Category: issues in education

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Please read: “Our School,” by Lauren Markham

favicon “Our School” is the best article on education that I’ve read in a very long time. Lauren Markham reports on the new curriculum in Alaska’s North Slope Borough School district, home of the Iñupiat people. It is a story of how a community can rebuild its educational system in order to decolonize, resuscitate, and heal.

If you are an educator, or if you care about education, there are many connections here. It will push you to think again about the big questions, like: What is education for? and Why do I teach? This article will be well worth your time.

“THE ONE-SIZE-FITS-ALL education system in the United States fails people on the margins of society—whether it is impoverished communities in Appalachia, immigrants in Baltimore, African Americans in Chicago, or First Nations from New Mexico to Alaska. Free and universal education pretends to be our democracy’s great equalizer—but the system was made by and for a certain subset of people decidedly not on the margins. It can perpetuate inequality while intending, or pretending, to do away with it.”

You can read the article here: There’s also a chance that it’ll be included in Iserotope Extras, a weekly email digest that includes my favorite articles about race, education, and culture. Feel free to subscribe! favicon

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Please listen: “How The Systemic Segregation Of Schools Is Maintained By Individual Choices,” featuring Nikole Hannah-Jones

favicon Nikole Hannah-Jones is my favorite journalist and my second-favorite famous person (after Bryan Stevenson). Here she is being interviewed by Terry Gross for Fresh Air (~45 mins) about school segregation and her article, “Choosing a School for My Daughter in a Segregated City” (from Extras #46). Ms. Hannah-Jones argues that segregation will continue to exist in our country “as long as individual parents continue to make choices that only benefit their own children.” (Want more NHJ? Check out Extras #47, Extras #65, and Extras #4 — her gut-wrenching This American Life piece from July 2015.)

“One of the things I’ve done in my work is show the hypocrisy of progressive people who say they believe in equality, but when it comes to their individual choices about where they’re going to live and where they’re going to send their children, they make very different decisions.”

You can read the article here: There’s also a chance that it’ll be included in Iserotope Extras, a weekly email digest that includes my favorite articles about race, education, and culture. Feel free to subscribe! favicon

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Please read: “The Making of an American Terrorist,” by Amanda Robb

favicon This isn’t easy reading, but it’s important. In “The Making of an American Terrorist,” New Republic writer Amanda Robb interviews and reports on Robert Dear, who shot up a Planned Parenthood clinic and killed three people in November 2015.

Dear is white, poor, middle-aged, Christian, and mentally ill. He lived in an RV in a rural part of Colorado. He watched a lot of right-wing TV and read a lot of right-wing websites. What makes this article so scary is that there are a lot of Robert Dears in America.

It would be easy to dismiss Dear as an unstable man who was driven by his mental illness rather than an organized ideology. After his arrest, psychiatrists diagnosed him with a “delusional disorder, persecutory type.” But Dear’s tendency toward violence was shaped and steered by outside forces every bit as much as the foreign terrorists we have come to fear.

Here’s the article: (via Pocket). You can also find this article in this week’s Iserotope Extras, a weekly email digest that includes my favorite articles about race, education, and culture. Feel free to subscribe! favicon

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Iserotope Extras: “The Desegregation and Resegregation of Charlotte’s Schools”

favicon Author Clint Smith of the New Yorker makes a controversial claim: that the recent police shooting of Keith Lamont Scott in Charlotte is connected to the community’s decision in 1999 to resegregate its schools. This article is worth your time.

“The school system in Charlotte did not resegregate by accident, just as police in Charlotte did not perceive Keith Lamont Scott as a danger by accident. The country we live in is one that we have built to be this way. The cities we live in were built this way. They were court-ordered. They were signed into law. We made these choices, and now we see the consequences.”

Source: (via Pocket). You can also find this article at Iserotope Extras, a weekly email digest that includes my favorite articles about teaching, reading, and technology. Feel free to subscribe! favicon

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Recommended Reading: “In San Jose, Poor Find Doors to Library Closed”

favicon Most of the white, college-educated, middle-class, similarly-aged people I know have warm memories of their local public library when they were kids. These memories usually involve walking or biking to the library, checking out tons of books, and getting an ice cream cone on the way home. For many Americans, the public library is a personal sanctuary, a haven for knowledge, and a treasure of our democracy.

