extension enjoy the deprivation of blacks as proof of their own white superiority. Not only did it stop whites from joining together with blacks in common cause, it gave whites a reason to support the status quo. Sound familiar? It should.

 

However, for black people the arrangement was devastating.

 

As Brian Jones puts it:

 

“For the first time in human history, the color of one’s skin had a political significance. It never had a political significance before. Now there was a reason to assign a political significance to dark skin — it’s an ingenious way to brand someone as a slave. It’s a brand that they can never wash off, that they can never erase, that they can never run away from. There’s no way out. That’s the ingeniousness of using skin color as a mark of degradation, as a mark of slavery.”

 

All that based on pigmentation.

 

Our political and social institutions have made this difference in appearance paramount in the social structure, but what causes it? What is the essential difference between white people and black people and can it in any way justify these social distinctions, privileges and deprivations?

 

Science tells us why human skin comes in different shades. It’s based on the amount of melanin we possess, a pigment that not only gives color but blocks the body from absorbing harmful ultraviolet radiation from the sun. Everyone has some melanin. Fair skinned people can even temporarily increase the amount they have by additional solar exposure – tanning.

 

If the body absorbs too many UV rays, it can cause cancers or produce birth defects in the next generation. That’s why groups of people who historically lived closer to the equator possess more melanin than those further from it. This provided an evolutionary advantage.

 

However, the human body needs vitamin D, which often comes from sunlight. Having a greater degree of melanin can stop the body from absorbing the necessary Vitamin D and – if another source isn’t found -health problems like Sickle-cell anemia can occur.

 

That’s why people living further from the equator developed lighter skin over time. Humanity originated in Africa, but as peoples migrated north they didn’t need the extra melanin since they received less direct sunlight. Likewise, they benefited from less melanin and therefore easier absorption of Vitamin D from the sunlight they did receive.

 

Map_of_Indigenous_Skin_Colors

 

That’s the major difference between people of different colors.

 

Contrary to the persistent beliefs of many Americans, skin color doesn’t determine work ethic, intelligence, honesty, strength, or any other character trait.

In the 19th through the 20th Centuries, we created a whole field of science called eugenics to prove otherwise. We tried to show that each race had dominant traits and some races were better than others.

 

However, modern science has disproven every scrap of it. Eugenics is now considered a pseudoscience. Everywhere in public we loudly proclaim that judgments like these based on race are unacceptable. Yet the pattern of positive consequences for light skinned people and negative consequences for dark skinned people persists. And few of us want to identify, discuss or – God forbid – confront it.

 

And that’s where we are today.

 

We in America live in a society that still subscribes to the essentially nonsensical definitions of the past. Both white and black people have been kept in their place because of them.

 

In each socio-economic bracket people have common cause that goes beyond skin color. But the ruling class has used a racial caste system to stop us from joining together against them.

 

This is obvious to most black people because they deal with the negative consequences of it every day. White people, however, are constantly bombarded by tiny benefits without noticing they’re present at all. White people take it as their due – this is what all people deserve. And, yes, it IS what all people deserve, but it is not what all people are receiving!

 

We are faced with a difficult task. We must somehow both understand that our ideas about race are man-made while taking arms against them. We must accept that whiteness and blackness are bogus terms and yet they dramatically affect our lives. We must preserve all that makes us who we are while fighting for the common humanity of all.

 

And we can’t do that by simply ignoring skin color. That kind of colorblindness only helps perpetuate the status quo. Instead, we must pay attention to inequalities based on the racial divide and actively work to counteract them.

 

In short, there are no white people and black people. There are only racists and anti-racists.

 

Which will you be?

High Stakes Testing Holds The Most Powerful the Least Accountable

 High Stakes Testing Does Not Hold Schools Accountable. It Ensures That Those Most Responsible Escape Accountability

 

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People should be accountable for their actions.

 

If you make a mess, you should have to clean it up. If you decide how things run, you should be responsible if it fails.

 

So why do we allow those most responsible for our public school system to escape from accountability? Why do we instead blame everything on teachers and students?

 

Public school policy at the federal, state and local level has been dominated by high stakes testing for the last 15 years. It has not improved educational outcomes for students. In fact, just the opposite. But we are doing NOTHING to change it.

 

It’s called test and punish. We give students standardized tests and if enough of them fail over time, we close their schools and/or fire their teachers. We force them to move to a new school or a charter school where they continue to struggle without a single additional resource to help them succeed.

 

No Child Left Behind (NCLB) installed most of these policies in 2001. This year we revised the federal law that governs K-12 schools into the Every Student Succeeds Act (ESSA). It does little more than continue these same policies while rearranging the deck chairs on our sinking system.

 

Kids aren’t failing because they’re lazy or dumb. Their teachers aren’t shirking their duties. Instead we have a nationwide epidemic of child poverty. And the effects of that lifestyle make it extremely hard to achieve academically. Kids aren’t focused on book learning when they’re physically and emotionally exhausted, experiencing post-traumatic stress and undernourished.

 

Why has nothing been done to help them?

 

The answer is accountability.

 

Not real accountability. Not holding people accountable for things under their control. Not going up to the people and institutions that actually cause the errors and malfeasance. Instead we push all the blame onto teachers and students and call that “Accountability.”

 

Make no mistake. When politicians and policymakers talk about “accountability” this is what they mean – scapegoating educators and children for things well beyond their control.

 

An education system is made up of a complex interplay of several interconnected factors that include parents, the community, the economy, culture, media, and local, state and federal governments. Students and teachers are only two such factors.

 

High stakes testing ensures that ONLY teachers and students are held accountable. They are responsible for the entire education system but have control of very little of it.

 

For instance, do students and teachers decide how much funding their schools get? No.

 

Do students and teachers decide which education policies are enacted? No.

 

So why are they being held responsible for these things?

 

When schools without adequate funding can’t provide the necessary resources for students to succeed, we pretend like it’s the teachers and students fault. When academic policies handed down by non-educators fail to help kids learn, we pretend like it’s the students and teachers fault.

It’s not.

