If You’re Afraid Kids Will Learn Racism is Bad, Perhaps Public School is Not For You   

Some people are terrified that kids will learn about racism.   
  
Especially white people.   
  
Especially that white KIDS might learn about it.   
  
How would that affect a white child’s self-esteem, they say.   
  
Imagine learning that racism existed in the United States.   
  
A country founded by white people.   
  
(Taken from brown people.   
  
Made largely profitable by the enslavement of black people.) 
  
Wouldn’t that make white kids feel bad?   
  
It’s a strange question.  
 
First of all, wouldn’t it make the black and brown kids feel worse than the white kids?  
 
After all, it was their ancestors who were brutalized and subjugated.  
  
Second of all, what does history have to do with your feelings? 
 
This isn’t aroma therapy or yoga. It’s the past.   
  
We never worry about how learning any other subject will impact a student’s emotional states.   
  
It makes me wonder about all the sentiments pedagogues ignore when designing curriculum.  
  
Does learning to read harm a happy illiterate’s self-respect?  
  
Does learning science make a know-it-all feel less confident?  
  
How does learning fractions dispel a person’s sense of the oneness of being?  
  
No. We never even stop to consider such things.   
  
We don’t bother with emotions or feelings. We just fuss over whether it’s true.   
  
Moreover, how would one even teach American history without talking about racism?  
  
This is the United States – a country that built much of its economy on the backs of black people kidnapped from their homes across the sea and then bought and sold here as property.  
  
Not only that but the very land we stand on was once the domain of dark-skinned indigenous people.  
  
People who were tricked, coerced and killed if they did not give up this land – if they did not move on to ever shrinking corners of the continent until they were almost all dead, assimilated or stashed away on reservations.  
   
  
What would it do to a white child to learn all this?   
  
Provide an accurate account of events, I suppose.   
  
These people terrified that children will learn about racism – I don’t think it’s facts that they’re trying to deny. 
 
I mean I’m sure they would certainly like to gloss over the ugliest atrocities committed by their ancestors, but they don’t really seem to dispute the story of conquest that makes up our founding. It’s more the way the facts are being presented.  
  
History is written by the winners and these white people won.  
  
That’s not what they want to hide.  
  
It’s the TONE in which the story is told.  
  
If we talked about the ingenuity of white people in colonizing these others, they might find that tolerable.   
  
If we talked about how great the white people were and how bad the brown and black people were, that might be acceptable.   
  
Even if we spun a tall tale about how subjugating these others was really in their best interests in the long run, that would be okay.   
  
After all, that’s what they do in many private and parochial schools.   
  
They use textbooks that frame the history of our country just like that – books from The American Christian Education group, the A Beka Book and Bob Jones University Press textbooks. A Beka publishers, in particular, report that about 9,000 schools nationwide purchase their textbooks.  
  
So it’s not the story, it’s the way it’s told.  
 
We can’t focus on the victims.   
  
We can’t humanize them by looking at things from their point of view.   
  
We can’t empathize or admit wrongdoing in any way.  
  
In fact, that’s the problem, they say, with public schools. 
  
That’s what they object to. 
  
Public schools teach what it was like to live as an enslaved person. How you could be beaten and murdered with no cause. How you had no rights to anything. How your own children were likewise doomed to a life of servitude and could even be taken away from you never to be seen again.   
  
And not just that but they’re teaching about Jim Crow. They’re teaching about how even after slavery, black people’s rights were almost nonexistent. How they were denied an education, kept in menial jobs, red-lined into ghettos, and often lynched without the slightest provocation.   
  
When children hear about all that, they start to get ideas.   
 
Even the white kids. 
  
It’s not just the history of racism these children are learning, but they’re starting to think that racism is WRONG.   
  
And that’s a problem because it has an impact on how we view the modern world today.   
  
Because there are still black and brown people in the United States.   
  
They make up about 40% of the population and still protest the way they’re treated.  
  
They say it’s harder to get well-paying jobs than whites with the same education and experience. They say their neighborhoods and schools are segregated. They say their right to vote is being suppressed. They say they’re incarcerated at greater rates even though they don’t commit more crimes. They say they’re being killed by police at greater rates even though they aren’t more violent.   
  
And the facts back them up!  
  
So if we teach the history of racism, how do we justify saying that it ever ended?   
  
How do we not admit that it merely evolved into the status quo?  
  
That’s really the issue.   
 
Not the past but the present. 
   
It’s not the racism of the antebellum South or even the pre-civil rights period North of the Mason-Dixon line.  
  
It’s the everyday racism of today that they want to ignore.  
  
