Schooling III: Ten Reasons Why Public Schools Are Needed

I so often hear people, from all walks of life, rail against the failures of public education...Sometimes for very good reason, but often as a result of misplaced expectations. Initially, public education was to act as a bulwark against widespread ignorance over universal truths, like science and math. And as a hedge against insurrection fomented against a fledgling nation and, later, in opposition to those who would operate against a world power. It would prepare the masses to succeed as leaders of the republic, and as captains of industry.

The right to an education is not expressly mentioned in the Articles of the Constitution. Instead, it was interpreted as a right by the U.S. Supreme Court, by virtue of the 'pursuit of happiness' clause. That is about all the agreement that exists in this country over public education. As with many other laws, the Constitution leaves it to her individual States to implement its civil liberties. Most people know the history of uneven allocation of educational resources practiced by this nation manifesting from its 'separate but equal' laws. Even before that legal imposition, wealthy people, routinely pursued a private education whenever they could. That brings us to now, when after decades of miseducation, neglect and widespread criticism, and sometimes unfair mischaracterizations, public education -- particularly urban and rural education -- is seen as the least desirable option for children by many quarters of our society.

That leads me to the following list of ten reasons why public school is still an important civil right, and to why, despite its shortcomings, it remains the best proposition for the American public, especially the urban and rural poor.

1. Education is not free, or even a right, for people in many nations around the world.

2. Public schools are still a viable means of providing a basic education for the masses.

3. Schools provide a place of custody for millions of children in the country while their guardians try to access the labor market -- keeping them safe from neglect or exploitation.

4. Schools provide a free or reduced cost meal for children who might otherwise go without nutritional food.

5. Public schools provide an efficient means for rendering other essential services such as health care and information that might not otherwise reach needy families.

6. Public schooling holds possibilities for inspiring youth and families to exceed limited expectations and improve their standard of living.

7. Most schools are connected to other non-academic opportunities for youth such as athletics, music and the arts.

8. Public education encourages diversity and tolerance, directly or indirectly.

9. Schools are businesses. They provide employment and recreational opportunities for neighborhood residents that help stabilize otherwise blighted communities.

10. Public education is a means of perpetuating the best American ideals of opportunity for all.

Why doesn't this enumeration include the lofty notions of academic excellence, ingenuity, or a free range for young American minds that most educators are trained to espoused? Because that is simply not a reality for all school.

Mr. President?

Here we are two weeks after the most historic election in the history of the United States of America , and I am just now getting around to writing about it. In fact, I am primarily writing to stay current with events. The reason for delaying this installment is that so much is being printed on the election that I did not want to be redundant by restating the obvious. Nevertheless, the election of a black man to the highest office in the land warrants an opinion statement from all thinking people.

Probably the most common question people are asking themselves is "What will it mean?" The answer I have settled on is that it means whatever we will attribute to it. So many of us are justifiably proud that I will not begin to diminish the significance of this election with a sobering reflection of the race relations among ordinary everyday people, or the many known and unknown committees, commissions, groups, agencies and councils that manage and inform the direction of the presidency -- irrespective of statements made for public consumption. A black man of an African father and white mother is now the commander and chief of this country, and he lives in the Whitehouse. A place built by African laborers and, for a long time since, denied access to any Blacks other than as its servants.

Let me continue, then, with a litanty of the obvious and hoped-for meanings of President-elect Obama's magnificent achievement. Barack Obama's successful elections means that the presidency is not the exclusive province of white people. It means that he and his campaign team ran a masterful campaign in order to overcome such tremendous odds. It signals that the majority of the (voting) white people are open to change. That they can look past a man's race and evaluate him on more than such superficial criteria. It signals that Black people recognized that for the first time they had a candidate that was of the highest caliber, and they were not ashamed to rally around their race identity in order to make a statment of pride -- anymore than white Irish-Catholics did for John F. Kennedy. Barack Obama's election victory means that American people are more optimistic than cynical about their future. And, perhaps, that they know when they hear an authentic and trustworthy voice.

Ultimately, Mr. Obama's presidency will be judge by more than all the early symbolism that it presents today. However, symbolism is enduring and it can be managed for the long term betterment of a people. For at least the next four years the world, and more importantly for me, black children, will have a towering symbol to point to that will eclipse the once useful, but long since obsolete, examples of strident, often angry, protest politics. In the symbol of Mr. Obama, black children cannot help but recognize that a thoughtful, articulate, accomplished family man is not only a fine example, but one that looks like they do. A man with a family and background like their own who proved that, through a milder thoughtful temperment, an unyeilding intellect, and persistence of character, he could win out against his rivals...And do it with class.

For me, I am hopeful that President-elect Obama's tenure will be a game changer on the international stage, as well as at home. I am hoping for no more bombing of people and countries in pursuit of their natural resources which they refuse to fork over under the guise of some treaty. No more secret operations against heads state simply because they do a little sabre-rattling. I am hopeful for direct aid to long suffering African countries that will allow them to become dignified players in the global economy and aid their people. I am hopeful for an Obama presidency that will greatly improve relations with Cuba in the way we have with Viet Nam. A presidency that shows how diplomacy is not an act of weakness for our country, but of strength and confidence in or power...And that is just for starters!

