Dismantling Monuments: History as a Living Document

Disturbance at the Heron House
A stampede at the monument
To liberty and honor under the honor roll

“Disturbance At The Heron House,” R.E.M.

“And on the pedestal, these words appear:
My name is Ozymandias, King of Kings;
Look on my Works, ye Mighty, and despair!”

“Ozymandias,” Percy Bysshe Shelley

Possibly one of the greatest failures of formal K-12 schooling has been not only what students are taught in history and social studies, but how history as a discipline has been misrepresented (paralleled, I think, by a similar message about science) as fixed and objective.

History is never fixed or objective, but always a living document—one written by those who have power, access to the telling.

A powerful and vivid example of this fact is how Howard Zinn has been marginalized as more an activist than a historian because his work was committed to changing the perspective of history from the power elites to the people. Zinn was both heralded and demonized, for example, when his work asked everyone to rethink Christopher Columbus and the concept of “discovering” lands already occupied.

Traditionalists remain trapped in the belief that history has been and can be objective, can avoid being political, and once anyone seeks to better understand a person or the narratives of the past, those traditionalists shout “revisionism,” as if that new understanding is something to be shunned.

That any human expression can be objective, apolitical, is a naive position. In response to those arguing Ivanka Trump’s new book is not a political work, Ani Kokobobo reveals:

She claims she wrote it before her father’s election, “from the perspective of an executive and an entrepreneur.” And though they criticize her for being trite, derivative, out of touch and racially tone-deaf, most readers have accepted the premise that this is a largely apolitical book.

Yet as every scholar of literature knows, each book contains what theorist Fredric Jameson has dubbed a “political unconscious.” In other words, through the sheer act of narrating, a book reinforces one particular point of view while policing others.

This last point perfectly captures the reality of all history. And thus, the great irony of slurring history with “revisionism” is that history as a living document should be a constant act of revisionism as a retelling history in an effort to make the story clearer, more accurate—not an erasing of history.

Teaching that Washington never told a lie or that Columbus discovered America was in the moment an act of revisionism since they both are distortions in the name of some agenda. To seek ways that better portray Washington and how Europe reaching the West began what is now the U.S. and other countries is the great promise history and historical thought can offer a free people.

In a time now characterized by the rise of Trump (as a marker for nationalism masking racism) against the #BlackLivesMatter movement (as a confrontation of the racial inequities in policing and the justice system), we become witnesses to the power of monuments to maintain racism: calls for renaming Tillman Hall at Clemson University, New Orleans removing Civil War statues, and near my university, black students petitioning to rename a high school.

These efforts to revise history, bending it toward a greater clarity, a more credible Truth, cannot be divorced from how political, media, and public responses frame calls for dismantling monuments to the flawed and often awful past.

As a recent example, local coverage of students’ petitioning to rename a high school has a revealing title, Petition calls for dropping ‘racist’ name of Wade Hampton, and lede paragraph:

Wade Hampton III was a Confederate lieutenant general, one of the largest slaveholders in the Southeast and, by today’s standards, a blatant “racist,” according to historians.

When I raised concern about the word racist being placed in quote marks in the article, the journalist noted that it was to identify “charged language” and to avoid bias.

Couched within the lingering racism driven by denying and tip-toeing about confronting racism is the pervasive failure of both-sides journalism that refuses to acknowledge that some perspectives are credible while others are not.

The article itself quotes a historian acknowledging the fact of racism that the article treats as “charged language,” and thus, possibly lacking credibility.

A revised view of history allows us to acknowledge what is not debatable—many with power in the past, mostly white men, were racists—and is essential for helping us resolve what is debatable—whether or not we rename buildings/institutions and dismantle monuments.

If we believe in an optimistic view of human history, associated with Martin Luther King Jr. (“How long? Not long, because the arc of the moral universe is long, but it bends toward justice”), that we can somehow shape the world for the good of all, there is much to dismantle—the monuments grounded in human actions devoid of a more refined moral view as well as a tentative discourse that refuses to name and steps around the very facts that allow us to engage in robust debate.

It is an anemic approach to wait for monuments to crumble under their own baselessness, and thus, it is our duty to hasten the process on the path to justice, even when that duty is hard and seemingly unpopular.

