Teaching to Combat Systemic Injustice

A single death is a tragedy, a million deaths is a statistic

The concept  behind the proposition is that when a name and a face can be attached to an injustice, oppression, disease, death… the argument against those negative forces becomes more powerful, personal and visceral. A story can be told about the individual. You can find ways to connect to the person and can relate to their suffering. It could be you or someone you love after all. But as teachers, how do we get our students to understand and identify greater injustices, not just the individual ones-whether they be ones weighing on they themselves or those close to them? How do we prepare today’s children and soon-to-be citizens to grapple with today’s notions that are likely be tomorrow’s problems?

When casualties reach into the millions, real understanding tends to disappear. Maybe numbers like that cognitively become labeled as some ephemeral generic mass instead of being understood as revelatory of a significantly greater issue. For example, one child suffering from exposure to lead in their environment can have tragic consequences, and that tragedy hits us in our heart when we see the face or know the name. But it’s difficult to imagine tens of thousands or more!

Lead causes irreversible damage to a developing brain, so it is especially harmful to children 5 or younger. Symptoms include developmental delays, dyslexia and behavioral problems. Thus lead exposure adds one more serious adversity to the multiple challenges associated with urban poverty, including nutritional deficiencies, reduced access to quality medical care, community violence and poor-performing public schools. (Washington Post, March 7, 2018)

Maybe it’s hard to believe that our leaders here in the land of the free and home of the brave could perpetrate or allow such things on that scale. I mean, so many people being injured, impaired intentionally or through negligence or apathy-advanced societies wouldn’t allow such things, right? Is that the sort of American Exceptionalism™ they want to lay claim to? You do have to wonder why, in what is more or less a two-party duopoly, neither the righteously proud pro-life party nor a supposed party-of-the-working class would address this sort of glaring, life-destroying oppression.

While so many here at home suffer, they instead cooperate in spending tens of billions of American dollars overseas- funding siege war campaigns, and supporting rebel groups seeking to overthrow leaders of sovereign nations (with no formal declaration of war, and despite both the campaign declarations of pre-President Trump and the unpopularity of endless war amongst the population).

Education should aim for better than test proficiency

A sound, basic public education needs to prepare students to grapple with deeper questions once the world becomes theirs. In addition, as part of an increased focus on civics and civic engagement, educators have a responsibility to help students be fully informed about the mechanisms of the government and condition of the world they will inherit in order for them to make the smartest decisions about how to protect their best interests. But back to the essential question:

Today’s leaders wouldn’t act out of such self interested inhumanity as to shirk their obligations to future generations, would they?

Well, do you remember Michelle Wolf’s White House Correspondents Dinner performance-the one that had all the right-wing nancy-boys and Fox News snowflakes rethinking their brave stance on the first amendment (brave at least when it comes to the rights of speed-talking morons like Ben Shapiro to go to college campuses to show off how offensive and smug he’s willing to be). So many people wrongly interpreted Wolf’s comments to be about Sarah Huckabee Sanders and her appearance, when in fact they were aimed at her aversion to the truth. I couldn’t honestly believe there was that much ignorance or hearing impairment in pundit-land, but then I heard a comment on an alternative news source that basically pointed out how no one is even mentioning the last words Wolf spoke as she stepped away from the mic:

Flint still doesn’t have clean water.

So hell yeah, the powerful could, would and do allow atrocities on a massive scale.

Not only do they allow it, they are sometimes supportive and/or complicit and our leaders on both sides of the aisle are exhibit A in that particular shit show. They understand how to perpetuate and brush systemic injustice aside when it  benefits them and their wealthy and powerful allies. Of course individual cases are highlighted for slogans, rallies and all-around exploitation of a political agenda, but mass inequity, injustice and inhumanity are topics to be avoided.

Mainstream media news outlets are no better, allowing for the powerful suctioning away of greater truths to create a vacuum that is then filled with the latest in-the-moment palace intrigue, drama and distraction. The show put on rarely allows for reflection, because just when you lift your head above the waves to snatch a breath, the next wave of bullshit hits.

