Education / Youth – Page 8

Don’t Know Much About History…

Before my stint as Executive Director of Indiana’s ACLU, I had never heard of David Barton. When that job required me to engage in discussions with people who refused to believe in the separation of Church and State, however, he was frequently quoted.

Barton–a total fraud–was frequently touted in these debates, cited as a “respected Christian historian,” and it was unsurprising that the folks making those assertions dismissed the debunking protestations of a female ACLU lawyer (Jewish, to boot!).

That background may explain why I immediately clicked through to read a Politico article titled “The Bogus Historians Who Teach Evangelicals They Live in a Theocracy.” Here’s what the author–himself a devout Evangelical–had to say about Barton:

The people packed into FloodGate Church in Brighton, Mich., weren’t here for Bill Bolin, the right-wing zealot pastor who’d grown his congregation tenfold by preaching conspiracy-fueled sermons since the onset of Covid-19, turning Sunday morning worship services into amateur Fox News segments. No, they had come out by the hundreds, decked out in patriotic attire this October evening in 2021, to hear from a man who was introduced to them as “America’s greatest living historian.” They had come for David Barton. And so had I.

It would be of little use to tell the folks around me — the people of my conservative hometown — that Barton wasn’t a real historian. They wouldn’t care that his lone academic credential was a bachelor’s degree in religious education from Oral Roberts University. It wouldn’t matter that Barton’s 2012 book on Thomas Jefferson was recalled by Thomas Nelson, the world’s largest Christian publisher, for its countless inaccuracies, or that a panel of 10 conservative Christian academics who reviewed Barton’s body of work in the aftermath ripped the entirety of his scholarship to shreds. It would not bother the congregants of FloodGate Church to learn that they were listening to a man whose work was found by one of America’s foremost conservative theologians to include “embarrassing factual errors, suspiciously selective quotes, and highly misleading claims.”

All this would be irrelevant to the people around me because David Barton was one of them. He believed the separation of church and state was a myth. He believed the time had come for evangelicals to reclaim their rightful place atop the nation’s governmental and cultural institutions. Hence the hero’s welcome Barton received when he rolled into FloodGate with his “American Restoration Tour.”

Throughout his decades of public life — working for the Republican Party, becoming a darling of Fox News, advising politicians such as new House Speaker Mike Johnson, launching a small propaganda empire, carving out a niche as the American right’s chosen peddler of nostalgic alternative facts — Barton had never been shy about his ultimate aims. He is an avowed Christian nationalist who favors theocratic rule; moreover, he is a so-called Dominionist, someone who believes Christians should control not only the government but also the media, the education system, and other cultural institutions. Barton and his ilk are invested less in advancing individual policies than they are in reconceiving our system of self-government in its totality, claiming a historical mandate to rule society with biblical dogma just as the founders supposedly intended.

The author went on to describe the speech Barton delivered, which he described as “exalting a curious version of the Christian ideal.” Evidently gun restrictions are un-Christian. So too are progressive income taxes, government health care and public education. During his denunciation of critical race theory, he shared a slide showing logos for The New York Times’s 1619 Project and Black Lives Matter framed around a Soviet hammer and sickle.

There was much more…

What the deeply religious author described is part and parcel of a phenomenon that has become increasingly obvious over the past several years: the transformation of Evangelical Christianity from a religion into a political ideology. In this essay and in his new book,”The Kingdom, the Power, and the Glory: American Evangelicals in an Age of Extremism,” he documents what he calls the “deterioration of American Christianity.”

The Politico article is quite lengthy. And terrifying. I strongly encourage you to click through and read it in its entirety. It illustrates the politicization of the churches the author witnessed firsthand in his research for the book–research that took him to “half-empty sanctuaries and standing-room-only auditoriums” and included shadowing big-city televangelists and small-town preachers. He says he reported from inside hundreds of churches, Christian colleges, religious advocacy organizations, denominational nonprofits, and assorted independent ministries.

