education – Page 4 – Sheila Kennedy

Some Encouraging News

Despite my constant negative rants, I have always considered myself an optimist. That optimism, struggling though it is, leads me to believe that the current cycle of racist backlash and the frantic efforts to turn back the clock by Christian Nationalists is beginning to abate.

Granted, those efforts still pose a considerable threat, but there are signs that the war on modernity is slowly losing ground, and we need to acknowledge them.

What was once a political party with a reasonably cohesive agenda is coming apart. For example, the GOP climate change deniers trying to keep companies from investing or otherwise doing business with environmentally and socially “woke” enterprises are angering longtime Republicans whose businesses are responding to reality–not to mention the demands of environmentally and socially responsible customers.

Other indicators:

Polls of the electorate show that a majority of young voters identify as Democrats, and that the crazed antics of Congressional Republicans have begun to turn off older voters.

Calls for higher taxes on the obscenely undertaxed wealthy are growing.

The ubiquity of cell-phone cameras has brought increasing urgency–and potency– to the longstanding calls to reform policing and address racism.

Foundations, not-for-profits and others have recognized the danger to democracy posed by local “news deserts” and have been sponsoring new efforts at local journalism intended to remedy the dangerous dearth of information that has resulted.

And in the wider society, we may be seeing less resentment of “elites”– defined as educated Americans. I was particularly relieved to come across this article in Axios about an increase in the number of students studying the humanities.

The pro-STEM movement has gutted high school and college humanities programs — but there’s some evidence of a post-pandemic revival afoot, Jennifer A. Kingson reports.

Why it matters: In academic circles, humanities’ decades-long decline is blamed for the proliferation of falsehoods on social media, crass political discourse, the rise in racism and the parlous state of democracy (not to mention our etiolated vocabularies).

Driving the news: When the University of California, Berkeley, reported an uptick in humanities majors this academic year, there was elation — and shock — at the prospect of a trend reversal.

The number of first-year Berkeley students declaring majors in the arts and humanities — which includes English, history, languages, philosophy and media studies — was up 121% over last year.

The number of high schoolers applying to Berkeley with the intention of studying humanities was up 43.2% from five years ago, and up 73% vs. 10 years ago.
Some other schools — such as Arizona State University and the University of Washington — have also seen a rise in students declaring humanities majors.
What they’re saying: “Students are turning to the arts and humanities as a way to make sense of our current moment,” Sara Guyer, dean of Berkeley’s division of arts and humanities and director of the World Humanities Report, told the university’s news service

Why do I believe that study of the humanities and liberal arts is so important?

“Paradigm” is one of our contemporary, and overused, buzzwords, but it is an appropriate word to use in connection with the importance of the liberal arts, because the liberal arts give us the paradigm we need if we are to function in an era of rapid change.

We inhabit a world that is increasingly global and–despised as some people find the term and the reality it describes–multicultural. A familiarity with human history, philosophy, literature, sociology and anthropology prepares us to encounter, appreciate and survive in that world.

The liberal arts teach us to be rational and analytic in an increasingly irrational age. They teach us to be respectful not just of results but of process–to understand that “how” and “why” are just as important as “what.”

Most important, from my perspective, the study of the liberal arts is based upon a profound respect for the importance of genuine human liberty. The life of the mind depends upon the freedom to consider any and all ideas, information, points of view. It cannot flower in a totalitarian environment. Technocrats can live with Big Brother, but poets and philosophers cannot.

It may be trite, but it is nevertheless true that learning how to communicate and learning how to learn are the essential survival skills. If all one learns is a trade–no matter how highly compensated the particular trade might be–he or she is lost when that trade is no longer in demand. But even if that never happens, lack of familiarity with the liberal arts makes it less likely that an individual’s non-work life will be full and rich.

There is a difference between learning a trade and acquiring an education. That difference is the liberal arts.

So–modest as they may be–harbingers of positive change….

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The White Supremacy Party

In a recent newsletter, Robert Hubbell summed up the path Ron DeSantis is pursuing–the path he clearly believes will garner him the GOP’s Presidential nomination.