We make history with each step we take, and we reshape history necessarily in that procession.

See Also

The Young Black Activists Targeting New Orleans’s Confederate Monuments, Clint Smith

Rejecting Cultural Literacy for Culturally Relevant: From Baldwin to Cole, “the custodian of a black body”

…to cease fleeing from reality and begin to change it.

James Baldwin, The Fire Next Time

Haunting the American character still is a fact confronted early in Teju Cole’s Black Body: Rereading James Baldwin’s “Stranger in the Village” (originally published in The New Yorker 19 August 2014 but also opening Cole’s Known and Strange Things): that Baldwin, Martin Luther King Jr., and John Coltrane are all “people who could still be with us.”

Living, Cole means—because, of course, they remain with us in ways that are both beautiful and disturbing.

Retracing Baldwin’s time in Switzerland and his essay spawned from that visit, Cole recognizes Baldwin was “depressed and distracted” during his trip in the 1950s—in part due to the “absurdity” of being a stranger during his travels as well as alienated in his home city of New York through the fact of the manufactured concept of race.

Cole experiences a “body-double moment” that emphasizes a physical self-consciousness of being black and male; being “like [Baldwin],” Cole catalogues insecurities of the flesh, building to:

and feel myself in all places, from New York City to rural Switzerland, the custodian of a black body, and have to find the language for all of what that means to me and to the people who look at me.

This racialized and genderized self-consciousness, Cole details, is cultivated in being surveilled; “glances,” in Cole’s diction, but commonly identified as the “gaze,” whether the white gaze or the male gaze.

“To be a stranger is to be looked at,” Cole explains, “but to be black is to be looked at especially.” Hard, Cole means, as in the perpetual policing of the black body.

Cole’s “custodian” echoes Baldwin’s witnessing—bound as the two men are by what Baldwin captures in “‘People are trapped in history, and history is trapped in them.'”

The black body and the American character—both Baldwin and Cole demand—are inextricable. But for Baldwin, Western culture forced him to conclude: “‘I was an interloper; this was not my heritage.'”

However, Cole, shifting to Ralph Ellison, embraces Western art despite the lingering weight he shares with Baldwin: “I have experienced in my own body the undimmed fury he felt about pervasive, limiting racism.”

Continuing the scarred mosaic of history, Cole’s contemporary reality will not allow him to escape “the news online”:

There I found an unending sequence of crises: in the Middle East, in Africa, in Russia, and everywhere else, really. Pain was general. But within that larger distress was a set of linked stories, and thinking about “Stranger in the Village,” thinking with its help, was like injecting a contrast dye into my encounter with the news. The American police continued shooting unarmed black men, or killing them in other ways. The protests that followed, in black communities, were countered with violence by a police force that is becoming indistinguishable from an invading army. People began to see a connection between the various events: the shootings, the fatal choke hold, the stories of who was not given life-saving medication. And black communities were flooded with outrage and grief.

Like Baldwin in 1966, Cole cannot escape the policing of the black body, the political “obsession with cleaning, with cleansing,” that “policymakers believe that going after misdemeanors is a way of preëmpting major crimes.”

Dropped like a stone too heavy to carry any further, Cole concludes:

But the black body comes pre-judged, and as a result it is placed in needless jeopardy. To be black is to bear the brunt of selective enforcement of the law, and to inhabit a psychic unsteadiness in which there is no guarantee of personal safety. You are a black body first, before you are a kid walking down the street or a Harvard professor who has misplaced his keys.

Endless surveilling, constant policing the black body are fed by the “fantasy about the disposability of black life [that] is a constant in American history.”

Cole as custodian witnesses that “American racism has many moving parts, and has had enough centuries in which to evolve an impressive camouflage….Like misogyny, it is atmospheric. You don’t see it at first. But understanding comes.”

But there remains one more damning stone to drop: “black American life is disposable from the point of view of policing, sentencing, economic policy, and countless terrifying forms of disregard”—one of which, left unnamed by Cole, is formal education.

#

An educational dinosaur who refuses extinction, E.D. Hirsch yet again offers a plea for cultural literacy, folded into the decades-old standards debate.