Not everyone, however, shares those sentiments. When I taught in San Francisco, my students told me over and over again that they had a more complicated relationship with their local public library. It didn’t feel comfortable or welcoming. I asked them why they felt that way, and the No. 1 answer was, They were afraid of library fines.

In a recent New York Times piece, reporter Carol Pogash assails the San Jose Public Library’s policies regarding late fees, lost materials, and checkout privileges. The library faces $6.8 million in unpaid fines. Its late fee is 50 cents per day per item. It prohibits checking out additional materials if people owe more than $10. And it uses a collection agency to recoup debts in excess of $50.

In “In San Jose, Poor Find Doors to Library Closed,” Ms. Pogash does not pull punches. She interviews young people who say their moms don’t allow them to check out books. One mom tells her daughter, “Don’t take books out. It’s so expensive.”


The article goes on to explore how the San Jose Public Library is not alone in its aggressive policies. For example, Texas allows its libraries to take delinquent patrons to court. Though I understand that libraries face tough challenges, particularly when a majority of people do not return books on time, current practice does not seem to be the right way to go.

Obviously, I do have bias because of my interest in the Kindle Classroom Project. Just to be clear, I love public libraries, especially the San Francisco Public Library and the Oakland Public Library. Libraries need to exist, and they do good things. Still, one thing I’ve learned since founding the KCP is how important it is to decrease barriers to reading. (Books are best in young people’s hands.) Rather than keeping track of tons of books each year, students check out and return just two items: their Kindle and their charger. Simple as cake. (Loss and breakage to Kindles is just 3.1%.)

“SAN JOSE, Calif. — When Damaris Triana, then 8, lost several “Little Critter” books that she had borrowed for her sister, the library here fined her $101 — including $40 in processing fees — a bill that was eventually turned over to an agency to collect from her parents.”

Source: (via Pocket). You can also find this article in next week’s Iserotope Extras, a weekly email newsletter that includes my favorite articles about teaching, reading, and technology. Feel free to subscribe! favicon

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Recommended Reading: “I’m Gonna Rise Above What I Was Doing”

favicon If you teach students who will be the first in their families to go to college, or if you teach urban students, this photographic interview, “I’m Gonna Rise Above What I Was Doing,” is important to read.

“Chicago taught Tavaris Sanders how to survive among gang members. Is there room for him to thrive at a liberal-arts college? Jonah Markowitz photographed Mr. Sanders throughout his freshman year at Connecticut College. Now a sophomore, he spoke about the photos with Mr. Markowitz.”

Tavaris — who earned a 4.2 GPA in his Chicago high school — experiences intense challenges, both academic and social, in his first year of college. The photograph of him checking his phone in the cafeteria is particularly startling. So is his resilience.

Source: (via Pocket). The Chronicle of Higher Education. You may also find this article in this Thursday’s edition of Iserotope Extras, a curated newsletter of my favorite articles about teaching, reading, and technology. favicon

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A weird article about discipline in urban charter schools

favicon Robert Pondiscio, an adviser to Democracy Prep Public Schools, a charter network in New York City, wrote this fairly incomprehensible article in U.S. News and World Report.

Maybe you could help me make sense of it.

My understanding of Mr. Podiscio’s argument is that recent criticism of urban charter schools’ strict disciplinary practices (like at Success Academy) is unfounded because rich white suburban schools do the same thing — they cream, they suspend, they counsel out.

In other words, because elite schools are exclusive, then urban charters should be able to the same thing.

I just don’t get it. Do you?

“Let’s not kid ourselves that “creaming” and “counseling out” are rarities in American public education. But it’s in rich neighborhoods, not poor ones, where such practices thrive.”

Source: (via Pocket). favicon

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Whiteness: Guilt, Privilege, and Opportunity

Tony Johnstonfavicon Rachel Dolezal and Dylann Storm Roof are two white people in America who engaged in two vastly different actions. One lived a lie while working for racial justice, and the other committed a horrific and cowardly act of terrorism. Yet both of these individuals share a commonality that played a role in their actions: an obsession with race.