Yes, there is much to hope for in a Barack Obama presidency. However, this is the man who taught the nation of the 'audacity of hope.'

Schooling, Part II

An unusually interesting presentation was given at our middle school during a teacher inservice day last week. There are about four such days scheduled during the school year -- when students have the entire day off while educational staff come into to work on issues in the field. I say that the presentation was unusual because it was successful at engaging everyone while staying relevant. This is rare. Mostly, topics address mundane issues such as data, that have been addressed many times prior. The result being that experienced staff act disinterested and new teachers become glazed.

The presentation given by the Foundation for Educational Administration (FEA) was entitled "Brainworks." It focused upon the class status of people, and the typical attitudes and norms that inhibit, or aid their transition from one socio-economic position to the other. The focus here was decidedly on the conflicting norms and expectations faced by teachers with largely middle class values and their -- often poverty class -- student body. Now this is an interesting dynamic to start with because despite how apparent this convergence is, most public schooling attempts to avoid such an examination in a (futile) effort to appear egalitarian. It's not that the topic has escaped examination, however. It has been broadly tackled by social scientists and school consultants as diverse as Jonathan Kozol (Savage Inequalities) and Jawanzaa Kunjufu (Motivating and Preparing Black Youth) to name just two. However, their work tends to have more currency in academic halls, on lecture circuits, and during keynote addresses. Once the schoolhouse opens in September, teachers and administrators do all they can to avoid discussions of racial, ethnic or economic realities that almost always impact the results of student achievement by June.

That is why our rare bout of professional introspection last week was a refreshing change. In my role as administrator, I hear too often from disaffected students, and their parents too, how "'ya'll aint't teaching nuthin' or ya'll ain't doing nuthin'." This is mostly a reference to consistent failures among a certain segment of the student body to graduate high school on time, or to pass a standardized test. Sometime they refer to the indifference this same subgroup has for complying school rules -- be they discipline or persevering through support (basic skills) programs intended to help them. My experience has been that despite the best rhetoric on instructional diversity, academic inclusion and student-centered teaching, rank and file educators are thoroughly moded in an arcane approach to instruction that has the student conveniently anchored at their desk, pencil in hand, and cooperating with the teacher's every directive.

Few teachers, and to be fair, their administrators, insist on applying the best practices for today's learners -- especially those from diverse backgrounds, or diagnosed with certain modern afflictions. For examples, I refer to certain tendencies among (some) students in the following subgroups. There is an increasing number of children diagnosed with attention deficit disorder, or even Hyper ADD. Yet, despite being afforded a classroom with a second teacher -- ostensibly to help them focus -- class instruction stays as routine as if they were all a group of teenage science cadets. [And Referrals for discipline of classified students are rarely more tolerant that for regular education students]. What of poor students? Often indigent students must maintain a double-consciousness if they are to persevere through school. They have to balance middle class expectations for performance and decorum with a casual disregard, or even intolerance for these values, at home in the 'hood, the barrio, or some inhospitable rural setting. When you combine this psychic duality, and the pressing need to compete for social recognition among their more privileged peers, indigent children trod uneven corridors.

How do African-American and Hispanic children fair? Whether educators want to admit it -- or are even conscious of it -- they too often enter the urban schoolhouse with preconceived notions about the real possibilities these children might have. Sometimes, even teachers with the best intentions attribute the much promulgated underachievement of Black and Latino students on standardized tests directly to their cultural habits, and not to the inequities of the system: archaic testing modalities, under-resourced schools, or inept leadership at many levels. I have observed that too often "loud" Black girls and street-fashionable Latino boys are immediately heaped into a corner of low expectations and administrative referrals. Young Black men, who would not harm a hamster, are immediately perceived as menacing for their attitude, or for loosing their temper with a teacher even once. Now consider the delima faced by an indigent special needs ethnic student. One who enters a school where he is in the minority, and faced with all the expectations of a 20Th-century learning paradigm and little if any family advocacy.

To be fair, teachers often have the best intentions, and most do a laudable job with multiple classes of two dozen pupils or more; each with their own personality to unpuzzle. Indeed educators have the task of dispensing a homogenized state-driven curriculum intended for consumption by a locally grown heterogeneous student population. The task is daunting if taken seriously. And it must be. All the more reason why we need to take the gloves of the discussion -- just the way we did last week.

My Ramadan 2008

Ramadan Mubarak! (Blessed Ramadan)

Today is my 2nd full day of fasting in observance of the Muslim tradition. Observance of Ramadan [when Muslims are obligated to forego food and water for a full month (30 days) during the day light hours] is the one aspect of Islam's five tenants I maintain dutifully. I am drawn by the self discipline it requires, as well as the idea of being in communion with deprived people around the world.

In about an hour I will break my fast with a formal prayer; and eat some dates, yogurt and a heaping glass of water.

Today I want to share one of my most favored iyats (verses) from the Quran. It is from Surah (chapter) 14(v4), Ibrahim:

"We sent not a messenger except (to teach) in a language of his (own) people, in order to make (things) clear to them. So Allah leads astray those whom He pleases and guides whom He pleases and He is Exalted in power, Full of Wisdom."

