Education Week - October 28, 2015 - 21
BEYOND BIAS
The data also suggest that schools with a high
proportion of low-income students serve as a magnet for the military. Take the example of two similarly sized high schools in two Hartford suburbs:
Avon and Bloomfield. Army recruiters visited Avon
High, where only 5 percent of students qualify for
free or reduced-price lunch, four times during the
2011-12 school year. Yet at Bloomfield High, where
nearly half the students qualify for such assistance,
recruiters made more than 10 times as many visits.
Other examples of school-based recruiting efforts
challenge widely held beliefs about equality of opportunity. If we are serious about promoting higher
education to all students, why do some youths see
far more khaki and camouflage than college brochures?
There's another reason to be alarmed about the
largely unregulated presence of military recruiters
in education settings. Research shows that teenagers are at a stage in their development when they
are impulsive, apt to engage in risky behavior, and
uniquely susceptible to persuasion. Hence, a number of participants in our study framed their opposition to school military recruiting as a form of child
advocacy. The leading association of public-health
scholars has also endorsed this narrative.
In 2012, citing the latest neuroscience research
and underlining how the health risks of military
service disproportionately impact the youngest re-
United States Holocaust Memorial Museum, courtesy of Elizabeth Kaufmann Koenig
Countering Stereotypes in School
"
Most public
officials are
unaware of
the extent of
the military's
presence in
education
settings."
Titled "People Fleeing Paris," this watercolor by Elizabeth Kaufmann is from her sketchbook,
which she kept while she was a teenager living in Nazi-occupied France.
Unearthing the Humanity
Beneath Stereotypes
In the early 1990s, while working as a young researcher at
the United States Holocaust Memorial Museum in Washington, Alexandra Zapruder came across children's diary entries
written during the Holocaust. Ten years later she would publish a collection of those entries titled Salvaged Pages: Young
Writers' Diaries of the Holocaust (Yale University Press).
The recent publication of the book's second edition follows
decades of Zapruder's travels across the United States and
around the world, speaking with students and educators
about the diaries. Of this period, she notes, "I found myself
in the thick of [an] emerging and changing [education] field"
awash with "generalities," "vague lessons about 'tolerance,' "
and "misguided and punitive methods to teach history."
For its yearlong bias series, Education Week sat down with Zapruder to discuss how
these children's accounts of genocide resonate today as a powerful counterweight to
dehumanizing stereotypes. In an edweek.org video interview, Zapruder noted: "Racism, and bias, and prejudice and stereotyping are ways of reducing people. Jews are
this way. Blacks are this. Irish are this. It's reductive. You ignore their humanity. And
that's what's dangerous about it ... that you don't see another person for the human
being that they are."
PAGE 22 >
is noted, alongside its well-known impact on
African-Americans.
The blind spots of some Progressive-era activists
toward minorities and immigrants are now given
appropriate and contextualized coverage. The use
of the atomic bomb on Japan is discussed without
imposed value judgment. Coverage of the Reagan
movement and New Conservatism is likewise notably more neutral.
None of these changes amounts to "triumphalism." Slavery, war, poverty, and minorities'
struggles for rights and recognition are in no way
downplayed. They are simply contextualized, and
presented without a biased tone of presentistic
judgment.
The question going forward is whether critics
on all sides will approach the revised 2015 framework with an open mind-or whether they will
cling to preconceived attacks in which they have
already ideologically invested. Will the right still
assume the document forms part of a dark conspiracy against American patriotism? Will the left
treat the mere fact of revision as a shameful cavein to right-wing pressure, insisting-contrary to
the facts-that "American exceptionalism" is suddenly the framework's dominant thrust?
The College Board has made an admirable effort to thread the needle: responding to legitimate
criticism while avoiding excessive overcompensation. The 2015 revision offers much to satisfy
those who approach the past without a present
agenda. Educators should seek neither to attack
the past nor to glorify or sanitize it. They should
seek to explain historical content in as balanced,
neutral, and contextual a manner as possible.
The College Board, to its lasting credit, has made
dramatic strides toward that ideal in its revised
framework. n
JEREMY A. STERN is an independent historian and
history education consultant.
To watch the full video, please visit
www.edweek.org/go/Salvaged.
Here is an excerpt from a diary entry by Yitskhok
Rudashevski, age 15, July 8, 1941. He and his family
perished in the Ponary massacre in 1943, in what is
now Lithuania.
Courtesy of Sarah Kalivatsch
to American national identity.)
In reality, the revisions were never meant to
swap the old version's troubling presentism and
excessively hostile tone for a triumphalist, nowarts celebration of American glories. The clear
purpose was to strive for balanced and neutral
coverage, not to replace one bias with another.
The complexities and often-dark realities of the
past are in no way concealed or glossed over in
the revision: They are simply presented less judgmentally, in better context, with more attention to
the varied perspectives of all historical actors. The
result deserves support from scholars and educators across the ideological spectrum.
Some broad snapshots of key changes, in light of
my own past published concerns:
The 2015 framework no longer seems to single out the British North American colonies as
uniquely immoral. While in no way concealing
negative realities, it contextualizes slavery and
conflict with Native Americans more broadly.