 

 

As New York University Education Professor Pedro Noguera said:

 

“We’ve designed an accountability system that holds those with the most power the least accountable. The governors are not accountable, the state legislature is not accountable… You can’t hold kids and teachers accountable and not hold the people in control in the first place.”

 

 

It’s not a difficult concept – we test the kids and punish the teachers if they fail. And since the focus is firmly on only those two factors, all others become invisible. No one’s holding lawmakers accountable for providing equitable funding. No one’s holding policymakers and think tanks accountable for forcing inadequate and untested Common Core academic standards down our throats. No one’s holding billionaire philanthropists accountable for using our schools as their private playgrounds for whatever social engineering scheme they thought up in the Jacuzzi. No one’s holding privately run charter schools accountable for – just about anything – instead of letting them operate behind a curtain of deniability and unending profit.

 

 

This would be impossible without standardized testing. It frames the question. It defines the debate. It assumes that only teachers and students are relevant. Therefore, it ensures that none of the obscured factors will have to do anything to help the system improve. And so it ensures that our education system will fail many of our students – especially those most in need.

 

This is the irony of modern education policy. The apparatus that allegedly ensures accountability makes that very thing impossible.

 

That’s how the system is designed. And policymakers are terrified you’ll notice. So they have developed a scapegoat for their own failures – the public school teacher.

 

Students may score badly – and they’ll have to pay for that when their school is closed or charterized as a result – but it is the teachers who are the true enemy. After all, if teachers did a better job, pundits claim, students wouldn’t fail.

 

The idea goes like this:

 

Children won’t learn unless we force teachers to educate them.

 

Teachers don’t get into that profession because they care about children. They just want an easy job with summers off where they don’t have much to do but collect huge salaries.

 

This is the great lie, the diversion, smoke and mirrors to get you to stop paying attention to lawmakers, policy wonks, environmental and other factors. Instead look only to those lazy/evil teachers and their satanic labor unions.

 

THAT’S why they say we need standardized testing!

 

If we remove the testing, they say, no one will be responsible for making sure kids learn. After all, why would teachers teach unless we threaten their jobs first?

 

As if teachers can heroically control all the factors involved in student learning. (Spoiler alert: they can’t.) As if teachers get into their profession because they don’t want to practice it. (Spoiler alert: teachers become teachers because they want to teach!) As if earning a middle class income for providing a valuable societal resource were unreasonable. (Spoiler alert: it isn’t.) As if due process meant you can’t be fired for cause. (Spoiler alert: unionized teachers are fired for cause every day.) As if teachers were paid for summers off. (Spoiler alert: they aren’t though some have their salaries earned during 9 months paid out over 12.)

 

If we really wanted to improve public education, we’d look at ALL the factors involved. We’d throw back the assumptions that have mired us in this quagmire.

 

And the first assumption that has to go is that standardized testing is a valuable assessment tool.

 

Standardized tests are terrible assessments. We’ve known that for almost a century. Invariably they narrow the curriculum. They suck up countless hours of class time that could be better spent. They measure more the circumstances kids live in than any academic ability. They’re culturally, racially and economically biased.

 

But we keep giving them with no end in sight – not because they make teachers do a better job, but because they give cover to those actually responsible for harming our children’s education.

 

There is such a thing as accountability without standardized tests. It is possible to examine all the factors involved and make changes accordingly.

 

We can, for instance, make sure all schools receive the same basic services. We can make sure all classrooms are equipped with up-to-date books, materials, desks, etc. We can make sure no schools go without heat, have crumbling infrastructure and/or suffer from infestation of vermin, mold and filth. We can make sure all children have access to healthy food. We can make sure no children are drinking water poisoned with lead.

 

We can look at parental involvement. An overwhelming amount of research shows this is vital to academic success, but in our poorest neighborhoods parents are often the least involved in their children’s schooling. Why is that? Many of them are working three or more minimum wage jobs just to feed and clothe their children. There’s little time to help with homework when you’re working the night shift. So countermeasures such as raising the minimum wage and increasing the frequency, access and training for well-paying jobs would actually improve education as well as the economy.

 

We can look at school climate. What are the rates of suspensions and expulsions? What are the root causes? How can we improve student discipline without being overly punitive? How can we increase student engagement? How do we improve student attendance and graduation rates?

 

We can update our broken system of student assessment. This may come as a surprise to our policymakers, but there are many ways to assess student learning that have nothing to do with standardized tests. For example, we can institute performance or portfolio-based assessments. Instead of evaluating students based on a snapshot of their performance on a given day or week, we can base it on a grading period or even an entire school year. Assessments can include projects, individual and group presentations, reports and papers and portfolios of work collected over time. You don’t have to be an education expert to realize these would be better measurements of academic achievement than multiple choice tests – BUT IT HELPS! And we can do this without resorting to stealth assessments like competency based education.

 

Does this mean that teachers should escape accountability? Absolutely not. But we can ensure they’re evaluated fairly. Don’t judge them based on factors beyond their control. Judge them based on what they actually do. As the old adage goes, you can bring a horse to water, but you can’t make him drink. Evaluate teachers on whether they’ve brought their little ponies to water. Did they engage in best practices? Are they engaged in professional development? How do they treat their students? Are they grading fairly? In almost every profession, workers are evaluated based on observation from their superiors. Teaching should be no different.

 

It’s shocking that no one on the national stage is talking about this. Pundits and policymakers shake their heads at standardized test scores, they point their fingers and cry crocodile tears for the children. But hardly anyone is doing a thing to make positive change.

 

Our schools have been transformed into factories. We’ve let them become resegregated based on race and wealth. We’ve let the rich schools get Cadillac funding while the poor ones struggle to survive on the leftovers. We’ve let non-educators set the standards and curriculum. We’ve let the testing industry co-opt and bribe our lawmakers and social institutions. We’ve opened the door wide for privitizers to steal as much of the shrinking funding pie as possible and funnel it into their own bank accounts without producing any quality for the students they’re supposed to be serving.

 

In short, we’ve let those responsible for setting our public schools aflame get away scot-free!

