Over the past year, numerous studies and articles have explored the various ways that teachers are complicit in the miseducation of black and white children. The most recent one, published in the (peer-reviewed journal) “Teacher Magazine”, notes that there are many teachers who are still telling racist, negative, and harmful stories about black people to their classes, even when this is not in their state’s approved curriculum.
The harsh reality is that, historically, teachers have not always been fair or equitable in their expectations of black and white students. According to research from the Center for American Progress, black students are suspended or expelled three times more often than their white peers, even though they are no more likely to misbehave. In fact, black students are more likely to be punished for subjective reasons, like “defiance” and “disrespect,” than for behaviors that are objectively disruptive, like kicking and hitting.
All across the country, teachers, school boards, and whole school districts are celebrating the end of Black History Month by the intentional miseducation of Black and White children. African Americans are taught that they are a race of people and the history of Black people spans all over the globe, but they are not taught that the history of white people spans the globe as well. African Americans know that they are descendants of the people that were stolen from Africa and brought to the Americas to be slaves, but they’re not aware that they are also descendants of the people who were brought to the Americas to be slaves; they are not taught that they are descended from people of color and white people, and that they are a multicultural people, as well.. Read more about education articles for teachers 2020 and let us know what you think.As we celebrate and honor what would have been Malcolm X’s 96th birthday this week, I can’t help but think of his legacy in the context of today’s whitelash against speaking and teaching truth to the youth around the country. I think of how many educators say they want to teach their students to think, when they really want to tell them what to think: primarily, to have positive notions of and experiences with American exceptionalism and white supremacy. These politicians, parents and educators may say they want an ‘educated citizenry,’ but they really want compliance and commitment to the racist ideology of American exceptionalism.
Right now, lawmakers in at least 15 states are attempting to pass legislation that would require teachers to lie to students about the role of racism, sexism, heterosexism, and oppression throughout U.S. history. There’s a quote from former Student Nonviolent Coordinating Committee (SNCC) activist Charlie Cobb Jr. that is ringing loudly for me in this very moment, Education should enable children to possess their own lives instead of living at the mercy of others. If this legislation were to pass, our children would be living at the mercy of politicians seeking to put a ban on truth. For as long as laws have been made in this country, racism has helped hone them to promote white superiority. And, whenever opportunities arise to make progress towards racial justice, white people have organized around banning said progress.
In Dr. Jarvis Giles’s brilliantly researched book, Fugitive Pedagogy, he shares historical contexts of how teachers were often policed to snuff out any attempt to elevate Black struggle against the systems—including and especially—against educational systems. Black teachers often had two curricula: one for show, the other for what Black kids needed to know. He described teachers with the whitewashed lies in their hands and Dr. Carter G. Woodson’s work on their laps. We haven’t gone far from that time. We know that America’s educational system has no roots in centering Black, brown, and Indigenous students’ well-being.
We know that the knife embedded in the backs of our students of color will not be extracted through American goodwill. It is our duty, as educators, to fight for our freedom. We must ensure we are channeling Malcolm’s words. Instead of allowing our students to be brainwashed through the educational systems, we must ensure they are presented with primary documents so that our students can see, hear, think and speak for themselves. Documents like these. Above is a document issued from the Student Nonviolent Coordinating Committee (SNCC) commenting on a bill that was pending in the Mississippi State Legislature, which attempted to keep Freedom Schools from functioning in all areas of the state. When you need to know who your oppressors are, look no further than how they want you to be educated or miseducated. If we look at the life of Malcolm, we know he worked to amplify and connect the Black struggle for liberation in the United States to the international quests for liberation of dark-skinned peoples.
Suppression of truth in schools is a global issue. In 2015, all members of the United Nations, including the U.S., adopted a set of sustainable development goals and targets. Among them was this target for education: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. Perhaps we should bring America’s educational systems, including contemporary attempts to load curriculum with white supremacist notions, to the United Nations for review.
While the UN is generally impotent in holding America and other so-called superpowers accountable, we know they have clear guidelines that, at least on paper, condemn the mis-education that local, state, and federal governments provide Black children. Perhaps we should at least raise the issue on an international stage. At the very least, this could once again upend any false notion that America has anything of value to export when it comes to education and democracy. By rallying against the use of critical race theory and culturally relevant curriculum, white people are refusing to support the next generation in dealing with America’s racist present and past in a way that can eventually lead to truth and reconciliation—the very thing that America remains hellbent to avoid.
An educational system grounded in white supremacist ideology inherently undermines what W.E.B Dubois said was the purpose of education: to uplift people. White supremacy doesn’t uplift anyone—including white students. It traps them in a violent mental framework that belies American prosperity and the Constitution it claims to worship. When I would meet up with Malcolm’s grandson, Malcolm Lateef, before he was murdered in Mexico, we would often speak of his grandfather’s legacy, his desire to ensure Black children received the education they deserved. An education like the one I received at Nidhamu Sasa, an elementary freedom school. I recall a song we used to sing as a part of our Freedom School Now compendium.
We sang these words, to the tune of “Cisco Kid” by the group WAR: Malcolm X was a friend of mine He taught Blackness and Nation Time He taught Black People what they ought to know Black people’s pride really began to show The oppressor had him shot down in New York But Malcolm’s teachings live on more and more Malcolm X was a friend of mine To have that kind of education, Malcolm knew Black children must have the tools and shields necessary to attain a positive racial identity and craft a future built on a powerful Black legacy. In response to the recent critiques around CRT and proposed legiislation, educators across the United States are signing a pledge to teach the truth.
The pledge states: We the undersigned educators will not be bullied. We will continue our commitment to develop critical thinking that supports students to better understand problems in our society, and to develop collective solutions to those problems. We are for truth-telling and uplifting the power of organizing and solidarity that move us toward a more just society. While the history of slavery and segregation in the South is not well-documented, there is plenty of proof that the first teachers of black children during this time were complicit in upholding the oppressive social order. In fact, the first teachers of black children received no specific training for this job, and were often shunned by the community. It took many years and many protests before black teachers were able to receive the same training, pay, and respect as their white peers.. Read more about educational post on instagram and let us know what you think.