Blog: Choosing to Look
A Teacher's Perspective on Education in America
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NH LJS 4 2020- Avoiding the Cheap Road to Comfort and “Unity”
NH LJS 4 2020- Avoiding the Cheap Road to Comfort and “Unity”
"We have the somewhat inchoate idea that we are not destined to be harassed with great social questions, and that even if we are, and fail to answer them, the fault is with the question and not with us. Consequently we often congratulate ourselves more on getting rid of a problem than on solving it".
"We have the somewhat inchoate idea that we are not destined to be harassed with great social questions, and that even if we are, and fail to answer them, the fault is with the question and not with us. Consequently we often congratulate ourselves more on getting rid of a problem than on solving it".
~ W.E.B. Dubois
~ W.E.B. Dubois
One phrase seems to be very standard when I attend or provide workshops dealing with issues which include race, and that is "prepare to be uncomfortable". When I hear those four words, it reminds me that many of us live in a state of comfort that we are often not even remotely aware of. The work in education is deeply challenging, so it can come as quite a shock to many that the word “comfortable” could ever be used to describe our world. When our teacher group spent several days immersed in conversations about trauma in the classroom and society, a whole other level of discomfort would be addressed with participants of color knowing that white colleagues and their comfort always had to be a central topic. Toward the end of one of these workshops, our group discussed the various ways schools could learn, improve and to try to repair, and the feelings in our bodies changed to that of hope, and even joy. There is joy in helping to build a healthy community, and for many of us was part of our "why" as educators. Building more positive futures is why many of us were attracted to that career path over other possibilities.
One phrase seems to be very standard when I attend or provide workshops dealing with issues which include race, and that is "prepare to be uncomfortable". When I hear those four words, it reminds me that many of us live in a state of comfort that we are often not even remotely aware of. The work in education is deeply challenging, so it can come as quite a shock to many that the word “comfortable” could ever be used to describe our world. When our teacher group spent several days immersed in conversations about trauma in the classroom and society, a whole other level of discomfort would be addressed with participants of color knowing that white colleagues and their comfort always had to be a central topic. Toward the end of one of these workshops, our group discussed the various ways schools could learn, improve and to try to repair, and the feelings in our bodies changed to that of hope, and even joy. There is joy in helping to build a healthy community, and for many of us was part of our "why" as educators. Building more positive futures is why many of us were attracted to that career path over other possibilities.
Shockingly here in New Hampshire, a bill was introduced in 2020 which seeks to end trainings in organizations by threatening government funding if it means “...any individual should feel discomfort, guilt, anguish, or any other form of psychological distress on account of his or her race or sex…”. Many of our colleagues were immediately outraged that this was yet another insensitive attempt by those in power to silence voices of those actually feeling anguish possibly derived from hundreds of years of systemic oppression. This was quite obviously intentional to make learning events which target bias, equity or even significant historic events such as slavery or the battle for civil rights, suspect as racist or sexist in nature. This frightening assault on free thought, popular research and social progress was disguised as a way to create more unity, less division; more comfort. During the bill hearings, which members of the public could watch for virtual testimony on YouTube, one woman pointed out that it does not cause harm to white people to discuss potential racism, but ignoring and failing to name it does cause harm. Her microphone was promptly muted and she was told by a representative she should “be more respectful of the white people in the audience” after her remarks. That helped to make it crystal clear whose comfort was being protected.
Shockingly here in New Hampshire, a bill was introduced in 2020 which seeks to end trainings in organizations by threatening government funding if it means “...any individual should feel discomfort, guilt, anguish, or any other form of psychological distress on account of his or her race or sex…”. Many of our colleagues were immediately outraged that this was yet another insensitive attempt by those in power to silence voices of those actually feeling anguish possibly derived from hundreds of years of systemic oppression. This was quite obviously intentional to make learning events which target bias, equity or even significant historic events such as slavery or the battle for civil rights, suspect as racist or sexist in nature. This frightening assault on free thought, popular research and social progress was disguised as a way to create more unity, less division; more comfort. During the bill hearings, which members of the public could watch for virtual testimony on YouTube, one woman pointed out that it does not cause harm to white people to discuss potential racism, but ignoring and failing to name it does cause harm. Her microphone was promptly muted and she was told by a representative she should “be more respectful of the white people in the audience” after her remarks. That helped to make it crystal clear whose comfort was being protected.