 

They’re laughing all the way to the bank. And the tool that lets them get away with it is standardized testing.

 

Throw back the curtain and show them for what they truly are.

 

Fight back. Refuse the tests for your children. Join the Badass Teachers Association, United Opt Out and the Network for Public Education. Write your legislators. Write to the newspapers. Take to the streets. Make some noise.

 

Hold them accountable.

Standardized Tests Have Always Been About Keeping People in Their Place

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There are some things that can’t be unseen.

 

America’s history of standardized testing is one of them.

 

Today, critics from all sides of the political spectrum decry the overuse of high stakes tests while paradoxically championing them for accountability purposes – especially for schools serving minority students.

 

Civil rights organizations that last year opposed testing have suddenly come to demand itnot because testing ensures racial equity but for fear of losing wealthy donors tied to the assessment industry.

 

Yet one look at where these tests come from and how they have been used in the past shows their essentially classist and racist natures.

 

Make no mistake – standardized testing has been a tool of social control for the last century. And it remains one today.

 

Twisted statistics, made up math, nonexistent or biased research – these are the “scientific” supports for standardized testing. It has never been demonstrated that these kinds of tests can accurately assess either intelligence or knowledge, especially as that knowledge gets more complex. But there is an unspoken agreement in political circles to pretend that testing is rock solid and produces scores that can be relied on to make decisions that will have tremendous effects on the lives of students, teachers, parents and communities.

 

Our modern assessments are holdovers from the 1910s and ‘20s, an age when psychologists thought they could isolate the racial markers for intelligence and then improve human beings through selective breeding like you might with dogs or cats.

 

I’m not kidding.

 

It was called eugenics.

 

Psychologists like Carl Brigham, Robert Yerkes, and Lewis Terman were trying to find a way to justify the social order. Why is it that certain people are at the top and others at the bottom? What is the best way to decide who belongs where?

 

To answer these questions they appealed to a radical misreading of Gregor Mendel and Charles Darwin. They thought they had discovered something new about the human brain. Positive traits such as intelligence were widespread in Northwestern European races and almost nonexistent in others. Moreover, negative traits such as laziness and criminality were common in nonwhites and almost absent in those same Northwestern Europeans.

 

It was really just the same kind of racial prejudices that have been prevalent throughout Europe for centuries, but now American pseudoscientists had found a justification for believing them. In fact, they argued that these deductions weren’t prejudices at all. They were facts based on evidence. It was “science.”

 

To make such conclusions they had to blind themselves to the effects of wealth and social class. The rich tend to be more well-behaved and educated than the poor. These psychologists took this to mean that the rich were somehow genetically superior. And since the rich were mostly of Northwestern European ancestry, they concluded their genes produced a racially superior type of human. They ignored the fact that a privileged upbringing bestows certain benefits while an impoverished one inflicts life-altering wounds. Ultimately, their “science” was simply a justification for their prejudices.

 

They came to many of these “discoveries” during the First World War. Yerkes developed the U.S. Army Alpha and Beta Intelligence tests that were given to almost all American soldiers. Ostensibly, the assessments were used to determine where soldiers were best suited – support services, the trenches, the officer core, etc.

 

The rational was to ensure these assignments were being given more fairly and objectively. Before these tests, soldiers were assigned based on wealth and class. Now soldiers were assigned based on tests – that supported the exact same assignments based on wealth and class.

 

Until this point, I.Q. tests had to be given by one highly trained proctor to one person at a time. Yerkes’ advancement was to put it all on paper so that multiple people could take the tests at once.

 

However, the tests were deeply flawed. Yerkes claimed they showed a person’s natural intelligence. But the questions were clearly assessing knowledge of facts like a 1900s version of trivial pursuit.

 

For instance, here is Question 18 of the Alpha Test:
“Velvet Joe appears in advertisements of … (tooth powder)(dry goods)(tobacco)(soap).” The answer is tobacco. How you could know that without having seen period advertisements is beyond me. In any case, it gave good cover for positioning white, affluent men as officers while mostly darker complected and working class soldiers populated the trenches.

 

After the armistice, Yerkes and Brigham used the wartime test results to continue sorting and ranking Americans. They claimed that their assessments had shown a terrible danger for the human race: nearly half of the white draft (47.3%) was feeble-mind. The cause? Not enough exposure to print advertising? No. They were interbreeding with members of inferior genetic strains.

 

“No citizen can afford to ignore the menace of race deterioration,” wrote Yerkes in 1922 in the introduction to Brigham’s “A Study of American Intelligence”.

 

In that same book, one of Brigham’s most seminal, the author was even more specific:

 

“American education is declining and will proceed… with an accelerating rate as the racial mixture becomes more and more extensive.”

 

Something had to be done. Pure whites needed to be segregated from mongrel races. But how to do it without being accused of prejudice or bias? How to make it seem like science? Once again, the answer was standardized testing.

 

Brigham created a civilian test of intelligence that could be used to sort and rank students just as the Army Alpha and Beta tests had been used to sort soldiers. He called it the Scholastic Aptitude Test or S.A.T.

 

Yes, THAT SAT.

 

Though the test has been revised multiple times since Brigham created it, the purpose has remained the same – to distinguish the wheat from the chaff, to hold some students up as worthy of further educational investment and to keep others out. Moreover, the means by which the SAT makes this distinction was and remains culturally and economically biased. Researchers have been pointing out since Brigham’s day that the test favors students from wealthy, white backgrounds over those from poor minority homes. Yet today 2.1 million teenagers every year still must take the test to get into the college of their choice.

 

And so eugenics became education policy throughout the country from primary to post-secondary school.

 

Terman, who created the Stanford-Binet Intelligence Test to identify “slow” children for special education programs, went on to champion rigid academic tracking for all students in public schools based on standardized testing. The idea was to give the racially pure students extra resources and keep the mixed or lower races in classes more suited to their lower intellects and eventual menial stations in life.

