Education Week - November 30, 2016 - 23


"

Indigenous students are vital
and active participants in our
society-not a vanished
population."

Challenge Hatred

E

By Lucas Jacob

ROXANNE DUNBAR-ORTIZ is the author or editor of
eight books, including "All the Real Indians Died Off"
and 20 Other Myths About Native Americans with
co-author Dina Gilio-Whitaker (Beacon Press, 2016)
and An Indigenous Peoples' History of the United States
(Beacon Press, 2014). Originally from rural Oklahoma,
she is the daughter of a tenant farmer and a mother of
American Indian descent.

Getty

but the intent was cultural genocide. Indigenous children were prohibited from and
beaten for speaking their mother tongues
or practicing their religions, among other
infractions that expressed their humanity.
This while being indoctrinated in the beliefs
of Christianity. Generations of Native students, stripped of the languages and skills
of their communities, were traumatized-
an effect that has contributed significantly
to the family and social dysfunction still
found in Native communities.
By the mid-1960s, educators developed
multiculturalism in response to Native
peoples' demands for decolonization. But in
order to affirm the U.S. origin story of democracy and progress, Indigenous nations and

histories were excluded. Treaty- and territorially based Native people in North America
were transformed by multicultural education
into an inchoate oppressed racial group.
Multiculturalism emphasizes the "contributions" of oppressed groups to the United
States' presumed greatness. Indigenous
people were credited with contributing
corn and maple syrup, buckskin and parkas, log cabins and canoes, and even the
concept of democracy. This idea of the
gift-giving Native who enriched the development of the United States, still perpetuated in schools today, is an insidious
smoke screen. It obscures the fact that the
very existence of the country is a result of
looting an entire continent and displacing
Indigenous people.
It is essential that U.S. schools finally
come to terms both with the profound miseducation of Indigenous students and with
an inaccurate K-12 curriculum of Indigenous history. Indigenous students are vital
and active participants in our society-not
a vanished population. Though schools have
not done right by Native students in the
past, it is now, more than ever, the responsibility of educators to admit education's stereotypes and flaws; accurately teach Native
students about the past; honor their history;
and prepare them for their future. If schools
begin to address the injustices of the past,
they can start work toward a more just and
equal future for Native students. n

Getty

schools during the 19th century. In 1879,
Richard H. Pratt established and became
the superintendent of the Carlisle Indian
Industrial School in Pennsylvania-the
prototype for the many militaristic federal
schools that would soon crop up across the
continent. And dozens of Christian missionary boarding schools augmented this
landscape.
The stated goal of the boarding schools
was assimilation into the dominant culture,

school arts learning. We leveraged their money
to build appetite at the school level by financing
partnerships with nonprofit cultural organizations and teaching-artists. This funding was an
incentive for schools to make different decisions
with their flexible budget dollars and prioritize
hiring arts teachers in their buildings. In only
seven years, this strategic philanthropic investment has leveraged a 5-to-1 increase in public
funding for in-school arts education through the
support of arts teachers' salaries. As a result,
the 80 percent more full-time, certified arts
teachers now working in Boston public schools
and 70 external partner organizations are delivering arts instruction to 17,000 more students
annually, as compared with seven years ago.
Years of education reform have taught us that
such progress is all too rare. BPS-AE recently

published a case study, "Dancing to the Top:
How Collective Action Revitalized Arts Education in Boston," documenting the work that
led to these positive outcomes to inspire other
urban school districts looking to undertake a
similar commitment to arts education.
Access to quality arts learning is an issue of
equity. Ensuring that all students have opportunities to develop artistic skills, to express themselves, and to reap the benefits arts education
provides for college, career, and citizenship will
require continued commitment in Boston, Chicago, Dallas, Seattle, and across the nation. n
LAURA PERILLE is the president and CEO of EdVestors,
an urban school improvement nonprofit based in Boston.
In 2016, she received the national Arts Education
Award from Americans for the Arts.

very high school teacher
can count on being
asked his or her opinion
on some political matter
during the course of any
given semester. Teenagers are curious, and they
spend more time with
their teachers than with almost any
other adults in their lives-sometimes
even more than with their parents or
guardians.
It is usually a simple matter, if not an
easy one, to follow the (often unwritten)
rule about not unduly influencing young
people's developing worldviews by taking obvious political stances in class or
in one-on-one conversations with kids. I
have for years told my students, truthfully, that I have continued to read The
Washington Post long after moving
away from the Washington area largely
because of how conveniently the Post is
structured for the reading of opposing
political viewpoints. The paper's stable of
opinion writers runs the gamut of backgrounds and predispositions. I encourage students to find a similar, intentionally structured way of encountering the
ideas of people who have differing ways
of looking at the world.
Can students infer some of my political opinions nonetheless, from the texts I
choose to teach or the questions I choose
to ask or the pop-culture references I appear to understand? Sure. That's true
of young people's interactions with all
adults. But normally I can, with the rest
of my peers in the profession, not only
do everything in my power to avoid telling students what or how to think, but
also manage not to appear to be unduly
critical of any given political candidate
or office-holder.
Through the turmoil of this year's national election season and into the future, the normal rules of not appearing
to take political sides still apply, but they
are being misapplied any time anyone
suggests that Donald Trump's public
statements must not be parsed, let alone
criticized, within the walls of a school.
Calling a politician out for Islamophobia, xenophobia, racism, and misogyny is not a matter of exerting undue
influence by favoring one political party
over another; nor is it a matter of disrespecting the presidency. Naming Mr.
Trump's hate speech as such is, rather,
a moral imperative for supporting the
missions of K-12 schools, in which Islamophobic, xenophobic, racist, and
misogynist words and actions are punishable offenses that can (and must) be
treated as being beyond the pale.
The first job of a school is to be a safe