There is a disturbing irony about a torch bearer of the dominant culture lobbying for that culture to remain dominant—specifically through the codified curriculum of the formal education system.

Hirsch cloaks his message in an unaddressed assumption that knowledge can be somehow politically neutral; it’s all about the role of knowledge in teaching students how to read, you see.

But official curriculum and the current state of high-stakes accountability can never be disentangled from power—who can and does decide what knowledge matters.

Just as Cole above confronts how art, culture, and race intersect—among Cole, Baldwin, and Ellison—when the knowledge that matters is the province of some people (read “white,” “male,” and “affluent”), other people become the Other, marginalized by their identified lack of the knowledge that matters.

Cultural literacy/knowledge as that which is objective, easily identified, and then easily dispensed is the fertile soil within which the status quo of society and formal education thrive. Like the literal policing of the black body in the streets, education becomes an act of “cleansing” the Other of their heritage to make room for cultural literacy/knowledge writ large.

And the status quo of the streets and the hallways must not be allowed to remain: where black girls are policed for their hair, the same hair that is fetishized, rendered exotic; where black boys are seen as older than their biological ages; where the black body has been so demonized that blacks themselves embrace the punishing, cleansing, of their own flesh.

If we pretend knowledge is politically neutral, that whoever is in power has the right to decide what knowledge matters, and if we define reading in a way that depends on that cultural knowledge for anyone to be considered literate, then we are failing to read and re-read the world as it is in order to make a new world.

Not the world as it was during Baldwin’s life. Not the world as it is during Cole’s life.

The “obscene American forms of white supremacy” are the parents of cultural literacy/knowledge.

And this white gaze has also created “no excuses” charter schools that “fix” black, brown, and poor students.

White privilege and its cognate racism, as Cole notes, are invisible: “You don’t see it at first.”

The “at first,” however, must not be undervalued.

To see privilege and racism requires not cultural literacy, but critical literacy—reading and re-reading the world, writing and re-writing the world—fostered in a context of culturally relevant pedagogy.

From Baldwin as witness to Cole as “custodian of the black body,” the message about how our society and our schools must change is not absent but “preferably unheard.”

Change must happen, but it must not “shame or defame black people and [black] organizations,” Adrienne Dixson and Andre Perry argue, concluding with a stone of their own: “Be accountable to black people.”

Cultural literacy is stasis, not change. It is accountable to white privilege.

Haunting the American character still is Baldwin demanding that we must “cease fleeing from reality and begin to change it.”

Failing Still to Address Poverty Directly: Growth Mindset as Deficit Ideology

Reporting in Education Week, Evie Blad explains:

Having a growth mindset may help buffer students from low-income families from the effects of poverty on academic achievement, researchers found in a first-of-its kind, large-scale study of 168,000 10th grade students in Chile.

But poor students in the study were also less likely to have a growth mindset than their higher-income peers, researchers found.

Similar to the popularity of “grit” and “no excuses” policies, growth mindset has gained a great deal of momentum as a school-based inoculation for the negative impact of poverty on children.

The binaries of growth and fixed mindsets are often grounded in the work of Carol Dwek, and others, who defines each as follows:

According to Dweck, “In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort.”…

Alternatively, “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment,” writes Dweck.

However, the media, the public, and educators often fail to acknowledge two significant flaws with growth mindset: (1) the essential deficit ideology that focuses all of the blame (and thus the need for a cure) in the individual child, and (2) the larger failure to see the need to address poverty directly instead of indirectly through formal education.

First, then, let’s consider deficit ideology [1], as examined by Paul Gorksi:

Briefly, deficit ideology is a worldview that explains and justifies outcome inequalities— standardized test scores or levels of educational attainment, for example—by pointing to supposed deficiencies within disenfranchised individuals and communities (Brandon, 2003; Valencia, 1997a; Weiner, 2003; Yosso, 2005). Simultaneously, and of equal importance, deficit ideology discounts sociopolitical context, such as the systemic conditions (racism, economic injustice, and so on) that grant some people greater social, political, and economic access, such as that to high-quality schooling, than others (Brandon, 2003; Dudley-Marling, 2007; Gorski, 2008a; Hamovitch, 1996). The function of deficit ideology, as I will describe in greater detail later, is to justify existing social conditions by identifying the problem of inequality as located within, rather than as pressing upon, disenfranchised communities so that efforts to redress inequalities focus on “fixing” disenfranchised people rather than the conditions which disenfranchise them (Weiner, 2003; Yosso, 2005).