The Network for Public Health Law addressed these concerns about similar federal orders released during the previous presidential administration, an era not exactly known for motivation when it came to tackling America’s inequities. They cite two important articles in their publication such as “Can Health Care Be Cured of Racial Bias?” By Kaiser Health News, and another by the same organization who reported that “Black Americans overwhelmingly say unconscious bias is a major barrier in their lives”. If this is part of a crisis in our nation, and these are the words of Americans sharing their experiences, these concerns should be honored as part of a goal to truly unify a nation. Ignoring or invalidating these complex concerns through silencing American voices has not worked well for us in our history. A community of educators should not be discouraged from exploring ideas, especially those ideas which challenge us and inspire growth.
The Network for Public Health Law addressed these concerns about similar federal orders released during the previous presidential administration, an era not exactly known for motivation when it came to tackling America’s inequities. They cite two important articles in their publication such as “Can Health Care Be Cured of Racial Bias?” By Kaiser Health News, and another by the same organization who reported that “Black Americans overwhelmingly say unconscious bias is a major barrier in their lives”. If this is part of a crisis in our nation, and these are the words of Americans sharing their experiences, these concerns should be honored as part of a goal to truly unify a nation. Ignoring or invalidating these complex concerns through silencing American voices has not worked well for us in our history. A community of educators should not be discouraged from exploring ideas, especially those ideas which challenge us and inspire growth.
NH LJS 3 2020- On Human Centered Education
NH LJS 3 2020- On Human Centered Education
"Change almost never fails because it's too early, it almost always fails because it's too late." ~ Seth Godin
"Change almost never fails because it's too early, it almost always fails because it's too late." ~ Seth Godin
In my quest for information about how we can create more equitable and just schools, one of the teacher-founded organizations we have partnered with, Human Restoration Project, has continually impressed me with their tireless commitment to true progressive change in education. After meetings with Chris McNutt, HRP's founder and executive director and Nick Covington their creative director I always feel totally energized and ready to commit to deeper change. Although I have largely embraced changing course in my own practice when I could tell the students just weren't responding to my attempts to reach them, I knew in my heart a deeper conversation had to take place around the systems in which we worked. I have had my moments of clarity about the scale required for this shift, but quite often felt pressure to just address what was piling up in front of me (which was always a lot), or to not be the culprit who prolongs staff meetings after dramatically exhausting days for basic career survival. This year, with widespread social unrest and Covid realities making change as frequent as blinking for educators, I believe prioritizing changes which embrace radical restructuring of these systems will be taken even more seriously than they were pre-pandemic.
In my quest for information about how we can create more equitable and just schools, one of the teacher-founded organizations we have partnered with, Human Restoration Project, has continually impressed me with their tireless commitment to true progressive change in education. After meetings with Chris McNutt, HRP's founder and executive director and Nick Covington their creative director I always feel totally energized and ready to commit to deeper change. Although I have largely embraced changing course in my own practice when I could tell the students just weren't responding to my attempts to reach them, I knew in my heart a deeper conversation had to take place around the systems in which we worked. I have had my moments of clarity about the scale required for this shift, but quite often felt pressure to just address what was piling up in front of me (which was always a lot), or to not be the culprit who prolongs staff meetings after dramatically exhausting days for basic career survival. This year, with widespread social unrest and Covid realities making change as frequent as blinking for educators, I believe prioritizing changes which embrace radical restructuring of these systems will be taken even more seriously than they were pre-pandemic.