White people love to think about, talk about, marvel at, and laugh about race, as long as it doesn’t include systemic and institutionalized racism or threatens that which facilitates our outward gaze, our white privilege. But our ways of obsessing about race have been interrupted in the past year. White people have been jarred into thinking anew about racism, white privilege, and intersections between race, class, and the criminal justice system in ways many would prefer not to.

From Ferguson to South Carolina, a year like none other in recent memory has been dominated by issues of race, moving us towards a space where many are considering how they experience the world differently from non-whites. We’re witnessing just how much our institutions are structured so as to shield us from uncomfortable truths and justify the lies that have comforted us and lulled us back to sleep when the specter of race is raised.

I will not speak for Rachel Dolezal and her particular brand of obsession with race — but I do recognize it. I find her actions reprehensible for the reasons that many have already addressed. Yet, if I am being honest, I find familiar some of her lived experiences. Like Rachel, as a white person who chose a professional path determined to dismantle racism and fight for social justice and equity, I too chose work requiring a critical analysis of my own relationship with issues of race and my identity as a white person.

Also, like Rachel, I grew up in a multi-racial family. Sharing the same mother, my brother and sister are both black and white, neither of whom could “pass” for white. In addition, I am married to a woman of mixed race and am the father of multi-racial children. This is all to say that I can relate to one’s desire to diminish the whiteness that inhibits the extent to which I can know the experiences of those I most love in my life. Giving her the (generous) benefit of the doubt then, what could be more indicative of trying to erase one’s own white privilege than hoping to pass as an African-American?

Unlike Rachel, while I at times despised my whiteness, I never questioned it. Unlike Rachel, my half-siblings were biological, I grew up in the diverse neighborhoods of the Bay Area, and generally appreciated and enjoyed the diversity that surrounded me. Growing up, I suspect Rachel went through many of the stages of white guilt I did — being ashamed, defensive when being told I was trying to “act black,” latching on to my Irish heritage in the hopes of minimizing my whiteness, memorizing the lyrics to NWA and Public Enemy songs at the age of 15. My guilt was enhanced by seeing an older brother who I loved and admired experience racial slights and injustices I was immune to. I was a confused, defensive teenager, probably just a few years before the age Rachel was when she made the dubious call to change her appearance.

Over time, through missteps and maturation, it became clear that white guilt did me no good, did not serve those I love, nor did it allow me to be a better person in the worlds I inhabit. If anything, this whiteness I enjoy is a tool I hope to use in the struggle for equity. I’ve tried to make note of the micro-aggressions caused by my own white privilege, and have worked daily to dismantle them when I can.

As an academic working with primarily white pre-service teachers who will often teach non-white students, I’ve observed reluctance to face privilege head-on. At best they recognize their white privilege, but without the strategies and tools for addressing and minimizing the effects of this privilege on their future students, this recognition only paralyzes them with feelings of guilt and defensiveness.

The time for expecting non-whites alone to do the work of solving the problems created by, sustained by, and benefiting white people needs to become a thing of the past. To do this, it is not enough to not “be a racist” or have non-white friends, or condemn the actions of a white supremacist killer in South Carolina. Only by dismantling white supremacy and mitigating the effects of white privilege can we begin to make a difference in race relations.

Many whites are at a “what now?” moment. While our privilege affords us great opportunities to eradicate systemic oppression, not all of us will join organizations or activist groups or professions that allow us to do this work. But regardless of what field we find ourselves in, it is in the daily choices that we as white people make that ideally sow seeds leading to a more just and equitable society. From white and non-whites who I admire and hope to emulate, I’ve understood that it is in the small steps that I can take as a white person that can reduce the effects of the privileges I enjoy. Some might dismiss these steps as too minor or as examples of mere political correctness. Regardless, these steps serve as daily reminders of just how much our world has been developed and shaped to best serve those who look like me.

