Archives for category: Civil Rights

Thomas Pedroni of Wayne State University sent the following urgent message for readersof this blog.

Professor Pedroni writes:

“In 2016, seven Detroit school children and their parents joined together as plaintiffs to sue the State of Michigan for depriving them of what they deemed to be their basic right— the right to access literacy in minimally sufficient learning conditions. The plaintiffs, along with the vast majority of Detroit school children, had endured years of worsening conditions in the district— exploding class sizes, dilapidating and rat-infested schools, freezing or searing classroom temperatures, classrooms with no teachers and no books, profit-driven experimentation by self interested ed tech companies— all during a time of direct and unchecked control of the district  by a string of state-imposed emergency managers.

“The students’ class action lawsuit, brought pro bono by California law firm Public Counsel, was dismissed in 2018 by Judge Stephen Murphy of the U.S. District Court Eastern District of Michigan in Detroit. Judge Murphy argued that although students were inarguably being subjected to what he called deplorable learning conditions, and although literacy was clearly necessary for the full enjoyment of life in the United States today, there was no constitutional right to access literacy. The students  immediately filed an appeal.

“Candidate Gretchen Whitmer campaigned for Michigan Governor in part on an agenda of strengthening the state’s public schools. She explicitly addressed the lawsuit in interviews, arguing that, “Despite what the federal court said, despite what Bill Schuette and Governor Snyder say, I believe every child in this state has a constitutional right to literacy.” In the fall, an independent audit of the state of the district’s buildings concluded that an investment of at least $500 million would be required to bring the city’s schools, which had simply been neglected during the period of state emergency management, to minimally acceptable condition.

“But on Friday, the administration of newly elected Governor Whitmer submitted the state’s brief in response to the plaintiffs’ ongoing appeal. According to the brief, all of the parties named as defendants in the filing, including the Governor, the state superintendent, and the elected State Board of Education, asked the court to dismiss the appeal on mootness of grounds. The defendants now named— including Governor Whitmer— were no longer the defendants named in the original case, the state’s brief argued, and some local control had been returned to the Detroit Public Schools; moreover the Governor has committed to increased educational spending in her new budget.

“In fact, not all members of the State Board of Education saw things as stated in the State’s filing. While seven board members held that the case was moot, with the two Republicans on the board also rejecting outright the notion that the state constitution guaranteed access to literacy, one member’s perspective was not represented in the State’s brief at all. Board Vice President Pamela Pugh, a Saginaw Democrat who is also the Chair of the NAACP Michigan State Conference Education Committee and the Chief Public Health Advisor to Flint Mayor Karen Weaver, withheld her fundamental agreement with the arguments of the plaintiffs in the case.

“Instead, Vice President Pamela Pugh has issued the following statement, titled The Time is Now for Governor Whitmer, Education Officials, and Michigan Lawmakers to Guarantee Michigan Children’s Fundamental Right to Learn to Read and Write.”

Vice President Pamela Pugh wrote:

Greetings,

This message serves to inform you that relative to the Detroit Right to Literacy lawsuit, I have notified the office of the Michigan Attorney General that I did not communicate in any way that I would be taking or supporting the legal position that the U. S. Court of Appeals for the Sixth Circuit should dismiss Plaintiffs’ appeal on mootness grounds. It was represented in the reply brief filed by the State Defendants on Friday, May 24, 2019, that this is the legal position taken by all named defendants in this litigation.  I have also confirmed with the office of the Attorney General that I am exploring the options available to me, as a member of the Michigan Board of Education, to properly and procedurally address this matter.

This case has caused me to reflect deeply upon my beliefs, my values, and the very reason that I decided to run for the office of the State Board of Education; a role that the framers of our state constitution created to function distinct from that of the Governor and the state’s Executive Branch

I am reminded that in 1964 Rev. Dr, Martin Luther King pronounced, “the walling off of Negroes from equal education is part of the historical design to submerge him in second-class status”.  Dr. King went on to say, “As Negroes, we have struggled to be free and had to fight for the opportunity for a decent education.”  Now in 2019, 55 years later, with African Americans still struggling and fighting to be free, and to have an opportunity for an equitable and decent education, I am reminded of the urgency of the matter. 

