“If an unfriendly foreign power had attempted to impose on America, the mediocre educational performance that exists today, we might well have viewed it as an act of war.”–A Nation at Risk, 1983
All schools have a choice. My schools have a choice. Bayfront Charter High School and Mueller are at a familiar crossroads, and the world is not waiting. On January 20, Trump will begin to govern as he promised and we can prepare our students to compete in that game or we can soldier on—business as usual.
And as usual, we ain’t taking that chance.
Inside my building are Latinos, immigrants, girls, African Americans, LGBT kids, Moslems, Jews and children of democrats. At least that describes 99% of them. And of those, 85% qualify for the free federal lunch program on the basis of their parents’ income. They are–if we falter– the next generation’s working poor. And they are all in our new government’s crosshairs to either deport or demoralize.
America’s educational system has experienced multiple defining moments during which sweeping social or political events have led to ideological and transformational change in the direction of our schools.
Think US History 101:
In the earliest days of our country’s founding, there was a clear religious motive behind teaching kids to read. As waves of Christians colonized the new world, they brought their Bibles and handed down their favorite verses to children who were expected to spread the good news. After the Revolutionary War and the subsequent ratification of the US Constitution, our Founders banked on an “informed citizenry” to nurture and grow the new experiment in democratic governance .
Fast forward 100 years and the industrial revolution churned kids out of farms and prairie schools and into factories that prepared kids for the factories.
Then in 1958, the Russians launched a rocket into space, and the subsequent race to the heavens was on. Sputnik scared the crap out of America’s post-WWII “Greatest Generation” who realized in the span of one evening newscast—that their kids had somehow been passed up in math and science. So the education pendulum swung to math and science with a vengeance—and schoolkids paid.
Then there was the Civil Rights era. The malaise of the 70’s. Forced desegregation and bussing and waves of white flight to suburbs and private schools. And education was the medium for maintaining the sociocultural and economic advantage that was a perceived birthright of white families.
The ominous warning of “A Nation at Risk” in 1983 unleashed the pendulum again. Reagan’s ‘rising tide of mediocrity’.
Then the Apple IIe drove a whole generation of post-Viet Nam War era teachers to ask “what am I supposed to do with an Apple IIe?” And they used them as door stops on the theory that this too shall pass.
By the early 2000’s Bush had appropriated no child left behind from the Children Defense Fund and we were awash in still another pet project of Republicanism: “back to basics” and the core belief that what we really need to do in schools is just test the hell out of kids and fire the teachers and the schools that can’t produce evidence of extraordinary achievement.
Public education. America’s whipping boy. Always something.
So now what?
George Bush’s “soft bigotry of low expectations” has given way to trump’s straight up, bold-face racism. And our students have heard every word.
What is the purpose of schooling in a trumpian culture where bluster and lies and bullying and misogyny are rewarded with keys to the White House; when shadowy election schemes and gerrymandering and voter suppression and an archaic electoral “college” are intentionally designed to undermine democracy; when in 2016 it is harder for citizens to cast their ballot then it was in the era of poll taxes and literacy requirements; when it is impossible for citizens to believe that their vote is even really counted; when half our nation considers it anarchy to remind ourselves that black lives matter?
Remember the parable of the boiling frog:
If you place a frog in a pan of hot water– he’ll jump right out. But if you place that same frog in a pan of cold water, then bring it gradually to a boil—he will be oblivious to the changing temperature. Pretty soon it’s too freaken hot to jump!
Our schools move too often like the boiling frog. They wait until it is too late to jump, and for our children, even generations at a time, the results are fatal.
One thing this past election has taught us is that our students need the skills to navigate a massive sea of propaganda and misinformation that seems to routinely persuade the adults to vote against their own best interests. They need a discerning eye that separates entertainment from “the truth”; that rejects Facebook’s brand of political discourse and revives the tradition of deep critical thinking and informed debate.
They need to compete in a workforce that demands higher levels of thinking, innovation, and entrepreneurialism.
They will need to find their generation’s “true North”. And then their voice. And then a spirit of activism which is in their DNA: empathy, vigilance, authentic patriotism, and advocacy for others.
Our kids will need the armor of resiliency– in the face of an apparent national sentiment that their success, their future…their very lives may not matter at all.
So in our school at least, at Bayfront Charter high School, EVERY student will be…
- Ready for college whether they go there or not; and they will be
- Equipped with the real 21st Century skills: including the ability to think, create, communicate and play nice with others; and they will be
- Masters of technologies that are befitting of digital natives; and
- Keen and curious observers of their community– with a depth of civic literacy and global awareness; and finally, they will be
- Beneficiaries of learning that is confined by neither time nor space.
In defiance of who this president promises to be, we will be proactive. The water’s on the boil… but our children rise.
In 1985 I bought my first personal computer– an Apple IIc with the chicklet keybpoard and alien screen. It seemed almost portable enough to carry around like a briefcase. Or maybe like a computer that could sit right on your lap. Compared to those old green Kaypros and clunky Apple IIe’s, it was revolutionary. I had a milk crate in my living room and that’s where I put the screen. I wrote my entire dissertation on my Apple IIc and stored every chapter on a box of labeled discs.
Then a teaching colleague named David Mika pulled up to Muirlands Junior High School with his new Macintosh thing. You could actually manipulate the cursor right on the screen and “Oregon Trail” evolved accordingly. And the discs were smaller and made of hard plastic. They just fit in your pockets better. They didn’t fly as well as the old floppy discs though. (I could flip the old discs halfway across the playground. Digital frisbees. They could put your eye out. But soon enough they were replaced by CDs which sailed three times as far as the floppies so I startted to feel better about where the technology was headed.) And so I upgraded my classroom with first generation Macintoshes while still making the best of the now-antiquated IIcs.
personal computer wars between IBM and HP and Compaq and Apple and others resulted in business disasters and technological wonders. Marketing pitches tapped into a nation’s fears about losing our humanity. IBM’s signature advertising campaign featured Charlie Chaplin in black and white, approaching the PC on a table adorned with a vibrant red rose. “High TECH”, said John Naisbett, “demands high TOUCH.” And thus, the rose.
In the range of 
Now that I think about it, every outstanding teacher I have met since propping up my Apple IIc on a milk crate in 1985 seems to possess that common gift of Imagination. They all have an ability to integrate the use of new tools, new strategies, new technologies to heighten student engagement, and to engender extraordinary learning. They are willing to stretch and take risks. To imagine.
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