Our students need to be prepared in a way that only shows bias towards verified truths, not partisan ones.

Being “political” doesn’t have to be the same as being partisan if your continual mission is seeking the truth on any side of an issue and finding a way to engage the issues and others on those issues, putting your thoughts and findings into words. So listening, hearing, analyzing and discussing events and issues all need to be a part of the civic engagement of students. But having them think well means teachers standing in front of them need to also think well. And getting there requires practice.

Think Justice Kavanaugh was simply a hapless and pleasant virgin pray-boy who went to Yale, maybe had a couple beers once in a while, went to church on Sundays and then was suddenly attacked out of the blue by schemers, connivers and rabble-rousers on the left?

Think Chuck Grassley’s sense of justice and decorum was so offended that he just became angered at the behavior coming from the Democrats? Maybe he is just a recent player in politics and is unfamiliar with the game?

Think Lindsey Graham just forgot about defending the sanctity of higher office which he so proudly spoke up for and stood by when hunting down Bill Clinton for an adulterous (but consensual) relationship?

Think that Mitch McConnell repeatedly reaches back to the 1800’s to defend his open obstructionism of Merrick Garland’s appointment to the Supreme Court because he is a purist when it comes to history and tradition in regards to nominations?

Then you have definitely been infected by the right.

Alternatively, do you think that any of the crusty, dusty old establishment leaders on the left really feel bad about tilting the Supreme Court to the right, allowing for a defensive fortification of well-moneyed and corporate influence over policy?

Then you have been infected by the fake left. Probably a more dangerous condition because you’ve been tricked into believing you are “left” when you’re actually just left-ish of where crazy-right is. You might not even be on the side of the activated true-left. Those willing to spend their time speaking truth to power, or even a little time in jail for doing so.

You know, those advocates of “mob rule”

Now the Republicans are running around afraid, talking about the threat of “mob rule”. These rich white men whose pockets get well-lined by other rich white men are shameless hypocrites, not patriots. They have no honor because their political positions  and loyalty are taken out of convenience and to match the agenda of the day. I won’t even comment on morality because elevating their understanding of morals would require a trip to meet them in Bizarro World where they live by some strange code of moral convenience and equivalence.

For example, referring to concerned citizens exercising their first amendment rights as a “mob” intentionally loses the human and familiar face. This makes you forget that Christine Ford could very well have been or be your own daughter, mother, wife, sister… Somebody you care about brushed aside does not inspire you to spontaneously join a “mob”, but instead it lights a fire under you in regards to a specific issue and for a cause near and dear to you. The freedoms of this nation and it’s citizens have been hard won by the masses inspired in this manner, not through the masses obediently complying with the wishes of the fewest and the wealthiest. The arrogance of Chuck Grassley, the staged bluster of Lindsey Graham, and the desperation of Mitch McConnell begs for this kind of response to these elite, privileged old men.

The ineptitude of the leaders on that fake left have only made that mob’s presence and it’s voice that much more necessary. Once upon a time they were called patriots, and their presence reveals the tyranny and cowardice of leaders.

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Dear Lane,

Below are a few excerpts from Lane Wright’s August 7th plea for help. Seems he experienced confusion over how teachers feel about standardized tests and school choice. He wrote in the form of an open letter to teachers, with a request for responses at the end, and I posted a few times in the response section of his article, but the more thorough reply disappeared while the short P.S. stuff remained. Here, I’ll try my best to redo my response, which I guess is good-it gives me a chance to flesh it out better than I could do at the crack of dawn in a hotel lobby.

To any reading this, please read Lane’s piece for yourself first.

Now before I begin, let me say that I totally understand Lane’s confusion. He’s not an educator. He just studies schools from the outside. But with his letter he does far more to show some respect for educators than you’d generally find in the test-driven, data fed, well-funded, never taught but somehow become an edu-authority, reform crowd… so kudos to Lane. Curiosity is an important intellectual trait and inquiry is a vital, foundational skill for learners to have.