Michigan ranks among the worst states in the nation for the educational performance of African American students.  While our children and educators are being labeled as failures, Michigan’s K-12 public education has been built on a crumbling foundation of racism and historic segregationist practices; many of which were sanctioned by our very own state government.  There is no doubt that these practices, and the policy makers who were unwilling to determinedly address the inequitable effects of them, are ultimately responsible for the failure of our children, their parents, and their teachers/educators.  

Through decades of inequitable funding and disastrous education program experiments, there’s been a perpetuation of children of color being deprived of the basic and proven conditions necessary for them to learn. Classroom learning is thwarted without literacy. Essential to a decent education are an adequate number of well trained teachers, sufficient teaching resources, and school buildings that aren’t environmental health hazards.  

Compounding this is the misuse and overuse of standardized tests, and, more importantly, the manipulative and abusive consequences that now accompany them.  These devices, and their penalties, such as “Read or Flunk” and “A-F” Laws, are now the primary tool, or the new and improved 21st century mechanism, used to submerge and maintain African Americans and communities of color in second class status.

In 1947, as an undergraduate at Morehouse College, Rev. Dr. Martin Luther King told us that, “The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.”

I am reminded of our beloved Martin’s call for us to think for ourselves, to be outspoken and committed to what’s moral and right. As the Vice President of the Michigan State Board of Education, I am motivated by his words which call for us to speak with clarity and boldness in standing against the real and imminent threats to a decent and equitable education for all Michigan children.

Anything short of Governor Whitmer and state education officials completely separating from former Attorney General Bill Schuette’s arguments, and taking responsibility for our children of color being granted the equal right to critical learning conditions that are afforded to students in other school districts is simply unacceptable.  This is especially true for Detroit Public Schools where special compensation is needed due to state control of the district for almost 20 years. In my opinion this robbed Detroit children of the basic right to literacy, a fundamental right which I believe should be determined to be guaranteed by the U. S. Constitution, as well as other constitutional rights which require literacy skills. .

The time is now for Michigan lawmakers, the Governor, and state education leaders to move with urgency, clarity, and boldness to call for an appropriate level education funding for all our children. We owe the children of our state a decent education that includes adequate literacy skills as a core component to their training. This is an urgent matter, especially in the face of the cumulative effects of destructive policies that have derailed the educational progress of our low income children and children of color, and caused the failure of Michigan’s K-12 public education system.

Pamela L. Pugh, DrPH, MS
Michigan State Board of Education

Vice President
pampugh@umich.edu

Don’t believe the right wingers who claim that  charter schools are supported by Black and Brown people.

Not only did the NAACP, the nation’s most venerable civil rights group, call for a moratorium on charter schools but so did Black Lives Matter.

The Journey for Justice Alliance is a true grassroots civil rights organization. It led demonstrations across the nation today. One of its demands: No more public funds for charter schools, which are a tool of gentrification. J4J knows what matters most: full funding of Title 1 and special education, not privatization and charter schools.

 

May 22 PRESS RELEASE FOR NATIONAL ACTIONS:
We Choose Equity So Fund Our Future! National Day of Action
May 22, 2019

Thousands rally nationwide for education justice on May 22, 2019!

On May 22nd coalitions from 20 cities are uniting forces to hold 11 powerful actions to demand equity and end racial injustice in schools nationwide. As we commemorate the landmark Brown V. Board Decision we will renew our call for an end to the egregious disparities in resources allocated schools serving Black and Brown youth. We will also demand for full funding of Title I and IDEA. The Journey for Justice Alliance will also hold Equity Bus Tours and Forums throughout the country. Many city and statewide coalitions are organizing large rallies with bold actions connected to their local demands for fair funding, sustainable community schools and progressive revenue. Our May 22nd Day of Action will galvanize our communities as we create the momentum to make education a pivotal issue in the 2020 Presidential elections.

