Michael Jefferson.
The history of anti-literacy laws in the United States dates back to the mid 18th century and the early 19th century. These laws were specifically designed to prevent Blacks both enslaved and free, from learning to read and write. The fear was a literate slave would have the means to forge documents that would aid in his/her escape from bondage. The fear was not unfounded. Many literate slaves did just that.
The fear of the “literate” slave was heightened in 1829 when radical abolitionist David Walker published Appeal to the Colored Citizens of the World. Among other things this remarkable pamphlet denounced slavery, racism and colonization. It also laid to bare America’s hypocrisy as it pertained to freedom (i.e. democracy) and Christianity.
But the Appeal’s most frightening commentary, at least for whites in the slaveholding south, was the call for Blacks to engage in armed rebellion to secure their freedom. Again the fear was not unfounded. In August 1831 in Southampton County, Virginia, Nat Turner led the deadliest slave revolt in U.S. history.
Following the defeat of the South in the Civil War education became a major priority for the newly freed slave. Despite resistance among white lawmakers, policy makers and ordinary white citizens, Blacks with the help of sympathetic whites established schools throughout the South. By the turn of the century, in spite of the inequities in education between whites and Blacks, literacy rates increased dramatically among Blacks. It is instructive to note that the U.S. is the only country in the world to have anti-literacy laws.
Turning north, while segregation of the races in schools was not mandated by law in the North de facto segregation was quite common.
On May 17, 1954 in the case Brown vs. Board of Education of Topeka, Kansas the United States Supreme Court ruled segregation in public schools unconstitutional. Thus, rejecting the doctrine established by Plessy vs. Ferguson a half century earlier that “separate but equal” was constitutional. This landmark decision would serve as a major catalyst for legislative reform during the Civil Rights Movement. The 1964 Civil Rights Act; the 1965 Voting Rights Act; and the 1968 Fair Housing Act serve as notable examples.
The Brown decision was celebrated by most Blacks and rejected by many whites. Today, nearly 70 years later American public schools continue to struggle with the challenge of providing an adequate (i.e. equal) educational opportunity that meets the varying needs of the 21st century.
Thus, we now have this boisterous call for education reform in urban centers across the country. Including New Haven, Connecticut. This isn’t a “bad” thing. In fact exigent circumstances often times caters to such demands.
Not unlike other urban school districts New Haven has its challenges: chronic absenteeism, low literacy rates, school climate (i.e. student misbehavior), and working conditions for teachers. To name just a few.
And while the hiring of a new superintendent in the district will undoubtedly alter surface dynamics it won’t be enough to significantly impact the titanic problems currently facing New Haven public schools. So the call for reform is not a speculative one. It is indeed legitimate and should be interpreted as such.
However, (and this will sting a bit) those supporting this petition for transformation must be willing to hold parents, students and the respective community accountable for the role each play in undermining public education.
My mother, may she rest in peace, was raised in the Jim Crow south. She had a spectacular commitment to education. She believed in it. She valued it. She simply did not play when it came to education. Jean’s rules were simple: go to school every day; respect your teacher; pay attention in class; do your homework; no books – no ball. And although my parents were divorced, my father, a New York City police officer at the time, was the “enforcer” of her rules. All mom had to do was pick up the phone and my siblings and I knew what that meant.
The point is a simple one. Parents must value education. Aside from health, food and shelter, education must be placed above all other things. Parents who don’t value education should not expect anyone else to fill that void and should consider themselves lucky if someone else does.
Study after study concludes that two-thirds of what make a child successful begins in the home. Thirty percent is the responsibility of the educational process (i.e. school). The community (i.e. the village) is responsible for the remaining percentage. Too often we make the mistake of substituting the role of the school for the home. Let’s be clear schools get what parents and the child’s immediate environment create. If the child is a “terror” in the home and community guess what?
It is not the fault of a school when it inherits a child that lacks self-control. It’s simply unfair to students who want to learn and teachers who want to teach to have to contend with a student who has such behavioral challenges. A student’s conduct should dictate whether he/she should remain in a conventional school environment.
School systems should put a premium on the development of alternative programs to meet the individual needs of students who are unable to demonstrate self-control in a conventional school setting. I’m not a strong supporter of charter schools but if they are to exist they should to meet such a need.
As for a student’s performance — it’s so convenient to blame the teacher when a child is underperforming but parents should ask themselves have I done or am I doing everything expected of me as a parent to make sure my child values education? Is my child watching too much TV or spending too much time on social media? Is he/she playing too many video games? Is he/she putting sports before his/her studies? Is he/she keeping the wrong company?
Students should pose similar questions to themselves. In short, before holding educators accountable parents should hold themselves and their child/children accountable and students should hold themselves accountable.
Parents, civic leaders and other naysayers should stop blaming educators for all that is wrong with the educational process. Educating children requires a partnership involving parents, teachers and students. This triad only works if everyone dutifully plays their respective part.
As for teachers, the profession itself serves as the foundation of a civilized society. Without teachers we don’t have doctors, lawyers, accountants, engineers, librarians, astronauts, etc. Are there “bad” teachers? Of course. But there are “bad” individuals in every profession. Most teachers are not “bad.”
What is important to remember is this – teachers join the profession because teaching is what they want to do. For many it’s a passion. It’s certainly not for the money. As for the triad discussed earlier – I would argue it is the teacher that is held accountable more so than any other member of this partnership. And if the truth be told it is the teacher who is most likely to honor his/her role in the triad.
The challenge for teachers of all hues is to understand the socialization process that they have undergone within American society and seek to unlearn. Particularly as it pertains to race and gender. When one chooses to ignore this challenge it perpetuates archaic concepts and beliefs which is detrimental to the growth and development of their charges. Their students.
Education reform is needed. This is the 21st century. While students should be encouraged to pursue the college track the reality is most will not. Thus, today’s curriculums should reflect the interest of today’s student. Think coding; robotics; 3D printing; and digital currency to name a few ideas.
Student schedules should be more flexible. Remote learning should be an option for those students and parents who desire it. The grade system should be abolished in favor of a non-grade system that demands true proficiency in reading and writing. In other words – schools (that haven’t already) should adopt a “literacy across content areas” approach to tackle the many challenges associated with reading instruction.
Uniforms should be universal and to eliminate obvious distractions, genders should be separated. A school designed for boys only or girls only is not a bad idea.
But beyond and above all other matters resources (i.e. money) should be front loaded to early childhood education. Partnerships should be created with existing community based programs, initiatives and stakeholders (i.e. a collective impact model) that can assist in meeting the challenges of children and families early in the educational process. Think pre-natal to eight years of age.
We have a lot of work to do. Let’s not waste time bashing teachers and placing blame squarely on the shoulders of the educational system. We must all shoulder the burden – parents, students, educators, policy makers, lawmakers and the community.
And just so we’re clear – I get it. Systemic racism and the crippling effects of its by-products (i.e. mass incarceration, elevated levels of unemployment, food insecurity, health and housing challenges) cannot be dismissed. But as my mom used to say “we’re not slaves anymore.”
Our history is replete with examples of overcoming seemingly insurmountable odds. We are resilient. We are unique.
Education reform is a monumental challenge which requires “all hands on deck.” Or as Malcolm X eloquently stated “Education is our passport to the future. For tomorrow belongs to the people who prepare for it today.”
For full disclosure my wife and some of my dearest friends are educators.