It’s voter ID laws spreading across the country.   
  
It’s military style policing, especially in neighborhoods housing mostly people of color.  
  
It’s providing less education funding to schools serving mostly brown and black students than those serving mostly white kids.  
  
The people complaining about teaching the history of racism don’t want to have to do anything about all that.  
  
They want to ensure that the extra rights and privileges given to people like them don’t come to an end. Especially as more black and brown people are born and white skin becomes less common.  
  
This is not about educational transparency.   
  
It’s not about history, truth or pedagogy.   
  
It’s about indoctrination.   
  
They want to ensure that white kids ARE indoctrinated into the world view of their parents – a world of white nationalism.  
  
We can do two things about this.   
  
One, we can give in to them and water down the public school curriculum until it contains nothing of any importance about our history of racial subjugation and white hegemony.   
  
Two, we can ignore them and teach the truth.   
  
The way I see it, the second is our only real option.   
  
There are many reasons for this, but perhaps the most obvious is representation.  
 
Everyone doesn’t want to whitewash our history. Most people want us to actually teach the facts.  
  
Some of these people even have white skin.   
  
Moreover, public schools serve a large population of students of color. They certainly don’t want to be denied an accurate record of how we got to this time and place.  
  
Public schools serve the public, and these history censors are a small minority of the whole.  
  
Moreover, even if we gave in to them, it wouldn’t be enough.  
 
At their best, public schools don’t actively inculcate kids. We don’t tell students what to think. We tell them the facts and then exhort them TO think.   
  
The conclusions are all up to them.   
  
Even if we did as these people want, it would still be up to their kids to make the same twisted conclusions as their parents. They don’t just want us to refrain from pointing in any given direction, but to stop providing counter examples and facts so their kids can’t come to an educated decision. 
 
And that is unacceptable. 
  
As a public school system, it is our responsibility to provide those facts.   
  
We must provide children with the truth about what came before them. We must show them how things were and what injustices occurred.  
  
We must even point out how the inequalities of the past lead to the wrongs of today.   
  
What kids make of all this is up to them.   
  
If after knowing the truth, they still decide that today’s racist practices are acceptable, that is their right.   
  
But we cannot hide the reality from them.  
  
If that is objectionable to some people, then perhaps public school is not for them.   
  
Perhaps a system of education where truth is considered a human right is not what they’re looking for.   
  
In that case, there are plenty of private and parochial schools that will indoctrinate their children into whatever shape they’d like.   
  
That’s where they’ll probably send them anyway.  
  
And public schools are foolish to try and court the kinds of people with value systems antithetical to them.   
 
If you want to abolish public schools, if you don’t share the community values of truth and independent thinking, perhaps public school is not for you. 


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Muzzling America’s Teachers with a Ban on Critical Race Theory is What Orwell Warned Us About

I first read George Orwell’s dystopian novel “1984” while in high school almost a decade past its titular date.

At that time, it didn’t seem to be a prediction. It seemed to be a description of life in the Soviet Union.

I never would have guessed that it could be a warning of what the public school system could become in this country if Republican lawmakers have their way.

Far right legislators have proposed bans on so-called Critical Race Theory in at least 20 states that would muzzle classroom teachers from discussing racism and other “controversial” and “divisive” topics or risk being disciplined, fired or facing other legal consequences if they don’t obey.

It is an attempt to legislate history.

These lawmakers are working to control information and let politics – not facts – be the guiding principle of what gets accepted in our chronicle of the past.

Those of us who’ve read “1984” have seen this before.

The text is set in Oceania, a state where the government controls the media, education and even people’s thoughts.

The main character, Winston Smith, works at the Ministry of Truth where he rewrites history to match the party line – whatever it is this week.

For example, at a “Hate Week” demonstration near the beginning of the story, people are gathered to cheer their country’s alliance with Eastasia. However, when the speaker abruptly declares that Eastasia is the enemy, people quickly crumple up their banners and acknowledge that Eastasia was always the enemy and they must have been mistaken to think otherwise.

The prospective ban on Critical Race Theory is strikingly similar.

Politicos are trying to erase the United States’ troubled history of systemic racism, gas light any discussion of its current existence and otherwise stifle and control any topic that goes against their party line.

It’s a policy enshrined in page after page of the most famous description of totalitarianism in modern literature.

Let’s take a closer look at some key passages.

TRUTH

‘”There was truth and there was untruth, and if you clung to the truth even against the whole world, you were not mad.”‘

Central to the book is a belief in objective truth.

No matter what we think or say, there are facts out there in the world.

