Archives for category: Bigotry

Blogger Jeff Tiedrich traces the origins of the phony story about the terrorist who ruthlessly mowed down revelers in New Orleans.

The tale told on FOX News was that the truck used by the terrorist crossed the Mexican border only two days earlier. This was immediately accepted by the MAGAverse because it confirms what they already believed: immigrants are murderers, rapists, and now….heartless terrorists.

Jeff’s post has a screen shot of the original story before it was retracted.

We now know that the perpetrator was born in Beaumont, Texas, went to Georgia State, and lived in Houston.

Open the link and see how quickly this lie spread and continued to spread long after FOX retracted its first report.

Why so much hatred of immigrants?

Donald Trump is married to an immigrant from Slovenia.

JD Vance is married to the daughter of immigrants from India.

Elon Musk is an immigrant from South Africa.

Vivek Ramaswamy’s parents were immigrants from India. His father still holds an Indian passport.

Heather Cox Richardson recalls the days of bipartisan consensus around the goals of liberal democracy, in which government protected the rights of individuals. By today’s MAGA standards, President Dwight D. Eisenhower would be considered a dangerous leftwinger.

She wrote on her blog, “Letters from an American”:

Cas Mudde, a political scientist who specializes in extremism and democracy, observed yesterday on Bluesky that “the fight against the far right is secondary to the fight to strengthen liberal democracy.” That’s a smart observation.

During World War II, when the United States led the defense of democracy against fascism, and after it, when the U.S. stood against communism, members of both major political parties celebrated American liberal democracy. Democratic presidents Franklin Delano Roosevelt and Harry Truman and Republican president Dwight D. Eisenhower made it a point to emphasize the importance of the rule of law and people’s right to choose their government, as well as how much more effectively democracies managed their economies and how much fairer those economies were than those in which authoritarians and their cronies pocketed most of a country’s wealth.

Those mid-twentieth-century presidents helped to construct a “liberal consensus” in which Americans rallied behind a democratic government that regulated business, provided a basic social safety net, promoted infrastructure, and protected civil rights. That government was so widely popular that political scientists in the 1960s posited that politicians should stop trying to court voters by defending its broadly accepted principles. Instead, they should put together coalitions of interest groups that could win elections.

As traditional Republicans and Democrats moved away from a defense of democracy, the power to define the U.S. government fell to a small faction of “Movement Conservatives” who were determined to undermine the liberal consensus. Big-business Republicans who hated regulations and taxes joined with racist former Democrats and patriarchal white evangelicals who wanted to reinforce traditional race and gender hierarchies to insist that the government had grown far too big and was crushing individual Americans.

In their telling, a government that prevented businessmen from abusing their workers, made sure widows and orphans didn’t have to eat from garbage cans, built the interstate highways, and enforced equal rights was destroying the individualism that made America great, and they argued that such a government was a small step from communism. They looked at government protection of equal rights for racial, ethnic, gender, and religious minorities, as well as women, and argued that those protections both cost tax dollars to pay for the bureaucrats who enforced equal rights and undermined a man’s ability to act as he wished in his place of business, in society, and in his home. The government of the liberal consensus was, they claimed, a redistribution of wealth from hardworking taxpayers—usually white and male—to undeserving marginalized Americans.

When voters elected Ronald Reagan in 1980, the Movement Conservatives’ image of the American government became more and more prevalent, although Americans never stopped liking the reality of the post–World War II government that served the needs of ordinary Americans. That image fed forty years of cuts to the post–World War II government, including sweeping cuts to regulations and to taxes on the wealthy and on corporations, always with the argument that a large government was destroying American individualism.

It was this image of government as a behemoth undermining individual Americans that Donald Trump rode to the presidency in 2016 with his promises to “drain the swamp” of Washington, D.C., and it is this image that is leading Trump voters to cheer on billionaires Elon Musk and Vivek Ramaswamy as they vow to cut services on which Americans depend in order to cut regulations and taxes once again for the very wealthy and corporations.

But that image of the American government is not the one on which the nation was founded.

