Archives for category: Civil Rights

 

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.”

This wonderful quote from Dr. Martin Luther King, Jr., was sent to me this morning by the Southern Poverty Law Center:

As the nation honors the life and legacy of Dr. Martin Luther King Jr., we should all ask ourselves what we are doing to help achieve King’s vision of a “Beloved Community.”

Community is what Congress had in mind in 1994 when it designated MLK Day as a national day of service.

Dr. King knew that all of us have something to contribute. He understood the power of community action – of many small acts pushing a society closer to its ideals.

“Everybody can be great, because everybody can serve,” he said. “You don’t have to have a college degree to serve. You don’t have to make your subject and your verb agree to serve. You don’t have to know about Plato and Aristotle to serve. … You only need a heart full of grace, a soul generated by love.”

Mercedes Schneider ponders the meaning of Make America Great Again. MAGA.

What does Trump mean by “great?”

What does he mean by “again?”

She thinks she knows.

It’s a loaded phrase. It causes trouble because people understand what it means.

“And cause trouble, it does, because those “good old days” tend to be days in which life, liberty, and the pursuit of happiness were chiefly available to whites– and particularly white males– with varying degrees of economic and social exclusion/oppression for women and people of color.”

That America—the era of white supremacy—is gone forever. It’s time to acknowledge and embrace a new and better America.

President Franklin Delano Roosevelt delivered his State of the Union address on January 11, 1944.

Seventy-five years ago today.

He included what was then called the “Economic Bill of Rights.”

It’s good to remember a time long ago when we had a national leader with a vision of a just and fair society, a vision that we remain very far from achieving. It’s good to remember a time when we had a national leader who was intelligent and articulate, surrounded by others who cared deeply about social and economic progress. It’s good to remember a time long ago when America meant something other than rampant individualism, greed, me-first, me-only, competition, and gun violence. It’s good to remember when America was motivated by ideals of the common good and the just and decent society. That was the America of my childhood. I miss it. I hope it can be recaptured.

FDR said:

It is our duty now to begin to lay the plans and determine the strategy for the winning of a lasting peace and the establishment of an American standard of living higher than ever before known. We cannot be content, no matter how high that general standard of living may be, if some fraction of our people—whether it be one-third or one-fifth or one-tenth—is ill-fed, ill-clothed, ill-housed, and insecure.

This Republic had its beginning, and grew to its present strength, under the protection of certain inalienable political rights—among them the right of free speech, free press, free worship, trial by jury, freedom from unreasonable searches and seizures. They were our rights to life and liberty.

As our nation has grown in size and stature, however—as our industrial economy expanded—these political rights proved inadequate to assure us equality in the pursuit of happiness.

We have come to a clear realization of the fact that true individual freedom cannot exist without economic security and independence. “Necessitous men are not free men.”[3] People who are hungry and out of a job are the stuff of which dictatorships are made.

In our day these economic truths have become accepted as self-evident. We have accepted, so to speak, a second Bill of Rights under which a new basis of security and prosperity can be established for all—regardless of station, race, or creed.

Among these are:

The right to a useful and remunerative job in the industries or shops or farms or mines of the nation;

The right to earn enough to provide adequate food and clothing and recreation;

The right of every farmer to raise and sell his products at a return which will give him and his family a decent living;

The right of every businessman, large and small, to trade in an atmosphere of freedom from unfair competition and domination by monopolies at home or abroad;

The right of every family to a decent home;

The right to adequate medical care and the opportunity to achieve and enjoy good health;

The right to adequate protection from the economic fears of old age, sickness, accident, and unemployment;

The right to a good education.

All of these rights spell security. And after this war is won we must be prepared to move forward, in the implementation of these rights, to new goals of human happiness and well-being.

America’s own rightful place in the world depends in large part upon how fully these and similar rights have been carried into practice for all our citizens. For unless there is security here at home there cannot be lasting peace in the world.

This is a story about a photograph taken at a small Ku Klux Klan rally in Georgia in 1992.

The photo shows a child in KKK regalia looking at his reflection in a shield held by a police officer, who is African-American. The officer is there to prevent violence. He is protecting the peace and protecting even the members of the KKK.

The photo has been adopted by the Southern Poverty Law Center, a pre-eminent CIvil Rights Organization.