May 22nd Calendar

WASHINGTON DC Coalitions: Journey for Justice Alliance (New York, Baltimore, Newark, Camden, Patterson and Pittsburgh), the Alliance for Educational Justice, and the Alliance to Reclaim Our Schools

• Actions:

1) Rally at Supreme Court with parents and youth from 6 cities, President Randi Weingarten (AFT) and Sen Chris Van Hollen to commemorate Brown V. Board and a renewed demand for equity
2) Equity Bus Tour in DC’s Wards 7 and 8 to highlight resource disparities in local schools
3) Press Conference at Hart Middle School with US Rep. Susie Lee, Liz Davis and President of the Washington Teachers Union

BIRMINGHAM. Coalition/Organization Name: Citizens for Better Schools and Sustainable Communities
• Action: We Choose Equity Bus Tour
• Demand: Fully Fund, IDEA, Title I and call on federal legislations to implement policies that honor mandate of Brown v. Board

CINCINNATI. Coalition: Cincinnati Educational Justice Coalition
• Action: Protest/Rally in front of campus of new charter school “Regeneration Schools” set to open in August, 2019 in Cincinnati, Ohio.
• Demand: No more public $$ to charter schools. Demand for equity in school funding, including local campaign demands for tax abatement policy changes. ( The proposed charter school is pushed by local deep pockets organized as the Cincinnati Accelerator started as an offshoot of MindTrust in Indianapolis. These people talk about high-quality seats–a dead give away thet the are using test scores and the absurd Ohio report card as a reason to push for a charter. Key players here are a retired banker and the family that owns CINTAS.)

CHICAGO. Coalition: The Grassroots Education Movement and Chicago Teachers Union
• Action: Fair Contract Rally–Keep the Promise: Equity & Funding for our Schools, Students & Community Thompson Center (110 W. Randolph, downtown Chicago)
• Demand: Call for new mayor to agree to a fair contract that improves educator pay & benefits, reduces class sizes and increasing critical staffing needs (ELL and SPED teachers, paraprofessionals, librarians, nurses, counselors, social workers, restorative justice coordinators) Demands include expanding sustainable community schools and increasing affordable housing.

DENVER. Coalition/Organization Name: Breaking Our Chains
• Action: We Choose Equity Bus Tour
• Demand: Fully Fund, IDEA, Title I and call on federal legislations to implement policies that honor mandate of Brown v. Board

DALLAS. Coalition/Organization Name: Texas Organizing Project
• Action: We Choose Equity Bus Tour
• Demand: Fully Fund, IDEA, Title I and call on federal legislations to implement policies that honor mandate of Brown v. Board

BATON ROUGE. Coalition/Organization Name: Step Up Louisiana, LAE
• Action: Rally and Press Conference regarding harm done by charters and their lack of accountability (due to ‘autonomy’ given by state laws)
• Demands: Stop the proliferation of charters and a fair plan to address budget deficit

HOUSTON. Coalition/Organization Name: Save Our School Houston and Texas Organizing Project
• Action: Rally and Protest
• Demand: End Punitive dress code policies that police parents of color and prevent their engagement in school activities

JACKSON. Coalition/Organization Name: IDEA and One Voice
• Action: Forum on School to Prison Pipeline and Education Equity
• Demand: End Punitive tactics to police our children

PEORIA. Coalition: Peoria’s People Project
• Action: Organizing for Racial Equity in Education Training co-sponsored by the NAACP
• Demand: Full funding of Title I and IDEA

SACRAMENTO + (Los Angeles, Oakland, San Francisco and Sacramento) Coalitions: Oakland Public Education Network, Reclaim Our Schools LA, Close the Gap, Oakland Education Association, UTLA, United Educators of San Francisco, San Francisco Families Union, Coleman Advocates, California Teachers Association and California Federation of Teachers
• Action: We Choose Equity Bus Tour & Coalitions will unite at a rally of 1,000 people in Sacramento (Rotunda of State Capitol)
• Demand: The statewide coalition is calling on legislators to support legislation for fair school funding and bills aimed at ending school privatization. They are also demanding full funding of Title I and IDEA and the fulfillment of the mandate to honor Brown V. Board decision.

In a statement posted last month, the Southern Poverty Legal Center clearly described the high price paid by students and citizens for vouchers.

Public schools serve all students, no matter their backgrounds. Private schools do not – they can cherry-pick which children they serve.

What’s more, when families take a private school voucher, they lose known academic standards, certified teachers, civil rights protections, services and accessibility for disabled students, free and reduced lunch options, building code regulations, and free transportation.