Amid the torrent of reporting on Ron DeSantis’s attack on critical race theory and intersectionality, the quiet part is often left unsaid. So let me say it: DeSantis’s educational agenda is code for racism and white supremacy. (Other parts of his agenda seek to erase the dignity and humanity of LGBTQ people.) DeSantis’s invocation of “Western tradition” is meant to suppress knowledge regarding the people (and contributions) of Asia, Africa, South America, Oceania, and the Indigenous Peoples of the Americas. See Talking Points Memo, DeSantis Makes 2024 Ambitions Clear As He Pours Gasoline On His ‘Woke’ Education Fire.

Given DeSantis’s generalized ignorance, his call to focus on “Western tradition” is a slippery slope that will inevitably lead to the discussion of unpleasant truths about America. For example, the enslavement of Black people was a “tradition” in North America for 246 years—and the abolition of that evil practice is relatively recent (155 years ago). So, a college course that honestly addresses the Western “traditions” of North America should include an examination that the role of slavery played in the economic, social, and political development of America.

The New York Times, among other outlets, has covered DeSantis’ various attacks on “woke” instruction, noting that it is part of “An unrelenting assault on truth and freedom of expression in the form of laws that censor and suppress the viewpoints, histories and experiences of historically marginalized groups, especially Black and L.G.B.T.Q. communities.”

The Times didn’t mince words.

Under Gov. Ron DeSantis’s “Stop WOKE” law — which would limit students and teachers from learning and talking about issues related to race and gender — Florida is at the forefront of a nationwide campaign to silence Black voices and erase the full and accurate history and contemporary experiences of Black people….

The same reasons that the “Stop WOKE” law is blocked from enforcement in university settings hold for elementary and secondary schools. As a federal judge ruled in November, the law strikes “at the heart of ‘open-mindedness and critical inquiry,’” such that “the State of Florida has taken over the ‘marketplace of ideas’ to suppress disfavored viewpoints.”

The most important point made by the Times–and confirmed by DeSantis’ obvious belief about the most effective path to the Republican nomination–is that it is nakedly racist and homophobic.

It is no longer plausible to maintain that the GOP base is composed of anything other than White Christian Supremacists.

DeSantis is currently the most shameless panderer to that base, but the evidence is nation-wide–and public education is currently the favored target. After all, if children are taught that all people are human and that America hasn’t always treated “others” that way, they might grow up to be “woke.”

DeSantis is simply doing publicly what GOP officials in other states are doing somewhat more circumspectly. Examples abound.

Think the voucher movement is about giving children educational options? Think again. There’s a reason that so many of these programs lack accountability–here in Indiana, SB 305 vastly extends the availability of vouchers–but places the program under the “oversight” of the State Treasurer–not the Department of Education. It has no mechanism for assessing educational value.

In Ohio, laws presumably governing home schooling failed to shut down a Nazi home schooling curriculum.

Antifascist researchers known as the Anonymous Comrades Collective first identified the couple, who participated in a neo-Nazi podcast under the names Mr. and Mrs. Saxon, as Logan and Katja Lawrence of Upper Sandusky in Wyandot County. The group’s work was the nexus for a story about the couple in Vice News.

Their Telegram channel, started on Oct. 23, 2021, is called Dissident-Homeschool. It features suggested content that is racist, anti-Semitic and homophobic, as well as factually inaccurate. It includes cursive practice sheets with quotes from Adolf Hitler, suggested content about Confederate General Robert E. Lee and civil rights leader Dr. Martin Luther King Jr., which included an unfounded conspiracy about Jewish people. The Telegram channel offers a suggested math lesson with a story problem attributing crime to different races.

There’s no way to tell how many other “home schoolers” use that channel or similar materials. I see nothing in Indiana’s voucher proposal that would allow the state to monitor for such use–or for that matter, educational value of any kind.

Well-meaning Americans tend to look at the various movements of Proud Boys, Oath Keepers and others as outliers, a few twisted individuals who have succumbed to ignorance and hatreds that nice people largely relegate to the past.