Liberal democracy was the product of a moment in the 1600s in which European thinkers rethought old ideas about human society to emphasize the importance of the individual and his (it was almost always a “him” in those days) rights. Men like John Locke rejected the idea that God had appointed kings and noblemen to rule over subjects by virtue of their family lineage, and began to explore the idea that since government was a social compact to enable men to live together in peace, it should rest not on birth or wealth or religion, all of which were arbitrary, but on natural laws that men could figure out through their own experiences.

The Founders of what would become the United States rested their philosophy on an idea that came from Locke’s observations: that individuals had the right to freedom, or “liberty,” including the right to consent to the government under which they lived. “We hold these truths to be self-evident,” Thomas Jefferson wrote, “that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness,” and that “to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.”

In the early years of the American nation, defending the rights of individuals meant keeping the government small so that it could not crush a man through taxation or involuntary service to the government or arbitrary restrictions. The Bill of Rights—the first ten amendments to the Constitution—explicitly prohibited the government from engaging in actions that would hamper individual freedom.

But in the middle of the nineteenth century, Republican president Abraham Lincoln began the process of adjusting American liberalism to the conditions of the modern world. While the Founders had focused on protecting individual rights from an overreaching government, Lincoln realized that maintaining the rights of individuals required government action.

To protect individual opportunity, Lincoln argued, the government must work to guarantee that all men—not just rich white men—were equal before the law and had equal access to resources, including education. To keep the rich from taking over the nation, he said, the government must keep the economic playing field between rich and poor level, dramatically expand opportunity, and develop the economy.

Under Lincoln, Republicans reenvisioned liberalism. They reworked the Founders’ initial stand against a strong government, memorialized by the Framers in the Bill of Rights, into an active government designed to protect individuals by guaranteeing equal access to resources and equality before the law for white men and Black men alike. They enlisted the power of the federal government to turn the ideas of the Declaration of Independence into reality.

Under Republican president Theodore Roosevelt, progressives at the turn of the twentieth century would continue this reworking of American liberalism to address the extraordinary concentrations of wealth and power made possible by industrialization. In that era, corrupt industrialists increased their profits by abusing their workers, adulterating milk with formaldehyde and painting candies with lead paint, dumping toxic waste into neighborhoods, and paying legislators to let them do whatever they wished.

Those concerned about the survival of liberal democracy worried that individuals were not actually free when their lives were controlled by the corporations that poisoned their food and water while making it impossible for individuals to get an education or make enough money ever to become independent.

To restore the rights of individuals, progressives of both parties reversed the idea that liberalism required a small government. They insisted that individuals needed a big government to protect them from the excesses and powerful industrialists of the modern world. Under the new governmental system that Theodore Roosevelt pioneered, the government cleaned up the sewage systems and tenements in cities, protected public lands, invested in public health and education, raised taxes, and called for universal health insurance, all to protect the ability of individuals to live freely without being crushed by outside influences.

Reformers sought, as Roosevelt said, to return to “an economic system under which each man shall be guaranteed the opportunity to show the best that there is in him.”

It is that system of government’s protection of the individual in the face of the stresses of the modern world that Franklin Delano Roosevelt, Harry Truman, Dwight Eisenhower, and the presidents who followed them until 1981 embraced. The post–World War II liberal consensus was the American recognition that protecting the rights of individuals in the modern era required not a weak government but a strong one.

When Movement Conservatives convinced followers to redefine “liberal” as an epithet rather than a reflection of the nation’s quest to defend the rights of individuals—which was quite deliberate—they undermined the central principle of the United States of America. In its place, they resurrected the ideology of the world the American Founders rejected, a world in which an impoverished majority suffers under the rule of a powerful few.

Donald Trump was quick to release a statement about the deadly terrorist attack in New Orleans. He said that the attacker was an immigrant, proving that his anti-immigrant warnings were right. He rushed to judgment.

“When I said that the criminals coming in are far worse than the criminals we have in our country, that statement was constantly refuted by Democrats and the Fake News Media, but it turned out to be true,” Trump posted on Truth Social Wednesday morning. “The crime rate in our country is at a level that nobody has ever seen before.”

But he was wrong. The perpetrator of the attack was born in Beaumont, Texas, and lived in Houston. Apparently he is also a military veteran.