* * *

5 Steps Whites Can Take to Minimize Privilege

1. Rethink how you hear the phrase, “white people.”
In my experience, when discussions of race include the term “white people,” my fellow whites grow silent, defensive, and sometimes hostile. As such, further discussion on the topic of race can often fall on deaf ears. To counter this, a former professor of mine at Berkeley, Dr. Zeus Leonardo, would point out to the students that there is a distinction between white supremacy, white privilege, white culture, and white people. While the four concepts inform and benefit one another, they can be thought about as separate entities for critical analysis. “White supremacy” was developed and is sustained by historical and institutional systems of oppression and exploitation for the purpose of maintaining systems of wealth, power, and privilege enjoyed by whites like me. “White privilege” is a normalized and pervasive preference for whiteness that has infused our society, allowing me access that others do not have, serving as a reminder of my presumed racial superiority, making me immune to challenges non-whites face, and colors all interactions with those in the world around me. “White culture,” while certainly variable based on class and region, might include the activities, traditions, ceremonies, and ways of interacting with one another that whites tend to engage. “White people” are those whose appearance suggests a white identity.

When we hear the term “white people,” it benefits both the speaker and listener if we take a moment to ask which of the four categories is being referenced. My white appearance is not the cause of bigoted police officers or the disproportionate number of black men in prison, but the white supremacy and privilege I benefit from are. If I make the discussion around a racist criminal justice system about my appearance, I lose out on the opportunity to engage in dialogue to address these very real problems.  If we are committed to dismantling white supremacy and mitigating privilege, we must be able to understand these distinctions and know that attacking a system of oppression will in fact liberate white culture and white people in the process.

2. Shut up.
If, like me, you are a white, heterosexual male born in the USA, you have won the lottery. Congratulations. Consequently, when you are the first to speak in any meeting or social gathering on an issue of import, you are asserting your presence as the authority. This is especially relevant when the topic concerns people who do not enjoy the privileges you do.  However, if you will simply listen first, with an open mind, prior to opening your trap, you might learn something. You’ll also be diminishing the normative trope of “white man as expert” that silences others and often shuts down discussions.

It is alarming to me how this myth of white male expertise even informs discussions of race, gender and sexuality. By listening first, you respect the under-represented voices that could remind us that diversity is not the same as integration and that concepts such as “postracial” and “colorblindness” serve only to assuage our anxiety. When discussions take a turn toward race and racism, this is most certainly the time to listen, and to do your best to listen in ways that trust the speaker is attacking whiteness, not white people. Value the voices and experiences of people who do not benefit in the ways you do. Make an effort to de-value the voices heard again and again — namely your own.

3. Talk to the non-white person first.
This step allows you to alleviate the micro-aggressions that those in the non-dominant groups feel daily. If two people, one who appears white and the other who does not, are standing in front you in, say, a retail situation, whom do you tend to address? Generally speaking, I’d hazard the guess the white person. Why? Because we live in a society that assumes whites have some innate expertise others do not.  We reinforce this notion when we ignore the non-white person and look to the white individuals to get to the correct answers. What would it look like, and mean, if white people turned first to the non-white person for suggestions, advice, questions, concerns? How might that minimize the invisibility and powerlessness felt on the part of non-whites? How might this let the white co-worker know that his or her opinion is not the only one of value? Importantly, how might it serve as a reminder to ourselves that white perspectives and their accompanying authority have been duly noted, and maybe its time to listen to other voices?

4. Stop faking the funk.
Nobody says faking the funk anymore — except for white people trying to sound black — which is what this point addresses. If you are in the company of non-whites and adopt your imagined understanding of their language, discourses, and social norms with the intentions of being adopted by that community, you are fooling no one.  Painfully, I learned this from experience.

In diverse social settings, engage in the manner that the context suggests — be yourself and be confident and do so without being someone you are not. All identities are multiple, improvised and in process.  Therefore, being “who you are” means that for some white people this also includes non-white cultural norms for interacting.  However, even if this is the case, I’ve found that asserting this part of one’s diverse identity during initial interactions with non-whites when the intention is to create bridges, can be a move that erects walls. It’s a fine line.

On a related note, I am thinking about my white friends who are now condemning Rachel Dolezal, who themselves wore dreadlocks, used the “n-word,” or who went out of their way to assert how “down” they were at different points in their lives — hoping that they have a mirror handy. Rachel is an easy target, handy for the many progressive whites like myself eager to separate themselves from other whites in the eyes of our non-white community members.