The Legislature passed the bill to create a fifth voucher plan, despite the fact that the state already spends $1 Billion a year to send children to voucher schools where they abandon their civil rights protections, have no guarantee of services if they are disabled, are likely to have uncertified teachers, and are likely to learn science from the Bible. Eighty percent of voucher schools are religious. Their students are not prepared to live in the modern world.

Why is the Florida GOP determined to miseducate the rising generation? Is it religious fervor? Greed? Stupidity?

When they say that “parents always know best,” are they aware of the near daily stories of parents who abused, tortured, murdered their children? Did A.J.’s parents “know best,” the parents in Illinois who abused and murdered their five-year-old? Did the parents of 13 children in California who abused them over many years also “know best?”

The voters of Florida elected these fools. They will have to take responsibility and replace them with people who care about the children and the future of their state.

 

 

 

Mercedes Schneider writes here about a peculiar development that is percolating among “reformer” groups: Bring back racial segregation!

While civil rights groups are concerned about the alarming increase in racial segregation in recent years, about the retreat of federal courts from enforcing desegregation decrees, and about the role of “school choice” in promoting segregation, a few leading figures in the “Reform” movement have decided to embrace segregation.

At a recent convening of Global Silicon Valley (GSV) at Arizona State University (ASU), “Reformers” offered a panel discussion titled: “No Struggle, No Progress: An Argument for a Return to Black Schools.”

The panel was moderated by school choice advocate Jeanne Allen of the Center for Education Reform; its leadoff speaker was Howard Fuller, who has received millions of dollars from rightwing foundations to promote school choice among African Americans.

Schneider writes: The panel description reads like, “Since racial separation and hate crimes abound, let’s just go with it.”

School choice has predictably led to every kind of segregation–by race, religion, ethnicity, and social class, not only in the U.S., but in other nations that have adopted school choice.

Fuller’s organization, the Black Alliance for Educational Options, was the recipient of grants from the pro-voucher, rightwing Bradley Foundation of Milwaukee, the Gates Foundation and the Walton Foundation. BAEO was a good gig while it lasted–its revenues ranged from $2 million to $8.5 million a year. Fuller and BAEO carried the gospel of school choice to black communities, especially in the South. BAEO closed its doors at the end of 2017; the rich white philanthropists must have decided to shift their resources elsewhere.

In 2011, Schneider points out, Fuller won an award established in John Walton’s name to honor “champions of school choice,” presented at the national convention of Betsy DeVos’s American Federation for Children.

Rucker Johnson of Berkeley has written about the substantial and lasting advantages conferred by attending integrated schools. His latest book, Children of the Dream: Why School Integration Works, co-authored by journalist Alexander Nazaryan, explains why school integration was a great success, and why we must not abandon it.

I would pay to watch a debate between Howard Fuller, the well-funded advocate of a return to segregation, and Rucker Johnson, whose research demonstrates the value of school integration.

Fuller has become the black voice of separatism and segregation, a line that seems to resonate with wealthy white conservatives and philanthropists like Betsy DeVos, the Bradley Foundation, and the Waltons.

Powerful rightwing foundations like Bradley and Walton generously funded Fuller’s advocacy.

Did he use them or did they use him?

A coalition of civil rights and parent groups spoke out against Tennessee Governor Bill Lee’s proposal to create a voucher program, Chalkbeat reports.

The Tennessee Educational Equity Coalition, which champions policies that address disparities in education, said Lee’s plan to create education savings accounts would instead end up helping middle-class families. The accounts are a new kind of voucher that give families taxpayer money to pay for private school or other private education services.

The group charged that the proposed plan would exclude and discriminate against some students and questioned the state’s ability to measure the program’s success if participants are not required to take the same state assessments as Tennessee’s public school students.

Calling voucher bills moving through the legislature “a step backwards” for Tennessee, the coalition urged the governor to instead invest more money in proven school improvement strategies like Shelby County Schools’ Innovation Zone, which gives additional resources and pays for extended school days to turn around low-performing schools….

The coalition’s diverse members include the Tennessee chapter of the NAACP, the YWCA, the National Civil Rights Museum, and education funds, foundations, or urban leagues in Memphis, Nashville, Knoxville, and Chattanooga.