Any person’s success or failure can be traced to a number of factors, but in the U.S., our blind faith in the rugged individual defaults to ascribing credit and blame at least initially if not totally to the individual’s character traits such as “grit” and a growth mindset.

Student X is successful because of Quality A, and thus, Student Y’s failure is due to a lack (deficit) of Quality A; therefore, formal education must instill Quality A into Student Y.

This formula is compelling, again, because of our cultural myths, but also because the formula is manageable and seemingly efficient—and since efficiency is at the core of how we design and run schooling, the media, the pubic, and most educators fail to step back critically in order to reimagine how to deal with students holistically and generatively instead of through the traditional deficit model.

As a simple but representative example, most of us have taken a paper-and-pencil test in our schooling, one on which the teacher marks answers wrong with an X and then calculates our grade at the top of our papers—as in “100 – 30 = 70.”

This process is the deficit ideology that starts with every student having 100 and then defines that student’s learning on the test by what is missed, what is lacking.

One way to flip this ideology is to recognize that all students actually begin each assessment with 0 (no work has been done), and then the grade should be built on what learning and understanding the student demonstrates: simply checking the accurate responses and then giving credit for those positives.

The entire traditional approach to formal education in the U.S. is a deficit ideology, but the hyper-emphasis on children living in poverty, and black/brown students and English language learners, has increased the power of deficit approaches through growth mindset, “grit,” and “no excuses.”

Consequently, we routinely demand of children in the worst situations of life—through no fault of their own—that they somehow set aside those lives when they magically walk into school and behave in ways (growth mindset, “grit”) that few adults do who are also burdened by forces more powerful than they are.

Despite the enduring power of the rugged individual and meritocracy myths, the burden of evidence shows that privilege (race, class, and gender) continues to trump effort and even achievement in the real world: less educated whites earn more than more educated blacks, men earn more than equally educated women, and so forth.

But research also refutes the claims of growth mindset and “grit” that achievement is primarily the result of the character of the individual. The same person, in fact, behaves differently when experiencing slack (privilege) or scarcity (poverty).

As Sendhil Mullainathan and Eldar Shafir detail extensively, living in scarcity (poverty) drains a person of mental capacities the same as being sleep deprived; therefore, the solution to “buffer students from low-income families from the effects of poverty on academic achievement” is to address poverty directly instead of trying to “fix” the students who are victims of that poverty.

In other words, if we relieve children of food insecurity, home transience, etc., we are likely to find that those students in poverty who appeared to lack “grit” and growth mindset would then demonstrate those treasured qualities.

We are currently misdiagnosing growth mindset and “grit” (as deficit ideologies) as causal characteristics instead of recognizing them as outcomes of slack (privilege).

The deficit ideologies of formal schooling—particularly those (growth mindset, “grit”) targeting impoverished and black/brown students—are the entrenched indirect approaches to alleviating poverty criticized by Martin Luther King Jr. in 1967:

At no time has a total, coordinated and fully adequate program been conceived. As a consequence, fragmentary and spasmodic reforms have failed to reach down to the profoundest needs of the poor.

In addition to the absence of coordination and sufficiency, the programs of the past all have another common failing — they are indirect [emphasis added]. Each seeks to solve poverty by first solving something else.

I am now convinced that the simplest approach will prove to be the most effective — the solution to poverty is to abolish it directly [emphasis added] by a now widely discussed measure: the guaranteed income.

Ultimately, teaching disenfranchised and struggling students growth mindset and “grit” come from, mostly, good intentions that are tragically trapped in deficit ideologies.

The great and tragic irony of growth mindset advocates is that they are also victims of deficit ideologies—as they focus their “scornful gaze” on poor children and children of color.

And just as we have allowed coded racism such as “thug” to replace the now taboo racial slur “nigger,” we are embracing deficit ideology cloaked as scientism to label students as lacking growth mindset and “grit” to mask the very ugly suggestion that these children are simply lazy.