5.  Smile and nod.
The power of a smile, a nod, a “how ya doing?” from a white person to a non-white person cannot be underestimated in terms of race relations. As one of my African American colleagues in grad school pointed out to me, this gesture is an imperative for him.  When he gets on an elevator with an older white woman, who perhaps shifts uneasily to the side clutching her purse, he feels an obligation to smile, say hello, and ease her anxiety. Why is this his job? If anyone should make an effort to put another at ease in a situation, it is the white person, since recent history indicates that our lives are far more secure in these interactions.

Second, being made to feel invisible is perhaps the greatest slight of all. It has become a habit now, but when I pass someone on the street who is not white, by making a concerted effort on my part to offer a simple nod or “good morning,” I can change the tone of the entire encounter. For myself, their smile or nod in response silences the prejudicial thoughts that color the way I’ve been programmed to see people different from myself. For my passerby, I hope it mitigates the feelings of stereotype threat activated simply by my mere presence. When we look someone in the eye, nod or smile, we acknowledge the humanity and life we see before us. We make it clear that our presence, as whites, does not necessitate their absence, as non-whites.

* * *

One danger of the tragic killings in South Carolina is that it might lead many whites to view it as an anomaly — something distinctly ugly and horrific and the actions of a sick, deranged individual that we can all shake our heads at. Something that we as whites can point to as the evil extremities of a culture and system we can simultaneously abhor and benefit from.

Until our obsession with race includes a commitment to examine our own whiteness, then the conditions that gave rise to this young white man continue.  White people must publicly acknowledge the privileges we enjoy and know others do not. We need to interrupt the racist jokes and comments we share in private. We need to have honest, difficult conversations amongst ourselves, rather than waiting for non-whites to solve the problems we benefit from. This will not be enough. As long as what it means to be white is predicated on and continually informed by notions of white supremacy, these steps will be both necessary and inadequate.

White guilt and white privilege are paradoxical bedfellows many whites carry. But rather than allowing this crux to be an excuse for ignorance or defensiveness, let us find healthier ways to work through feelings of guilt, and diminish the impact that our privilege carries in the social contexts we traverse. favicon

About the author
Anthony Johnston, Ph.D. is an assistant professor of Education at the University of Saint Joseph and is the co-author of Identity Focused ELA Teaching: A Curriculum Framework for Diverse Learners and Contexts (2015), Routledge Press.

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Recommended: “Obama Launches E-Book Initiative For Low-Income Students”

favicon My friend Elizabeth sent me a tweet today informing me that the Kindle Classroom Project has gotten so big and famous that even President Obama is getting into the act.

(My friends are very funny and very kind.)

Apparently, the President is providing $250 million to making e-books accessible to low-income students. Even more impressive, several major publishers have agreed to the initiative, and the New York Public Library is building a reading app for students to use.

The details are still coming in, but I’m really excited. Please check out the article and let me know what you think!

“WASHINGTON (AP) — President Barack Obama announced Thursday that major book publishers will provide more than $250 million in free e-books to low-income students and that he is seeking commitments from local governments and schools nationwide to provide library cards to all students.”

Source: (via Pocket). You can also find this article at Iserotope Extras, a curated list of my favorite articles about teaching, reading, and technology. favicon

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Recommended Reading: “Where Are the Teachers of Color?”

favicon Motoko Rich’s latest piece in the New York Times asks a basic, perennial question: “Where Are the Teachers of Color?”

Ms. Rich reports that 80 percent of teachers in the United States are white. This isn’t surprising news. I don’t have the data, but my gut says that fewer people of color are going into the teaching profession now than have in the past.

This is a big problem, but it’s not one that will be solved quickly or easily. This is because teaching is underpaid and carries low status in society. The emphasis on testing — and the resulting cheating scandals, Atlanta being the most famous — probably doesn’t help, either.

Please check out the article (link below) and let me know your thoughts.

“The majority of those who successfully attend college choose careers other than education, mainly because of the pay,” said Marvin Lynn, dean of the School of Education at Indiana University in South Bend, who is starting a scholarship program for minority students interested in education careers.

Source: (via Pocket). You can also find this article at Iserotope Extras, a curated list of my favorite articles about teaching, reading, and technology. favicon