Over the years, as you will read, people have debated what the photo says to them.

It reminded me of the song from Rodgers and Hammerstein’s “South Pacific.” The title “You’ve Got to Be Taught to Hate.” The little boy dressed up as a Klansman didn’t hate the man holding the shield. But he will be taught to hate by those who dressed him.

The British educator Robin Alexander reads the blog and has a question about whether American children have a right to an education. His thoughts were spurred by Jill Lepore’s article in The New Yorker, posted this morning, about whether education is a fundamental right. He wondered whether American education has been influenced by international agreements and norms. The short answer is no. The national education goals were set in 1989. I did not work for the U.S. Departmentof Education until mid-1991. I never heard anyone refer to international conventions or treaties about the rights of the child. I feel sure Betsy DeVos has never heard of them.

Robin Alexander writes:


While it’s beyond my competence to comment on the constitutional and legal aspects of the case for or against education as a fundamental right in the US, it might be worth broadening the debate to take in relevant international commitments to which the US is a signatory. These include:

1. The UN Convention on the Rights of the Child (UNCRC). https://www.unicef.org.uk/what-we-do/un-convention-child-rights/ . Article 28 states that ‘Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child …’. Unfortunately, although the US is a signatory to UNCRC it stands conspicuously apart from the rest of the world’s governments in not having ratified it https://www.humanium.org/en/convention/signatory-states/ .

2. The UN Millennium Development Goals (MDGs), adopted but now superseded (see 3 below). Goal 2 was Universal Primary Education http://www.un.org/millenniumgoals/education.shtml .

3. The UN Sustainable Development Goals (SDGs), unanimously adopted by all UN member states in 2015. Goal 4: ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ with a target date of 2030. https://www.un.org/sustainabledevelopment/education/ .

The problem here, it will immediately be recognised, is that the US hasn’t ratified UNCRC while although it has adopted the MDGs and SDGs these were/are directions of travel rather than legally binding obligations. In any event, even if the US had ratified UNCRC, Trump’s record on ratified treaties (e.g. on climate change and Iran) shows that as far as he is concerned these exist to be upheld or disregarded at will. On the other hand, many signatories to UNCRC, adoption notwithstanding, have in practice displayed little commitment to many of its articles so they are hardly in a position to condemn the US for taking what is perhaps a more honest line.

Yet although US administrations tend to prefer to avoid tying their and the states’ hands on such matters, the UNCRC and SDGs (and the weight of international support they have attracted), might at least be invoked to exert a degree of moral leverage to accompany the legal forensics in Jill Lepore’s article at the state government level to which education is constitutionally reserved under the US Constitution’s 10th Amendment and which I realise is one of the problems here. Or perhaps not … Were you in the US Department of Education when the six 1991 National Education Goals were agreed? Food for thought?

Jill Lepore, a professor of history at Harvard and a staff writer for the New Yorker, wrote this interesting essay, which appeared in the New Yorker on September 10, 2018. The essay explains the history of the Plyler v. Doe decision, which defined the rights of undocumented children to an education. This required the U.S. Supreme Court to weave its way through other decisions, because the Constitution does not include the word “education,” but other contemporaneous documents (the Northwest Ordinance) stress the importance of education.

The case is about to become a notable precedent, she writes, because it bears on important decisions today.

Some Supreme Court decisions are famous. Some are infamous. Brown v. Board, Roe v. Wade. But Plyler v. Doe? It’s not any kind of famous. Outside the legal academy, where it is generally deemed to be of limited significance, the case is little known. (Earlier this year, during testimony before Congress, Betsy DeVos, the Secretary of Education, appeared not to have heard of it.) The obscurity of the case might end soon, though, not least because the Court’s opinion in Plyler v. Doe addressed questions that are central to ongoing debates about both education and immigration and that get to the heart of what schoolchildren and undocumented migrants have in common: vulnerability.

Plyler is arguably a controlling case in Gary B. v. Snyder, a lawsuit filed against the governor of Michigan, Rick Snyder, by seven Detroit schoolchildren, for violating their constitutional right to an education. According to the complaint, “illiteracy is the norm” in the Detroit public schools; they are the most economically and racially segregated schools in the country and, in formal assessments of student proficiency, have been rated close to zero. In Brown, the Court had described an education as “a right which must be made available to all on equal terms.” But the Detroit plaintiffs also cite Plyler, in which the majority deemed illiteracy to be “an enduring disability,” identified the absolute denial of education as a violation of the equal-protection clause, and ruled that no state can “deny a discrete group of innocent children the free public education that it offers to other children residing within its borders.” Dismissed by a district court in June, the case is now headed to the Sixth Circuit on appeal.