Among the other things his chilling descriptions illuminated was the importance of teaching accurate history–and the motives of the Christian Nationalists who are attacking the public schools that teach that history.

Comments

An Even Bigger “Big Sort”

I’ve referred previously to the important 2004 book The Big Sort, which documented the way in which Americans have been “sorting” ourselves by choosing to live in areas we find philosophically and politically compatible. The book, by Bill Bishop, cast light on one of the underappreciated reasons Americans are so culturally and politically divided.

Much more recently, a lengthy article fromThe New Republic documented a sharp increase in that sorting. Red states have been bleeding college graduates for a while now–in Indiana, the “brain drain” is a persistent source of concern at the statehouse– but there is considerable evidence that “hard-right social policies in red states are making this dynamic worse.”

Let me just quote a few paragraphs from the article, which–as I indicated–is lengthy.

The number of applications for OB-GYN residencies is down more than 10 percent in states that have banned abortion since Dobbs. Forty-eight teachers in Hernando County, Florida, fed up with “Don’t Say Gay” and other new laws restricting what they can teach, resigned or retired at the end of the last school year. A North Carolina law confining transgender people to bathrooms in accordance with what it said on their birth certificate was projected, before it was repealed, to cost that state $3.76 billion in business investment, including the loss of a planned global operations center for PayPal in Charlotte. A survey of college faculty in four red states (Texas, Florida, Georgia, and North Carolina) about political interference in higher education found a falloff in the number of job candidates for faculty positions, and 67 percent of the respondents said they would not recommend their state to colleagues as a place to work. Indeed, nearly one-third said they were actively considering employment elsewhere.

Until very recently, college graduates had split their votes between the parties. But with the arrival of Donald Trump,

college graduates left the Republican fold for the foreseeable future. Trump dropped the Republican share to 44 percent in 2016 and 43 percent in 2020. If Trump wins the nomination in 2024, the GOP’s share of college voters could drop below 40, and I don’t see any of Trump’s challengers for the Republican nomination doing much better. It isn’t clear they even want to, because today’s GOP sees college graduates as the enemy.

Then there’s the accelerating exodus of OB-GYNs from states governed by Republicans who–in Barney Frank’s memorable phase–believe life begins at conception and ends at birth.

It was hard enough for red states to hold onto their OB-GYNs even before Dobbs. A little more than one-third of all counties nationwide are “maternity care deserts,” typically in rural areas, with no hospitals or birthing centers that offer obstetric care and no individual obstetric providers (not even midwives), according to the March of Dimes.

It isn’t just OB-GYNs and the relative handful of doctors who assist transgender children. It’s also educators.

Since January 2021, 18 states have imposed restrictions on how teachers may address the subjects of race and gender, according to Education Week’s Sarah Schwartz. These include most of the Dobbs Fourteen and a few add-ons, including Florida and New Hampshire. According to a 2022 study by the RAND Corporation, legislative action not only accelerated after 2021 but also became more repressive, extending beyond the classroom to restrict professional development plans for teachers. Let’s call these teacher-harassing states the Morrison Eighteen, in honor of the late Nobel laureate Toni Morrison, whose The Bluest Eye is number three with a bullet on the American Library Association’s 2022 list of books most frequently targeted for removal. (The 1970 novel ranked eighth in 2021 and ninth in 2020.)

Taking a tour of the Morrison Eighteen, we find Texas teachers quitting at a rate that’s 25 percent above the national average. In Tennessee, the vacancy rate for all public schools is 5.5 percent, compared to a national average of 4 percent. South Carolina has teacher shortages in 17 subject areas this school year, more than any other state.

But Governor Ron DeSantis’s Florida is the undisputed champ. A 2022 study led by Tuan D. Nguyen of Kansas State University found that Florida had the most teacher vacancies in the country, followed by Georgia, Mississippi, and Alabama (all Morrison Eighteen states). Florida also logged the highest number of under-qualified teachers.

