I’m no cynic. But anyone who’s paying attention knows that schools serve a range of purposes. We see depressing evidence today that one of their primary functions is to contain and control young people. How do we know? Because a teacher in New York City was fired, according to her, for talking about structural racism in a way that would “rile up” her African American students. Yikes.

Fired for heroic incompetence…

The story is grim. Jeena Lee-Walker has sued New York schools for her termination. Beginning in 2012, school administrators asked her to tone down her teaching about the Central Park Five case. As all New Yorkers remember, a group of young men were falsely convicted of raping a woman. They were eventually freed, but only after spending long years in prison.

Lee-Walker taught her students about the case. Many of them, she thought, “should be riled up” about the deep injustice done, as well as about continuing injustices in American society.

Her administrators thought differently. They gave her several bad evaluations and eventually fired her for “insubordination.”

Let me be crystal clear here: I think all teachers should be like Ms. Lee-Walker. All teachers should “rile up” their students about injustices in our society.

But we need to recognize two complicating factors. Though I’m a big fan of his, I think Curmudgucrat Peter Greene misses the boat here when he says Lee-Walker was “fired for competence.”

She was fired for two other reasons, reasons central to the successful functioning of any school. Even as we praise Ms. Lee-Walker’s bravery and integrity, we need to be a little more clearheaded about what was really going on. In short, Ms. Lee-Walker’s unwillingness to go along with the school system really DID make her incompetent as a teacher. Heroic, yes, but not willing to do the job.

That might sound odd, so let me offer two long-winded explanations.

First, teachers are not simply private citizens. Ms. Lee-Walker will not have luck protesting that her First Amendment rights have been breached. And, by and large, none of us want to cede to teachers such rights. Consider, for example, what we might think if she had been accused of promoting political or religious agendas with which we don’t agree. What if she “riled up” students by denouncing abortion? Or by denouncing evolution?

In principle, then, we need to acknowledge that teachers are bound to stick within curricular guidelines established by the school and community. I’ll repeat: in this case I think those guidelines are utterly bogus. I think we should encourage all New York City high schools to emulate Ms. Lee-Walker’s decision to teach the Central Park Five case. It is the truth and young people deserve to learn about it.

But if and when a heroic teacher decides to go against her superiors, she should be prepared to be kicked out. That is equally true whether we agree or disagree with the teacher’s ideas. I’m going to say this again, just because I think it could be misinterpreted: In this case, I side wholly with Ms. Lee-Walker. Her protest, however, should not be taken as a simple case of good teaching vs. evil administrating. Rather, this is a heroic attempt to push the curriculum in New York City schools toward this sort of teaching. Ms. Lee-Walker should have expected to get fired—even WANTED to get fired—because that was her only chance to take her appeal to a wider stage.

We don’t have to like it, but I think we need to be clear about our terms. In this sort of case, the closest analogy is that of Kim Davis, the Kentucky county clerk who refused to issue marriage licenses. To some, she was a hero, to others a poorly coiffed villain. In the end, however, she was a government bureaucrat who refused to do her job. Whatever we think of her politics or religion, no institution can function if it doesn’t purge such folks.

Fired for heroic incompetence…

That brings us to our second point. This story drives home the depressing custodial role schools and teachers play in our society. We tend to think of schools as educational institutions—and they are—but they are also holding pens of varying levels of pleasantness.

As a result, a big part of the job of school administrators is to keep the students relatively calm. With a dizzyingly high student-to-teacher ratio, most schools rely on passive and compliant students. When and if students choose to throw off schools’ restraints, there is not much administrators can physically do to coerce them into submission.

In some schools, this results at worst in hijinx such as food fights. In other schools, we get a prison-like atmosphere in which students are continually monitored and physically controlled.

Is that a good thing? Not at all. But if we want to make sense of this case and the many other cases like this, we need to understand the many things that schools do in our society. Teachers are not merely Socratic wisdom-peddlers in the agora. They are street-level bureaucrats who help process large numbers of young people in educational containment systems.

The point of Ms. Lee-Walker’s actions—if she was acting intentionally—was not merely to teach children something true. The point was to make a public spectacle of the fact that New York City schools do not regularly include that sort of teaching. She was not “fired for competence,” but for her stubborn insistence on principled incompetence, her brave unwillingness to go along with a system that fails students so miserably.