Here are those excerpts from Lane’s letter:

Dear Teachers,

-I just read some of the results of a survey and I’m confused. The good people over at Educators for Excellence asked a bunch of you how you feel about accountability and school choice and the answers seem to contradict each other.

-Now let me first say that I’m not an educator. I’m more like a professional student of our public school systems. I love getting insights like the kinds found in this E4E survey. So please take this letter in the spirit I’m writing it. Help me understand better what you’re thinking.

-A majority of you said that looking at student growth from the beginning to the end of the school year was the “most valuable” thing when it comes to measuring how effective you are as a teacher. It’s also the most valuable thing for judging the quality of a school…

-But then I had to scratch my head when I noticed, near the bottom of the list, standardized tests. It was second to last with only 10 percent of you thinking it was a good way to measure a teacher’s effectiveness or a school’s quality.

What I know for sure is that teachers have a bigger impact on the success of kids than anything else at school. I also know you’re closest to the problems, and are in a unique position to find ways to solve them. So please, if you have a chance, write me back and let me know what you have in mind.

Sincerely,

Lane

Here is my response. Again, please go and read Lane’s piece yourself. I am only taking excerpts in order to guide my attempt to help him.

Dear Lane,

I responded to your article in the response section, in an attempt to address your confusion. I was wrapping up a short vacation, away from home, on hotel wifi with my first cup of coffee…That response disappeared! The other short follow-ups are still there, but maybe my tech skills have a two-cup fuel requirement . In looking back, though, “write me back” was your request. It may be that I need to do exactly that. I am sometimes a do it first and apologize later rather than ask permission sort.

It seems that “accountability” and “choice” are you areas of confusion, and I will try to get to them both.

You may note the quotes. I do not like waggly finger air quotes, but you can imagine them if you’d like because like “reform”: “accountability” and “choice” often aren’t what they pretend to be. 

On your first source of confusion, you write:

So here’s my question: How do you measure student growth without a standardized test? It kind of feels like you want to eat your accountability cake and have it too.”

Not sure anyone suggests “without a standardized test”, and that is a little like “straw manning” the debate. Far right hero Ben Shapiro (I’m a poet and didn’t know it!) does the same sort of thing when he suggests “So if that’s the case, (i.e. raising taxes on the most wealthy will help the economy) why not tax everybody at 100 percent and we can have massive growth from here to eternity?” That’s intentionally misrepresenting the other side’s position as an unreasonable extreme in order to undermine that position and avoid a better conversation. But I get that you’re just confused and not doing that-it just risks seeming that way with that wording.

But “growth”, now, is a great place to start!

Back in 2015 I responded to a call from Peter Cunningham at Education Post for inspiring hopes for 2016. Coincidentally I sent in this standardized test-related hope:

I hope the focus for student achievement will steer away from the impersonal and generic standardized testing obsession, and turn instead towards a more holistic preparation of citizens. Empowering/enriching education will no longer be limited to those making rules for other people’s children.

But more important part was the story of inspiration that came last on that particular article. It had to do with my daughter and a sudden and alarming illness that… had it happened to some other child?

I can’t tell you how serious it might have been.

If you know or have heard anything about PANS or PANDAS, or saw a recent 20/20 show about it , you might be aware of far less fortunate parents and children who suffer tremendously. I actually have cried reading stories about parents whose little angels change overnight, say the most frightening things about harming themselves or others, go through destructive rages… In one of the parent groups I’m in, I just yesterday saw a post from a mom who was reduced to no other choice but to admit her 11 year old to a psych ward. She was probably up all night, or maybe more than just a night. Her post included a pic of some comfort food in the space between the front seats of her car (hostess cupcakes and a coke) probably eaten while she sat in the parking lot of the hospital.

Ever surrendered one of your children to involuntary inpatient psych treatment, Lane? I have. Now imagine a career filled with hundreds or more children, many whose struggles may not be so severe, but are either evident just through observation or verified through unfortunate and tragic events.