What is very exciting about these partners at HRP is that they provide excellent (and free) digital tools to address many of those same concerns I had with our long history of education reforms. They helped me to realize why even though I had always thought of myself as a progressive in the field I just couldn't get on board with many of the changes proposed or adopted over two decades of teaching. The changes which made myself and other educators uncomfortable, I'm now realizing, often just did not go far enough to make the effort seem worthy. Human Restoration Project has helped push us forward by identifying twenty systems that need to change to create as they describe a more "human-centric, equitable system that creates a better future for all".
What is very exciting about these partners at HRP is that they provide excellent (and free) digital tools to address many of those same concerns I had with our long history of education reforms. They helped me to realize why even though I had always thought of myself as a progressive in the field I just couldn't get on board with many of the changes proposed or adopted over two decades of teaching. The changes which made myself and other educators uncomfortable, I'm now realizing, often just did not go far enough to make the effort seem worthy. Human Restoration Project has helped push us forward by identifying twenty systems that need to change to create as they describe a more "human-centric, equitable system that creates a better future for all".
Here is a teaser with their four incredible value statements to help summarize these systems:
Here is a teaser with their four incredible value statements to help summarize these systems:
I. Learning is rooted in purpose finding and community relevance.
I. Learning is rooted in purpose finding and community relevance.
II. Social justice is the cornerstone to educational success.
II. Social justice is the cornerstone to educational success.
III. Dehumanizing practices do not belong in schools.
III. Dehumanizing practices do not belong in schools.
IV. Learners are respectful toward to each other's innate human worth.
IV. Learners are respectful toward to each other's innate human worth.
Not only can someone dive into the many examples they provide for each value statement on the HRP website, they provide a plethora of free and fabulous resources to help each educator on their journey toward radical transformation. ~NH LJS 2021
Not only can someone dive into the many examples they provide for each value statement on the HRP website, they provide a plethora of free and fabulous resources to help each educator on their journey toward radical transformation. ~NH LJS 2021
NH LJS 2 2020- On Standardized Testing in Education 2020
NH LJS 2 2020- On Standardized Testing in Education 2020
I love it when I find my people. Thank you for those of you also choosing to look.
I love it when I find my people. Thank you for those of you also choosing to look.
In our quest for greater equity in education, it has also been important for us as a group to spend significant time reflecting on our own experiences and how they have shaped our practice. When I met with Carisa Corrow this summer to learn more about the amazing work happening at her consultancy group Educating for Good, she said something that really resonated with me about standardized testing. She mentioned that elimination of those tests is the first place she would start in any school redesign project. The more I thought about her words, the more my priorities in this work began to shift. Even though I completely agreed with her, so much so that back in the university days my thesis was titled something like “Why Standardized Testing is Harmful”, I was not yet “there” or entirely aware of how central these had become in the dissonance I felt with our current education system. Her Blog For Good is full of sage advice on how to be more ethical and student-centered in our assessment planning, including the use of grades. This Vlog post provides some excellent food for thought.
In our quest for greater equity in education, it has also been important for us as a group to spend significant time reflecting on our own experiences and how they have shaped our practice. When I met with Carisa Corrow this summer to learn more about the amazing work happening at her consultancy group Educating for Good, she said something that really resonated with me about standardized testing. She mentioned that elimination of those tests is the first place she would start in any school redesign project. The more I thought about her words, the more my priorities in this work began to shift. Even though I completely agreed with her, so much so that back in the university days my thesis was titled something like “Why Standardized Testing is Harmful”, I was not yet “there” or entirely aware of how central these had become in the dissonance I felt with our current education system. Her Blog For Good is full of sage advice on how to be more ethical and student-centered in our assessment planning, including the use of grades. This Vlog post provides some excellent food for thought.
These conversations on grades and testing need to happen together, and they are especially timely during a global pandemic where so much about the purpose of school is under a microscope.