DeSantis recognizes what those well-meaning folks don’t: ignorance and racism elected Donald Trump, and–if enough votes can be suppressed– may well lift him into the Oval Office too.

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Well, Give Them Points For Honesty

Readers of this blog may be tired of hearing my periodic rants about the GOP’s war on public education. If so, they need to skip today’s meditation.

I have my own suspicions about the real reasons for their animus. As political scientists and educators have repeatedly pointed out, public schools are constitutive of a public; in a rapidly diversifying population, public education is one of the few remaining “street corners” where differences in background, religion and ethnicity can be honored under an over-riding philosophy of governance. Public schools are where we can at least make a stab at attaining e pluribus unum–out of the many, one.

That lofty goal is what the war on public education is really about.

Granted, some of the GOP’s privatizers see voucher programs as a way of killing off the hated teachers’ union, and others evidently just despise anything government does–convinced by arguments from ALEC and the Koch’s network that the private sector does absolutely everything better than government, despite decades of research confirming that voucher schools fail to improve educational outcomes.

But at its base, the war on public schooling is a war on the way most of us understand America’s Constitutional philosophy and aspirations.

Living up to those aspirations requires knowing about the country’s past successes and failures. It requires civics education that emphasizes an important element of citizenship–the American principle that the law should treat citizens based upon their behavior and not their skin color or religion.

Those principles– and others that flow from them–are currently considered “woke” by America’s White Christian Nationalists. That’s the real basis of their attacks on the institutions supporting them, and sometimes, in unguarded moments, they admit it.

The New Republic recently reported on “School Choice Week.”

It’s National School Choice Week, that annual right-wing P.R. campaign to defund public schools that pretends to really just care about the children. But this year’s NSCW comes with a twist: Amid conservatives’ outcry over history lessons on race and LGBTQ rights and awareness in schools, some proponents of the “educational freedom” movement are pitching it as an antidote to the supposed indoctrination of students by leftie teachers and administrators.

In an interview on Tuesday with Fox News host Harris Faulkner, South Carolina Senator Tim Scott framed “school choice” as a way for parents to give their children a proper education free of woke lessons. “ABC, not CRT—it’s that simple,” said Scott, referring to “critical race theory.” “We need to teach the basics of education. We don’t need to teach people that, because of the color of your skin, you’re an oppressor or a victim.” (Scott introduced a resolution on Monday to officially recognize National School Choice Week. He was joined by many Republican senators, including Tom Cotton, Ted Cruz, and Rick Scott—and a lone Democrat, Dianne Feinstein.)

The Educational Freedom Institute, and the Center for Education Policy at the Heritage Foundation argue that “school choice” can “help level the playing field” in the struggle between “conservative families” and “progressive teachers” who want to “proselytize” in the classroom

Attacks on public education are getting a second wind from reactionary resistance to the progress of Black, Brown and female Americans.

“Families should not be stuck in an education system that actively undermines parental rights and ideologically grooms children,” argued Kaylee McGhee, a deputy editor at the Washington Examiner, on Monday. “They deserve the freedom to yank their students out of a school that disrespects their values and send them to one that better fits their needs.”

But McGhee gave the game away later in her piece—that “school choice” is really about forcing school districts to align with right-wing ideas of education, or otherwise wither away from a lack of resources.

Ironically, the great majority of people who embrace Ms. McGhee’s “values” are largely rural–and as I’ve repeatedly pointed out, most rural areas are too thinly populated to support private or religious alternatives to those “woke” public schools. In their zeal to fight accurate history instruction that they inaccurately label CRT, and to ban books of which they disapprove, GOP lawmakers are draining resources from existing schools in rural areas–rural folks only option other than home schooling.

As the linked article notes, what’s missing in these diatribes from McGhee, Scott, and others is any actual concern for the nation’s children– the 90% of students who remain in public schools whose funds are being diverted in the name of “educational freedom” as well as the children whose parents believed the marketing and put their kids in a fly-by-night voucher school that went out of business.

This fight has never been about the quality of education. At least now, some voucher proponents are admitting it.

