Dear Parents, Your Children’s K-12 Education Is Already Very Conservative by P. L. Thomas

So true. Schools are generally a far cry from "wokeness." The curriculum is abstracted from so much of real life to begin with because teachers already either self censor or they are themselves ill prepared to engage diversity and inclusion in deep and meaningful ways—which is why we need a teacher workforce that is itself culturally diverse.

This void in the curriculum is why we have a robust Ethnic Studies movement at play, nationally, in K-12 education. N.B. I've posted many pieces on this movement throughout the years. Hence, what we are seeing now with all the anti-CRT bills is not at all a coincidence, but an actual backlash. 

Dr. Michael Apple in his own work refers to this as the ongoing project of "conservative restoration." The danger is, of course, eliminating the franchise and putting democracy at risk. That's why the Texas democrats are in Washington, D. C. right now, breaking the special legislative session quorum to keep their voter suppression bill (SB 1) from becoming law. 

The point of this piece is to point to how conservatives themselves are being duped by hyperbolic republicans who are screaming the lie of institutionalized "wokeness" to hide the truth about their not being about diversity and inclusion at all, despite our inescapably and increasingly highly diverse society.

Instead, they're about maintaining our nation's highly unequal status quo and preserving their incumbencies, like the autocrats that we associate with countries other than our own. This is fascism. Yes, the "f-word," and it represents an existential threat to our democracy.

Viewed this way, the miseducation and under-education of our youth is about preserving white, Anglo Saxon Protestant (WASP) power in U.S. society. The issue is not the teaching of Critical Race Theory—which is not actually happening in our public schools—but in teaching actual history, including the inconvenient truths, that embarrass them. As if the knowledge were theirs to begin with.... 

Such hubris. Such arrogance. So narrow-minded. So extreme. So harmful.

-Angela Valenzuela

#SayNoToFascism #extremism

Dear Parents, Your Children’s K-12 Education Is Already Very Conservative 

June 24, 2021

Author: P. L. Thomas Ed.D. | Radical Eyes for Equity Blog

I entered public education in the fall of 1984, a naive and idealistic first-year English teacher vividly aware of the literary significance of that year.

Of course, I was not yet aware that I was completely wrong about the essential purposes of public education because I had been gifted parents who trusted not only my intellect but the foundational good of knowledge and academic freedom.

My parents were wrong about quite a lot, it turns out, but they were magnificent in the freedom they allowed my mind and the support they gave to my often wonderful teachers.

The first few years of my teaching career included a series of visits to the principal’s office to discuss complaints from parents. It was something akin to the hazing period people experience when joining fraternities.

One of the earliest clashes I had with parents—and I should note that my students were often deeply appreciative of my classes, supportive of the work I was doing—centered on complaints about my assigning John Gardner’s Grendel to my advanced tenth graders (students on track to take Advanced Placement their senior year).

Grendel is a retelling of the Beowulf epic poem in novel form, and it does include a few graphic scenes and some so-called adult language. But these were 15 and 16 year olds planning to go to college, and unbeknownst to their parents, many of these students were sexually active and used language that was far more profane that the few “offensive” words in the novel. (Treating young adults as intellectual children when they are asserting adult behavior in their lives outside of school is inexcusable, I think.)

Yet, a few (maybe only two) parents launched a campaign to teach this new teacher a lesson about what parents expected from their children’s teachers.

Of course, the short version of this is that the novel was removed from my required list (although I left copies on my shelf and many students continued to choose the novel along with many other commonly banned works).

This pattern continued for several years: I was challenging my students intellectually, often seeking ways to prepare them for college, and parents here and there asserted disproportionate influence on whether or not I was allowed to do my work as an educator.

A key moment in those first years was me sitting once again in the principal’s office listening to Mr. Simpkins (also the man who was principal when I attended this school and father of two of my childhood friends) chastise me about crossing lines parents created; these sessions were also punctuated with not-so-subtle threat that my teaching career could be ended at any moment (South Carolina is a right-to-work state, by the way).

One time, exasperated, I responded with, “Mr. Simpkins, I am simply trying to teach these students to think.”

With a half-smile and without hesitation, Mr. Simpkins replied, “Paul, some parents don’t want their children to think.”

It is important to emphasize here that his comment carried the implication “and thus, we have no right to make those students think.”

Fast forward almost 40 years, over which I have been in education in SC the entire time, and consider that those experiences I encountered in the mid-1980s are now how the entire nation is dealing with K-12 education in the U.S.