Remember John Edwards theme of “Two Americas”? He wasn’t talking about the culture wars then, but the phrase certainly seems appropriate.

In 2010, the GOP’s incredibly successful Redmap project--its “gerrymander on steroids”–installed rightwing legislators in a number of formerly competitive states. Those lawmakers proceeded to pass the culture war policies that are motivating the exodus of educated citizens and professionals–aka “smarty pants”– resented by the angry know-nothings who are now the GOP’s base voters.

And so here we are. Click through, read the entire article, and weep….

Comments

Charters Aren’t Vouchers

The media recently reported the results of a recent study of schools in Indiana and other states, and found that children attending public charter schools had better learning outcomes than those in traditional public schools or voucher schools.

When I saw the headlines, I cringed–not because of the study’s findings, which seem credible, but because I’d be willing to bet that nine out of ten people reading those reports don’t understand the difference between charter schools and voucher schools–and it’s a critical difference.

Charter schools are independently run public schools that are granted greater flexibility in their operations than traditional public schools. (Theoretically, at least, that flexibility is in exchange for greater accountability for performance.) In the Indianapolis Public School system, leaders at these schools have independent control of policies and academics while still being part of the public school district.

Because they are public schools, charters are not allowed to charge tuition. They are not allowed to teach or favor any religion. And importantly, since charter schools are public schools, they are constrained by the Constitution and Bill of Rights, and prohibited from discriminating on the basis of race, sex, gender, socioeconomic status, previous academic scores, or special education status.

Vouchers–as I have explained repeatedly on this site–are very different. Voucher programs send public money–tax dollars– to private schools to offset the tuition charged by those schools. A vast majority of the private schools that accept vouchers are religious, and a vast majority of students employing those vouchers use them to attend religious schools. Furthermore, virtually all of those voucher schools discriminate on some basis–either limiting enrollment to members of a particular faith, excluding students with special needs, or–in several high-profile situations–excluding gay children, or children with gay parents.

There are problems with charter schools, particularly with those that have contracted with for-profit entities to manage them, but those problems differ substantially from the issues presented by voucher programs. Vouchers weren’t developed in an effort to improve education; they were meant to be “work-arounds.” The First Amendment, along with many state constitutions, prohibits the use of public funds to support religion or religious institutions. Voucher proponents argued that the millions of tax dollars going into the coffers of religious schools are “really” going to the parents, and that the parents are individual citizens who should be free to spend those dollars to send their children to the school of their choice. (And I have a bridge to sell you…)

Courts bought that argument.

The study found that students who attended charters in Indianapolis had somewhat stronger educational outcomes than those in either traditional public schools, or in IPS “innovation” schools, which are a different type of charter. (Numerous studies have found that children attending voucher schools do no better–and often do more poorly–than similar children attending traditional public schools.)

Indianapolis students in poverty who attend charter schools showed stronger academic growth in math and similar growth in reading compared to the state average, according to the study.

CREDO’s own metric for comparison also found that students at Indianapolis charter schools gained more days of learning in math and reading during a typical academic year than similar students at traditional IPS district schools and innovation charter schools within the district. Other comparisons in the study include:

Black and Hispanic students at charter schools had stronger academic growth in math and reading compared to Black and Hispanic peers at district schools. No significant difference in learning gains were found between the same student groups in innovation charter schools compared to district schools.

Students in poverty at charter schools had more learning gains in math and reading compared to their peers at district schools. No significant difference in learning gains were found between the same student group in innovation charter schools compared to district schools.

No matter what type of school English Language Learners in Indianapolis attend from the study, they show similar learning gains in reading and math.

The theory behind charter schools was that their greater flexibility would allow them to experiment with curricula and other aspects of the educational environment, and that successful experimentation could then be “imported” into the traditional public schools. According to the linked article, that is precisely the approach being taken by the IPS Superintendent.