The rise of comparatively egalitarian societies
and representative political institutions in the
colonies-key background to the American Revolution and America's historically crucial political
innovations-are now given due weight. The reasons for American objections to British taxation
in the 1760s and 1770s are now discussed, clearly
contradicting the misconception that the revolutionaries considered all taxation inherently evil.
The Jacksonian rise of almost unprecedented
(for the time) universal white-male suffrage
now appears explicitly. The benefits and costs
of industrialization and urbanization are notably balanced, without downplaying the very
real burdens of urban poverty and labor exploitation. The views and aims of settlers going
west are properly discussed, in addition to
the dire consequences such settlement had for
increasingly besieged native peoples. Sharecropping's ensnarement of poor white labor
Swikar Patel for Education Week
SETH KERSHNER is a freelance writer and researcher.
SCOTT HARDING is an associate professor and associate
dean for academic affairs at the University of Connecticut
School of Social Work. Together, they have written
extensively on the military's involvement in education.
Their book Counter-Recruitment and the Campaign to
Demilitarize Public Schools was published in September
by Palgrave Macmillan.
"
I'm looking through the
window and see before me the first
Vilna Jews with badges. It was painful
to see how people were staring at
them. The large piece of yellow
material on their shoulders seemed to
be burning me, and for a long time I
Yitskhok Rudashevski and his parents in
could not put on the badge. ...
an undated family photograph.
I was ashamed to appear in them on
the street, not because it would be noticed that I am a Jew, but
because I was ashamed of what they were doing to us.
Now we pay no attention to the badges. We are not ashamed of
our badges. Let those be ashamed who have hung them on us. Let
them serve as a searing brand to every conscious German who
attempts to think about the future of his people."
EDUCATION WEEK | October 28, 2015 | www.edweek.org/go/commentary | 21
http://www.edweek.org
http://www.edweek.org/go/Salvaged
http://www.edweek.org/go/commentary
Education Week - October 28, 2015
Table of Contents for the Digital Edition of Education Week - October 28, 2015
Education Week - October 28, 2015
Study Paints Chaotic View of Testing
In L.A., Tensions Rise Over Teacher Investigations
DIGITAL DIRECTIONS: ‘Ephemeral’ Apps Put School Leaders in Tricky Spots
Unequal Access to Advanced Classes Targeted
Fighting Subtle Bias
Contents
News in Brief
Report Roundup
Oak Foundation Aiding Those With ‘Learning Differences’
Long-Term Study to Track Adolescent Brain Development
Blogs of the Week
In Minneapolis, a Targeted Effort To Bolster Black Boys
School-Parent Linkages Chip Away at Cultural Barriers
Fate of Programs Complicates Path To ESEA Compromise
Some School Choice Backers Tepid On Title I Portability Proposal
State Chiefs Look to Montana For Ways to Meet the Needs Of Native American Students
Signs Point to Increase in High School Graduation Rates
Blogs of the Week
SETH KERSHNER & SCOTT HARDING: Do Military Recruiters Belong in Schools?
JEREMY A. STERN: On the AP U.S. History Framework
Unearthing the Humanity Beneath Stereotypes
Letters
TopSchoolJobs Recruitment Marketplace
JOHN HATTIE: The Effective Use of Testing: What the Research Says
Education Week - October 28, 2015 - Fighting Subtle Bias
Education Week - October 28, 2015 - 2
Education Week - October 28, 2015 - Contents
Education Week - October 28, 2015 - News in Brief
Education Week - October 28, 2015 - Report Roundup
Education Week - October 28, 2015 - Oak Foundation Aiding Those With ‘Learning Differences’
Education Week - October 28, 2015 - Long-Term Study to Track Adolescent Brain Development
Education Week - October 28, 2015 - Blogs of the Week
Education Week - October 28, 2015 - 9
Education Week - October 28, 2015 - 10
Education Week - October 28, 2015 - 11
Education Week - October 28, 2015 - 12
Education Week - October 28, 2015 - 13
Education Week - October 28, 2015 - In Minneapolis, a Targeted Effort To Bolster Black Boys
Education Week - October 28, 2015 - School-Parent Linkages Chip Away at Cultural Barriers
Education Week - October 28, 2015 - State Chiefs Look to Montana For Ways to Meet the Needs Of Native American Students
Education Week - October 28, 2015 - 17
Education Week - October 28, 2015 - Blogs of the Week
Education Week - October 28, 2015 - 19
Education Week - October 28, 2015 - JEREMY A. STERN: On the AP U.S. History Framework
Education Week - October 28, 2015 - Unearthing the Humanity Beneath Stereotypes
Education Week - October 28, 2015 - Letters
Education Week - October 28, 2015 - 23
Education Week - October 28, 2015 - 24
Education Week - October 28, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - October 28, 2015 - 26
Education Week - October 28, 2015 - 27
Education Week - October 28, 2015 - JOHN HATTIE: The Effective Use of Testing: What the Research Says
Education Week - October 28, 2015 - CT1
Education Week - October 28, 2015 - CT2
Education Week - October 28, 2015 - CT3
Education Week - October 28, 2015 - CT4
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