For example, throughout the 17th and 18th centuries, millions of people were kidnapped from Africa, forced into slavery in the American colonies and exploited in the production of tobacco and cotton. Any denial of that fact, any minimization of the degree of dehumanization in it, is a rejection of reality.

Sanity is our adherence to that reality. Psychological well being is the attempt to bring our thoughts and ideas about what was and what is in line with these facts.

Moreover, doing so is the definition of freedom, itself.

“Freedom is the freedom to say that two plus two make four. If that is granted, all else follows.”

If we take away an individual’s right to try and square the reality of the world with their internal ideas about it, we take away all of their freedoms.

One must come to an understanding of the world. It cannot be handed down. It must be the result of observation and understanding.

In short, it is a product of education. We’re taught the facts, but it is up to us to make sense of them.

If the facts are obscured from us or if they are misrepresented, our freedom is impinged.

REWRITING HISTORY

“Every record has been destroyed or falsified, every book rewritten, every picture has been repainted, every statue and street building has been renamed, every date has been altered. And the process is continuing day by day and minute by minute. History has stopped. Nothing exists except an endless present…”

In direct opposition to the idea of objective truth is the mutability of history.

To some extent it is completely natural. Over time we come to new understandings. We discover things that had been accepted as facts were misunderstood.

For example, it was long accepted as true that Christopher Columbus discovered America. Now we realize that not only wasn’t he the first European to come to these shores, the idea that he “discovered” anything is incoherent. You can’t “discover” lands where people are already living. More over, given the details of pillage, rape and violence in his own journals, Columbus’ accomplishment should be viewed in far less positive terms than it has been up to this point.

Ideas change and we must keep up with that changing understanding.

However, the danger is when that change is NOT the result of new information or recontextualizing what we already knew. It’s when we allow history to be dictated by politics.

“And if all others accepted the lie which the Party imposed – if all records told the same tale – then the lie passed into history and became truth. ‘Who controls the past’ ran the Party slogan, ‘controls the future: who controls the present controls the past.'”

This idea is essential to the work Winston does at the Ministry of Truth. By rewriting the events of the past and controlling the narrative of history, the Party maintains its authority.

This is the goal of the proposed bans on Critical Race Theory. One political party is attempting to stop the freedom of history based on facts and replace it with history based on whatever is in the best interests of that party maintaining power.

Whitewashing the history of slavery as less exploitative and more mutually beneficial to both the white owners and black enslaved peoples helps to reduce the impetus to contemporary reform in the systems of racism maintained in this country since our failed Reconstruction. Likewise, representing Columbus as a hero and adventurer instead of a murderer and tyrant helps justify similar actions today.

Or as Orwell puts it:

‘”The masses never revolt of their own accord, and they never revolt merely because they are oppressed. Indeed, so long as they are not permitted to have standards of comparison, they never even become aware they are oppressed.”‘

EDUCATION

Much of the book is focused on how fascist regimes control thought. And primarily this is done through education and the media.

“Power is in tearing human minds to pieces and putting them together again in new shapes of your own choosing.”

That’s a kind of education. Replacing what is known with whatever the Party wants to be known.

“Don’t you see that the whole aim of Newspeak is to narrow the range of thought? In the end we shall make thoughtcrime literally impossible, because there will be no words in which to express it.”

If you don’t have the words to express an idea, it’s incredibly difficult to have that idea. We do, after all, think in language.

For example, the definition of “Racism” has shifted over time to mean more than just prejudice or discrimination against a person or people based on their race or ethnicity.

It is now more commonly understood as prejudice plus power – racial prejudice, AND social power to codify and enforce this prejudice into an entire society.

This is what is meant by Systemic Racism, a concept at the core of this fight. Much of the battle against Critical Race Theory is really an attempt to stop this concept of racism from becoming widespread and codified through our school system.

It is an attempt to keep the original definition of racism, to stop people from seeing systemic racism by refusing to accept its reality through control over speech.

Yet the movement, itself, is based on redefinitions and insinuations.

Critical Race Theory is not a concept taught at public schools. It’s a decades old legal framework. It’s about how laws function to create and maintain social, economic, and political inequalities.

It’s as much a part of K-12 public schools curriculum as torts, contract law or civil forfeiture. Which is to say, not at all.

However, the GOP is using it because they think it sounds scary. It’s a self-created boogeyman to incite the Republican base against a nebulous and ever changing idea of what they take to be liberal indoctrination.

As Orwell wrote:

‘”It’s a beautiful thing, the destruction of words.”‘

And that’s what we have here. The destruction of words, the destruction of Critical Race Theory from its actual meaning into a trigger point.