Let us embrace instead as educators a redirected focus—as Gorski implores:

Hegemony is a difficult thing to break. In order to break it, we must consider our own complicity with it and our socialization for compliance. We must avoid the quick fix and the easy answer. We must bare the price of refusing compliance, knowing that by looking up, by training our gaze toward the top of the power hierarchy, we might strain our necks, not to mention our institutional likeability, more so than we do when we train it downward, where we pose no threat to the myths that power the corporate-capitalist machine. But if we do not break hegemony, if we do not defeat deficit ideology, we have little chance of redressing, in any authentic way, its gross inequities. This, we must realize, is the very point of the redirected gaze: to ensure and justify the maintenance of inequity and to make us— educators—party to that justification and maintenance.

The social and educational inequities in the U.S. must be our targets for repair—not our students. And thus, we are left with a dilemma confronted by Chris Emdin: “The time will always come when teachers must ask themselves if they will follow the mold or blaze a new trail. There are serious risks that come with this decision. It essentially boils down to whether one chooses to do damage to the system or to the student.”

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[1] See also Dudley-Marling, C. (2007). Return of the deficit. Journal of Educational Controversy, 2(1).

Now What?

Additionally many educators no longer feel a sense of responsibility for engaging difficult questions because educational institutions reward them for avoiding controversy and confirming the status quo.

The Answer is Not at the Back of the Book, Seneca Vaught

19 January 2016. It is the day after the official holiday commemorating Martin Luther King Jr. and MLK’s actual birthday—a span of days blanketed with tributes as well as every conceivable way one man’s words and legacy can be twisted to suit a need.

MLK Day 2016 passed in the wake of #ReclaimMLK, #BlackLivesMatter, and #OscarsSoWhite (just to note a few), and now we walk and talk through the days before Black History Month.

Now what?

MLK Day and Black History Month are mostly so much tokenism and appropriation—or better phrased misappropriation.

As the #ReclaimMLK movement has emphasized, MLK has become a whitewashed martyr, a passive radical serving the purposes of the privileged.

I began teaching the radical MLK over thirty years ago, along side Booker T. Washington, W.E.B. Du Bois, and Malcolm X as well as Gandhi. Eventually I added Howard Zinn’s People’s History.

This was in rural upstate South Carolina in the 1980s and 1990s. This was not a popular or easy thing to do. But it taught me some valuable lessons as a privileged white male.

Race, class, and gender are irrefutable markers for privilege and oppression, but those markers are not the roots of that privilege and oppression.

Privilege is about ideas, privileged ideas.

MLK the passive radical is allowed because sanitized ideas are safe for those in power. The real MLK, radical anti-war, radical anti-capitalism—these ideas are not allowed, remain purposefully muted.

As Arundhati Roy has explained, “We know of course there’s really no such thing as the ‘voiceless’. There are only the deliberately silenced, or the preferably unheard.”

Now what? is informed by the Bill Cosby problems—and yes, I mean plural.

The Cosby sexual predator problem has taken years to rise through the Cosby problem deliberately silenced, and preferably unheard: Cosby’s sit-com fame and popularity as a public black-shamer.

Cosby thrived and survived his own demons in part because despite his surface markers of disadvantage, he was embraced for his ideas, ones that conformed to the messages of the privileged class—boot straps and all that.

And it is no stretch to note that the silenced and unheard Cosby problem has been replayed when Hillary Clinton (against her burden of gender) received applauds for her “what if white people suffered as black people do” stump speech.

Yes, there is privilege in all its blindingly white light like the myopic #AllLivesMatter.

What if a free people refused to tolerate anyone’s indignity remains silenced, unheard.

Privilege is an idea, a series of ideas—ones that can be and are voiced by a wide variety of people who look like privilege and look like oppression.

If we want to embrace MLK as a martyr for a color-blind society, we must admit that privilege feeds on seeing, but wilts under the scrutiny of listening. It is not that we should not see race, class, and gender, but that we must listen to the messages behind what we see.

Privilege twists MLK into a cartoon and builds walls around anyone willing to tell the story.