Plyler’s reach extends, too, to lawsuits filed this summer on behalf of immigrant children who were separated from their families at the U.S.-Mexico border. In June, the Texas State Teachers Association called on the governor of the state to make provisions for the education of the detained children, before the beginning of the school year, but has so far received no reply. Thousands of children are being held in more than a hundred detention centers around the country, many run by for-profit contractors. Conditions vary, but, on the whole, instruction is limited and supplies are few. “The kids barely learn anything,” a former social worker reported from Arizona.

The federal district judge who ruled in their case was named Justice.

She writes:

[Justice] Justice skirted the questions of whether education is a fundamental right and whether undocumented immigrants are a suspect class. Instead of applying the standard of “strict scrutiny” to the Texas law, he applied the lowest level of scrutiny to the law, which is known as the “rational basis test.” He decided that the Texas law failed this test. The State of Texas had argued that the law was rational because undocumented children are expensive to educate—they often require bilingual education, free meals, and even free clothing. But, Justice noted, so are other children, including native-born children, and children who have immigrated legally, and their families are not asked to bear the cost of their special education. As to why Texas had even passed such a law, he had two explanations, both cynical: “Children of illegal aliens had never been explicitly afforded any judicial protection, and little political uproar was likely to be raised in their behalf.”

In 1978, Justice Justice ruled in favor of the children. The state of Texas appealed the case to the Supreme Court.

As she explains in her review of important Supreme Court decisions defining the rights of students, the Supreme Court ultimately crafted a decision in Plyler v. Doe that assured the right of the children of undocumented immigrants to education while avoiding any commitment to education as a fundamental right guaranteed by the Constitution.

And yet its interpretation remains limited. “Powell wanted the case to be about the education of children, not the equal protection rights of immigrants, and so the decision was,” Linda Greenhouse remarked in a careful study of the Court’s deliberations, published a decade ago. For many legal scholars, Plyler looks like a dead end. It didn’t cut through any constitutional thickets; it opened no new road to equal rights for undocumented immigrants, and no new road to the right to an education. It simply meant that no state could pass a law barring undocumented children from public schools. But that is exactly why Driver thinks that Plyler was so significant: without it, states would have passed those laws, and millions of children would have been saddled with the disability of illiteracy.

The children who received an education because of this decision are now gainfully employed and are citizens.

This is an article you should read and a decision that you should be aware of.

Jan Resseger explains how School Choice Promotes socially undesirable outcomes.

She quotes civil rights leader Jitu Brown on the illusion of choice:

Equity and Liberty Conflict When It Comes to the Education Market

The Journey4Justice Alliance’s executive director, Jitu Brown understands that an equitable system of public schools—regulated by law to protect students’ rights and the public interest— is likely to be more adequate, stable, and equitable than what a competitive charter school market provides. In his Forward to a report, Failing “Brown v Board,” published in May 2018, Brown addresses Bruce Baker’s concern that in education, the charter school marketplace undermines equity even as it expands freedom of choice: “In education, America does everything but equity. Alternative schools, charter schools, contract schools, online schools, credit recovery—schools run by private operators in the basement of churches, abandoned warehouses, storefronts; everything but ensuring that every child has a quality Pre-K through 12th grade system of education within safe walking distance of their homes.”

This is a heartening article posted by BardMAT program in Los Angeles.

Those of us who feared that the younger generation would become indoctrinated into reform ideology can take heart. They have maintained their sense of balance and their ethics.

Read this article.

Let’s consider why so many young educators today are in open rebellion.

How did we lose patience with politicians and policymakers who dominated the education reform debate for more than a generation? ……

Recall first that both political parties called us “a nation at risk,” fretted endlessly that we “leave no child behind,” and required us to compete in their “race to the top.”

They told us our problems could be solved if we “teach for America,” introduce “disruptive technology,” and ditch the textbook to become “real world,” 21st century, “college and career ready.”