These conversations on grades and testing need to happen together, and they are especially timely during a global pandemic where so much about the purpose of school is under a microscope.
When students are sent off to school to learn and to realize their dreams, there is now a deeply ingrained belief that this learning must be frequently measured and in some way quantified for it to be deemed effective. This is what many of us personally experienced, and it is what many of our children seem to know. Dating back to the mid 1800s, formal education testing was established to provide that service more efficiently to the masses of children attending public schools in the United States. Education leaders and policymakers for over a century have celebrated these formal, standardized testing and grading practices to create purpose and order when there were perceived problems in American education. There were still strong voices of dissent when it came to this reliance on testing. I thought back to the teachings of John Dewey from the early twentieth century (who was coincidentally raised and educated in the same Vermont town as myself) along with other progressives who viewed this frequent stacking and sorting as a problematic substitute if we were to truly prepare citizens for life in a democracy.
When students are sent off to school to learn and to realize their dreams, there is now a deeply ingrained belief that this learning must be frequently measured and in some way quantified for it to be deemed effective. This is what many of us personally experienced, and it is what many of our children seem to know. Dating back to the mid 1800s, formal education testing was established to provide that service more efficiently to the masses of children attending public schools in the United States. Education leaders and policymakers for over a century have celebrated these formal, standardized testing and grading practices to create purpose and order when there were perceived problems in American education. There were still strong voices of dissent when it came to this reliance on testing. I thought back to the teachings of John Dewey from the early twentieth century (who was coincidentally raised and educated in the same Vermont town as myself) along with other progressives who viewed this frequent stacking and sorting as a problematic substitute if we were to truly prepare citizens for life in a democracy.
Those living through the practice of standardization and high-stakes testing would probably agree that it is oppressive, fairly biased and altogether unpleasant to humankind, yet standardization took hold with such vigor that in the 1920s intelligence testing gained steam and soon after the College Board adopted the SAT and ACT tests to help sort students (thank you NEA for the timeline). I truly believed in 2000 that I was to be part of a new progressive wave of incoming teachers that would shake up these practices and successfully promote a set of new priorities in our public schools. It actually did not even seem that radical based on my own teacher preparation. Although I could not have been more wrong about what I would soon experience as a teacher under No Child Left Behind, signed into law by George W. Bush 2002, some of us are still spilling out of that horrific era into a slow transition towards the Every Student Succeeds Act (or ESSA signed into law by Barack Obama in 2015) with renewed hope and energy for significant change. NCLB did not exactly seem to “level the playing field” for those struggling as it’s creators had touted, but it did highlight how disastrous and uninspiring school can be when we focus the majority or our programs and policies around these test scores. Even in the midst of a pandemic that has shaken education communities to the core, teachers are still largely peripheral to major structural and policy decisions in schools while belief in the validity of these numbers continue to take center stage.
Those living through the practice of standardization and high-stakes testing would probably agree that it is oppressive, fairly biased and altogether unpleasant to humankind, yet standardization took hold with such vigor that in the 1920s intelligence testing gained steam and soon after the College Board adopted the SAT and ACT tests to help sort students (thank you NEA for the timeline). I truly believed in 2000 that I was to be part of a new progressive wave of incoming teachers that would shake up these practices and successfully promote a set of new priorities in our public schools. It actually did not even seem that radical based on my own teacher preparation. Although I could not have been more wrong about what I would soon experience as a teacher under No Child Left Behind, signed into law by George W. Bush 2002, some of us are still spilling out of that horrific era into a slow transition towards the Every Student Succeeds Act (or ESSA signed into law by Barack Obama in 2015) with renewed hope and energy for significant change. NCLB did not exactly seem to “level the playing field” for those struggling as it’s creators had touted, but it did highlight how disastrous and uninspiring school can be when we focus the majority or our programs and policies around these test scores. Even in the midst of a pandemic that has shaken education communities to the core, teachers are still largely peripheral to major structural and policy decisions in schools while belief in the validity of these numbers continue to take center stage.