Privilege does not want to hear that equal rights do not mean equal opportunity.

Privilege is threatened by critical education, critical media, critical citizens.

“The purpose of history is not to confirm the answers,” Seneca Vaught explains, “but to challenge the assumptions and raise new questions about the past that relate to the present.”

19 January 2016. A week and a half before Black History Month 2016.

Now what?

MLK Day 2016: A Reader

In the US in 2016—and specifically for educators—the need to confront racism must remain central to all efforts to overcome inequity and injustice. Among the privileged—white-, male-, heterosexual-skewed—there is no room for “yes, but,” although there remains ample room for stepping back, being silent, and then listening as first steps to offering solidarity in the action needed to confront the false narratives of “meritocracy” and “rugged individualism,” and then to overcome the irrefutable inequities linked to race, class, gender, and sexuality.

One commitment is to resist the whitewashing of Martin Luther King Jr. as a passive radical. So here, I offer some readings, varied and important, but pathways to honoring the radical MLK and to resisting the lingering dream deferred.

Final Words of Advice/ “Where do we go from here?” (1967), Martin Luther King Jr.

The Trumpet of Conscience, Martin Luther King Jr.

Leonard Pitts Jr.: Haley’s fairy tale ignores our history

Enslaved Africans of George Washington Depicted as ‘Happy and Joyful’ in New Children’s Book

The Forgotten, Radical Martin Luther King Jr., Matt Berman

Martin Luther King, Jr.: Christian Radical—And Saint, Elizabeth Stoker Bruenig

Read This Before Co-Opting MLK Jr., Jose Vilson

The Revisionist’s Martin Luther King Jr., “I Have A Dream For Most Of Us,” Jose Vilson

Harlem, Langston Hughes

Let America Be America Again, Langston Hughes

The white man pathology: inside the fandom of Sanders and Trump, Stephen Marche

Schools, black children, and corporal punishment, Dick Startz

“Please—a little less love, and a little more common decency.”

The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum, Thomas Dee, Emily Penner

Questioning Payne | Teaching Tolerance

Toolkit for “Questioning Payne” | Teaching Tolerance

50 Years After Selma, White Lives Still Matter More, Stacey Patton

The Oscars’ Racist Refusal to Honor Modern Black Heroes, Stereo Williams

Should We Marvel at a Black Captain America?

The Martian: Allegory of Whose Lives Matter

Nicolas Sparks and the Allegory of Pretty White People Who Struggle until Everything Works Out

James Baldwin: “the time is always now”

Parental Choice, Magical Thinking, and the Paralysis of Indirect Solutions

Parental choice #1: Seeking a school for their white children so they will not have to attend classes with black or brown children.

Parental choice #2: Seeking a school where their wealthy children will not have to attend classes with poor children.

Parental choice #3: Seeking a school where children will be taught Intelligent Design, but not evolutionary biology.

Parental choice #4: Not allowing their children to be vaccinated.

Parental choice #5: Smoking in the house and car while children are present.

I could continue for quite some time with the hypotheticals, but let’s turn to what we know about parental choice and education.

A 2007 study by a pro-school choice organization in Wisconsin reached the following conclusions:

Taken as a whole, these numbers indicate significant limits on the capacity of public school choice and parental involvement to improve school quality and student performance within MPS. Parents simply do not appear sufficiently engaged in available choice opportunities or their children’s educational activities to ensure the desired outcomes.

This may be just as well. Relying on public school choice and parental involvement to reclaim MPS may be a distraction from the hard work of fixing the district’s schools. Recognizing this, the question is whether the district, its schools, and its supporters in Madison are prepared to embrace more radical reforms. Given the high stakes involved, district parents should insist on nothing less.

