Another opportunity missed. August 2014.
California Task Force on Civic Learning in k-12 continues to ignore Chicano/Mexican American History for public schools.
David Gordon. Sacramento County Superintendent of Schools was co-chair of the Task Force publishing the report.
California education policy makers have once again written and published a nice looking report on school curriculum – this one on the need for improved civic education. As is the norm for these tasks, a group of “well respected” civic leaders have participated.
They have written a report, Revitalizing K-12 Civic Learning in California, and they call it a Blue Print for Action. http://www.powerofdemocracy.org/wp-content/uploads/2014/02/CLTF-Final-Report.pdf
They call for a major revision of civic education. That is fine.
On Page 42 they call for discussion of their proposals on social media. Well, here is some discussion.
They even recognize the diversity of California students. They say,
“Civic learning is also vital for our increasingly diverse California society. In 2012-
2013, our 6.2 million K-12 students were 53 percent Latino, 26 percent white,
9 percent Asian and 6 percent African American, with the remaining 6 percent
comprised of other ethnicities. In addition, an increasing number of our students
are not native speakers of English. Almost 4 in 10 kindergarteners are English
language learners. This diversity, and the attention it requires, is now acknowledged
in our school funding model. The Local Control Funding Formula (LCFF) recognizes
the necessity of investing in the reduction and ultimate removal of inequitable
outcomes in California public schools. Revitalizing civic learning opportunities, in
an equitable manner, can contribute to meeting these goals.”
While it is accurate that we have a general problem of civic engagement of the young, it is also true that we have a very specific problem with the rate of Latino and Asian voter participation and civic engagement.
Rates of voting and voter registration provide a window into civic engagement. The proportion of state voter registration that is Latino and Asian has remained far below the proportions of these groups in the state’s overall population. In 2010, Latinos in the state made up 37.6% of the general population while they were on 21.2 % of the registered voters. The Asian population was 13.1 % of the state but only 8.1 % of the registered voters.
The report, as is common, is well illustrated with compelling photos of very pleasant multi racial and multiethnic student faces. They even note that the current History Social Science Framework and Standards are over 15 years out of date- a reminder that the State Board of Education and the California Legislature should heed.
Then, they propose some decent curricular directions drawn from a variety of sources that take little or no account of the diversity of students in our schools.
The report and recommendations miss the single most direct and clear issue. Children and young adults need to see themselves in the curriculum. Students, particularly students of color, have low levels of attachment to California and U.S. civics messages in significant part because the government institution they encounter the most- the schools- ignore the students own history, cultures and experiences.
A fundamental way to engage students in civic culture is to engage them in their own schools and communities. That is where the students most encounter civic opportunities.
The 1987 California History Social Science Framework still in use today to guide the selection of California textbooks expanded African American, Native American, and women’s history coverage but remains totally inadequate in the coverage of Latinos and Asians. The only significant change between the 1985 and the 2005 adopted Framework was the addition of a new cover, a cover letter, and a photo of Cesar Chavez.
When the 53% % of students who are Latino , and the 9 % who are Asian do not see themselves as part of history, for many their sense of self is marginalized. Marginalization negatively impacts their connections with school and their success at school. It contributes to an up to 50% drop out rate for Latinos and some Asian students. A more accurate, more complete history would provide some students with a a sense of self, of direction, of purpose, even a sense that they should stay in school and learn more. History and social science classes should help young people acquire and learn to use the civics skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives.
Add their history to the textbooks. Add their literature to the literature books. Include them. They are not migrants from some distant land. They are California’s children. You can start by revising the California History/ Social Science Framework to include their history.
Unfortunately politico appointees and the professional class rarely see or meet with large numbers of alienated and ignored students in our schools. As a consequence they write reports and recommendations based too much on their own experiences, not on the experiences of the students. Lets get real. Committees such as this should include a significant number of practicing teachers.
When will they ever learn?
If they had engaged teachers working with diverse voices in the committee, they would have heard more useful ideas.
Or, as Barack Obama is said to have directed members of his cabinet, “Don’t do stupid stuff.”
Duane Campbell. Director. Democracy and Education Institute. Sacramento