 

It is sad that many of these ideas persist in our present-day schools. Even today, economically disadvantaged and minority students still make up the majority of remedial and academic classes while the children of the middle class and the wealthy (most of whom incidentally are white) disproportionately populate the honors classes. Today we write that off as merely accidental if we think about it at all. However, a peek at history shows quite clearly that it is exactly how the system has been designed to work.

 

From there eugenics became the dominant American policy of social organization. It was a required course of study for all education majors at colleges and universities. It was the justification for our isolationist foreign policy allowing thousands of immigrants to be turned away for fear of watering down the U.S. gene pool. Even inside our own borders, tens of thousands of Americans were subjected to mandatory sterilization to ensure degenerate genes were eradicated. In fact, it wasn’t until the end of WWII and the Nuremberg Trials when the eugenicist star began to fade.

 

We come to a difficult and painful chapter in American history. The word “Nazi” has become an overenthusiastic and easy pejorative for anything that critics wish to vilify. Godwin’s Law states that almost any argument on the Internet will eventually degrade to one side calling the other Adolph Hitler.

 

He has a point. We should be careful. Too often we wield the sledgehammer of Nazism to smash anything we don’t like. But we can’t let it silence the truth. Sometimes a policy really is Nazism. And if eugenics isn’t, I don’t know what is.

 

Here it is from Hitler’s Mein Kampf:
“There is today one state in which at least weak beginnings toward a better conception [of immigration] are noticeable. Of course, it is not our model German Republic, but the United States.”

 

Hitler proudly told his comrades just how closely he followed the progress of the American eugenics movement. “I have studied with great interest,” he told a fellow Nazi, “the laws of several American states concerning prevention of reproduction by people whose progeny would, in all probability, be of no value or be injurious to the racial stock.”

 

Hitler even wrote a fan letter to American eugenic leader Madison Grant calling his race-based eugenics book, The Passing of the Great Race his “bible.”

 

And lest we forget the U.S. based Rockefeller Foundation helped found the eugenics program in Germany and even funded the section that Josef Mengele worked in before he went to Auschwitz. By 1926, Rockefeller had donated some $410,000 – almost $4 million in 21st-Century money – to hundreds of German researchers. Without American funds, these programs could not have gotten off the ground.

 

Nazis even looked to the US Supreme Court for inspiration.
In 1927, the court decided in Buck v. Bell that mandatory sterilization of feeble-minded individuals was, in fact, Constitutional. The ruling, which has never been explicitly overturned, resulted in the forced sterilization of between 60,000 and 70,000 Americans.

 

Justice Oliver Wendell Holmes wrote, “It is better for all the world, if instead of waiting to execute degenerate offspring for crime, or to let them starve for their imbecility, society can prevent those who are manifestly unfit from continuing their kind…. Three generations of imbeciles are enough.”

 

The Nazis at the Nuremberg Trials repeatedly quoted Holmes’s words in their own defense.

 

This is what finally tainted the eugenics brand beyond repair. Psychologists and policymakers didn’t want to be associated with the horrors of the war. They didn’t want any of the blame though they clearly deserved a portion of it. They inspired it.

 

It took almost two additional decades for these ideas to largely dissipate. It wasn’t until the 1960s and the Civil Rights movement when Americans began to question the social order and the educational system that helped preserve it.

 

Schools changed. Students were increasingly desegregated both racially and academically. Less emphasis was put on testing and sorting and more on experimentation and self-discovery. Creativity and original thinking were prized above all else. Things weren’t perfect, but we had entered a new era that refused to put children into rigid boxes. They were all unique and valuable and should be treated as such. But it couldn’t last.

 

Flash forward to 1983. President Ronald Reagan’s National Commission on Excellence in Education put out a report called “A Nation at Risk.” Like the eugenicist work of the ‘10s and ‘20s, it purported to “prove” that our public schools were failing. Something must be done.

 

The answer was the same as that of the eugenicists. We needed more standardized tests. We needed to return to the practices of sorting and ranking students followed by rigid tracking.

 

It didn’t matter that “A Nation at Risk” was just as flawed and biased as Brigham’s WWI data.  It didn’t matter that this same policy hadn’t yielded superior academic results in the 1920s, ‘30s. and 40s. It didn’t matter that since we’d put an emphasis on desegregation and creativity, American education was producing unprecedented racial and economic equity. Politically, the only thing to do was return to testing and tracking.

 

And that’s what we did. It took time. There was opposition. But eventually, we passed No Child Left Behind, which changed the federal role in education from one of ensuring equity to one of rewards and punishment all based on a new generation of flawed and biased standardized testing.

 

It was a brave new world where all the evils of the past were revisited on our children. And it succeeded – and continues to succeed – because we don’t remember our history. We let policymakers rename the errors of our progenitors and never question their true purpose.

 

Both Republicans and Democrats have been in control. Both sides blame the other, but left and right wing are both complicit in what remains our national policy.

 

It is just as racist as that perpetrated by the eugenicists. The major difference is emphasis. In the 1920s, Terman would talk candidly about the racial order. Today, no one mentions it – not openly.

 

Instead, we get talk about the “racial proficiency gap.” Undeniably poor minority students don’t score as well on standardized tests. Instead of wondering if the problem is the assessments, themselves, we’re pushed to question what teachers and schools are doing wrong.

 

We wonder why schools serving impoverished students (who are disproportionately brown and black) apparently don’t teach kids as well as schools serving wealthier populations. And anyone who mentions the difference in resources between these schools is quickly silenced. Anyone who mentions the impact of an impoverished upbringing and environment is quickly escorted from the room.

 

Instead of doing anything to actually help these students, our policy is to close their schools and/or turn them into fly-by-night charter schools.

 

“We’ve been able to do things – for example, close schools for academic failure. It is hugely difficult, it’s hugely controversial and it’s absolutely the right thing to do,” said former US Education Secretary Arne Duncan.

 

Imagine if instead of “academic failure” he had said “racial and economic failure.” Because that is what it comes down to. Duncan was decrying low test scores. That’s why these schools were closed. But the test scores aren’t the root cause. That’s poverty. And it disproportionately affects minority students. But you can only see that if you admit the tests are inaccurate assessments of students’ abilities – as countless peer-reviewed academic studies continue to prove.