I do welcome the study–and for that matter, all evidence of what works and what doesn’t– but I’d be a lot more enthusiastic if i wasn’t convinced that it will be intentionally mischaracterized to support voucher proponents’ efforts to defame and de-fund our public schools….

Comments

Addressing The Civics Deficit

I spent a considerable part of my academic career focusing on what I described as the civic deficit. Soon after joining the faculty–and especially when I taught undergraduate classes–I came face to face with students who had obviously gone through both elementary and high school classes without learning even the most basic outlines of American history or government.

An exchange with an undergraduate first acquainted me with the extent of that civic deficit.

I taught my classes through a constitutional lens. We studied the Bill of Rights and wrestled with questions about how those rights should be understood and applied today. I often introduced discussion of the First Amendment’s Free Speech provisions by asking students questions like “What did James Madison think about porn on the Internet?”

Obviously, the response I wanted was something along the lines of “James Madison never imagined a communication mechanism like the Internet”–which would then lead to a (hopefully nuanced) discussion of how today’s courts should apply the values protected by that Amendment to a world the founders could never have imagined. So I was taken aback when a young woman–a junior in college–responded to that question with a puzzled question of her own: “Who’s James Madison?”

I went home, had a very stiff drink–and for the ensuing 18 or so years, focused a major part of my research agenda and advocacy on civic education.

I relate this story because I am finally beginning to see evidence that others share my concern–and my firm belief in the importance of civic knowledge. The New York Times recently reported that businesses in the U.S. and Europe have recognized the existence and significance of the deficit, and are engaging in efforts to fill the void left by inadequate schooling.

The article began by describing a German worker’s experience with online conspiracy attacks, and the subsequent eight-week program that helped her deal with the misinformation. The program was offered by her employer, described as a “multinational recruitment firm with 3,500 employees in Germany.” The company said the project was part of its own aim to “strengthen democratic values and make their employees more resilient.”

Across Germany, several hundred companies have taken part in such workshops, and similar classes are being held in other Western countries, including the United States. Businesses are finding they need to bolster their employees in the face of increasingly vitriolic political debate. Seminars on civics and democratic principles — such as the importance of voting or recognizing the dangers of disinformation, conspiracy theories and hate speech — have become a way to ensure healthier relationships at the workplace, and in society at large. In addition, reports show that economic growth is higher in stable democracies, and liberal border policies allow companies to attract skilled immigrants.

The instruction has benefits for employee performance; according to representatives of the companies. They say that giving employees basic knowledge of democratic principles and factual underpinnings helps them “recognize and respond to hate speech and misinformation” and “has made employees more self-assured in doing their jobs.”

Groups like the Business Council for Democracy and Weltoffenes Sachsen in Germany and Civic Alliance or the Leadership Now Project in the United States organize workshops like the one Ms. Krüger took part in, provide research and webinars, and support civic education and get-out-the-vote efforts — all of it nonpartisan. Most are nonprofit organizations, backed by independent foundations or a group of businesses that rely on their political independence as a selling point…

A key principle of the workshops was that they be voluntary for employees, said Nina Gbur, the organization’s project manager. They also have to be ideologically neutral, and not target any group or members of a given political party.

What is encouraging is growing recognition that the health of business depends upon the health of democracy.

“Democracy is the basis of our entrepreneurial activity,” said Judith Borowski, managing director of Nomos, which offers its employees civics workshops. “And if we no longer have democracy, then the basis for our entrepreneurial activities will also be very curtailed.”

Authoritarianism is facilitated by ignorance–the ability of political extremists to twist facts and misrepresent history in order to play on citizens’ fears and prejudices.

In Germany, media literacy has been a critical issue, while programs in the United States are frequently focused on teaching employees about how the government works and voting rights. But their basic premise is to empower employees to understand how their actions, both in and out of the workplace, affect the political climate and, ultimately, their own jobs.

These programs are very good news. So is the movement to expand civics education in the schools.