Something went horribly wrong to turn this man into a mass murderer, but he was not an immigrant.

The Houston Chronicle reported:

Records show Jabbar was born in Texas. Misinformation circulated on social media that Jabbar was an immigrant or had crossed the U.S. Mexico border, including from President-elect Donald Trump on his Truth Social account.

“Sham,” as his classmates knew him, graduated from Beaumont’s Central High School in 2001. He was born and raised in Beaumont.

Grant Savoy, who was photographed with Jabbar in the 2001 high school yearbook, said the two took a couple classes together. He didn’t know him very well, as the high school had about 300 students that graduation year, but Savoy described Jabbar as “quiet.”

“He … didn’t seem like this guy I’m hearing about,” Savoy said. “But that was over 20 years ago, so I don’t know what life (has) done to him.”

Jabbar graduated from Georgia State University with a degree in computer information systems, the college confirmed. 

Not an immigrant.

Trump has repeatedly selected someone to run major government agencies who opposes the core mission of the agency.

Robert Kennedy Jr., for example, is opposed to routine public health measures.

Trump did it again. He chose a far-right critic of any government assistance to the poor to run the Department of Housing and Urban Decelopment.

ProPublica reported:

As Donald Trump’s nominee to run the U.S. Department of Housing and Urban Development, Scott Turner may soon oversee the nation’s efforts to build affordable apartments, protect poor tenants and aid the homeless. As a lawmaker in the Texas House of Representatives, Turner voted against those very initiatives.

Turner supported a bill ensuring landlords could refuse apartments to applicants because they received federal housing assistance. He opposed a bill to expand affordable rental housing. He voted against funding public-private partnerships to support the homeless and against two bills that called merely to study homelessness among young people and veterans.

Behind those votes lay a deep-seated skepticism about the value of government efforts to alleviate poverty, a skepticism that Turner has voiced again and again. He has called welfare “dangerous, harmful” and “one of the most destructive things for the family.” When one interviewer said receiving government assistance was keeping recipients in “bondage” of “a worse form to find oneself in than slavery,” Turner agreed.

Such views would seemingly place Turner at odds with the core work of HUD, a sprawling federal agency that serves as a backstop against homelessness for millions of the nation’s poor, elderly and disabled. With an annual discretionary budget of $72 billion, the department provides rental assistance to 2 million families, oversees the country’s 800,000 public housing units, fights housing discrimination and segregation and provides support to the nation’s 650,000 homeless. If Turner’s record indicates how he will direct the agency’s agenda, it is those clinging to the bottom of the housing market who have the most to lose, researchers and advocates said.

Several days ago, Elon Musk tweeted his endorsement of an extremist political party in Germany, the AfD, which is known for its xenophobic and hateful views. A number of pundits said he had thrown his support to a Neo-Nazi party. J.D. Vance soon added his praise of the extremist party.

Cynthia Miller-Idriss, a scholar of extremism, wrote at the MSNBC website, about the alarm bells that Musk and Vance set off.

She wrote:

Alarm bells sounded last week when Vice President-elect JD Vance and Trump adviser Elon Musk praised the far-right German party Alternative for Deutschland (AfD), just weeks before that country’s snap national elections are scheduled to take place.

“Only the AfD can save Germany,” Musk posted on X, prompting backlash from conservative and mainstream German leaders and the global Jewish community about a key Trump adviser’s endorsement of a party that has flirted with Nazi and white supremacist slogans and espoused dehumanizing and hateful rhetoric against immigrants and Muslims. In the wake of the criticism, Musk doubled down, writing the next day that “AfD is the only hope for Germany.”

Make no mistake: It is extremely dangerous to have an American vice president-elect and a core Trump adviser voice support for the AfD, therefore normalizing very extreme political positions.

Vance’s more tacit endorsement for AfD came in the form of a post responding to claims that AfD is dangerous. “It’s so dangerous for people to control their borders,” Vance tweeted sarcastically Saturday, implying support for the party’s anti-immigration positions. “So so dangerous. The dangerous level is off the charts.”