But I won’t get too far into that here. I would bet the world that your children are blessed with great parents, and I am blessed with an amazing wife who was on top of our situation quickly, and by access to medical professionals who believed us and cooperated with a course of treatment (unlike many less fortunate families). But the really inspiring part of my story was about my school and especially my daughter’s teacher, and the most pertinent part of my response that disappeared from your article was about the toolbox this teacher and any great teacher needs to brings to the job.

It goes way beyond a spread sheet, test scores, and a HEDI effectiveness rating.

Boiled down to a concrete concept, think of “growth”, or development,  like a wagon wheel- but one that expands over time. The center, the core or the hub is the primal, innate, reflexive stuff and the spokes are the reaching out from the core of experiences and learning. In the earliest stages it’s hunger, discomfort, human contact and attention, touch, communication…Then it’s conversation, self-determination, curiosity, exploration… Every time those things are experienced or there is a new experience: spokes are sent out or reinforced, and the wheel grows because the learners “world” (capabilities and cognitive understandings) reaches out farther .

In reality the brain is constructing a network or a web, and the conceptual image should be undulating more like a cloud as it expands, but I want to keep it simple for now because part of your confusion has to do with accountability. Schools are being held accountable for helping learners roll as smoothly as they can through their world, into the future and on to the places they want to go.

So if teachers are expected to be the wheelwrights: have the wheelwrights done a quality job when your wheels are like tiny tricycle wheels with two spokes? For the sake of expediency we can even name those two spokes…uhmmm, let’s call them “MATH” and “ELA”, just for kicks. Will your wagon travel well on these? How about if your wagon wheels are even a normal 4 foot-ish size and have just those two spokes? Who is responsible for all those missing spokes, Lane? If teachers are to embrace their responsibility for only the two, and put their reputations and career on the line for standardized, testable outcomes on just those two, how can teachers trust the wheels will come with all those other spokes in place?

Trust me, capable learners and future citizens need those other spokes, and as a parent I want my own children and my students to have them.

We both know the reality, I think. I am not sure any teacher would suggest dropping standardized tests as a vital measure in the growth wheel, any more than any parent wants their child to have voids or weaknesses where the vital spokes of responsibility, empathy, communication skills, creativity, work ethic, collaboration, initiative… should be. Great teachers know this, and so may like the standardized tests, but not the use of them to abuse children or educators.

My daughter’s great teacher, myself as a teacher, most every teacher I know are accountable every day in every way in real time for all of the spokes whenever a need or a weakness is revealed. And it really seems that those comfortably riding around in gated and guarded communities, in fancy wagons rolling around on sweet wheels with lots of sturdy spokes, with children in “high performing” schools… neither want to share those communities or schools, nor admit that “high performing” “success” and “failure” are about far more than teachers, schools, grit, rigor, and standardized test scores.

As an aside:

Before my kids started refusing the tests I loved them for the information they provided. It didn’t tell me anything I didn’t already know about my own children, but it’s nice to see shady test-metrics verify it, and results informed the academic priorities moving forward for my students. But it’s more about how tests became the measure instead of a measure. And it’s more about the demeaning and dismissing of people who actually exemplify the brass ring of critical thought so highly praised in education today (a.k.a. special interests that show up with concerns for short-lived “listening tours” that end because edu-fakers don’t like to be challenged, and white suburban moms who find out their child isn’t brilliant…you know, professionals and parents).

Hopefully that helps clear up the issue of why teachers like the tests but not so much for the brand of accountability being marketed by those who really don’t seem to be putting children first. At the very end I  might either do a “what can we do about that” or link you to part one of a series I am doing on that very topic. First, I need coffee.

Okay, I am back. On to “choice”.

From you:

As I mentioned earlier, accountability isn’t my only conundrum. You also seem to want it both ways when it comes to school choice. You say you support choice, but only when it doesn’t “drain resources” from other schools. Three-quarters of you said that was your biggest condition for accepting school choice.

How might that work, exactly? I’m not asking rhetorically—I really want to know.”