It is about insinuation instead of talking about Republican grievances of what this so-called liberal indoctrination is head on. Because if they were to discuss the issue openly, it could never be proven. However, to imply, to hint, to whisper avoids the ability to disprove.

It is Newspeak, the fictional language of Oceania where simplified grammar and restricted vocabulary limit the individual’s ability to think and even articulate certain facts or concepts.

PURPOSE OF EDUCATION

But what is the difference between what Republicans are doing with these bans and the naturally evolving course of history? If education is the process of forming an individual’s ideas and thoughts, how is any of it ever free?

Consider this. Orwell describes the goal of education in Oceania:

‘”Doublethink means the power of holding two contradictory beliefs in one’s mind simultaneously, and accepting both of them.”‘

That is not the goal of our current education system.

We do not want students to be handed down information and simply accept it even if it doesn’t make sense.

Teachers strive to get their students to interact with information, to look at it critically.

And that is the important point – CRITICALLY.

At some point even in Oceania, everyone comes across different ideas, concepts that you may not have considered before or may have actively rejected.

What do you do when this happens?

Winston is expected to believe what the Party tells him to believe. And even in the USA we often act as if being confronted with this reality is the worst case scenario for students. It is the end of the world if they are confronted with a different point of view.

Nothing could be further from the truth.

It is essential that they be confronted with opposing views so that they can think critically.

That is the purpose of education.

Not to tell students what to think, but to give them the tools to think.

It is up to each and every student to come to their own conclusions.

Educators should give them the facts and even expose them to varying concepts about the facts.

But it is up to the individual student what to do with them.

This makes some parents and politicians uneasy because it treats students as human beings with freedom of choice.

Such freedom is not allowed in Oceania, and if Republicans have their way, it will not be allowed here, either.

We must preserve academic freedom for both students and their teachers.

It is absolutely essential.

Otherwise Orwell’s book will be less a warning than a guide.



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Public Schools Are Not Indoctrinating Kids About Racism. Voucher Schools ARE

Republican frenzy has reached a fever pitch with attacks in at least 16 states on schools that allegedly teach Critical Race Theory.

Right-wingers claim public schools are indoctrinating America’s youth in lies and deception about race and racism – namely the “lie” that these things remain problems.

They grudgingly concede that racism was a (slight) problem in this country before the civil rights movement, but then Rosa sat down and Martin stood up and – POOF – racism was over.

End of story. Let’s move on.

However, there are several things wrong with this besides its basic reductivism.

First, no public school actually teaches Critical Race Theory.

Second, racism is not over in the US, and talking about the facts of history and how they led to our current situation is not indoctrination. It’s education – the job of public schools.

And finally, if you really want to see taxpayer funded indoctrination, look at private and parochial schools accepting taxpayer funding through voucher and tax credit programs.

Let’s start with Critical Race Theory.

It is entirely absent from public school curriculum.

Laughably so.

Critical Race Theory is a legal framework that’s been taught for decades in law schools around the country. And just like torts, contract law, civil forfeiture and a host of other valid topics in law school, the K-12 public schools really don’t cover them much.

But right wing lawmakers and the billionaire funded think tanks that provide their propaganda ideas want to turn Critical Race Theory into a scare tactic to close down discussions of race and racism in America’s classrooms.

Which brings us to the second point – racism is not over in America.

Facts are facts.

In a country where the average Black worker earns just 62% of what the average white worker makes, and where black people are 3.23 times more likely than white people to be killed by police – racism is not over.

One out of every three Black boys born today can expect to be sentenced to prison, compared to 1 out 6 for Latino boys, and one out of 17 for White boys.

Black people are convicted at higher rates and given longer sentences than white people for the same crimes – 5% of illicit drug users are African American, yet Black people represent 29% of those arrested and 33% of those incarcerated for drug offenses. Moreover, African Americans and White people use drugs at similar rates, but the imprisonment rate of African Americans for drug charges is almost 6 times that of White people.

And on and on.

One has to live in a factually neutral bubble to insist that racism no longer exists in this country, but that’s exactly where these right wing lawmakers are coming from.

The GOP is terrified they might actually have to protect voting rights or provide equitable school funding for black kids up to par with white kids, so they have to keep creating scary monsters to frighten the populace into believing their bogus world view.

After all, their base is almost exclusively White. If they can’t find something to rile up these people and make them feel unduly put upon, they won’t come to the polls. And nothing gets people more eager to vote than fear and anger.

Except maybe ignorance.