“Vouchers take critical resources away from our neighborhood public schools, the very schools that are attended by the vast majority of African-American students,” the NAACP said in a separate statement. “Furthermore, private and parochial schools are not required to observe federal nondiscrimination laws, even if they receive federal funds through voucher programs.”

Governor Lee met with leaders from the urban districts that would be affected by vouchers, and they gave him an earful.

“If this voucher bill passes, the private schools will pick the best of the best, and we will become a district of the academically and behaviorally challenged,” said Stephanie Love, a board member with Shelby County Schools in Memphis, recounting her message to the governor as she left the meeting.

In all, more than 20 board members and four superintendents from Memphis, Nashville, Knoxville, Chattanooga, and Jackson met with the governor, according to Tammy Grissom, executive director of the Tennessee School Board Association, which organized the gathering….

Meanwhile, the administration revised its proposed budget to move the $25 million previously allocated for the controversial program to go instead to fighting hepatitis C in state prisons. Lee’s finance commissioner, Stuart McWhorter, said the funding shift is not a sign of trouble for the governor’s education plan.

 

 

 

 

 

I got an e-mail recently from Senator Bernie Sanders’s education advisor. She said she reads the blog and wondered if we could talk. I said sure but I was not ready to endorse anyone in the Democratic primaries.

I asked for and got her permission to share that this conversation occurred. As everyone knows who ever gave me confidential information, I never write or speak about what I was told in confidence.

We set a date to speak on the phone since I am in New York and she is in D.C.

She called and conferenced in the campaign’s chief of staff.

Here is what happened.

I told them that I was upset that Democrats talk about pre-K and college costs—important but safe topics—and skip K-12, as though it doesn’t exist. Every poll I get from Democrats asks me which issues matter most but doesn’t mention K-12.

I expressed my hope that Bernie would recognize that charter schools are privately managed (in 2016, he said in a town hall that he supports “public charter schools but not private charter schools). No matter what they call themselves, they are not “public” schools. They are all privately managed. I recounted for them the sources of financial support for charters: Wall Street, hedge fund managers, billionaires, the DeVos family, the Waltons, Bill Gates, Eli Broad, ALEC, and of course, the federal government, which gave $440 million to charters this year, one-third of which will never open or close soon after opening. (See “Asleep At the Wheel: How Athens Federal Charter Schools Program Recklessly Takes Taxpayers and Students for a Ride,” Network for Public Education).

I proposed a way to encourage states to increase funding for teachers’ salaries. I won’t reveal it now. I think it is an amazingly innovative concept that offers money to states without mandates but assures that the end result would be significant investment by states in teacher compensation, across the board, untethered to test scores.

I recommended a repeal of the annual testing in grades 3-8, a leftover of George W. Bush’s failed No Child Left Behind. I pointed out to them that all the Democrats on the Education Committee in the Senate had voted for the Murphy Amendment (sponsored by Senator Chris Murphy of Ct), which would have preserved all the original punishments of NCLB but which was fortunately voted down by Republicans. I suggested that grade span testing is common in other developed countries, I.e., once in elementary school, once in middle school, once in high school.

We had a lively conversation. Our values are closely aligned.

They are in it to win it. I will watch to see if Bernie moves forward with a progressive K-12 plan. No one else has.

My options are open. My priorities are clear.

Let’s draw a line in the sand. We will not support any candidate for the Democratic nomination unless he or she comes out with strong policy proposals that strengthen public schools, protect the civil rights of all students, curb federal overreach into curriculum and assessment and teacher evaluation, and oppose DeVos-style privatization (vouchers, charters, cybercharters, for-profit charters, home schooling, for-profit higher education).

Silence is not a policy.

Democrats support public schools.

 

 

The Education Law Center is one of the nation’s leading legal organizations defending the civil rights of students.

In this important new report, it presents a critical analysis of Philadelphia’s charter sector and its indifference to the civil rights of students.

I urge you to read the report in full.

When charters take the students who are least challenging to educate, the traditional public schools are overburdened with the neediest students but stripped of the resources required to educate them. It is neither efficient nor wise to maintain two publicly funded school systems, one of which can choose its students, leaving the other with the students it doesn’t want.