Republicans are creating a false narrative about public schools indoctrinating students in leftwing ideologies (often mislabeled as Critical Race Theory or Marxism) and whipping up parental anger at their local schools.

And the paradox, of course, is that Republicans are passing and signing legislation that is designed to indoctrinate:

Florida Gov. Ron DeSantis announced new state programs for students Tuesday that will require civics and patriotism education as well as CPR training.

“Once students graduate high school, some will go to college, some of them will do other things…whatever you do, this civics is gonna be relevant because you are going to be a citizen,” DeSantis said at an afternoon news briefing in Fort Myers.

It will also require high school students to learn about “the evils of communism and totalitarian ideologies.”

FLORIDA WILL REQUIRE SCHOOLS TO TEACH CIVICS AND ‘EVILS OF COMMUNISM’Currently, about 25 states are doing something similar to Florida—mandating what and how schools teach about race, racism, and history.

Two points need to be made about these efforts.

First, K-12 public education in the U.S. has always been and remains very conservative.

Let me emphasize that my experience noted above is common for new teachers, who quickly learn to self-censor and avoid parental complaints and administrative reprimands.

As I have written about before, I taught with a wonderful young teacher, himself a well-known and well-loved active Christian in the church just across the street from the high school, who taught geography. He found himself “in trouble” because he taught Middle East geography, including how the countries were aligned with different religions.

One parent was outraged, and asked that his son be moved to another teacher because the parent didn’t want his son to know there were religions other than Christianity.

What did the principal do? Moved the student to a geography class taught by a coach (a very conservative man who taught in ways that would likely thrill Republicans).

This leads to a second point: Conservatives are deeply confused about indoctrination and education.

And a great example of that misconception comes from an unlikely place, a brilliant response from chairman of the Joint Chiefs of Staff, Gen. Mark Milley, about charges by Republicans that the military is “woke” (another misuse of a term designed by conservatives to be a criticism):

“I’ve read Mao Zedong. I’ve read Karl Marx. I’ve read Lenin. That doesn’t make me a communist. So what is wrong with understanding — having some situational understanding about the country for which we are here to defend?” Milley said.

He continued brusquely: “And I personally find it offensive that we are accusing the United States military, our general officers, our commissioned, noncommissioned officers of being, quote, ‘woke’ or something else, because we’re studying some theories that are out there.”…

“I want to understand white rage, and I’m white, and I want to understand it,” he said. “So what is it that caused thousands of people to assault this building and try to overturn the Constitution of the United States of America? What caused that? I want to find that out.”

TOP GENERAL DEFENDS STUDYING CRITICAL RACE THEORY IN THE MILITARY

Gen. Milley understands—like my parents—that knowledge, reading, and awareness are powerful, but that simply being exposed to an idea doesn’t mean anyone is immediately indoctrinated by those ideas.

Most of us have studied the Holocaust, and we know the ideology of Hitler and the Nazis. Yet, most people decide to reject those ideas and beliefs.

I also want to emphasize that Gen. Milley is defending academic freedom, the essential nature of an academic institution and the sacredness of the human mind.

These are concepts entirely lost on Republicans who seek ways to use schools to decide for students what they learn and what they believe.

I want to end by returning to the central point everyone should understand, especially parents: U.S. K-12 public education is extremely conservative.

A vivid example of that is the enduring ways that children are taught about Hellen Keller, through the play The Miracle Worker.

Keller has been and remains a tool of educational indoctrination aimed at inculcating into children a belief in rugged individualism; if a person such as Keller can overcome her many sensory challenges, the message goes, then anyone can pull themselves up by the bootstraps.

But just like the mis-teaching of Martin Luther King Jr. in public schools (the overemphasis on his “I Have a Dream” speech and the de-contextualizing of his “content of their character” assertion), Keller of The Miracle Worker is not the full and complicated (or even accurate) story of this woman.

Keller was a socialist and political activist—something I am certain most students never hear in a K-12 classroom.

The Miracle Worker is the sort of “safe” text that most teachers default to, like King’s “I Have a Dream,” in order to avoid the relentless interference of parents and administrators.

K-12 public education is mostly conservative because teachers learn to self-censor, to tip-toe around anything that the most extreme parents may complain about.