Make no mistake: It is extremely dangerous to have an American vice president-elect and a core Trump adviser voice support for the AfD, therefore normalizing very extreme political positions. The AfD has called for mass deportations, argued that children with disabilities should be removed from regular schools, and runs social media ads blaming immigrants for crimeand sexual violence. One anti-immigrant ad run by the AfD showed the belly of a pregnant white woman with the phrase “New Germans? We’ll make them ourselves.” Another campaign billboard used a 19th century painting of a slave market — depicting a nude, white woman having her teeth inspected by turban-clad, brown men — to warn that Europe could become “Eurabia,” a reference to a conspiracy theory favored by white supremacists.

To finish reading, open the link.

Trump’s advisers are showing their hand awfully early. Know them by those they admire.

I frequently get comments by people who are very angry. They are hateful, and their comments are hateful. They say horrible things about anyone who dusagreees with their worldview.

I try to block them but they sometimes slip through. Life is too short to argue with people who wish you were dead.

This message is for them, but you can watch too.

Ashton Pittman is the news editor of the Mississippi Free Press and a fine writer. I get my news about Mississippi by reading MFT, reported by people who live there. Pittman describes in this article why he debated whether to leave Twitter. When Musk bought Twitter, he knew it was going to be bad. He had spent years building up a following there and didn’t want to give it up. He investigated other social media platforms, but they weren’t right.

Then came the 2024 election, and Twitter turned into a political platform that favored Trump, where nasty trolls and bots created a toxic atmosphere.

Ashton joined BlueSky and very quickly gained a large number of followers close to what he (and the Mississippi Free Press) had had on Twitter.

He writes:

For a long time, it seemed like nothing was going to replace Twitter, even as it further devolved into a hellscape that seemed as if it were overrun by the trolls of 4chan, the neo-Nazis of Stormfront and the dullest AI bots Chat GPT ever powered. Twitter transformed into X, a place where racism, misogyny, homophobia and especially transphobia run rampant under the guise of “free speech,” but where using the word “cisgender” can get your account restrictedbecause Musk (who has described his very-much-alive transgender daughter as “dead”) considers it a slur.

I had really wanted one of the Twitter alternatives to take off, but one of the biggest impediments was the lack of buy-in from major journalists, publications, celebrities and other figures who could draw audiences away. A familiar pattern developed: People would leave X in hopes of joining another platform, then come back. 

Then came the election. Twitter turned into a Trump propaganda site. And Ashton was done.

But you know what I really enjoy about BlueSky? It doesn’t pigeonhole me. On other platforms, particularly X, you choose one facet of yourself and that’s the following you get, and the algorithm recommends you based on that. On BlueSky, I get to be a Mississippi journalist whose news stories draw engagement from people who care about news, but I also get to be a film photographer whose posts about my black-and-white film adventures spark conversations, too. None of us is just one thing, no matter what some lousy algorithm thinks, and it’s affirming to be able to build communities around shared interests beyond just news and politics. Social media should be social, not anti-social….

My experience as a journalist on BlueSky has reminded me that my job is to provide good information to those who want it, not to argue with trolls and validate attention-seeking behavior from the worst people on the internet. My desire to reach a diverse audience does not have to entail subjecting myself to constant abuse. I am not obligated to stay on a platform where Nazi trolls with 1488 in their usernames and cartoon frogs as their profile images regularly hurl the word “fagg-t” at me and issue veiled threats. I do not have to entertain the endless stream of incels who think “soy boy” is some sort of profound insult. I do not have to accept being under the thumb of an algorithm that prioritizes crypto scams, AI bots and conspiracy theorists over my voice.

And you know what? You don’t either.

Some of the smarter people among us have said that BlueSky is an echo chamber. Well, right now, it’s a place where I hear the echoes of artists, writers, cinephiles, scientists and neighbors caring about their neighbors. And that’s a hell of a lot better than being trapped in a chamber that’s increasingly filled with the echoes of Adolf Hitler.

So farewell, Twitter. I’m off to bluer skies.