Once again, we are reminded that charter schools ignore equity concerns in their pursuit of test scores, that they enroll proportionately few of the neediest students, and that they intensify segregation even in cities that are already segregated.

Here is a summary of its findings:

  • As a whole, traditional charter schools in Philadelphia are failing to ensure equitable access for all students, and the district’s Charter School Performance Framework fails to provide a complete picture of this concerning reality.
  • Annual compliance metrics and overall data on special education enrollment mask high levels
    of segregation between district and traditional charter schools. Traditional charter schools serve proportionately high percentages of students with disabilities, such as speech and language impairments, that typically require lower-cost aids and services. However, they benefit financially from a state funding structure that allocates special education funding independent of student need, leaving district schools with fewer resources to serve children with more significant special education needs.
  • District schools on average serve roughly three times as many English learners as traditional charter schools, and there are high levels of language segregation across charter schools.Roughly 30% of traditional charters have no English learners at all. In addition, nearly all of the charters at or above the district average of 11% are dedicated to promoting bilingualism, suggesting the percentages at the remaining charter schools may be even further below the district average.
  • Despite provisions in the Charter School Law permitting charters to target economically disadvantaged students, traditional charters, in fact, serve a population that is less economically disadvantaged than the students in district-run schools.
  • Students in Philadelphia charters are more racially isolated than their district school counterparts. More than half of Philadelphia charters met our definition of “hyper-segregated,” with more than two-thirds of the students coming from a single racial group and white students comprising less than 1% of the student body. This is roughly six times the rate for district schools. Conversely, 12% of traditional charters in Philadelphia enroll over 50% white students in a single school. This is more than twice the rate of district schools (5%). iii

We know from other research that certain underserved student populations – such as students experiencing homelessness and students in foster care – are underserved by charter schools. For example, Philadelphia’s traditional charter schools serve
only one third the number of students experiencing homelessness compared with district schools.iv

Both the district’s own Charter School Performance Framework and national research point to systemic practices that contribute to these inequities. Among them are enrollment and other school-level practices that keep out or push out students with the greatest educational needs.

A charter authorizing system that focuses attention on academic and financial performance to the exclusion of equity incentivizes charters to continue to underserve students with the greatest educational needs. To improve equity, the Education Law Center recommends that the Philadelphia Board of Education do the following:

• Ensure that its evaluation of new and existing charters includes and monitors equitable access findings.

• Direct the Charter School Office to build upon the existing Charter School Performance Framework to better center issues of equity during the application and renewal processes, including collecting and reporting key data elements regarding equitable access.

• Grant the Charter School Office additional capacity to provide appropriate oversight, including serving as a recognized resource for parent complaints and reviewing each charter school’s policies and practices.

An investigation by the New York State Education Department faulted Success Academy Charter Chain and the New York City Department of Education for violating the civil rights of students with disabilities. 

Success Academy charter schools and the New York City education department have violated the civil rights of students with special needs, an investigation by state officials found.

The charter network failed to provide required services to students, changed the special education placement of children without giving parents the opportunity for input, and refused to follow orders issued at special education administrative hearings, according to the state.

Investigators also fault the city education department for failing to provide parents with legally required notices regarding changes to their child’s Special Education Program, or IEP, and for not ensuring that the charter network complied with hearing orders.

Both the city and Success Academy will be required to implement a list of reforms that will be monitored by the state, according to a decision reached earlier this month by New York’s Office of Special Education.

Success Academy spokeswoman Ann Powell pushed back against the report, saying the network doesn’t agree with all the conclusions and has been in “active discussions” with state leaders about their concerns. Powell attributed most of the findings to a need for better documentation, “not about any failure in providing services to children.”

The state investigation was prompted by a complaint filed in November by the advocacy group Advocates for Children and a private law firm.

“This decision makes clear that students do not give up their civil rights when they enter a charter school, and parents do not give up their voice in their children’s education,” Kim Sweet, executive director of Advocates for Children, said in an emailed statement.

The findings heap fresh scrutiny on the city’s largest charter network, which has previously been accused of denying services to students with disabilities — and on the city education department, which came under fire this week for shortcomings in how children with special needs are supported.