I often hear colleagues lament the fact that constant testing takes away time they could spend working with students and how it overlooks their passions and talents. Now would be the time to use our collective teacher voices to ask for more ethical, just and worthy practices. ~ NH LJS 2020
I often hear colleagues lament the fact that constant testing takes away time they could spend working with students and how it overlooks their passions and talents. Now would be the time to use our collective teacher voices to ask for more ethical, just and worthy practices. ~ NH LJS 2020
Catch up on older posts.
NH LJS 1 2020- On Being a "Patriot" in Education 2020 (click arrow to expand)
NH LJS 1 2020- On Being a "Patriot" in Education 2020 (click arrow to expand)
Choosing to Look #1 ~ On Patriotism
Choosing to Look #1 ~ On Patriotism
As a veteran teacher who has been paying close attention to social justice and equity in education, I have some thoughts about President Trump's new project forming a "Patriotic Education Commission". Patriotism or patriot are terms I have always associated with myself on some level, and even though it has never been a blind form a patriotism it is a significant sense of pride I have felt to be living here in the United States. I have walked with my students in Washington D.C. and marveled at it's structures, I have been humbled bringing them through Arlington Cemetery and have always done my fair share of weeping at monuments to our fallen heroes. National parks in general have brought much joy to my life and learning opportunities to my students, as tour guides and plaques stood to teach us the stories of the people who created historical significance so great the lands were preserved to continue that benefit. If patriotism means feeling love or support of one's country, I am struggling right now with an overwhelming sense of ick that our attempts to go beyond and teach students a more whole and inclusive history is being billed as anti-American. Can people actually believe that teachers doing a better job representing all voices in America is somehow a betrayal of that pride? We would differ greatly here on views of indoctrination, critical thinking and the belief that people can love a country while still acknowledging her scars, wounds and future potential. Why do so many choose time and time again to look away?
As a veteran teacher who has been paying close attention to social justice and equity in education, I have some thoughts about President Trump's new project forming a "Patriotic Education Commission". Patriotism or patriot are terms I have always associated with myself on some level, and even though it has never been a blind form a patriotism it is a significant sense of pride I have felt to be living here in the United States. I have walked with my students in Washington D.C. and marveled at it's structures, I have been humbled bringing them through Arlington Cemetery and have always done my fair share of weeping at monuments to our fallen heroes. National parks in general have brought much joy to my life and learning opportunities to my students, as tour guides and plaques stood to teach us the stories of the people who created historical significance so great the lands were preserved to continue that benefit. If patriotism means feeling love or support of one's country, I am struggling right now with an overwhelming sense of ick that our attempts to go beyond and teach students a more whole and inclusive history is being billed as anti-American. Can people actually believe that teachers doing a better job representing all voices in America is somehow a betrayal of that pride? We would differ greatly here on views of indoctrination, critical thinking and the belief that people can love a country while still acknowledging her scars, wounds and future potential. Why do so many choose time and time again to look away?
Although I am logically aware this is a largely political move and that the federal government cannot wield that kind of specific control over local curriculum, I cannot help but feel a new resentment growing inside of my heart toward the word "patriot" used alongside education in America. According to Andrew Martin, this kind of activity would be "reserved for the most despotic of regimes". It would be nationalism. Insert ones ideology or a protection of white supremacy and leaders are provided the perfect cover. Just as the Zinn Education Project stated in a recent response to the attack on their curriculum resources by the current White House, when young people learn about injustices in our history or around the world, they are often motivated to take action. They may press for change and that is uncomfortable for those who benefit the most from embracing the status quo. This commission does not seem like a promotion of patriotism by the president as much it does a protection of racism.