They condemned community public schools for not letting parents “choose,” but promptly mandated a top-down “common core” curriculum. They flooded us with standardized tests guaranteeing “accountability.” They fetishized choice, chopped up high schools, and re-stigmatized racial integration.

They blamed students who lacked “grit,” teachers who sought tenure, and parents who knew too much. They declared school funding wasn’t the problem, elected school boards are obstacles, and philanthropists know best.

They told us the same public schools that once inspired great poetry, art, and music, put us on the moon, and initiated several civil rights movements needed to be split, gutted, or shuttered.

They invented new school names like “Green Renaissance College-Prep Academy for Character, the Arts, and Scientific Careers” and “Hope-Horizon Enterprise Charter Preparatory School for New STEM Futures.” They replaced the district superintendent with the “Chief Educational Officer.”

They published self-fulfilling prophecies connecting zip-coded school ratings, teacher performance scores, and real estate values. They accepted Brown v. Board as skin-deep, not as an essential mandate for democracy.

They implied “critical thinking” was possible without the Humanities, that STEM alone makes us vocationally relevant, and that “coding” should replace recess time.They cut teacher pay, lowered employment qualifications, and peddled the myth anyone can teach.

They celebrated school recycling programs that left consumption unquestioned, gave lip-service to “student-centered civic engagement” while stifling protest, and talked up “multiple intelligences” while defunding the arts.

They expected their critics to look beyond poverty, inequality, residential segregation, mass incarceration, homelessness, and college debt to focus instead on a few heartwarming (and yes, legitimate) stories of student resilience and pluck.

They expected us to believe that a lazy public-school teacher whose students fail to make “adequate yearly progress” on tests was endemic but that an administrator bilking an online academy or for-profit charter school was “one bad apple.”

They designed education conferences on “data-driven instruction,” “rigorous assessment,” and “differentiated learning” but showed little patience for studies that correlate student performance with poverty, trauma, the school-to-prison pipeline, and the decimation of community schools.

They promised new classroom technology to bridge the “digital divide” between rich, poor, urban, and rural, as they consolidated corporate headquarters in a few elite cities. They advertised now-debunked “value-added” standardized testing for stockholder gain as teacher salaries stagnated.

They preached “cooperative learning” while sending their own kids to private schools. They saw alma mater endowments balloon while donating little to the places where most Americans earn degrees. They published op-eds to end affirmative action but still checked the legacy box on college applications.

They were legitimately surprised when thousands of teachers in the reddest, least unionized states walked out of class last year.

Meanwhile……

The No Child Left Behind generation continues to bear the full weight of this malpractice, paying a step price for today’s parallel rise in ignorance and intolerance.

We are the children of the education reformer’s empty promises. We watched the few decide for the many how schools should operate. We saw celebrated new technologies outpace civic capacity and moral imagination. We have reason to doubt.

We are are the inheritors of “alternative facts” and “fake news.” We have watched democratic institutions crumble, conspiracy thinking mainstreamed, and authoritarianism normalized. We have seen climate change denied at the highest level of government.

We still see too many of our black brothers and sisters targeted by law enforcement. We have seen our neighbor’s promised DACA protections rescinded and watched deporters break down their doors. We see basic human rights for our LGBTQ peers refused in the name of “science.”

We have seen the “Southern strategy” deprive rural red state voters of educational opportunity before dividing, exploiting, and dog whistling. We hear climate science mocked and watched women’s freedom marched backwards. We hear mental health discussed only after school shootings.

We’ve watched two endless wars and saw deployed family members and friends miss out on college. Even the battles we don’t see remind us that that bombs inevitably fall on schools. We know know war imposes a deadly opportunity tax on the youngest of civilians and female teachers.

Against this backdrop we recall how reformers caricatured our teachers as overpaid, summer-loving, and entitled. We resent how our hard-working mentors were demoralized and forced into resignation or early retirement.

Our collective experience is precisely why we aren’t ideologues. We know the issues are complex. And unlike the reformers, we don’t claim to have the answers. We simply believe that education can and must be more humane than this. We plan to make it so.

We learned most from the warrior educators who saw through the reform facade. These heroes breathed life into institutions, energized our classrooms, reminded us what we are worth, and pointed us in new directions. We plan to become these educators too.

Bravo! Brava!