At the four schools covered in the investigation, the state’s Office of Special Education found that Success Academy did not provide required special education classes, small group instruction, or testing accommodations. The network also failed to follow the proper procedure for changing the services provided to children with disabilities by not holding required meetings with families, among other issues, and did not follow “pendency orders,” which require schools to maintain accommodations in cases where parents have appealed changes to their children’s education plans.

 

I think Reverend William Barber is the most powerful voice for justice in the nation today. He wrote this article that was published in the Washington Post. That newspaper yesterday  called on Governor Ralph Northam to resign. 

Rev. Barber does not agree. He thinks that Gov. Northam can demonstrate repentance by whathe does today. And he calls out the hypocrisy of those who want Northam to resign yet continue to harm Black people by supporting voter suppression, ignoring poverty, and the denying their rights as citizens.

Since the Post is behind a paywall, here it is.

 

The Rev. William J. Barber II is president of Repairers of the Breach and co-chair of the Poor People’s Campaign: A National Call for Moral Revival.

Following news that Virginia Gov. Ralph Northam’s social life in the mid-1980s included parties where white people dressed in blackface, a stream of offensive photos from fraternity parties in the late 1970s and early 19 80s has emerged, implicating not only a few bad apples but also white elites across social and ideological lines. To African Americans who have survived the status quo of American racism, this is hardly a surprise. But it does raise again in our common life the question of what it means to repent of America’s racist past and pursue a more perfect union.

Like for any African American, this is personal for me. When my father challenged Jim Crow’s inequality in Georgia in the 1950s, a white man put a gun in his mouth and told him what he planned to do to him if he didn’t stop talking. When I was a young man in the 1970s, the Ku Klux Klan burned a cross in my uncle’s yard because he had married a white woman. My uncle sent me to the back door with a shotgun and told me to shoot anything that moved. When you know in your body the violent backlash that is inevitable whenever white supremacy is challenged, you cannot take its cultural symbols lightly.

But as angry as I can become at those who mock black people and culture to justify their own sense of superiority, I also know that mockery, fear and hatred of black people are the result of a racial caste system, not its causes. White supremacy did not emerge in the United States because of some innate human understanding that black people are inferior to white people. It was an economic choice that Americans of European descent then created an ideology to explain. “I was taught the popular folktale of racism,” American University scholar Ibram Kendi writes, “that ignorant and hateful people had produced racist ideas, and that these racist people had instituted racist policies. But when I learned the motives behind the production of many of America’s most influentially racist ideas, it became obvious that this folk tale, though sensible, was not based on a firm footing in historical evidence….”

If Northam, or any politician who has worn blackface, used the n-word or voted for the agenda of white supremacy, wants to repent, the first question they must ask is “How are the people who have been harmed by my actions asking to change the policies and practices of our society?” In political life, this means committing to expand voting rights, stand with immigrant neighbors, and provide health care and living wages for all people. In Virginia, it means stopping the environmental racism of the pipeline and natural gas compressor station Dominion Energy intends to build in Union Hill, a neighborhood founded by emancipated slaves and other free African Americans.

Scapegoating politicians who are caught in the act of interpersonal racism will not address the fundamental issue of systemic racism. We have to talk about policy. But we also have to talk about trust and power. If white people in political leadership are truly repentant, they will listen to black and other marginalized people in our society. They will confess that they have sinned and demonstrate their willingness to listen and learn by following and supporting the leadership of others. To confess past mistakes while continuing to insist that you are still best suited to lead because of your experience is itself a subtle form of white supremacy.

At the same time, we cannot allow political enemies of Virginia’s governor to call for his resignation over a photo when they continue themselves to vote for the policies of white supremacy. If anyone wants to call for the governor’s resignation, they should also call for the resignation of anyone who has supported racist voter suppression or policies that have a disparate impact on communities of color.

While we must name and resist white supremacy, we can also recall that we are never alone in this work. During the 19th century, there were anti-racist abolitionists — black and white — who worked to subvert and transform a system that considered some people chattel. In the new dawn of Reconstruction, black and white men worked together in statehouses across the South to reimagine democracy. During the 20th century’s movements for labor unions, women’s suffrage, and civil, human and environmental rights, fusion coalitions of black, white, brown, Native and Asian worked together to pursue a more perfect union that both acknowledges our original sin and holds on to the hope that we might yet live up to the better angels of our nature. Whenever we ask what repentance means, we don’t have to start from scratch. We have a long tradition to draw on, full of examples of what true repentance must look like.

