What’s happening to the children? I bet your first thought is which children? The kidnapped girls in Nigeria who captured the interest of the world, gaining commitments from international governments to send troops to pursue their return—but suddenly vanished from our imaginations, or at least our television screens and social media accounts? Or the 40,000 children massed along the US southern border with Mexico, whose 1,000-mile pilgrimages were met with protests, demanding their immediate return to countries and communities where they would be met by death and rape, the violence of promised threats from criminal gangs? Or maybe the uncounted and silent thousands of children who suffer from hunger because food assistance was cut by the Congress to “help” the balance sheet of federal deficits driven by Wall Street and tax giveaways to corporations, who are leaving the country in a huff because they want more even as we give the children less.
The Lost Boys of the Sudan. Duane Romanell photo.
Thousands of children are refugees, displaced by conflict violence, whose only hope is to abandon their homes with their families and flee into the unknown. They live on the edge of civilization, marginalized as temporaries, their lives suspended from education and the security of a society rooting for them to find a future of success. As refugees, they live in a world in which hope is denied.
What’s happening to the education of US children? Why are states and communities resisting a national standard that allows any methodology and curriculum to meet the new standard?
Why is there a virus that suddenly emerges in 47 states that is sending hundreds of children to hospitals and has registered more US deaths than Ebola, with only miniscule public outcry?
Why are teachers engaging in sex with students, according to reports from Louisiana where two female teachers are alleged to have had a threesome with a male high school student; in Virginia where a married female teacher admits to having sex with four high school students; in Red Bank, NJ where a male substitute teacher is accused of having an ongoing sexual relationship with a student; in Bucks County, PA where a female middle school band teacher is accused of having sex with a student inside her vehicle; in Maplewood, NJ where a female teacher is charged with having oral sex with 15-year-olds on school property; in Brooklyn, NY where a male math and science teacher at one of the city’s elite high schools is charged with having sex with at least six female students, supported by evidence from videos and texts; in New Hampshire, where a male teacher is accused of having sex with a student in his classroom and encouraged the student to cover it up in an e-mail; in El Paso, TX which has reported four incidents so far in 2014; in South Carolina, where among multiple incidents involving multiple students, a female Berkeley County teacher is alleged to have had sex with a three students during a house party? Continue reading What Is Happening to the Children
Why do the educated have such a hard time coming up with means and methods to educate America’s children? Feed them, make sure they aren’t hungry. Place students in information-rich environments. Let trained teachers pick their favorite, successful methods, exposing students to a diversity of learning interactions and a tool kit ready for any problem. Like we do at church, feed the whole community in the school cafeteria once a month. Involve students in setting their own goals. Give grades for creative fun. Shrink class size. Say “please” and “thank you” quietly. Have I said anything you disagree with? Not yet?
Well, how about this: cut teachers. Ignore or remove the regulations for equal access. Bring business people into the business of education. Make pastors principals. Teach science by outlining what God created in each of the six days He took to make the world. Give parents vouchers; let them shop for seats in great schools. Do we still agree? Shouldn’t parents have control over the direction, quality, and material of their children’s education?
That’s the question and assertion Mitt Romney affirms. In doing so, his is the single most destructive proposal for America’s classrooms put forward by a major party candidate in a century. His plan would affect America’s quality of life, its economic future, its foreign policy, its crime rate, and health statistics. It matters as much or more than jobs. Yet it been reviewed only in passing, although it has some big “whoa’s!”
An education voucher is no different from the solicitations you regularly get in the mail that look like checks but are designed to have you buy into a scheme that costs more than you receive. In the end, it represents no benefit to you, and the limited benefits are transferred only to a few. The beauty of Romney’s educational voucher scam is it is a two-fer. It provides a direct tax subsidy, from public tax monies, for children attending private schools that often have selective admissions and erect barriers to a wide variety of students—the poor, handicapped, the gifted, those with different religions. So vouchers put money into the pockets of the rich. The second part of the voucher program is its promise of hideous false hope. With a sizable check but too small to cover tuition even at low cost private or religious schools, parents will sally forth to shop for better education which the voucher will not buy, since it doesn’t cover the costs. Moreover, schools with good records of achievement have limited numbers of seats. The voucher doesn’t ensure a student will be able to enroll. Many schools may reduce their class size in order to prevent an influx of students who don’t have the right fit (read: wrong color, family income, ethnic heritage, or other variables used as barriers). Who thinks young Juan’s or Tyrone’s mothers, the housekeepers at the local convention hotel, will be able to use their vouchers to enroll their children in the same school as the general manager’s son?