Jan Resseger lives in Ohio. Before retiring, Jan staffed advocacy and programming to support public education justice in the national setting of the United Church of Christ—working to improve the public schools that serve 50 million of our children; reduce standardized testing; ensure attention to vast opportunity gaps; advocate for schools that welcome all children; and speak for the public role of public education.  Jan chaired the National Council of Churches Committee on Public Education for a dozen of those years.

Jan recently wrote this post for the National Center on Education Policy at the University of Colorado.

She writes:

I suppose many of us think about the classes we wish we had signed up for in college.  Right now, as somebody who believes public schools are among our nation’s most important and most threatened public institutions, I wish that in addition to enrolling in The Philosophy of Education, I had also taken a class in political philosophy—or at least Political Science 101. How have groups like the Heritage Foundation, the Lynde and Harry Bradley Foundation, Betsy DeVos’s American Federation of Children and their proxies like Moms for Liberty managed to discredit public schooling and at the same time spawn an explosion of vouchers, which, according to the editors of last year’s excellent analysis, The School Voucher Illusion: Exposing the Pretense of Equity, are failing to serve our society’s poorest children even as they are destroying the institution of public schooling?

Here are that book’s conclusions: “As currently structured, voucher policies in the United States are unlikely to help the students they claim to support. Instead, these policies have often served as a facade for the far less popular reality of funding relatively advantaged (and largely White) families, many of whom already attended—or would attend—private schools without subsidies. Although vouchers are presented as helping parents choose schools, often the arrangements permit the private schools to do the choosing… Advocacy that began with a focus on equity must not become a justification for increasing inequity. Today’s voucher policies have, by design, created growing financial commitments of taxpayer money to serve a constituency of the relatively advantaged that is redefining their subsidies as rights—often in jurisdictions where neighborhood public schools do not have the resources they need.” (The School Voucher Illusion: Exposing the Pretense of Equity, p. 290)

As I watch the wave of school privatization washing across conservative states and read about universal school choice as one of the priorities of presidential candidate Donald Trump as well as a goal of the Heritage Foundation’s Project 2025, I find myself wishing I had a better grasp of how our society has gone off the rails.  I wonder what I would have learned about the difference between democracy and extreme individualism in that political theory class I missed, and I find myself trying to catch up by reading—for example—on the difference between a society defined by individualist consumerism and a society defined by citizenship.

Back in 1984, the late political theorist Benjamin Barber published Strong Democracy, a book defining the principles our federal and state constitutions and laws are presumed to protect:  “Strong democracy … rests on the idea of a self-governing community of citizens who are united less by homogeneous interests than by civic education and who are made capable of common purpose and mutual action by virtue of their civic attitudes and participatory institutions rather than their altruism or their good nature. Strong democracy is consonant with—indeed depends upon—the politics of conflict, the sociology of pluralism, and the separation of private and public realms of action… The theory of strong democracy… envisions… politics as… the way that human beings with variable but malleable natures and with competing but overlapping interests can contrive to live together communally not only to their mutual advantage but also to the advantage of their mutuality…  It seeks to create a public language that will help reformulate private interests in terms susceptible to public accommodation… and it aims at understanding individuals not as abstract persons but as citizens, so that commonality and equality rather than separateness are the defining traits of human society.” (Strong Democracy, pp 117-119)

In that same book, Barber describes the consumer as a representative of extreme individualism—the opposite of the public citizen: “The modern consumer is the… last in a long train of models that depict man as a greedy, self-interested, acquisitive survivor who is capable nonetheless of the most self-denying deferrals of gratification for the sake of ultimate material satisfaction. The consumer is a creature of great reason devoted to small ends… He uses the gift of choice to multiply his options in and to transform the material conditions of the world, but never to transform himself or to create a world of mutuality with his fellow humans.” (Strong Democracy, p. 22)