In his 20s and 30s, Democrat Robert C. Byrd of West Virginia was a recruiter for the Ku Klux Klan, serving as the exalted cyclops of his local chapter. He continued to support the Klan into the 1940s, but Byrd later said joining the Klan was his greatest mistake. He demonstrated what repentance can look like by working with colleagues in Congress to extend the Voting Rights Act in 2006 and backing Barack Obama as his party’s candidate for president in 2008. “Senator Byrd and I stood together on many issues,” wrote Rep. John Lewis (D-Ga.), who nearly died fighting for voting rights in Selma, Ala. In our present moral crisis, we must remember that real repentance is possible — and it looks like working together to build the multiethnic democracy we’ve never yet been.

 

 

 

 

 

 

 

 

 

 

STATEMENT:
For Immediate Release| ctulocal1.org
CONTACT: Chris Geovanis, 312-329-6250, 312-446-4939 (m), ChrisGeovanis@ctulocal1.org
CTU calls on Mayor, CPS to honor MLK by ending educational apartheid

50 years after Dr. King died defending human rights for Black workers and youth, CPS still perpetuates separate and unequal public schools for Black and Brown students, charges CTU.

CHICAGO, January 21, 2019—CTU President Jesse Sharkey released the following statement today marking MLK Day – and the ongoing movement to make Dr. King’s life’s mission of peace with justice a reality.

“50 years after Dr. King died defending human rights for Black workers and youth, we are still battling separate and unequal public schools for Black and Brown students, and separate and unequal neighborhoods for Chicago’s Black and Latinx families.”

“Dr. King was assassinated in Memphis defending the rights of striking workers – and working to expand his Poor People’s Campaign. At the heart of his work was the demand for economic and social justice for Blacks and other oppressed people in this nation. He would be horrified by the treatment of Chicago’s Black and Brown students and their families today – segregated into under-resourced public schools, embedded in neighborhoods neglected by generations of disinvestment and economic starvation.

“We saw a glimpse of the consequences of that negligence and dispossession just this weekend, when CPS quietly disclosed that nearly a thousand schoolchildren will be denied entry into the high schools they ‘chose’, in a school district that the mayor and his CPS bureaucrats claim offers ‘choice’. What they really offer is strangled opportunities, limited options and separate and unequal schools in a system of educational hunger games that leaves working class and low income families – particularly Black and Latinx families – in the lurch.

“Yet Dr. King’s mission lives on, in every Chicago student, parent, educator, neighborhood resident and community activist who continues to fight to affirm Dr. King’s demands for equity, dignity and respect for working class families – particularly Black and Latinx families who have been abandoned by the elites who run this city. These people, including CTU educators, are the leading edge of this battle, in our classrooms, our school communities, our unions and our city.

“True peace is not the absence of tension: it is the presence of justice,” wrote Dr. King in 1955, when he was accused of ‘disturbing the peace’ during his organizing around the Montgomery bus boycott. And Chicagoans continue to ‘disturb the peace’ in our struggles for justice in education, housing, living wage work and neighborhood safety. Our work in the CTU has exposed the hypocrisy of a mayoral-controlled school district, and set the stage for contract fights for more equity and dignity for our students.

“Dr. King embraced and lifted up the power of the picket line, the boycott and the organizing that built a mass movement for racial and economic equity. The Chicago Teachers Union has embraced Dr. King’s strategy, which is as vital today as it was decades ago. His strategy is embedded in our civic movement for educational justice in Chicago, and has swept the nation in grassroots struggles for police accountability, educational equity, affordable housing and living wage work. Now, more than ever, people understand the forces that are arrayed against real justice for working class families. This city’s residents stand with our struggle as we take aim at the very infrastructure of institutional racism and inequity in Chicago.

“Today, we renew our commitment to organize, mobilize and agitate for real justice – the movement for justice that Dr. King led, and the movement that will shatter the discrimination and disenfranchisement that continues to plague our neighborhoods.”