Great questions begging for that “better conversation”! Again, points for not being an educator, but thinking like one.

Unfortunately, “choice” is market speak-representing with words an ideal that is ephemeral at its worst and an inconsistent reality at its best. Like “American Exceptionalism”, which ranges in it’s execution from standing for the anthem to starting ill-conceived and undeclared wars, “choice” can mean a bunch of different things with varying degrees of honesty, although the sales pitch is almost unwavering:

  • Parents are entitled to…
  • Parents have a right to…
  • Your zip code shouldn’t…

These are just three ways the argument for “choice” may begin, but they all largely focus on the rights and entitlements of parents to choose an educational path and approach for their children, while what they really mean is that parents should have access to choose a different, and better school from a market of school options. Here again I feel your confusion, but that might be because you maybe haven’t been exposed much to the original educator-and-social-fabric-driven concept of choice, and have been infused instead with the gigged-economy, piece-it-out-for profit-and-efficiency concept. Like you are a “student of our public school systems”, I am a student of political rhetoric and policy shenanigans and idealistic political B.S. that camouflages hidden agendas.

My fire was lit when, at the age of 13, I saw an actor demean a true public servant in a presidential campaign debate. I don’t mean Trump and Clinton, who neither fit into either category satisfactorily. Reagan was the beginning of the end for both integrity and a real Democrat party. “Trickle down“, “plausible deniability“, “A Nation At Risk“… Don’t get me wrong, I never wanted to be a politician, but accountability starts there, and there is where the “blame schools and the public commons, but empower private enterprise and the rich to make us all better” mindset really took hold in both parties.

Teachers and parents who know better might understand the wagon wheel concept. Or have heard of “choice” and about the rights of parents, but know the stories of children pressured out of the choice school, parents compelled to sign non-disclosure agreements or contracts to participate in political rallies, the promotion to near celebrity status of characters like Michelle “Broomrider” Rhee, Capital Prep’s Steve “Cockroach” Perry, and Eva “The Martyr” Moskowitz…

Trust me, you aren’t the only one confused. It’s the same sort of thing when a hope and change president leaves you with little hope and no appreciable change, or when a non-educator with a lack of respect for critical thought, truth, teachers and parents gets put in charge of the education of an entire nation. Talk about confusion-eh?

But hey, I have what I think is a straight-forward question you might be able to help me with. Whenever I ask it, I am immediately accused of being white, teaching in a white school, having taught very few children of color, not being willing to put my child in a “failing” school, risking aligning myself against parents (sorta like the NAACP supposedly did when they took the position of wanting charters of more verifiable quality) …a bunch of things not even related to the question, but I never get an answer.

Do supposed “choice” schools benefit in performance and reputation by only enrolling the children of actively involved parents who value education enough to effectively seek out a “choice”?

Help me, if you would. I think the closest thing to a response I could respect came from Chris Stewart who said something like:

“I don’t care about the politics of choice I want better schools…”.

(Chris, if you read this and I’m getting it wrong please correct me. Just know that this is the kind of honest response and commitment to a real agenda I respect, so I am not trying to use this against your position. “Better schools” is a great position. How that needs to happen, and who deserves praise/criticism for what, might be where we diverge).

But towards a wrap-up: Where I, as a parent and a teacher start to back away from “choice” is when it becomes clear that not all parents and choices are welcome if they don’t promote/protect the “choice” narrative. I once posted a piece about a parent whose child struggled with the same condition my daughter did, and was being threatened, persecuted, almost prosecuted by the “high-performing” Florida charter her child was in because the school didn’t want to provide that child services.

A champion of parents rights and choice schools asked “Did you contact the school for their side, or just take the parents word on faith?” A fair standard if equitably applied.

But Lane, while you are one of the few who has attempted to do this honest sort of reach out-the stories of parents not served in their public schools (who fled to a charter that provided the support/programming that helped their children thrive), are used intentionally and ubiquitously. It’s the silence on “choice” inconsistencies, even if unintentional, that is the tell.