This entire piece is worth reading. I like how University of Texas History Professor Dr. Monica Martinez calls out the existing white supremacy in state curricula:

"If anything, Martinez said, the current, longstanding way of teaching Texas history already teaches that one race is superior. 'Look at how it teaches the history of the Texas revolution — that people like Stephen F. Austin are racially superior to the treacherous Mexican, like Santa Anna,' she said. “Texas history has been taught in a way that celebrates people who were fighting for the institution of slavery, that were espousing publicly that Mexicans were an inferior race.”

This, of course, shows just how ludicrous House Bill 3979 is. As if our curriculum were not already conservative enough, reflecting the very biases that conservative Republicans in power espouse. Not that all teachers teach this way, but that far too many do. 

I am a product of this school system. My kids and grandkids, too. I should know. This very history of marginalization and exclusion accounts largely for who I am today. What is different today, however, is that our communities are no longer in darkness and thusly, not as easily gaslighted as we were in the past. pre-Internet or Cable News.

-Angela Valenzuela

#TexasDeservesBetter

 

What is critical race theory? Explaining the discipline that Texas' governor wants to "abolish"

Those who study the discipline say attacks on it are targeting any teachings that challenge and complicate dominant narratives about the country’s history and identity.

BY ISABELLA ZOU JUNE 22, 20215 AM CENTRAL

Gov. Greg Abbott signed into law a bill last week that restricts how current events and America’s history of racism can be taught in Texas schools. It’s been commonly referred to as the “critical race theory” bill, though the term “critical race theory” never appears in it.

But in signing the bill, Abbott said “more must be done” to “abolish critical race theory in Texas,” and announced that he would ask the Legislature to address the issue during a special session this summer.

Meanwhile, the debate has taken hold across the nation. Last year, conservative activist Christopher Rufo began using the term “critical race theory” publicly to denounce anti-racist education efforts. Since then, conservative lawmakers, commentators and parents have raised alarm that critical race theory is being used to teach children that they are racist, and that the U.S. is a racist country with irredeemable roots. U.S. Sen. Ted Cruz and others have called the theory racist itself for centering the nation’s story on racial conflict. In addition, conservative commentator Gerard Baker has argued that critical race theory bans critical thought in favor of what resembles religious instruction.

Those who study the discipline say that the attacks have nothing to do with critical race theory, but instead are targeting any teachings that challenge and complicate dominant narratives about the country’s history and identity.

They say that critical race theory itself actually shifts emphasis away from accusing individuals — in history or in the classroom — of being racist, which tends to dominate liberal discussions of racism. Instead, it offers tools for shifting public policy to create equity and freedom for all.

So what is critical race theory, and why is it relevant to Texans? And why is there an effort against it in Texas — and around the nation?

What is critical race theory?

Critical race theory is a discipline, analytical tool and approach that emerged in the 1970s and ‘80s. Scholars took up the ways racial inequity persisted even after “a whole set of landmark civil rights laws and anti-discrimination laws passed” during the civil right movement, Daniel HoSang, professor of ethnicity, race and migration and American studies at Yale University, said.

“These scholars and writers are asking, 'why is it that racial inequality endures and persists, even decades after these laws have passed?'” HoSang said. “Why is racism still enduring? And how do we contribute to abolishing it?”

HoSang described critical race theory not as “content,” or a “set of beliefs,” but rather an approach that “encourage[s] us to move past the superficial explanations that are given about equality and suffering, and to ask for new kinds of explanations.”

In the introduction of Critical Race Theory: The Key Writings That Formed the Movement, a seminal collection of the foundational essays of the movement edited by principal founders and scholars like Kimberlé Crenshaw and Neil Gotanda, the editors write that critical race theory is about transforming social structures to create freedom for all, and it’s grounded in an “ethical commitment to human liberation.”

Key concepts

Racial formation: One key concept in critical race theory is racial formation. Developed by sociologists Michael Omi and Howard Winant, the theory rejects the idea that race — Black, white, Asian — is a fixed category that has always meant the same thing. Instead, it traces the way that race has been defined, understood and constructed in different ways throughout history. Omi and Winant define race as an “unstable and ‘decentered’ complex of social meanings constantly being transformed by political struggle.”

For example, they write that in the U.S., the racial category of "Black" was created as slavery was established and evolved. Africans whose specific identity was Ibo, Yoruba or Fulani in Africa were grouped into the category "Black” as they were enslaved in America. Part of the meaning of being “Black” in America was being less than human and therefore enslavable. James Baldwin wrote in “On Being White and Other Lies” that Europeans who moved to America became “white” through a process of “denying the Black presence, and justifying the Black subjugation.”