 

“I think the best thing that happened to the education system in New Orleans was Hurricane Katrina,” Duncan famously said.

 

Our highest education official in the country actually praised a natural disaster that killed between 1,200 and 1,800 people (mostly minorities) for destroying their public schools so they could be rebuilt as charters. Did it actually improve children’s academic outcomes? No.

 

This whole charter school push is another element of our modern educational pseudoscience. These types of schools have never been proven to help kids learn. In fact, the research shows they either do no better or often much worse than traditional public schools. It is an article of faith with our modern education policymakers that schools serving poor minority children should be run by private corporations and schools serving wealthy white students can be allowed to be run by the community.

 

None of this could happen without the false objectivity of standardized testing.

 

A hundred years ago, the eugenicists used their test scores to explain away a racist and classist social order. Today we use similarly flawed test scores to justify a similarly prejudicial social order.

 

Testing remains a way of keeping you in your place.

 

People are starting to notice. Hence the quick move by the testing industry to co-opt the largest and most well-funded Civil Rights organizations. Hence appointing John King to succeed Duncan as U.S. Secretary of Education – a brown face to silence racial complaints.

 

Are the people championing standardization and privatization racist? Honestly, I don’t know. I can’t see into their hearts. But it is undeniable that the results of their policies disproportionately hurt our black and brown children. Judging by effect – not necessarily intention – they are racist as well as classist.

 

Some may be true believers who actually think these policies will help children learn. I’m sure many of the eugenicists of the past felt the same way. Keeping “racially inferior” children in the slow class was purported to be for their own benefit, just as closing poor black schools is said to help them learn.

 

That’s why I’ve written this and other articles. It is essential that we understand the terrors and errors of past education policy.

 

If we hadn’t forgotten this dark page of American history, perhaps our children wouldn’t be forced to repeat it.

 

Blinded by Pseudoscience: Standardized Testing is Modern Day Eugenics

 

eugenics-testing.jpg

 

 

Adolph Hitler was a big fan of standardized testing.

 

It helped justify much of the horrors of the Nazi regime.

 

National Socialism is nothing but applied biology,” he said.

 

In other words, it’s just science, people. Some races are simply inferior to others. Black people, Jews, Gypsies, Hispanics – they just can’t hold a candle to the superior races of Northwestern Europe.

 

And Hitler based much of this on the “science” of Eugenics, especially the work done in America in the 1910s and ‘20s.

 

Eugenicists used a flawed and biased interpretation of Gregor Mendel’s laws on heredity to argue that lawlessness, intelligence, and even economic success are passed down in families due to dominant or recessive genes. Moreover, the negative traits are widespread in certain races and the positive ones in others.

 

Practitioners like Carl Brigham used IQ tests to PROVE white people were just the best and everyone else, well, maybe they should just stop breeding. (In fact, laws were passed in the U.S. imposing mandatory sterilization on thousands based on the conclusions of these “scientists.”)

 

Brigham was a U.S. Army psychologist who used WWI data to declare that whites (especially those born inside the United States) were the most intelligent of all peoples and that immigrants were genetically inferior. He went on to refine his work into an even better indicator of intelligence the he called the Scholastic Aptitude Test or S.A.T.

 

Perhaps you’ve heard of it.

 

In his seminal work, A Study of American Intelligence, Brigham concluded that American education is declining and “will proceed with an accelerating rate as the racial mixture becomes more and more extensive.”

 

 

To combat this mixture, eugenicist education reformers encouraged schools to rigidly track students into low, middle and high level classes – similar to the way many of our schools are organized today.

 

 

Lewis Terman, Professor of Education at Stanford University and originator of the Stanford-Binet intelligence test, expressed these views in his textbook, The Measurement of Intelligence (1916). He wrote:

 

“Among laboring men and servant girls there are thousands like them [feebleminded individuals]. They are the world’s “hewers of wood and drawers of water.” And yet, as far as intelligence is concerned, the tests have told the truth. … No amount of school instruction will ever make them intelligent voters or capable voters in the true sense of the word.

 

… The fact that one meets this type with such frequency among Indians, Mexicans, and negroes suggests quite forcibly that the whole question of racial differences in mental traits will have to be taken up anew and by experimental methods.

 

Children of this group should be segregated in special classes and be given instruction which is concrete and practical. They cannot master, but they can often be made efficient workers, able to look out for themselves. There is no possibility at present of convincing society that they should not be allowed to reproduce, although from a eugenic point of view they constitute a grave problem because of their unusually prolific breeding” (91-92).

 

This was the original justification for academic tracking. Terman and other educational psychologists convinced many schools to use high-stakes and culturally-biased tests to place “slow” students into special classes or separate schools while placing more advanced students of European ancestry into the college preparatory courses.

 

 

Compare that ideal to the increasingly segregated American schools of today. We have schools for the rich and schools for the poor. We have schools for black and brown kids and schools for whites.

 

 

Terman would have been in heaven!

 

 

It was the work of patriots like Brigham and Terman that the Nazis relied on heavily to justify their forced sterilization programs and ultimately the Holocaust, itself.

 

 

Does that sound extreme? It isn’t.

 

 

At the Nuremberg Trials, Nazi scientists repeatedly praised the work of American eugenicists, who uncoincidentally also created the standardized test model of education favored by corporate education reformers today.

 

 

It’s easy to follow their logic. If certain races can be scientifically proven to be inferior, it is a small step to thinking that they should be stopped from breeding or eradicated from the face of the planet altogether.

 

 

And the pseudo-scientific justification for this scheme was standardized testing. The IQ test – which has since been shown to be incredibly biased – was used to justify mass murder. And then Brigham refined that same test into our most popular current standardized assessment – the SAT. In fact, all standardized tests that students are forced to take today owe a huge debt to the SAT and other standardized assessments used by Terman and other eugenicist educators.

 

 

The resemblance between testing in the 1910s and the 2010s is obvious to those who will but look.