Which brings us to the third point – indoctrination doesn’t happen at public schools; it happens at taxpayer funded voucher schools.

The last decade has seen a steady, incremental increase in taxpayer funding in most states for private and parochial schools as public school budgets have been robbed and raided to pay for it.

In some states, this comes from outright school voucher programs. In others like Pennsylvania, this comes from tax credit programs like the Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) programs.

In essence, they all do the same thing. They take taxpayer money that was (or would have been) put aside for public education and funnel it to parochial or private schools.

The schools that accept this money have little to no oversight in how they spend it nor do they have to follow any of the rules that public schools do.

And many of these schools actually do indoctrinate their students into untruths about science, history and politics. On our dime.

How do we know that? We know which books they use in their curriculum. And many of them are filled with factually incorrect bigotry and bias.

For example, here’s a few justifications of slavery from America: Land I Love, an A Beka Book:

“The slave who knew Christ had more freedom than a free person who did not know the Savior…”

“…Although the slaves faced great difficulties, many found faith in Christ and learned to look to God for strength. By 1860, most slaveholders provided Christian instruction on their plantations.”

“To help them endure the difficulties of slavery, God gave Christian slaves the ability to combine the African heritage of song with the dignity of Christian praise. Through the Negro spiritual, the slaves developed the patience to wait on the Lord and discovered that the truest freedom is from the bondage of sin…”

And here’s a defense of the kindness of most slave owners from United States History for Christian Schools published by Bob Jones University Press (BJU):

“A few slave holders were undeniably cruel. Examples of slaves beaten to death were not common, neither were they unknown. The majority of slave holders treated their slaves well.”

And here’s another excerpt from the same book teaching that black people were just as responsible for slavery as white people and that white people suffered from slavery just as much:

The story of slavery in America is an excellent example of the far-reaching consequences of sin. The sin in this case was greed – greed on the part of the African tribal leaders, on the part of the slave traders, and on the part of slave owners, all of whom allowed their love for profit to outweigh their love for their fellow man. The consequences of such greed and racism extended across society and far into the future. It resulted in untold suffering – most obviously for the black race but for the white race as well.(emphasis mine)

Here’s another excerpt from the same book about the benefits of the KKK:

“[The Ku Klux] Klan in some areas of the country tried to be a means of reform, fighting the decline in morality and using the symbol of the cross. Klan targets were bootleggers, wife-beaters, and immoral movies. In some communities it achieved a certain respectability as it worked with politicians.”

Meanwhile, the Teacher’s Resource Guide to Current Events for Christian Schools published by BJU wrote this about how liberal Democrats and desegregation were bad:

“While the end was a noble one – ending discrimination in schools – the means were troublesome. Liberals were not willing to wait for a political solution.”

As bad as these excerpt are, they focus only on racism.

The books are riddled with counter factual claims and political bias in every subject imaginable such as abortion, gay rights and the Endangered Species Act, which one labels a “radical social agenda.” They disparage religions other than Protestant Christianity and cultures other than those descended from White Europeans.

They teach that humans and dinosaurs lived at the same time, some dinosaurs survive into the present day (i.e. the Loch Ness monster), evolution is a myth disproved by REAL science as is the claim that homosexuality is anything but a choice.

Teaching these things in school is not just educational malpractice, it’s exactly the kind of indoctrination the right is claiming without evidence happens at public schools.

And this kind of brain washing is common at voucher schools.

Along with publisher Accelerated Christian Education, A Beka and BJP are being used in countless taxpayer-funded schools. Nearly 6 million students attend private schools in the United States and about three-quarters of those are Christian schools. And that doesn’t even count the roughly 1.7 million American children who are homeschooled many of whom use these texts.

These books are used almost exclusively at religious schools or through homeschooling. However, that’s the majority of the school voucher program – even the tax credit scholarship programs.

Nearly 80 percent of scholarship students attend religious schools, and most of those institutions are Christian, according to an investigation by the Orlando Sentinel. The books mentioned above all come from a Protestant point of view. However, roughly 16 percent of scholarship schools are Catholic and use their own curriculum as do other schools including Islamic or Jewish institutions (which combined make up about 5 percent of the schools).

It is clear then that this controversy is worse than a tempest in a teacup.

It’s misdirected anger.

Political indoctrination IS going on in the United States, but it is not happening at our public schools.

It is happening at our private and parochial schools through school voucher programs.

If we ban anything, it shouldn’t be Critical Race Theory – It should be school vouchers.

For more on this subject, see the short documentary film, “School Choice: Taxpayer-Funded Creationism, Bigotry and Bias” by Rachel Tabachnick.


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