Omi and Winant describe racial formation as the “process by which social, economic and political forces determine the content and importance of racial categories, and by which they are in turn shaped by racial meanings” — a process that has continued throughout history.

Monica Martinez, a history professor at the University of Texas at Austin who specializes in Latinx history, described how racial formation has played out in Texas in the racialization of Mexicans and the history of anti-Mexican violence.

“Before this region became Texas, there were debates about the character of Mexicans as a group of people,” she said. Figures like Stephen F. Austin and John Calhoun cast them as “treacherous people, thieves and murderers.”

From 1910 to 1920, she explained, hundreds of ethnic Mexicans were victims of lynchings, as well as violence at the hands of police and the Texas Rangers. Many of them were American citizens, and they included labor organizers and journalists who were writing about race and injustice. This amounted to an effort to “remove Mexicans from having economic or political or cultural influence,” she said.

“Oppression was enacted through violence, and it was sanctioned by governors, Texas legislators and local courts,” she said.

Oppression was furthered by “Juan Crow” segregation laws that racially segregated communities, relegated Mexican American children to poorly developed schools and intimidated Mexicans from voting. This system of laws and policies had lasting effects on Mexican Americans and how they’re conceived of today.

Rhetoric has played a role in racial formation as well, continually loading the term “Mexican” with racial meaning.

“100 years ago, people talked about Mexicans as bandits, as thieves, and as a threat,” she said. “Today, they talk about them as potential cartel members and gang members.”

This language contributes to racial profiling and violence today. “In communities in south Texas, anybody who looks 'Mexican,' or looks like an 'immigrant,' can be targeted—not just with policing, but also by [general] hostility,” she said.

Racism is structural: The mainstream understanding is that racism is an individual prejudice and choice. The default is to be free of bias and racism, so racism is an exception from the norm. It can be addressed by individual measures, such as humiliating and punishing the person who messes up, and enforcing moral codes on an individual level.

On the other hand, critical race theory says that racism is inherent in our institutions and structures of governance. It’s ordinary, and it’s baked into all our consciousnesses in complex ways through our education, government, the media, and our participation in systems. Racism must be addressed not just by punishing individuals, but by shifting structures and policies.

HoSang, the Yale professor, explained that critical race theory isn’t focused on “the stock characters of a racist,” such as Bull Connor, who directed police to use fire hoses on civil rights protesters in Birmingham, Alabama. HoSang said that a focus on denouncing individuals is “not a good use of our energy.” Instead, he said, the question is, “Even in places where civil rights and anti-discrimination laws passed, why do these forms of inequality persist?”

“So [critical race theory] actually says, no, we shouldn't be preoccupied with trying to discern ‘who is the racist here,’ because that moves the attention away from the structures,” he said.

One example of this is in housing segregation — how “many, many complex layers” of “policies around zoning, lending and redlining, around private realtors and developers” have reproduced unequal access to housing, which in turn furthers gaps in generational wealth and stability, HoSang said.

In his article for the Austin American-Statesman, Dan Zehr traces how this process has played out in Austin, which has one of the highest levels of income segregation in the nation. In 1928, city plans created a “negro district” east of Interstate 35 and denied public services and utilities to Black people outside of it, pushing Black residents to the eastern part of the city. When the government began offering loans to promote homeownership and help citizens rebuild wealth as part of the New Deal after the Great Depression, neighborhoods for people of color were excluded through a practice called “redlining.” Austin’s “negro district” was the largest redlined zone in the city, Zehr writes.

“As most Americans gained equity in new homes or upgraded the value of their existing houses, the black population saw a racial wedge driven deeper between Anglo affluence and African-American poverty,” he explains.

All these processes are systemic. “You can’t explain [this] through any one person's biases and prejudices.” HoSang said.

The Religious Right’s Hostility to Science Is Crippling Our Coronavirus Response

Under-statement of the year: 

"We are all reaping what that [anti-science] movement has sown."

Humanity's been through the Dark Ages already.  Now we have to evolve lest we get another four years with this walking disaster and his minions.

Get involved, my friends.  Be bold.  Vote.  

-Angela Valenzuela

The Religious Right’s Hostility to Science Is Crippling Our Coronavirus Response

Trump’s response to the pandemic has been haunted by the science denialism of his ultraconservative religious allies.

By Katherine Stewart

Ms. Stewart is the author of “The Power Worshippers: Inside the Dangerous Rise of Religious Nationalism.”