 

 

Similar to the IQ test, modern standardized exams like the Partnership for Assessment of Readiness for College and Careers (PARCC) repeatedly have been shown to be biased in favor of affluent and white test takers. Supporters bemoan the “racial proficiency gap,” but that’s just a nice way of wondering why the same folks Hitler thought were “inferior” don’t do well on our modern tests.

 

 

This is no accident. It’s how the assessments are designed.

 

 

The IQ test is supposed to demonstrate an innate intelligence. However, modern psychologists have become increasingly skeptical that intelligence is fixed. So standardized assessments like the SAT are supposed to somehow show BOTH what students have learned AND their innate intelligence. That’s the justification behind the high stakes. You have to pass the SAT to show you’re smart enough to do well in college.

 

Such outright racism would not be tolerated today, so it becomes cloaked in doublespeak. It’s good that poor black students don’t score well on standardized tests because that shows us they need extra help. And then, instead of providing any help, we close their schools or turn them over to fly-by-night charter operators.

 

Once again, standardized tests are used as the justification for doing something obviously racist. If anyone said, “We’re going to close and privatize all the schools serving minorities and the poor,” people would revolt. However, when you say we’re doing it because of standardized tests – because of “science” – people just shrug and say, “You can’t argue with that!”

 

The same goes for Common Core State Standards. States were bribed to enact them so that the reasons for attacking public schools would be uniform across the country. This provides another level of pseudo-scientific justification.

 

They are supposed to ensure every student who graduates high school will be “college and career ready.” However, now that Common Core has been adopted in 46 states and their tests have become aligned with the standards, we’ve seen student scores take a nosedive. Only our rich white kids apparently are ready for college.

 

So what will we do with those who fall below the mark? We’re sending no additional resources to help them increase their achievement. We’ll just close their schools and/or privatize. And to make sure none of them escape, we’ll make passing the Common Core tests a graduation requirement.

 

This does not level the playing field. This does not – as some corporate education reformers claim – ensure the sanctity of students Civil Rights. It extensively violates them!

 

The education model of Test and Punish is a modern eugenics movement. We’re shellacking over class divides so that those below a certain point have no possibility of ever rising to the white place. And I do mean “white.”

 

Standardized testing is not a ladder of social mobility. It is a means of keeping certain people in their proper place.

 

Some try to deny the racial component by pointing to the intersection with class. Testing impacts poor white children as it does poor black ones.

 

To a degree this is true, but remember our eugenic forerunners saw everything in purely racial terms. For instance, today, few people would claim Judaism is a race. It is a religion. It is essentially a belief system, not a set of shared genes even though some adherents do share genetic characteristics after centuries of segregation. But the Nazis considered them a race and, thus, systematically murdered 6 million of them.

 

The same goes for the poor. Brigham and his Nazi admirers thought that people were poor mainly because of their genes. They are genetically predisposed to being lazy and good for nothing, so they can’t keep a job or advance themselves. Therefore, they’re poor. Pause for a moment to consider the large numbers of people in America today who would agree with them.

 

Standardized testing treats the poor the same way it does minorities. In fact, it is just the lack of opportunities that come with poverty that cause the very scores that are being used to denigrate these people. Lack of proper nutrition, food insecurity, lack of prenatal care, early childcare, fewer books in the home, exposure to violence – all of these and more combine to result in lower academic outcomes.

 

But standardized testing puts the blame on the victim. Students score badly because they aren’t working hard enough, corporate reformers say. These kids don’t have enough “rigor.”

 

To make sure few people actually volunteer to help, we blame their teachers, as well. We make the education profession as unattractive as possible, indicting teachers for all societies ills knowing full well that this will result – as it has – in a nationwide teacher shortage. Then we can deprofessionalize the field and replace educators who have four-year-degrees with lightly trained Teach for America temps.

 

These kinds of shenanigans didn’t fool the anti-racists of the past.

 

The great African American scholar W. E. B. Du Bois remarked in 1940, “It was not until I was long out of school and indeed after the [First] World War that there came the hurried use of the new technique of psychological tests, which were quickly adjusted so as to put black folk absolutely beyond the possibility of civilization.”

 

He could be talking about No Child Left Behind.

 

In “Intelligence Tests and Propaganda,” scholar Horace Mann Bond issued a warning about the misuse of IQ tests:

 

“But so long as any group of men attempts to use these tests as funds of information for the approximation of crude and inaccurate generalizations, so long must we continue to cry “Hold!” To compare the crowded millions of New York’s East Side with the children of Morningside Heights [an upper class neighborhood at the time] indeed involves a great contradiction; and to claim that the results of the tests given to such diverse groups, drawn from such varying strata of the social complex, are in any wise accurate, is to expose a fatuous sense of unfairness and lack of appreciation of the great environmental factors of modern urban life.”

 

He could be talking about Race to the Top.

 

Karen Lewis, a present-day Chicago teacher and president of her union, says this:

 

“What many people do not know is that the use of standardized tests has its origins in the Eugenics movement …we have to be clear about the original purpose of standardized tests.

 

In a society fascinated by statistics, we are often compelled to reduce everything to a single number. Those of us who work with children know that there are so many characteristics that cannot be quantified.

 

Ask yourselves whether you want to be part of a legacy born of the unholy alliance between the concept of  “natural inequality” and the drudgery that has been imposed on many of our classrooms.”

 

Make no mistake. Corporate Education Reform is modern day eugenics. It pretends to justify increasing standardization and privatization of public schools through flawed and biased assessments. Its claims that any of this is actually supported by research are spurious. At heart, these are articles of faith – not science. Neither Common Core nor high stakes testing nor charterizing impoverished schools nor putting districts into receivership nor evaluating teachers based on student test scores – none of it has ever been shown in peer-reviewed studies to help students learn.

 

Corporate Education Reformers are asking all of us to have faith in a racial and economic social order that benefits those already at the top and keeps the rest of us in our place.

 

And for anyone who questions it, we are continually blinded by their pseudoscientific justifications.

Judging the Judge: What Antonin Scalia’s Death Means to the People I Love

antonin-scalia-26

I am not sad Antonin Scalia is dead.

