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Civil Rights – edu|FOCUS
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Civil Rights Tag

The Alt Right Has a Friend in Common Core

  Let’s say you’re a modern-day hipster Nazi. You’re bummed out. No one wants to hang out with you because of your bald head and your red suspenders and your commitment to the ideals of a defeated and disgraced totalitarian regime. What are you to do? REBRAND, son! It’s simple. No more National Socialist German Workers Party! That sounds too pinko! Now you’re simply a member of the Alt Right! It’s not racist! You’re just committed to traditional attitudes and values — if those traditional attitudes and values come from 1945 Berlin! Heck, you don’t even have to call yourself Alt Right. You can call yourself a White Identitarian. You aren’t over-concerned with any one side of the political spectrum or other. You just strongly identify with whiteness — and by extension increasing the political power of white people at the expense of all others. That’s all. It should be obvious that this isn’t merely rebranding. It’s propaganda. In today’s fast paced information age – where every fact is merely a Google away – that can be hard to get away with – UNLESS… Unless you already have a readymade tool to protect propaganda from the kind of informed critical thought that can pop it like a bubble. Something to insolate the ignorance and keep out the enlightened analysis. I am, of course, talking about Common Core. What!? How does Common Core have anything to do with white nationalism? Common Core is just a set of academic standards for what should be taught in public schools adopted by 42 of 50 states. Academic standards aren’t political. Are they? Actually, they are. Quite political. Just take a look at how the standards came to be adopted in the first place. The Obama administration bribed and coerced the states to adopt these standards before many of them were even done being written. Hold your horses. The Obama administration!? That doesn’t sound exactly like a friend of the Third Reich. And it wasn’t. It was a friend to big business. When first created, these standards weren’t the result of a real educational need, nor were they written by classroom educators and psychologists. They were written by the standardized testing industry as a ploy to get federal, state and local governments to recommit to standardized testing through buying new tests, new text books, new software and new remediation materials. It was a bipartisan effort supported by the likes of Obama, the Clintons and Bill Gates on the left and Jeb Bush, Betsy DeVos and Bobby Jindal on the right. After Obama’s success pushing them down our collective throats, many Republicans vocally decried the standards – often while quietly supporting them. That’s why after all this time very few state legislatures have repealed them despite being controlled predominantly by Republicans. Okay, so what does this have to do with the Alt Right? People like Steve Bannon and Donald Trump are engaged in redefining the conservative movement. Instead of circulating ideas with a merely racist and...

The Lone Voice of Dissent Against Standardized Testing

Everybody wants to fight the good fight. Until the battle begins. Then many of us are all too ready to give in to what was intolerable just a moment before. To paraphrase Thomas Paine: These are the times that try men’s souls. The summer soldier and the sunshine patriot will, in times of crisis, shrink from service, but those who stand up in time of need deserve the love and thanks of every man and woman. I see this almost every day in our schools. Ask nearly any teacher what they think about high stakes standardized testing, and they’ll complain until they’re blue in the face. They’ll give you gripes and grievances galore. The tests take too long. They’re not valid assessments. They narrow the curriculum. They’re dumbing down the teaching profession and ripping away our autonomy. To which I say – Amen, Sister! Standardized tests more accurately measure economics than academics – poor kids generally fail and rich kids pass. They’re culturally biased, poorly put together, unscientifically graded and demonstrate a gobbsmacking conflict of interest. Two conflicts of interest, actually. First, the people who make the tests, grade the tests and thus have a financial interest in failing the most students possible because that means we have to buy more remediation material which they also conveniently sell. Second, these test scores are used by the school privatization industry to unfairly label public schools failures so they can more easily sell fly-by-night charter and voucher schools. So, yeah. Almost all of us agree standardized testing sucks. But when there’s an administrator present, I too often find I’m the only one willing to speak that truth. My colleagues, who are pleased as punch to gripe in private, suddenly go quiet in the presence of their superiors. What’s worse, some of them don’t just stay quiet – they offer arguments to support whatever nonsensical test-based solution our boss has in mind today. Let’s say an administrator suggests we do something about the handful of students who opt out of standardized tests. We could just respect the rights of parents who have handed in their written intention to opt their children out under a religious exemption – the only option in Pennsylvania. Or we could do as the administrator suggests and force kids who’ve been opted out to take a standardized look-a-like assessment. I hear something like that, and I’m on my feet ready to fight. But I find myself standing there alone. “You can’t do that,” I say. “It violates state law. In particular, Pennsylvania Code Title 22 Chapter 4, section 4.4.” (Okay, I had to look up the particulars later, but I made sure the administrator got them.) Consider subsection (d) (4). And I quote: “If upon inspection of a State assessment parents or guardians find the assessment to be in conflict with their religious belief and wish their students to be excused from the assessment, the right of the parents or guardians will not be denied…” Or how about...