Although I am logically aware this is a largely political move and that the federal government cannot wield that kind of specific control over local curriculum, I cannot help but feel a new resentment growing inside of my heart toward the word "patriot" used alongside education in America. According to Andrew Martin, this kind of activity would be "reserved for the most despotic of regimes". It would be nationalism. Insert ones ideology or a protection of white supremacy and leaders are provided the perfect cover. Just as the Zinn Education Project stated in a recent response to the attack on their curriculum resources by the current White House, when young people learn about injustices in our history or around the world, they are often motivated to take action. They may press for change and that is uncomfortable for those who benefit the most from embracing the status quo. This commission does not seem like a promotion of patriotism by the president as much it does a protection of racism.
I may fiercely love and support my children, just as the term assumes, but I still believe in their potential to develop into even better humans and try to correct course as they grow. Why are people being told they should not also feel that way about America? Parents make it known to their kids that trying to keep important information hidden by omission is not appreciated, and that honesty is the best policy for their well being. Yet "Child abuse" was how the president bleakly described this effort to address inequity or even tell truths about the past. Kimberlé Crenshaw stated in Time Magazine that critical race theory “is a practice—a way of seeing how the fiction of race has been transformed into concrete racial inequities.” when referencing this as a legitimate part of the educational experience. She goes on to say “What we are allowed to officially see and tell will shape what is within our societal reach to address.” Just because some learners have not always been exposed to difficult truths, does not mean that practice is healthy, or even wise for us to continue. It should also be addressed appropriately and with great care.
I may fiercely love and support my children, just as the term assumes, but I still believe in their potential to develop into even better humans and try to correct course as they grow. Why are people being told they should not also feel that way about America? Parents make it known to their kids that trying to keep important information hidden by omission is not appreciated, and that honesty is the best policy for their well being. Yet "Child abuse" was how the president bleakly described this effort to address inequity or even tell truths about the past. Kimberlé Crenshaw stated in Time Magazine that critical race theory “is a practice—a way of seeing how the fiction of race has been transformed into concrete racial inequities.” when referencing this as a legitimate part of the educational experience. She goes on to say “What we are allowed to officially see and tell will shape what is within our societal reach to address.” Just because some learners have not always been exposed to difficult truths, does not mean that practice is healthy, or even wise for us to continue. It should also be addressed appropriately and with great care.
As Nikole Hannah-Jones described the 1619 Project which was also ripped apart in his address beautifully stated, "We are a country that was founded on a paradox, on a contradiction, on these majestic ideals of universal rights and liberty and also a country that was founded on the practice of institutional slavery. And we should be able to grapple with both of those things and with that truth. And we should be able to have a complex and nuanced understanding of our country." How many other educators are experiencing this same grief that those concepts and this complexity would be villainized by our leader? Are they just as tired of these obvious steps to ignite culture wars when we are trying promote actual healing? I want to rescue that word "patriot" from a political rally and bring it back to Earth. I want to clean it off and remind it daily that it had a close call, but it once again has permission to show it's support for America through a love of truth and justice. I am choosing to look. ~ NH LJS 2020
As Nikole Hannah-Jones described the 1619 Project which was also ripped apart in his address beautifully stated, "We are a country that was founded on a paradox, on a contradiction, on these majestic ideals of universal rights and liberty and also a country that was founded on the practice of institutional slavery. And we should be able to grapple with both of those things and with that truth. And we should be able to have a complex and nuanced understanding of our country." How many other educators are experiencing this same grief that those concepts and this complexity would be villainized by our leader? Are they just as tired of these obvious steps to ignite culture wars when we are trying promote actual healing? I want to rescue that word "patriot" from a political rally and bring it back to Earth. I want to clean it off and remind it daily that it had a close call, but it once again has permission to show it's support for America through a love of truth and justice. I am choosing to look. ~ NH LJS 2020
It is worth noting that the 1776 Report which came out of that commission well after this blog post was as concerning as we imagined it would be in terms of it's racist, propagandist content.
Additional blogs focused on more just schools-
Additional blogs focused on more just schools-
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