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Education And The GOP

Yesterday, I posted about the continued effort by self-described Hoosier”conservatives” to expand the state’s already massive school voucher program–a program that has failed to deliver the educational benefits that justified it in the first place, while deepening the divides between Americans of different races and religions.

A few days ago, I had coffee with one of Indiana’s most conscientious and effective state senators–Fady Qaddoura (who also happens to be a former, excellent student of mine)– who has introduced a bill to fully fund pre-kindergarden in the state. We discussed that proposal and several other education measures that have been or are likely to be introduced during the legislative session that just began.

In addition to the coffee with Senator Qaddoura, I’ve scheduled meetings with several other people who are knowledgable about both education policy and the Indiana General Assembly. (My retirement allows me to dabble in matters that interest or infuriate me, and–with some prodding from my youngest son–I’ve decided to follow education bills in this session.)

In the course of our discussion, Senator Qaddoura pointed to a very interesting–and very revealing–aspect of voucher legislation that had not previously occurred to me.

The GOP’s voucher program classifies families that earn up to $145,000 per year as “poor” enough to qualify; so the state pays for their kids to attend private schools. When it comes to qualification for state-funded childcare and/or pre-kindergarden, however, families bringing home a mere $27,500 are “too rich” for their children to qualify.

This makes perfect sense–if the actual goal of the voucher program is to encourage an exodus from the state’s public schools, a goal that furthers other obvious goals of Indiana’s GOP: destroying the teacher’s union, and finding a “work-around” of the First Amendment’s prohibition against funneling tax dollars to religious organizations.

The difference in those definitions certainly sends a message about which Hoosiers our Republican legislators are there to serve.

The session has just started, but thus far, a proposall being referred to as the house’s “High School Redesign” bill has been introduced and given a low number (H.B. 1002), suggesting that it is is a GOP priority. As another friend described it,

Basically, it is a new voucher-like program for high schoolers who would get some of their education through an employer/a company. Student support dollars would follow the child to pay for this experience.

I haven’t yet read the bill, but if my friend’s description is correct, it looks like yet another effort to divert dollars from public school classrooms–at a time when Indiana ranks 41st among the states in teacher pay and the state’s public schools have a massive teacher shortage.

Then, of course, there’s the culture war. Education lobbyists fully expect that an anti-CRT bill will be filed, and probably a “Don’t Say Gay” Florida rip-off.

One “culture war” effort that previously failed has already been refiled. It is back again in both the House and Senate (HB 1130 and SB 12). The bill’s synopsis reads:

Synopsis:Material harmful to minors. Removes schools and certainpublic libraries from the list of entities eligible for a specified defense to criminal prosecutions alleging: (1) the dissemination of material harmful to minors; or (2) a performance harmful to minors. Adds colleges and universities to the list of entities eligible for a specified defense to criminal prosecutions alleging: (1) the dissemination of material harmful to minors; or (2) a performance harmful to minors.

I assume that the identification of “harmful” material includes any reference to the existence of LGBTQ Hoosiers, and that the inclusion of “performance” is aimed at those “grooming” Drag Queen Story Hours. (Can’t have someone in a costume reading Green Eggs and Ham…)

Also on the culture war front, there are a few bills that would turn Indiana’s currently non-partisan school board elections into partisan contests. (Wouldn’t want a Democrat sneaking onto one of those school boards…)

There is some good news. In addition to Senator Qaddoura’s bills (one of which includes tightening oversight of charter schools) there is evidently a possibility that Indiana will finally join the great majority of states that pay for textbooks.

I realize that many if not most of the people who follow this blog don’t live in Indiana–and may be uninterested in details about our regressive legislature. That said, these efforts are hardly confined to Indiana. ALEC provides the templates for many of these bills to numerous states, and observers fully expect our General Assembly to “borrow” from states like Florida, where Governor “what Constitution?” DeSantis and his obedient minions in that state’s legislature continue to wage war on gays, “woke” corporations and academic freedom.

Unlike Vegas, what happens in The Backward States does not stay in The Backward States.Unfortunately.