place for children. Even if the person saying inflammatory things is the presidentelect-especially in such a case-the
adults in schools must stand together to
defend the identities of our students.
Schools do not allow identity-based attacks between or among students, and
teachers work hard to help students to
understand the difference between differing with someone's ideas and attacking that person's identity. Schools risk
rank hypocrisy if a major-party nominee
for the presidency, a president-elect, or
even a sitting president, is held to a different standard under the guise of "balance." The same standard applies to all
nominees and elected officials from all
parties in all elections.
Recall Democratic presidential nominee Hillary Clinton's reference to many
Trump supporters as "deplorables":
While a comment on someone's behavior or words is not the same thing as a
comment on that person's identity, insofar as she could be inferred to be targeting groups of people based on, say,
their shared socioeconomic status, race,
or access to postsecondary education,
Secretary Clinton deserved to be called
out. This kind of distinction is precisely
what we should be considering in our
schools-and it's precisely the kind that
separates so many of Mr. Trump's statements about people's identities from so
much other political speech.
One of the formative moments in
my own political awakening was in
1984, when the Rev. Jesse Jackson-
a local Chicago icon whose Rainbow/
PUSH headquarters were just a few
miles from my childhood home-used
an unquestionably anti-Semitic slur
in referring to New York City as "Hymietown." Condemnations came from
adults all around me, of all political
stripes, and of all racial and ethnic
backgrounds. I noticed this. The Rev.
Jackson was certainly not given a pass
because of his political prominence as
an aspirant to the Democratic presidential nomination.
I have already begun to hear whisperings about the need for school employees to be careful not to appear to
be criticizing President Trump for his
past-or future-words during these
next four years. This is dangerous nonsense. National figures must be held
to the same standards of basic human
decency as are the children we teach.
Attacks on identity must always be condemned in our schools. n
LUCAS JACOB is a writer and a teacher at La Jolla
Country Day School, in California. For two decades,
he has worked in K-12 schools across the United
States and in Budapest, Hungary, where he was a
Fulbright Teaching Exchange Fellow.

EDUCATION WEEK | November 30, 2016 | www.edweek.org | 23


http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - November 30, 2016

Education Week - November 30, 2016
States Eye Control Of Policy Levers
DIGITAL DIRECTIONS: Warning Sounded on Tech Disrupting Student Sleep
Anxiety on Civil Rights Enforcement
ACT to Offer ELL Students Extra Time for Testing
News in Brief
Report Roundup
Group Urges Higher Standards in Teacher-Prep Admissions
Many Students ‘Stop Out’ of High School, Studies Show
Ayat’s Story, Part II: Living a College Dream
SNAPSHOT: A Divisive Presidential Election Spills Into Schools
Will a President Trump Boost Or Undermine School Choice?
Firm Path on Early Ed. Yet to Emerge
For First Family, Decision Ahead Over Schooling
K-12 Braces for Trump’s Immigration Stance
King Calls for End to Corporal Punishment in Schools
STATE NEWS ROUNDUP: N.J. Proposal Would Boost Superintendents’ Pay Cap Texas Curbs Spec. Ed. Enrollment Benchmark High Court Denies Case on Science Standards
LAURA PERILLE: A Model for Revitalizing Arts Education
ROXANNE DUNBAR-ORTIZ: On Not Erasing the Native American
LUCAS JACOB: Challenge Hatred
Letters
TopSchoolJobs Recruitment Marketplace
EVON PETER: Indigenizing Education in The Arctic
Education Week - November 30, 2016 - ACT to Offer ELL Students Extra Time for Testing
Education Week - November 30, 2016 - 2
Education Week - November 30, 2016 - 3
Education Week - November 30, 2016 - News in Brief
Education Week - November 30, 2016 - Report Roundup
Education Week - November 30, 2016 - Group Urges Higher Standards in Teacher-Prep Admissions
Education Week - November 30, 2016 - Many Students ‘Stop Out’ of High School, Studies Show
Education Week - November 30, 2016 - Ayat’s Story, Part II: Living a College Dream
Education Week - November 30, 2016 - 9
Education Week - November 30, 2016 - 10
Education Week - November 30, 2016 - 11
Education Week - November 30, 2016 - 12
Education Week - November 30, 2016 - SNAPSHOT: A Divisive Presidential Election Spills Into Schools
Education Week - November 30, 2016 - Firm Path on Early Ed. Yet to Emerge
Education Week - November 30, 2016 - For First Family, Decision Ahead Over Schooling
Education Week - November 30, 2016 - K-12 Braces for Trump’s Immigration Stance
Education Week - November 30, 2016 - 17
Education Week - November 30, 2016 - 18
Education Week - November 30, 2016 - 19
Education Week - November 30, 2016 - 20
Education Week - November 30, 2016 - STATE NEWS ROUNDUP: N.J. Proposal Would Boost Superintendents’ Pay Cap Texas Curbs Spec. Ed. Enrollment Benchmark High Court Denies Case on Science Standards
Education Week - November 30, 2016 - ROXANNE DUNBAR-ORTIZ: On Not Erasing the Native American
Education Week - November 30, 2016 - LUCAS JACOB: Challenge Hatred
Education Week - November 30, 2016 - Letters
Education Week - November 30, 2016 - 25
Education Week - November 30, 2016 - TopSchoolJobs Recruitment Marketplace
Education Week - November 30, 2016 - 27
Education Week - November 30, 2016 - EVON PETER: Indigenizing Education in The Arctic
Education Week - November 30, 2016 - CW1
Education Week - November 30, 2016 - CW2
Education Week - November 30, 2016 - CW3
Education Week - November 30, 2016 - CW4
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