Wow! It feels so good to say that out loud!

Come on. Admit it. You probably feel the same way.

I know. I know. Everywhere you turn, people are going out of their way to talk about the ramifications of the 79-year-old Supreme Court Justice’s death without passing judgement on him.

“Let’s keep it classy,” they say.

Oh. Stop it.

In his 30 years on the bench, Scalia hurt an awful lot of people. And I mean real, live people – not ideological constructs, not hypotheticals – but moms, dads, husbands, wives, daughters, and sons.

The aggregate amount of misery in the world was drastically increased by his being in it. And now that he’s gone, much of that misery may be relieved.

So please curb any shock you may feel at my thesis. And spare me the false praise of a truly reprehensible human being.

He was against women controlling their own bodies, efforts to desegregate our schools, an individual’s right to love whomever they choose, refraining from executing mentally disabled or teenage prisoners. Heck! He was even against police reading suspects their Miranda Rights!

This was a person who said black people should go to “slower” colleges, homosexuality was the same as murder or bestiality, sex discrimination is constitutional, and maybe we have a right to all carry around rocket launchers in public.

If it is outrageous to feel relief at the death of this man, you may call me outrageous.

I’m not usually the kind of person who celebrates someone else’s death. Not even a famous person.

But you have to admit that the people we love are a lot better off without Scalia in the world.

It’s not like he kept all this to himself. He wasn’t some lone drunkard in the back of the bar mumbling sexist, racist views. He wasn’t your ancient uncle who you only see twice a year making people uncomfortable at the dinner table. He was a judge in the highest court in the land, and his demented and warped world view drove public policy impacting… well… everyone.

He was the deciding vote in several 5-4 decisions that – if they had gone differently – would have greatly benefited every person in this country.

You can thank him for the Presidency of George W. Bush and Citizens United. Let that sink in for a moment.

Imagine all the horrific blunders of the Bush Presidency – easily the worst administration in my lifetime. If the Supreme Court hadn’t given the highest office in the land to Dubya, arguably we wouldn’t have had the Irag War, the Great Recession, No Child Left Behind, the slow response to Hurricane Katrina – maybe even 9-11.

And if you hate what our elections have become, imagine if we didn’t have the Citizens United verdict. Campaign donations would have to be made in public with some limits on how much individuals and corporations can contribute.

How much better the world would have been without these terrible decisions!

I’m not saying Scalia wasn’t a good man in his personal life. I have no idea what he was like to the people he loved. For all I know he may have been a good friend, a loving husband, father and grandfather. He probably had people he cared about and who cared about him. And to those people I send my condolences.

However, he did great harm to just about everyone else. And for that I feel nothing but relief at his death.

Who am I to bask in such schadenfreude?

I am a father and public school teacher.

I have a seven-year-old daughter and several classes full of mostly impoverished and minority students.

And Scalia’s death is good for everyone I care about.

If he were still alive, there was so much more damage he could have done. Take the Friedrichs case, an important one for teachers like me.

The case is an attempt to strip teachers unions of the right to charge members for their services. If the court rules in favor of Friedrichs, it would overturn decades of established law against free riders. People would be allowed to be in a union, enjoy higher salary and benefits negotiated by that union, but not pay dues. It would be absurd. Yet with Scalia still on the bench, most court watchers seem to think we would have had another terrible 5-4 decision.

However, with Scalia’s death, the best anti-union forces would probably receive is a 4-4 decision – not enough to overturn established law. True the case has already been heard by the justices, but a ruling has not yet been handed down. According to the Supreme Court blog, even if Scalia had already written a ruling on this matter, it would be void. Any rulings he wrote that have not yet been made public don’t count.

So the most likely outcome now is that millions of people will continue to be protected from unfair labor practices. And you expect me not to have a big ‘ol smile on my face!?

So where do we go from here?

President Barack Obama will select who is to succeed Scalia. Numerous excellent choices have been floated. If Obama chooses any one of them, he would probably tilt the court fractionally to the left.

Before the body was even cold, Republicans vowed to block any nominee Obama makes until the next President is sworn in. Some are trying out the talking point that Supreme Court Justices have never been sworn in during an election year. But if that were true, we wouldn’t have Justice Anthony Kennedy who was confirmed during the last year of Reagan’s presidency.

Funny. The U.S. Constitution clearly states that the President has the right to nominate Supreme Court Justices with the advice of Congress. Yet so many of these right leaning partisans who considered themselves Constitutionalists last week suddenly find themselves against that revered document today.

I wonder how Scalia would have argued such a situation.

Not really. He was the one who taught the rest of his party how to twist the words of the founding fathers to mean whatever the far right favors this week.

Obama still has more than 300 days in office. If Republicans try to block his nomination until a new face tops the Executive, it would be the longest such obstruction in a century. Of sitting justices, the longest confirmation period was for Clarence Thomas who took 106 days to be approved by Congress.

And that brings us to the 2016 Presidential race.

Scalia’s death is likely to have a huge impact on whom becomes our next President.

If Republicans block Obama’s Supreme Court nominee, it would probably increase voter turnout. Whenever that happens, it favors Democrats since they have more registered members than the GOP.

Either way, Scalia’s death is probably beneficial to whomever the Democratic nominee will be. If either Hillary Clinton or Bernie Sanders get the nomination, supporters of the defeated candidate are more likely to support the reigning Democrat.

Even if voters don’t like the winner’s policies as much as their preferred candidate, they’re likely to support the nominee in order to continue tipping the Supreme Court to the left. After all, three additional justices are 70 or older. Stephen Breyer is 77, Anthony Kennedy is 79, and Ruth Bader Ginsburg is 82.

We have had a long haul these last 15 years. Much social progress has been stalled.

But now that Scalia is out of the picture, the future looks bright.

Maybe things really will turn out alright. Maybe we’ll actually have a chance to build that better world we’ve all been dreaming about.

Rest in Peace, Scalia. The nation can’t wait to move on without you.