Two decades later, Barber published Consumed, in which he explores in far more detail the danger of a society defined by consumerism rather than strong democracy. As his case study he contrasts parent-consumers who prioritize personal choice to shape their children’s education and parent-citizens: “Through vouchers we are able as individuals, through private choosing, to shape institutions and policies that are useful to our own interests but corrupting to the public goods that give private choosing its meaning.  I want a school system where my kid gets the very best; you want a school system where your kid is not slowed down by those less gifted or less adequately prepared; she wants a school system where children whose ‘disadvantaged backgrounds’ (often kids of color) won’t stand in the way of her daughter’s learning; he (a person of color) wants a school system where he has the maximum choice to move his kid out of ‘failing schools’ and into successful ones. What do we get?  The incomplete satisfaction of those private wants through a fragmented system in which individuals secede from the public realm, undermining the public system to which we can subscribe in common. Of course no one really wants a country defined by deep educational injustice and the surrender of a public and civic pedagogy whose absence will ultimately impact even our own private choices… Yet aggregating our private choices as educational consumers in fact yields an inegalitarian and highly segmented society in which the least advantaged are further disadvantaged as the wealthy retreat ever further from the public sector.  As citizens, we would never consciously select such an outcome, but in practice what is good for ‘me,’ the educational consumer, turns out to be a disaster for ‘us’ as citizens and civic educators—and thus for me the denizen of an American commons (or what’s left of it).” (Consumed, p. 132)

Barber concludes: “It is the peculiar toxicity of privatization ideology that it rationalizes corrosive private choosing as a surrogate for the public good.  It enthuses about consumers as the new citizens who can do more with their dollars… than they ever did with their votes. It associates the privileged market sector with liberty as private choice while it condemns democratic government as coercive.” (Consumed, p. 143)  “The consumer’s republic is quite simply an oxymoron… Public liberty demands public institutions that permit citizens to address the public consequences of private market choices… Asking what “I want’ and asking what ‘we as a community to which I belong need’ are two different questions, though neither is altruistic and both involve ‘my’ interests: the first is ideally answered by the market; the second must be answered by democratic politics.” “Citizens cannot be understood as mere consumers because individual desire is not the same thing as common ground and public goods are always something more than an aggregation of private wants…. (W)hat is public cannot be determined by consulting or aggregating private desires.” (Consumed, p. 126)

So that is today’s lesson from the political philosophy class I was never able to fit into my schedule in college: “Freedom is not just about standing alone and saying no. As a usable ideal, it turns out to be a public rather than a private notion… (N)owadays, the idea that only private persons are free, and that only personal choices of the kind consumers make count as autonomous, turns out to be an assault not on tyranny but on democracy. It challenges not the illegitimate power by which tyrants once ruled us but the legitimate power by which we try to rule ourselves in common. Where once this notion of liberty challenged corrupt power, today it undermines legitimate power… It forgets the very meaning of the social contract, a covenant in which individuals agree to give up unsecured private liberty in exchange for the blessings of public liberty and common security.” (Consumed, pp.119-123)

It is absolutely appropriate to study about religion in history classes in public schools. History has been deeply influenced by religious groups, for good and ill.

But it is not okay to promote religion in public schools. That’s indoctrination.

State leaders in red states want to restore religious practice into the schools, despite the fact that students come from many different faith traditions, or none at all.

This movement is led by evangelical Christians.

Chalkbeat reports:

The Texas State Board of Education gave its approval to a Bible-infused curriculum for elementary students in the latest test of the line between church and state in public school classrooms. Proponents of the new curriculum say they’re not looking to proselytize or convert students. The Bible is a foundational text of western civilization, and understanding it is key to understanding everything from common phrases in the English language to major developments in history and society, they argue.

“Scrubbing biblical references from school curriculum may seem like a step toward inclusivity, but given how deeply such phrases and allusion are embedded in the language, such an effort would more likely impose a form of illiteracy on students,” American Enterprise Institute senior fellow Robert Pondiscio wrote earlier this year in The 74.

But opponents say the curriculum goes much further than simply helping students understand Biblical references. Jewish Texans and other religious minorities say the curriculum treats Christianity as a default truth. Writing in The Forward, Caryn Tamber-Rosenau, a Jewish Biblical scholar based in Houston, argues that the curriculum imposes 21st century American sensibilities on a challenging, ancient textwhile ignoring “the actual biblical material in favor of grafting onto biblical Israel what Protestant Christians do in churches today — what a coincidence.”

The Bluebonnet Learning curriculum is optional, but school districts will get a financial incentive for adopting it. 