Teachers, like parents, know that it all starts with the child, the learner, and their needs. And if a student has a need, then their school should be empowered to provide for it. The choices for pathways and programming and resources and equipment should be available, not “accessible” (like the GOP “health care” vision). In their schools, provided by professionals, all supported by the community, all stakeholders held accountable…

It starts with the children and their needs. Any deflection from that is the real “dodge”, not questioning the lame diversionary system of reform through testing and choice being pushed.

I’ve got Dad stuff to do, and might do more later. For now, check this out and consider the facets of that wagon wheel as the framework for honest accountability and the starting point for a better conversation.

Sincerely,

Dan

 

Let’s be Honest, Trump Supporters

Dear Trump supporters,

So, what’s next?

Let’s be honest: I guess there could be a plan for the greatness to come raining down-but based on what I’ve seen I’m having an awful hard time imagining how and when that rain will come. And on who it will fall.

That stuff trickling down now?

I’m no Russian prostitute but it doesn’t feel like greatness or smell like rain. You must know it too-at least some of you, because Bernie Sanders is still showing up, speaking truth, drawing crowds and making sense. He has been described as the most popular politician in the country. He’s even going to some Trump-voting, Republican strongholds and winning the crowd over by simply telling them the truth. That’s something the Democrats failed to do in the primary season. Win over crowds, tell the truth, and so on.

You know Hillary Clinton was forced on you just like she was forced on all of us, right?

But I don’t blame anyone for picking Trump. I often go right when I’m told I have no choice but to go left (especially if it’s a pretend lesser-of-two-evils left). I didn’t vote for either bad choice but many states went to Trump because he was able to tap into the frustration of a large number of Americans tired of being lied to, tired of waiting, and frustrated with corporate bought Democrats who had no spine. Americans that are either in crisis-poverty, on their way to it, or are one catastrophic event away from it were desperate for someone to speak to them. Trump did that ,managed to distance himself from establishment Republicans, and it honestly has been both Democrats and Republicans that have cooperatively ushered the U.S.down a path to a hell of perpetual war and income inequality, with the only difference being how nicely they lead.

We the People, meanwhile, trudge along wondering why things continue to get worse.

Our news media, in the meantime, has abandoned journalism in exchange for a selective and biased narrative that protects the parasitic two-party, pro Wall Street, pro-war system.

That’s that’s why we get fake news. In a recent letter to the editor I described it this way:

“Fake news” includes news that won’t tell you that today’s Democrats are simply Republican-lite, and the Republicans are like…well, let’s just say the choice is between someone punching you in the face and telling you it will “make us great again”, and someone else who will smile and put on a boxing glove before they punch you in the face-then say you should be grateful for the glove.

So now? We’re getting the fist. A recent insight on Team Trump’s plan to either eliminate or sponge money out of programs for the many to bankroll the dreams of the few came from White House Budget Director Mick Mulvaney. He shared the proposal to take food away from poor school children (this after the meals on wheels scare, which was only partially true). Mulvaney says that research just doesn’t show that feeding children is effective. Kids just ain’t responding to the support they’ve gotten with greatness, I guess.

“They’re supposed to be educational programs, right? That’s what they’re supposed to do, they’re supposed to help kids who can’t — who don’t get fed at home, get fed so that they do better at school. Guess what? There’s no demonstrable evidence they’re actually doing that.” (Mulvaney at a press conference, Thursday, March 16th, 2017)

I haven’t figured out what results he’s expecting. I don’t know what research he’s looking at, or if it’s data sourced through the same think tanks that hit Trump’s twitter feed in the “wee hours” of the morning (that’s when an old guy might have to get up out of bed to go wee, by the way). But from the perspective of a guy that has real human children and has been teaching in actual public schools for nearly a couple decades I can tell you feeding hungry kids at school, if you know they won’t get fed at home, is the right thing to do. To reassure those concerned, though, Mulvaney said that the plan to stop feeding kids is about “being compassionate” .

If I figure out the compassion angle I’ll share, but I am just not getting the compassion vibe from much of anything coming out of this administration.