How to Oppose White Supremacists Without Becoming a Monster, Yourself

  There is a danger in opposing white supremacists. In confronting such an odious set of beliefs, you can justify suspending your own strongest held moral convictions as a necessary end to defeating their prejudices. It’s easy to see how this might happen. When hearing an ignorant troll like Richard Spencer arrogantly spouting warmed over Nazi propaganda, it is quite natural to wish to issue a rebuttal in the form of your fist. You can follow the logic all the way from your heart to your knuckles. Your thought process might go something like this: This fool is so enamored with violence, let him suffer the consequences of it. But that is conceding the point. That is giving the white supremacist his due. It’s entering his world and playing by his rules. Oh, I’m sure it’s satisfying, but it’s the wrong way to respond. However, on the other hand one can’t simply smile and nod during Spencer’s tirade and then expect to reciprocate with an academic treatise. No cogent, logical, professorial come back is going to counter the purely emotional arguments made by white supremacists. They are stoking fear and hatred. Logic is useless here. So what are anti-racist anti-facists like ourselves supposed to do when confronted with people like this? We have to walk a razor’s edge between two poles. On the one hand, we can’t tolerate intolerance. I know that’s paradoxical. But it’s true. As Vienna-born philosopher Karl Popper put it in The Open Society and Its Enemies, unlimited tolerance leads to the destruction of tolerance. If we tolerate the intolerant, if we give them equal time to offer their point of view and don’t aggressively counter their views, they will inevitably resort to violence and wipe our side out. This doesn’t mean immediately punching them in the face or violently attacking them. For Popper, we should let rationality run its course, let them have their say and usually their ideas will be rejected and ignored. However, if this doesn’t happen and these ideas start to take root as they did in Nazi Germany (or perhaps even today in Trump’s America), then Popper says we must stop them by “fists or pistols.” In short, Popper writes: “We should therefore claim, in the name of tolerance, the right not to tolerate the intolerant. We should claim that any movement preaching intolerance places itself outside the law, and we should consider incitement to intolerance and persecution as criminal, in the same way as we should consider incitement to murder, or to kidnapping, or to the revival of the slave trade, as criminal.” Popper believed in the free expression of ideas, but when one of those ideas leads to violence, it is no longer to be tolerated. Then it is outside the law and must be destroyed. What then do we do with our commitment to nonviolence? Do we reluctantly agree to push this constraint to the side if push comes to shove? No. This is the other pole we must navigate...

Respecting Student Free Speech Was Hard for Adults During Today’s School Walkout

The kids are all right. It’s the adults you have to watch. The walkout planned nationwide to protest gun violence today on the one-month anniversary of the Parkland shooting came to my western Pennsylvania school – and we weren’t ready for it. In fact, up until today no one had mentioned a thing about it. I had asked teachers if they wanted to do something and was told it was up to the students to lead. I had asked the high school student council if they were interested in participating, but there wasn’t much of a response. Then this morning in the middle school where I teach, there was an impromptu two minute meeting where we were told some kids might walk out and that we should just let them go. Their right to free speech would be respected and there wouldn’t be any penalty for participating. However, as a teacher, I was instructed not to bring up the subject, not to allow discussion and only to attend if all of my students decided to go. That’s a hard position to be in. It’s like being put in a metaphorical straight jacket. But I tried. When my 7th grade kids came in, they were all a buzz about something and I couldn’t really ask why. The suspense was broken with a sledge hammer during second period when one of my most rambunctious students asked if he could use the restroom at 10 am. That was over an hour away. I told him he couldn’t reserve an appointment for a bathroom break but he could go now if he wanted. Then he explained himself. At 10 am he was walking out. The room exploded. They had heard about the nationwide walkout at 10 – the time of the Parkland shooting. They knew kids all across the land were leaving class for 17 minutes – 60 seconds for each life lost in the shooting. But that was pretty much it. They didn’t know what it was that kids were protesting. They didn’t know why they were protesting. They just knew it was something being done and they wanted to do it. It was at this point I took off my metaphorical straight jacket. I couldn’t simply suppress the talk and try to move on with the lesson – on propaganda, wouldn’t you believe! We talked about the limits of gun laws – how some people wanted background checks for people wishing to purchase guns. We talked about regulating guns for people with severe mental illnesses, criminal backgrounds or suspected terrorists. We talked about how there used to be a ban on assault weapons sales and how that was the gun of choice for school shooters. We even talked about what students might do once they walked out of the building. They couldn’t just mill around for all that time. Since we were in the middle of a unit on poetry, someone suggested reading poems about guns and gun violence. Students quickly...

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