Vouchers simply jiggle coins in a sack. The payments will be insufficient to make a difference on the education of those who truly need it, but will offer pocketed income for the rich who don’t.
Mitt Romney also has other ways to improve education: cut teachers. It’s a notion so absurd that the Ivy-wise Mitt denies he said it, intended to say it, thought it, and finally condemns his own idea. But cutting federal support for local education will cut teachers. Title One reading and math teachers who work with our most disadvantaged, lowest achieving kids. Mitt is saying he would simply write them off. Those jobs would be cut and those funds would go to vouchers for the rich. Continue reading Romney’s Education: The Student as Itinerant
Have you ever walked away from a fight? Did you do so because it was senseless to continue, offered no benefit, and would muddy the path to your goals? Did you stop fighting because nobody was listening and a break was a good way to clear the air? Did you quit because to continue was a waste of time and resources? Perhaps, others watching the fight, were spreading blame around?
All of these things are happening with America’s public policy involving children. From the pillars of childhood, education, health, nutrition, safety, recreation and artistic enrichment, many are walking away as they crumble. Much of the conversation that remains is muddled. Others are throwing up their hands and saying it’s a waste of time; still others spread blame. All children fall further and further behind.
Here’s my take: I walk away from the old paradigm, but I argue for a new view.
New York City, 1910.
As an older African-American with many friends in education, I can chart the arc of a variety of social forces that are more complex that the usual measures of discrimination, inequality, or fairness–terms of an older, non-working paradigm of fixed ideas which should be dropped because it does not describe or meet the challenges the community or its generations of students now confront.
For example, one of the most important effects of the post-Civil Rights era was to separate the African-American middle class from its community, since civil rights offered new housing choices. This movement of personal progress had the intentional consequence of helping collapse authority and cohesion in a community that depended on collective resources and norms. Without leadership, norms changed. Stores left; Sears, for one, closed all of its inner city, urban stores, a staple of jobs and goods. Without jobs, attitudes changed, income dropped. Without hope, families struggled and children suffered. Commercial music taught negative lessons, celebrating decline and decay, quickly reinforced by young peers.
Consequently, a pathology of anti-achievement, of celebrating survival that depended on despair emerged. For poor and minority students, school issues are often the aftershocks of community violence and disintegration. That violence, which sets a milieu for school behavior, is left in place by overwhelmed and fearful families, numbed by its incidence and a lack of prospects and progress. What can one expect in neighborhoods where it’s easier to buy wine or a “40” than it is to buy fresh green produce?
Too many communities have been turned into neo-colonial satellites where survival and despair are linked, and violence is toughness and misbehavior is really a numbed indifference. My new paradigm for schools calls for revitalizing economic diversity, led by the people themselves.
The key point of the new paradigm recognizes minority and poor children’s truncated, fixed world view: “survival and despair are linked.” This is a double helix moment! These values have replaced “hard work and achievement.” They are the new touchstones of childhood. Survival and despair, taken together, describe the empirical conditions seen everywhere around them—and inform their place and role and worth within a world of punishments and prison that appears to have no ethic of freedom.
The dousing of a white student by black youth, the killings of youth weekly in Chicago, the recent Ohio shootings all link: survival and despair. It’s reinforced within and without. Yes, families fail. Society does, too. But we are using the wrong paradigms. There is no vision, and hence no value, of achievement. Nor can it be pushed. Good jobs are beyond the horizon. The immediate future by example holds prison, death, sex, drugs, the tensions that won’t let children sit still long enough to learn.
No blame is meant to the civil rights movement. I am only observing the historical note that in that period the African-American middle class moved away from its poor cousins. DC’s LeDroit Park, Atlanta’s Auburn Avenue, and others saw a subtle change that made a big difference. Achievement was spliced out of the social gene.
You are “neo-colonial” when you can’t buy produce, only beer and wine. When I was a kid sent for groceries, I learned to shop and eat properly as normal, routine family activity. Not possible today, in any urban neighborhood. “Neo-colonial” is slow police response, broken families, illegal guns, teenage sex, gangsta rap–in other words, enough issues so that no one source is responsible. Continue reading Digging Deeper: Re-Energizing Education