What Antonin Scalia’s Death Means to the People I Love

antonin-scalia-26

I’m not sad Antonin Scalia is dead.

Wow! It feels so good to say that aloud!

Come on. Admit it. You feel exactly the same way.

I know. I know. Everywhere you turn, people are going out of their way to talk about the ramifications of the 79-year-old Supreme Court Justice’s death without passing judgement on him.

“Let’s keep it classy,” they say.

Oh. Stop it.

In his 30 years on the bench, Scalia hurt an awful lot of people. And I mean real, live people – not ideological constructs, not hypotheticals – but moms, dads, husbands, wives, daughters, and sons.

The aggregate amount of misery in the world was drastically increased by his being in it. And now that he’s gone, much of that misery may be relieved.

So spare me any shock at my thesis. Spare me the false praise of a truly reprehensible human being.

He was against women controlling their own bodies, efforts to desegregate our schools, an individual’s right to love whomever they choose, refraining from executing mentally disabled or teenage prisoners. Heck! He was even against police reading suspects their Miranda Rights!

This was a person who said black people should go to “slower” colleges, homosexuality was the same as murder or bestiality, sex discrimination is constitutional, and maybe we have a right to all carry around rocket launchers in public.

If it is outrageous to feel relief at the death of this man, you may call me outrageous.

I’m not usually the kind of person who celebrates someone else’s death. Not even a famous person.

But you have to admit that the people we love are a lot better off without Scalia in the world.

It’s not like he kept all this to himself. He wasn’t some lone drunkard in the back of the bar mumbling sexist, racist views. He wasn’t your ancient uncle who you only see twice a year making people uncomfortable at the dinner table. He was a judge in the highest court in the land, and his demented and warped world view drove public policy impacting… well… everyone.

He was the deciding vote in several 5-4 decisions that – if they had gone differently – would have greatly benefited every person in this country.

You can thank him for the Presidency of George W. Bush and Citizens United. Let that sink in for a moment.

Imagine all the horrific blunders of the Bush Presidency – easily the worst administration in my lifetime. If the Supreme Court hadn’t given the highest office in the land to Dubya, arguably we wouldn’t have had the Iraq War, the Great Recession, No Child Left Behind, the slow response to Hurricane Katrina – maybe even 9-11.

And if you hate what our elections have become, imagine if we didn’t have the Citizens United verdict. Campaign donations would have to be made in public with some limits on how much individuals and corporations can contribute.

How much better the world would have been without these terrible decisions!

I’m not saying Scalia wasn’t a good man in his personal life. I have no idea what he was like to the people he loved. For all I know he may have been a good friend, a loving husband, father and grandfather. He probably had people he cared about and who cared about him. And to those people I send my condolences.

However, he royally screwed just about everyone else. And for that I feel nothing but relief at his death. If only it had come sooner.

Who am I to bask in such schadenfreude?

I am a father and public school teacher.

I have a seven-year-old daughter and several classes full of mostly impoverished and minority students.

And Scalia’s death is good for everyone I care about.

If he were still alive, there was so much more damage he could have done. Take the Friedrichs case, an important one for teachers like me.

The case is an attempt to strip teachers unions of the right to charge members for their services. If the court rules in favor of Friedrichs, it would overturn decades of established law against free riders. People would be allowed to be in a union, enjoy higher salary and benefits negotiated by that union, but not pay dues. It would be absurd. Yet with Scalia still on the bench, most court watchers seem to think we would have had another terrible 5-4 decision.

However, with Scalia’s death, the best anti-union forces would probably receive is a 4-4 decision – not enough to overturn established law. True the case has already been heard by the justices, but a ruling has not yet been handed down. According to the Supreme Court blog, even if Scalia had already written a ruling on this matter, it would be void. Any rulings he wrote that have not yet been made public don’t count.

So the most likely outcome now is that millions of people will continue to be protected from unfair labor practices. And you expect me not to have a big ‘ol smile on my face!?

So where do we go from here?

President Barack Obama will select who is to succeed Scalia. Numerous excellent choices have been floated. If Obama chooses any one of them, he would probably tilt the court fractionally to the left.

Before the body was even cold, Republicans vowed to block any nominee Obama makes until the next President is sworn in. Some are trying out the talking point that Supreme Court Justices have never been sworn in during an election year. But if that were true, we wouldn’t have Justice Anthony Kennedy who was confirmed during the last year of Reagan’s presidency.

Funny. The U.S. Constitution clearly states that the President has the right to nominate Supreme Court Justices with the advice of Congress. Yet so many of these right leaning partisans who considered themselves Constitutionalists last week suddenly find themselves against that revered document today.

I wonder how Scalia would have argued such a situation.

Not really. He was the one who taught the rest of his party how to twist the words of the founding fathers to mean whatever the far right favors this week.

Obama still has more than 300 days in office. If Republicans try to block his nomination until a new face tops the Executive, it would be the longest such obstruction in a century. Of sitting justices, the longest confirmation period was for Clarence Thomas who took 106 days to be approved by Congress.

And that brings us to the 2016 Presidential race.

Scalia’s death is likely to have a huge impact on whom becomes our next President.

If Republicans block Obama’s Supreme Court nominee, it would probably increase voter turnout. Whenever that happens, it favors Democrats since they have more registered members than the GOP.

Either way, Scalia’s death is probably beneficial to whomever the Democratic nominee will be. If either Hillary Clinton or Bernie Sanders get the nomination, supporters of the defeated candidate are more likely to support the reigning Democrat.

Even if voters don’t like the winner’s policies as much as their preferred candidate, they’re likely to support the nominee in order to continue tipping the Supreme Court to the left. After all, three additional justices are 70 or older. Stephen Breyer is 77, Anthony Kennedy is 79, and Ruth Bader Ginsburg is 82.

We have had a long haul these last 15 years. Much social progress has been stalled.

But now that Scalia is out of the picture, the future looks bright.

Maybe things really will turn out alright. Maybe we’ll actually have a chance to build that better world we’ve all been dreaming about.

Rest in Peace, Scalia. The nation can’t wait to move on without you.