More recently, in School Choice Versus A Public System of Education: The Big Picture, Jan Resseger explains:

Promoters of school choice tout the idea that competition through choice will make everybody try harder and improve traditional and charter schools alike.  But large studies conducted in the past year in Chicago and New Orleans show that parents aren’t always looking for academic quality when they choose schools.  Instead they prize schools that are close to home or work, schools near child care, schools with good after-school programs, and high schools with strong extracurricular offerings.  Margaret Raymond of the conservative Hoover Institution, shocked a Cleveland audience in December when she declared that she does not believe that competition through school choice is driving the school improvement its defenders predicted: “This is one of the big insights for me because I actually am a kind of pro-market kind of girl, but the marketplace doesn’t seem to work in a choice environment for education… I’ve studied competitive markets for much of my career… Education is the only industry/sector where the market mechanism just doesn’t work… I think it’s not helpful to expect parents to be the agents of quality assurance throughout the state.”  (You can watch the video of Raymond’s Cleveland speech here, with the comment quoted beginning approximately 50 minutes into the video.)

In the hypothetical and real contexts above, then, I am struck by Jack Markell’s assertion: School Choice Works, Privatization Won’t—notably after rejecting vouchers, his proposal: “That means using parent choice among traditional, charter, and magnet schools to foster innovative instruction, and hold public schools accountable for giving students the best opportunities possible.” [1]

I think we must acknowledge the final point—”best opportunities possible”—while adding “all” before “students” above; however, we cannot allow the essential magical thinking about choice and idealistic framing of parental choice to go unchallenged.

Let me offer next a much broader context.

In 1967, Martin Luther King Jr. addressed “the treatment of poverty nationally” by arguing:

At no time has a total, coordinated and fully adequate program been conceived. As a consequence, fragmentary and spasmodic reforms have failed to reach down to the profoundest needs of the poor.

In addition to the absence of coordination and sufficiency, the programs of the past all have another common failing — they are indirect [emphasis added]. Each seeks to solve poverty by first solving something else.

I am now convinced that the simplest approach will prove to be the most effective — the solution to poverty is to abolish it directly [emphasis added] by a now widely discussed measure: the guaranteed income.

Choice, market forces, the Invisible Hand—these are always indirect methods, and in many cases, magical thinking. The market might accomplish goals that benefit a people, and if so, that process is slow, characterized by fits and starts, and entirely dependent on the consumers—their wants, needs, and abilities to exercise choice.

So let’s return to parental choice #4 above.

What happens to public health if vaccinations are left to the choice of parents, the market?

In other words, the sloppy and chaotic nature of the market to address the quality of cable TV or Internet providers seems something we can tolerate.

But public health?

And this question, I think, is the same for public education.

Promoting the indirect impact of parental choice to accomplish the clear and obvious responsibilities that a public institution not only can but also must fulfill [2] is a tragic failure of a people, an ethical failure.

If we genuinely as a people viewed any child as everyone’s child, we could in the course of public funding and public schooling create the sort of educational opportunities that every child deserves, but currently only the elite are guaranteed because of the dynamics of choice trumping the assurances of the Commons and the stratifying policies driving traditional schooling [3].

And thus Markell’s final bi-partisan wink-wink-nod-nod to Jeb Bush to assert “policymakers should be ‘more daring’ when it comes to education policy” rings hollow since political leaders embracing choice are in fact shirking their responsibility and obligation to act in the service of all people.

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[1] Of course, there is always the nasty implication among choice/market advocates and the “no excuses” crowd that teachers and children are just not trying hard enough. And as I detail above, those exact people are supporting letting the market “work” instead of them actually working. So once again, I invoke: “I guess irony can be pretty ironic sometimes.” Commander Buck Murdock (William Shatner), Airplane 2: The Sequel.

[2] See note above, ironically, exposed by parental choice and the market: Just what are the characteristics of the elite private schools wealthy parents choose for their children—the exact political leaders who say class size doesn’t matter but their children’s school has 155 teachers for 1150 students (a 1:7.4 ratio)? And it is here that we have the “best opportunities possible” before us while political leaders remain paralyzed, unwilling to guarantee for “other people’s children” what they cede to the market since, of course, the market favors them.

[3] And let’s ponder how the system benefits the wealthy: Would the SAT and all standardized tests be so entrenched in the U.S. educational system if their gatekeeping effects denied wealthy children grade promotion, graduation, and college entrance? Hint: No.

Two Bad Options Justify Neither: MLK 2015

Whether on the day of his birth (January 15) or the national holiday date, taking special time to recall and honor Martin Luther King Jr. remains vital in the U.S. since we continue to be trapped in the swamp of racial inequity as well as the fog of denying racism.