I know, touchy-feely caring stuff is left and liberal, but if your concerned with how money might gush in one direction, consider how it already gushes. Up and away from the people who work the hardest and need it most. I see it every day in the children coming to school, my family, and people I’ve known nearly my whole life.

One example is my friend June, a woman I have known since we were both practically children. I think I was 14 and she was 13 when we met, but that was so many years ago I can’t remember exactly. It was a summer bible camp, way out in the country with one of those churches, in one of those places and on one of those roads from my past I’ve described before. We stay in touch online, and we get to watch each other’s daughters grow, clown around, achieve…She works hard and does right by her kids and as a teacher I can say this makes all the difference, in the end. Children raised right are children who come to school ready to learn and equipped to achieve.

June wrote this:

Someone recently said I expect everything handed to me. Obviously, they don’t know my life. I start every day by warming a heating pad while my coffee brews. Trying to decide where to put it first. Because, by the end of the day, I will barely be able to walk. I clean houses all day every day. If I ever sit down at night? I promptly pass out.

She has worked her whole life. Even harder now that she has children, which means that not only is she working harder in this economy that tends to reward most those who work the least-she also sacrifices to make sure she continues to do right by her children.

I haven’t had healthcare in more than three years. I simply cannot afford it. Not if I want to keep the lights on and feed my kids…

I have literally had one day off in four weeks. And I will have a grand total of one day off in the next four weeks. Once a month… I finally get to sit down and rest. 

Yes… I believe in universal healthcare. No human being should suffer because they don’t have money to pay. I sit hear thinking what the hell is wrong with anyone who believes differently. I don’t want billions spent on a stupid wall… just so we can “protect” our bigotry and greed.

Livvy recently had a project at school. They asked what she would do with $100. She didn’t answer with clothes, a phone, new gadgets. She said she would start a charity to help people in need because she doesn’t want anyone to live a bad life.

THAT is what I work myself to death for. To raise decent human beings. Who care more about others than they care about a dollar.

I don’t have a damn thing handed to me. And I don’t expect anything either. I work my ass off. I pay my bills. And I’m raising two awesome, kickass girls. I hope they go out into this world with kindness and compassion. I hope they never see someone suffering and think “too damn bad”.

Millions will lose healthcare. Apparently, it’s no longer effective to feed the elderly either. And we don’t give a crap about the environment we all need to survive.

America is categorically NOT looking great again. It’s going to hell. If you think differently and are my friend? Obviously, I love you for many other reasons. But that is not one of them.

In closing, Trumpsters (I know, it rhymes with “dumpsters” but that’s not my fault), I’m just looking for an honest guess from you at what comes next. I’m trying to connect how golf trips, militarism, thin-skinned tweeting, suggestions that the first amendment might be altered to save the president’s feelings, loading all sides of government and his inner circle with billionaires and family… I’m wondering how it connects with his repeated promises to “drain the swamp” and give government back to the people. You know, make us great.

Is this all what you hoped for, or is it what you deserve? It’s definitely not what I was hoping for or what hardworking parents like my friend deserve.

Sincerely,

A guy who will work to get your guy and others like him out of office.

It’s true, I support education reform

Public Education Needs to be Reformed

It’s true, I am in favor of school reform. We need school reform because times have changed and are changing-and it isn’t all good. Changing so much, in fact, that public education needs now to be thought of as more than a mere step-up to opportunities in life but also as the bulwark against the offensive forces depriving us of opportunities to truly thrive. A recent New York Times article describes the economic decay eating our nation from the middle out:

Younger households have borne the brunt of the slowdown. Those headed by people aged 30 through 44 are more likely to be lower income — and less likely to be middle income — than in 2000

These are our parents, our families, our neighborhoods. The jobs, the income, the opportunities waiting for high school graduates, college graduates, and young people looking to start families and lives and join these communities…those things that once strengthened and stabilized our nation and its economy…they just aren’t there the way they once were. The problem is that the public sector, used, abused and abandoned by the buyer-owners of policy, have been scapegoated for the conditions created by financial and political shenanigans of those buyer-owners. The scapegoats aren’t so much “public” as in parents and families (needed as a force to win over and then turn upon their own neighbors, schools, those just under-and-over class compared to them…). The culprit pointed to was the public sector worker with any amount of job security, social and financial stability, or likelihood for advancement.