Meanwhile, a federal judge found that Louisiana’s law requiring that schools display the Ten Commandments is unconstitutional, but an appeals court said the law will be on hold only in the school districts that sued. Most schools in the state will have to display the Biblical mandates while the court case works its way through the system. 

And Oklahomans are suing over a requirement that schools in that state teach the Bible — and not just any Bible. The state’s request for proposals was so narrow that one of the few Bibles that fit the requirement was a $60 edition endorsed by president-elect Donald Trump.

Just think: Trump will get a cut on every Bible sold to the state of Oklahoma!

Peter Greene writes about the contradiction at the heart of Trump’s education goals. On the one hand, Trump says he will eliminate the Department of Education and turn federal funding over to the states, to use as they wish. At the same time, he says that he will punish schools if they persist in teaching liberal ideas that Trump dislikes, like diversity, equity and inclusion, or if they are insufficiently patriotic.

How will he punish schools if the federal funding has been relinquished to the states?

Greene writes:

It has been on the conservative To Do list for decades, and the incoming administration keeps insisting that this time it’s really going to happen. But will it? Over the weekend, Trump’s Ten Principles for Education video from Agenda 47 was circulating on line as a new “announcement” or “confirmation” of his education policy, despite the fact that the video was posted in September of 2023.

The list of goals may or may not be current, but it underlines a basic contradiction at the heart of Trump’s education plans. The various goals can be boiled down to two overall objectives:

1) To end all federal involvement and oversight of local schools.

2) To exert tight federal control over local schools

Trump has promised that schools will not teach “political indoctrination,” that they will teach students to “love their country,” that there will be school prayer, that students will “have access to” project-based learning, and that schools will expel students who harm teachers or other students. 

He has also proposed stripping money from colleges and universities that indoctrinate students and using the money to set up a free of charge “world class education” system.

Above all, he has promised that he “will be closing up” the Department of Education. Of course, he said that in 2016 with control of both houses of Congress and it did not happen.

Are there obstacles? The Department of Education distributes over $18 billion to help support schools that educate high-poverty populations, providing benefits like extra staff to supplement reading instruction. The Project 2025 plan is to turn this into a block grant to be given to the states to use as they wish, then zeroed out. Every state in the country would feel that pinch; states that decide to use the money for some other purpose entirely, such as funding school vouchers, will feel the pinch much sooner. The department also handles over $15 billion in Individuals with Disabilities Education Act (IDEA) funding, which helps cover the costs of special education; Project 2025 also calls for turning it into an unregulated block grant to states with no strings attached, meaning that parents would have to lobby their state government for special ed funding.

Cuts and repurposing of these funds will be felt immediately in classrooms across the country, particularly those that serve poor students and students with special needs. That kind of readily felt, easily understood impact is likely to fuel pushback in Congress, and it’s Congress that has the actual power to eliminate the department.

Beyond the resistance to changing major funding for states and the challenge of trying to move the trillion-plus-dollar funding system for higher education, the Trump administration would also face the question of how to exert control over school districts without a federal lever to push.

Previous administrations have used Title I funding as leverage to coax compliance from school districts. In 2013, Obama’s education secretary Arne Duncan threatened to withhold Title I funds if a California failed to adopt an “acceptable” standardized testing program. In 2020, Trump himself threatened to cut off funding to schools that did not re-open their buildings. And on the campaign trail this year, Trump vowed that he would defund schools that require vaccines. That will be hard to do if the federal government has given all control of funds to the states.

The Department of Education has limited power, but the temptation to use it seems hard to resist. Nobody wanted the department gone more than Trump’s education secretary Betsy DeVos, who was notably reluctant to use any power of her office. But by 2018, frustrated with Congressional inaction on the Higher Education Act, DeVos announced a plan to impose regulations on her own. In 2020, she imitated Duncan by requiring states to compete for relief money by implementing some of her preferred policies.

Too many folks on the Trump team have ideas about policies they want to enforce on American schools, and without a Department of Education that has control of a major funding stream, they’d have little hope of achieving their goals. Perhaps those who dream of dismantling the department will prevail, but they will still have to get past Congress. No matter how things fall out, some of Team Trump’s goals for education will not be realized.