We have a very long way to go…

Comments

I’d Have Sworn This Was Satire

This isn’t satire. I kid you not.

The DeSantis administration has proposed a rule for Florida’s public campuses that would prevent the teaching of issues “that polarize or divide society among political, ideological, moral, or religious beliefs.”

Back in May, DeSantis signed into law Senate Bill 266, banning the state’s public colleges and universities from using public funds to “advocate for diversity, equity, and inclusion, or promote or engage in political or social activism.” But the law, which took effect in July, never defined those terms, instead leaving that up to the Board of Governors that oversees those state schools. Now the board has done just that. In draft regulation obtained by The Chronicle of Higher Education, the board proposes that the ban apply to all campus programs and activities in which the college or university “endorses or promotes a position” on “topics that polarize or divide society among political, ideological, moral, or religious beliefs, positions, or norms.”

This idiocy is the logical outcome of redefining education as job training–a belief near and dear to contemporary Republican hearts. Just crank out worker bees–and for heaven sakes, don’t let them learn anything from our human history of deeply-contested political, ideological, moral or religious theories and beliefs!

UnderS.B. 266, Florida’s public colleges and universities are prohibited from offering general education classes that “distort significant historical events or include a curriculum that teaches identity politics” or that include “theories that systemic racism, sexism, oppression, and privilege are inherent in the institutions of the United States and were created to maintain social, political, and economic inequities.” The law also bars public higher education institutions from using state or federal funds for activities or programs that “advocate for diversity, equity, and inclusion”—making Florida’s anti-DEI law one of the most restrictive of the dozens of such laws introduced across the United States. A DeSantis press release announcing the bill’s signing declared it is meant to “prevent woke ideologies from continuing to coopt our state universities and state colleges.”

I have a proposal: rather than this tortured effort to describe matters that will now be forbidden on campus, just reduce the bill to its essence: “Education will not be allowed.”

Think my snark is an over-reaction? Just look at the draft resolution:

In addition to defining “social issues” as “topics that polarize or divide society among political, ideological, moral, or religious beliefs, positions, or norms,” it defines “political or social activism” as “any activity organized with a purpose of effecting or preventing change to a government policy, action, or function, or any activity intended to achieve a desired result related to social issues, where the university endorses or promotes a position in communications, advertisements, programs.” “Diversity, equity, or inclusion,” meanwhile, “is any program, activity, or policy that promotes differential or preferential treatment of individuals, or classifies such individuals on the basis of race, color, sex, national origin, gender identity, or sexual orientation.”

As several pundits have observed, today’s GOP is the party of projection: the Florida effort to control what is discussed in the state’s classrooms is precisely the “indoctrination” that they pretend is occurring under “woke” auspices.

How does one teach the Crusades or the Reformation or the colonizing of America without noting the religious beliefs that polarized people living at those times? How do you teach philosophy without examining the contending perspectives of the philosophers, or discuss the role of women in politics without reference to the social “norms” that originally denied women the franchise?

Are efforts to prevent rape on campus evidence of “differential treatment” of women? Speaking of “evidence,” what does evidence that a university is “promoting equity” look like? (I always thought “equity” meant fundamental fairness–I guess we don’t want that on campus….)

Education is typically defined as the process of acquiring knowledge and developing the powers of reasoning and judgment. Education may also extend to the acquisition of specialized skills needed for a career or profession, but it is usually understood to require the development of critical thinking, differentiating it from mere job training and from indoctrination.

DeSantis is well on his way to destroying higher education in Florida.

He began with attacks on New College of Florida, a public liberal arts college that was forced to alter its curriculum and programs. DeSantis installed conservative ideologue and education foe Christopher Rufo as a member of the college’s board of trustees, and together they worked to “remake” New College, which immediately lost more than a third of its faculty–a fact DeSantis hailed as permitting the “replacement of far-left faculty with new professors aligned with the university’s mission.”

I don’t know what that mission is, but it sure isn’t education.

Comments