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Choices

I recently came across a Facebook post that perfectly summed up America’s continuing failure to make sane public policy consistent with the country’s founding premises. It pointed to the absurdity of far-right definitions of “freedom”:

You can regulate a human body, but not a coal plant. You can regulate the speech of a teacher, but not the money-as-speech of a corporation. You can coerce a child to pray in school, but not keep guns out of the classroom.

“You” are American lawmakers.

The post attributed these truly insane results to the Supreme Court, and the Court certainly deserves a considerable part of the blame, but so do the lawmakers who play to–or are part of– the Rightwing fringe.

The Indiana legislature is a good example. In the wake of the Dobbs decision, our legislative overlords took hardly any time to ban abortion, but has struggled–and frequently failed– to regulate environmental hazards. The state has the most miles of rivers and streams too polluted to swim in, and we also lead the country in toxic emissions, among other deficiencies. The legislature’s focus on culture war issues routinely takes precedence over concerns for public health, and lawmakers’ concern for the rights of farmers and utilities just as routinely outweighs concerns about the environment.

Our Hoosier lawmakers have a long history of telling teachers what to do–from older efforts aimed at prescribing how they should teach reading to periodic instructions about “character” education, to the more recent efforts to keep them from teaching about the less laudatory parts of our history or recognizing the existence of LGBTQ citizens. These persistent efforts have not been matched by efforts to restrain the influence of corporate dollars.

And don’t even start me on the Indiana General Assembly and guns. The pious hypocrites who continually try to shoehorn God into public school classrooms–and failing that (due to that pesky First Amendment Establishment Clause) support the vouchers that siphon money from Indiana’s public schools and send them to private religious schools–continue to make firearms more easily available, most recently by ignoring law enforcement testimony and public opinion and eliminating the need to obtain a permit.

The hypocrisy is overwhelming.

The same “freedom fighters” who were outraged by mask mandates during the pandemic see no inconsistency with mandates to carry a pregnancy to term. They claim the “God-given right” to be free of a minor inconvenience that would protect their friends and neighbors, but are perfectly willing to interfere with medical science and the bodily autonomy of women.

Lawmakers who are solicitous about protecting factory farms from “onerous” regulation show considerably less concern about protecting the environment and the health of their constituents, despite evidence that those farms are massive polluters.To focus on just one element of that pollution, researchers tell us that industrial livestock farms produce up to 1.37 billion tons of manure annually—and that that’s 20 times more fecal waste than the entire U.S. human population, posing serious pollution risks to water and air.

The Indiana lawmakers who insist upon protecting the untrammeled, unimpeded right to own guns–including weapons more appropriate for war than personal protection–are blithely unconcerned with the havoc and death those weapons cause.

IN AN AVERAGE YEAR, 931 PEOPLE DIE BY GUNS IN INDIANA. WITH A RATE OF 14 DEATHS PER 100,000 PEOPLE, INDIANA HAS THE 19TH-HIGHEST RATE OF GUN DEATHS IN THE US.

In Indiana, 61% of gun deaths are suicides and 36% are homicides. This is compared to 61% and 36% respectively, nationwide.

The rate of gun deaths in Indiana increased 30%↑ from 2009 to 2018, compared to an 18%↑ increase over this same time period nationwide. In Indiana, the rate of gun suicide increased 24%↑ and gun homicide increased 49%↑ from 2009 to 2018, compared to a 19%↑ increase and an 18%↑ increase nationwide, respectively.

Across the nation, deadly attacks on schoolchildren are accelerating. The same legislators who are willing to tell education professionals how to teach and what to say remain unwilling to require even minimal background checks as a condition of buying the lethal weapons increasingly used to mow down the children in those classrooms.

There are, obviously, many other examples of misplaced legislative zeal.

The basic question citizens need to confront is: what is government for? What sorts of rules should government have the authority to impose, and what matters are properly left to each individual?

Our system was founded on the principle that Individuals should be free to pursue their own ends–their own life goals–so long as they did not thereby harm the person or property of someone else, and so long as they were willing to accord an equal liberty to their fellow citizens.

Hoosier lawmakers continue to get it backwards.

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