Those apparently became only for the wealthiest and/or those connected to policy. People who began to revolve in and out of corporate advisement, political appointment, and “non-profit” advocacy regardless of their experience, performance or content/clarity of their message.

So education reform was launched and flown by these forces-less experienced in education or interested in educating citizens; more interested in training future citizens for survival in and compliance with the currently destructive system.

A truer reform effort, different than the current one grounded in a campaign of misdirection and misinformation, will be one that doesn’t just toss about words like “school choice” or “teacher quality” when it plays well in snips and snaps. It will be about more than a collection of arrogant and privileged non-educators playing education expert-partnering with policymakers to avoid the real issues and replace those issues with tests and data. True reform will come after a deepening of the debate regarding what those terms (and others used in current reform’s dodge, duck, dip, dive, and dodge[i]  style talking points) mean for who-and what efforts need to be made to move us forward on a better path.

Regarding a better path:

First off, let’s be honest: if you fail to get adequately educated your outcomes are less likely to be desirable. Surprised? I hope not, but current education reform narratives are built on this understood truth as if it’s some new epiphany limited to those who are behind the school reform campaign. Their evidence that schools are failing include a long semi-legitimate list (remember, I believe reform needs to happen but we need to replace theater with thought): that so many more young people are struggling in school; that so many are failing in school; that so many leave high school and attempt college unprepared; that so many drop out or are expelled; that test scores aren’t what they should be…it goes on and on.

The reform campaign, while likely to produce improved outcomes (“survival”?) for some, was initiated under an umbrella of blame that is not convincing. Sure we can all be better, should want to be better, but the propaganda can get a little outrageous-and it must be kinda fun too. I’m sorry, but there’s a twisted part of me that wants to travel back in time and be a fly on the wall for the conversations that rocketed Rhee from lousy teacher for a few years to nationally renowned teacher humiliat-er  and education expert. For those who can reach back to the classics and make this connection, I am going to give reform-think a shot:

The only reasons Charlie Bucket made it to the final round was that he was a disconnected white child of privilege, and because Willy Wonka ran a shoddy, narrow vision failure factory (and was himself an overprotected failure…probably a pervert too), and all his products were wrapped in shiny packages but contained little real quality. Actually, Charlie didn’t really earn that factory…he was just given it because Willie didn’t want to hold him to a higher standard!

What many reform advocates avoid is a discussion about the undeniably correlated factors that 1) impact a learner’s ability to take advantage of opportunities and in concentration can place hurdles in the path of a school’s academic mission-turning it towards a more social one; and 2) encourage market forces to undermine the goal of having a truly educated citizenry, turning the goal of public education towards feeding the free-market furnace. It didn’t take long for reform narratives to shift to “the most important in school factor…”

But of course. That’s like an arsonist avoiding responsibility by saying the most important in home factor in preventing fires is a fire extinguisher. The market seeks to undermine, blame and maximize economic and social control.

Under Obama, the privatizers—led by Bill Gates and the Walton family—have opened a huge area of government to an industry led more by entrepreneurs than teaching professionals

While this did come from Alternet, I wouldn’t categorize it as just typical Alternet alarmist-speak. The folks involved in test-based accountability and common standards are pretty much on the record salivating over the opportunities available in the edu-product market-especially those available once citizens are compelled to comply with common standards, becoming a large population of standardized consumers.

What do you suppose education reformers and our leaders intend for the world our children are growing up in to? Is it a “civil right”-is it right at all, for us to demand, test and punish a growing number to ensure that a few more will merely survive?

Can we do better with a refocused brand of reform for all of us?

[i] Patches O’Houlihan, dodgeball legend