(Transliteration from Yusuf Ali)

The Quran is full of wisdom, indeed. In coming editions, I hope to elaborate further on Quranic wisdom -- religious politics aside.

Inshallah!
(If God wills it)


September 11, 2008 - 11th day of Ramadan - Alhamdulailah!

Ramadan is going well. Praise be to Allah (God) for the blessing of clarity, inner peace and guidance that comes with the tradition of fasting. I am contemplating how I will make further relations with Muslims during this time, and how I will make a monetary contribution at the culmination of Ramadan later this month. I want to raise money for PlumpyNut -- a nutritious food -- that benefits third world children... More research will be done during this month. Haiti was recently devastated by a hurricane. I will make a contribution to a relief organization. And finally, I plan to attend the 2nd annual MANA convention in Phialdelphia next month.

Today I want to share one of my most favored iyats (verses) from the Quran. It is from Surah (chapter) 10 v108, Jonah:

"Say, O ye men! Now that truth has reached your from your Lord! Those, who receive guidance, do so for the good of their own souls; those who stray, do so to their own loss; and I am not (set)over you to arrange your affairs."

(Transliteration from Yusuf Ali)

I favor this iyat (verse) because it reinforces, for me, the principle that their should be no coercison in Islam...That man has free will is Allah's blessing; and that we should not depend [superstitiously] upon Allah (God) to intervene on the routine affairs of men, as he has already provided proper guidance [in Al Quran].

September 25, 2008

Ramamdan Mubarak! (Blessed Ramadan)

I'm in the last full week of Ramadan, Al Hamdulailah! [Praise be to Allah]. For me the first two weeks are always the toughest. Now I am coasting a little on the stregnth of my resolve, and my body's adaption to the routine I have fallen into. A brother who works where I do came up to me this morning to ask if I was Muslim. I confirmed it. He said he had heard this but was not sure. He said if he had known he would greeted me with salaams. [That was a manly and beneficent gesture on his part.] I agreed to do so in kind.

I decided to give to hurricane relief in Haiti after Ramadan as my charity. For me, Haiti holds a facinating place in the history of the New World. I want to write about it here some day soon. Tuesday, I purchased several jars of honey from an Islamic website I like, Soundvision. I plan to lable them with some favorite verses from the Quran, and use them for dawa (subtle exchange of islamic faith). As for Eidul Fitr (Islamic holiday commemorating the end of Ramadan), I am not sure what I will do to celebrate. Typically, I say home, perferring to forego the crowds and immersing myself in unfamiliar company... It is my nature too. [I do the same for New Years and most other holidays.] We will see.

Today I want to share one of my most favored iyats (verses) from the Quran. It is from Surah 4, An-Nisaa (The Women)
Verse 36.

"Serve Allah, and join not any partners with Him; and do good – to parents, kinsfolk, orphans, those in need, neighbors who are of kin, neighbors who are strangers, the companion by your side, the way-farer (ye meet), and what your right hand possess; for Allah loveth not the arrogant, the vainglorious."

(Transliteration from Yusuf Ali)

I favor this iyat because it crystalizes the moral imperative for Muslims. [It is one of the most often repeated exhortations in the Quran.] This verse explains what the obligation of Muslims are in the context of citizenship -- wherever they are in the world. It also establishes common ground for Muslims and non-Muslims alike.

Assalaamu Alaikum!

Election 2008

Barak Obama for president! The Dems had a really good convention -- even the weather cooperated. Obama's speech was excellent, as was the entire production. John McCain made a chess move -- picking Sarah Palin as his running mate. If he wins, his campaign was brilliant. If he looses, he will be the GOP goat for years to come. [And that strategy will not be used again by either party].

I think this whole election season has been good for the American electorate. I predict that this will be the largest voter turn out in many years.

Coming Soon...

Obama Watch. Barak Obama receieved the democratic nomination for president, making political history.



Ramadan Mubarak! As a practicing Muslim, I am obliged to observed the holy month of fasting which begins September first this year. I will chronicle my experiences here, on my blog, Inshallah (If God wills).

Book Review: 'A People's History'

I recently completed a fascinating read. Howard Zinn is the author of A People's History of the United States (1492 - Present). I count it among the most important books I have read. And I claim that it is essential reading for the re-education of the American public -- whom mostly posess only a cursory knowledge of history. Zinn is a known personality in the world of academia, he has been "a historian, playwright and social activist" for many years. In this edition (2003) of 'A People's History' he retells major events in the maturation of this country from [the invasion of] Christopher Columbus to the Bush "war on terror." He reveals obsure events like precolonial rebellions by Davis Bacon, counter expansionist battles by Native Americans, the Ludlow Massacre of 1914, the vacillations of President Lincoln on the issue of slavery, and the many campaigns (wars) for American industrial markets -- many executed without the consent of the public (i.e, un-Constitutionally).

I recommended 'A People's History' for all who claim to value American citizenship. Whether you are on the right or the left -- or like most of us, somewhere in between -- your perspective on the history of United State's will be reshaped.