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M. de Hendon (926577)'s avatar

I had a hard time with the "tweet poll." Several were very funny--a higher % than usual. Well collected!

JakeH's avatar

Re Vallas's maladroit remarks, I agree that they come across as crude and require clarification. How about this:

Yes, absolutely, we must offer kids a full and fair picture of American history and world history, warts and all, nuance and all. That's actually what we've been doing for some time now. The idea that schools have ignored "the ugly history of slavery, Jim Crow, segregation and racial discrimination" in favor of "a sanitized version of history indistinguishable from propaganda" is simply not true. It's a straw man. Show me the widely used curriculum or widely used text book that does that. If I'm wrong about that, a thousand apologies. The point is, I thoroughly reject any such sanitized propaganda.

I further endorse, 100%, building empathy as an important social studies objective and teaching students that "the ugly legacy of white supremacy is rooted in unfair assumptions made about individuals based on their racial identities." I've been deeply involved in education for some time [Vallas might say], and I'm not aware that we weren't already doing that, or at least trying to.

What I meant to express concern about, even though I didn't put it very well, is something much different and much more new and recent: an overweening preoccupation with privilege and identity that pits students of different groups against each other, and that sees racial oppression not as a problem to be addressed and mitigated -- by exposing and challenging "unfair assumptions" -- but as a perennial and adversarial feature of human relations. I worry about affinity groups, a warped and inaccurate view of history (like 1619's), and "antiracist" instruction for both teachers and students that rejects the possibility of progress, that reinforces racial stereotypes (by suggesting that traditional measures of academic merit are incidents of "whiteness"), that grounds the concept of racism not in unfair treatment based on stereotypes but rather in any disparate result, and that tends to support a radical social agenda far more congenial to the pieties of white, well-off progressives than to anyone else.

I took a lot of heat for suggesting that such instruction -- really, indoctrination -- might encourage an undue and counterproductive victim mentality, an easy out for those who trip on the accountability and personal responsibility and resilience we all hope to encourage in our kids. But we see in incident after incident a woke culture among some young people run amok. I realize that it's hard to get a handle on how widespread this problem is. But it seems to me to be a problem nonetheless, one endemic to the identity-obsessed, hyper-online culture of our current moment.

My bottom line is that I think students should be taught, as the pretty successful KIPP charter network used to say, to "work hard and be nice." I recently heard the inspirational Michelle Obama on a podcast. Her advice to her daughters expressing anxiety about school work? "Do your homework on time. You know, you have to work your way through that." I can't help but think we're running away from such commonsensical advice, most of all to the detriment of our students who struggle, who are not "privileged," and who need us adults to convey a message of hope and the tools to realize that hope.

Instead, we get KIPP officially retiring its previously uncontroversial slogan on the ground that "[w]orking hard and being nice is not going to dismantle systemic racism." This is the wrong path. It's time for a U-turn.

https://www.kipp.org/retiring-work-hard-be-nice/

https://nypost.com/2022/12/22/michelle-obama-claims-she-was-criticized-by-feminists-for-prioritizing-motherhood-in-white-house/

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