However, along with remembering and praising, we must also protect against continuing to reduce King to the stereotype of the passive radical, a characterization that serves the ineffective status quo of the politics of privilege in this so-called land of the free and home of the brave.

“In the treatment of poverty nationally, one fact stands out,” King notes in Where Do We Go From Here?, “there are twice as many white poor as Negro poor in the United States,” continuing:

Therefore I will not dwell on the experiences of poverty that derive from racial discrimination, but will discuss the poverty that affects white and Negro alike….

At no time has a total, coordinated and fully adequate program been conceived. As a consequence, fragmentary and spasmodic reforms have failed to reach down to the profoundest needs of the poor.

In addition to the absence of coordination and sufficiency, the programs of the past all have another common failing — they are indirect. Each seeks to solve poverty by first solving something else.

I am now convinced that the simplest approach will prove to be the most effective — the solution to poverty is to abolish it directly by a now widely discussed measure: the guaranteed income.

Earlier in this century this proposal would have been greeted with ridicule and denunciation as destructive of initiative and responsibility. At that time economic status was considered the measure of the individual’s abilities and talents. In the simplistic thinking of that day the absence of worldly goods indicated a want of industrious habits and moral fiber.

In 2015, we are likely served well to be guided by the radical King who rejected the status quo, particularly the status quo of reform (poverty, education, etc.) bound to dualistic thinking and indirect approaches.

This is profoundly important in the context of how we are perversely dedicated to accountability-based education reform that is heralded as the primary mechanism for eradicating poverty—despite both accountability and education’s ability to erase poverty being demonstrably false promises.

For example, let’s consider the charter school formula:

Since public school X is failing to address the needs of high-poverty and minority students, we must embrace charter school Y.

Step one, which I suggest we rarely do, is to examine the initial premise: Is public school X failing to serve those students or is public school X unable to achieve utopian goals in overwhelming circumstances that are not being addressed?

Step two, if we determine that initial premise is true, is then to examine the validity of the effectiveness of charter school Y.

Since a great deal of the charter school movement is both targeting high-poverty/minority students and embracing “no excuses” ideologies and practices for those students, this second step must include considerations of not only credible claims of “serving better” but also at what costs to the dignity and humanity of the students.

Complicating this process is that high-poverty/minority parents often appear to choose charter schools over their apparently failing assigned public schools.

As I have examined before, here is what I believe we should confront when facing the fabricated choice between a failing public school and a “no excuses” charter schools:

[Michelle] Alexander [in The New Jim Crow] explains about the effectiveness of the war on drugs: “Conservatives could point to black support for highly punitive approaches to dealing with the problems of the urban poor as ‘proof’ that race had nothing to do with their ‘law and order’ agenda” (p. 42).

This last point – that African Americans seem to support both the war on crime and “no excuses” charter schools – presents the most problematic aspect of charges that mass incarceration and education reform are ultimately racist, significant contributions to the New Jim Crow.

For example, [Sarah] Carr [in Hope Against Hope] reports that African American parents not only choose “no excuses” charter schools in New Orleans, but also actively cheer and encourage the authoritarian policies voiced by the schools’ administrators. But Alexander states, “Given the dilemma facing poor black communities, it is inaccurate to say that black people ‘support’ mass incarceration or ‘get-tough’ policies” because “if the only choice that is offered blacks is rampant crime or more prisons, the predictable (and understandable) answer will be ‘more prisons'” (p. 210).

New Orleans serves as a stark example of how this dynamic works in education reform: Given the choice between segregated, underfunded and deteriorating public schools and “no excuses” charters – and not the choice of the school environments and offerings found in many elite private schools – the predictable answer is “no excuses” charters.

The radical King who rejected the status quo of racism as well as the status quo of political thought and practice, I believe, would also reject the false duality of “segregated, underfunded and deteriorating public schools and ‘no excuses’ charters,” would reject the hollow claim that continuing to dig the same school accountability hole is the best way to eradicate poverty.

Two bad options justify neither.

The U.S. has a moral obligation to do public education right—for the good of all—and to end poverty and racism, as King demanded, directly.