·       March 27, 2020

President Trump participated in a prayer before speaking at the Evangelicals for Trump kick-off rally at the King Jesus International Ministry in Miami in January.Credit...Tom Brenner/Reuters

Donald Trump rose to power with the determined assistance of a movement that denies science, bashes government and prioritized loyalty over professional expertise. In the current crisis, we are all reaping what that movement has sown.

At least since the 19th century, when the proslavery theologian Robert Lewis Dabney attacked the physical sciences as “theories of unbelief,” hostility to science has characterized the more extreme forms of religious nationalism in the United States. Today, the hard core of climate deniers is concentrated among people who identify as religiously conservative Republicans. And some leaders of the Christian nationalist movement, like those allied with the Cornwall Alliance for the Stewardship of Creation, which has denounced environmental science as a “Cult of the Green Dragon,” cast environmentalism as an alternative — and false — theology.

This denial of science and critical thinking among religious ultraconservatives now haunts the American response to the coronavirus crisis. On March 15, Guillermo Maldonado, who calls himself an “apostle” and hosted Mr. Trump earlier this year at a campaign event at his Miami megachurch, urged his congregants to show up for worship services in person. “Do you believe God would bring his people to his house to be contagious with the virus? Of course not,” he said.

Rodney Howard-Browne of The River at Tampa Bay Church in Florida mocked people concerned about the disease as “pansies” and insisted he would only shutter the doors to his packed church “when the rapture is taking place.” In a sermon that was live-streamed on Facebook, Tony Spell, a pastor in Louisiana, said, “We’re also going to pass out anointed handkerchiefs to people who may have a fear, who may have a sickness and we believe that when those anointed handkerchiefs go, that healing virtue is going to go on them as well.”  
By all accounts, President Trump’s tendency to trust his gut over the experts on issues like vaccines and climate change does not come from any deep-seated religious conviction. But he is perfectly in tune with the religious nationalists who form the core of his base. In his daily briefings from the White House, Mr. Trump actively disdains and contradicts the messages coming from his own experts and touts as yet unproven cures.

Not every pastor is behaving recklessly, of course, and not every churchgoer in these uncertain times is showing up for services out of disregard for the scientific evidence. Far from it. Yet none of the benign uses of religion in this time of crisis have anything to do with Mr. Trump’s expressed hope that the country would be “opened up and just raring to go by Easter.” He could, of course, have said, “by mid-April.” But Mr. Trump did not invoke Easter by accident, and many of his evangelical allies were pleased by his vision of “packed churches all over our country.”

“I think it would be a beautiful time,” the president said.  

Religious nationalism has brought to American politics the conviction that our political differences are a battle between absolute evil and absolute good. When you’re engaged in a struggle between the “party of life” and the “party of death,” as some religious nationalists now frame our political divisions, you don’t need to worry about crafting careful policy based on expert opinion and analysis. Only a heroic leader, free from the scruples of political correctness, can save the righteous from the damned. Fealty to the cause is everything; fidelity to the facts means nothing. Perhaps this is why many Christian nationalist leaders greeted the news of the coronavirus as an insult to their chosen leader.

In an interview on March 13 on “Fox & Friends,” Jerry Falwell Jr., the president of Liberty University, called the response to Coronavirus “hype” and “overreacting.” “You know, impeachment didn’t work, and the Mueller report didn’t work, and Article 25 didn’t work, and so maybe now this is their next, ah, their next attempt to get Trump,” he said.

When Rev. Spell in Louisiana defied an order from Gov. John Bel Edwards and hosted in-person services for over 1,000 congregants, he asserted the ban was “politically motivated.” Figures like the anti-L.G.B.T. activist Steve Hotze added to the chorus, denouncing the concern as — you guessed it — “fake news.”

One of the first casualties of fact-free hyper-partisanship is competence in government. The incompetence of the Trump administration in grappling with this crisis is by now well known, at least among those who receive actual news. February 2020 will go down in history as the month in which the United States, in painful contrast with countries like South Korea and Germany, failed to develop the mass testing capability that might have saved many lives. Less well known is the contribution of the Christian nationalist movement in ensuring that our government is in the hands of people who appear to be incapable of running it well.

Consider the case of Alex Azar, who as secretary of the Department of Health and Human Services has had a prominent role in mismanaging the crisis. It seems likely at this point that Mr. Azar’s signature achievement will have been to rebrand his department as the “Department of Life.” Or maybe he will be remembered for establishing a division of Conscience and Religious Freedom, designed to permit health care providers to deny legal and often medically indicated health care services to certain patients as a matter of religious conscience.