Teaching Patriotism: Can You Pick the Century?

Okay, friends, it’s time to play…Pick That Century! When it comes to teaching patriotism and civic engagement, pundits have been saying the same sorts of things for a looooong time.

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Boring…boring…boring from within.

Case in point: One of the quotations below is from today—July 6, 2019—tweeted by the free-markety Fordham Institute. The other is from an American Legion publication, April, 1941. Can you pick the new one?

Quotation 1: beware “the indoctrination of youth against traditional ideals and institutions . . . lack of emphasis on true American life and too great emphasis on the unfavorable aspects, failure to give due acknowledgment to the deeds of our great American heroes, questioning private ownership, too favorable emphasis on what has been done in [other (hostile) countries], the creation of doubt in the minds of pupils and teachers as to the ability of our democracy to function successfully, the dissemination of alien propaganda, statements that the United States Supreme Court favors vested interests.”

What do you think? Is that from 2019? Or 1941? How about this one:

Quotation 2: “Civics education tends to focus mostly or entirely on what is bad and broken in American society and politics. This risks creating in the minds of our students a vision of their country as exclusively antagonistic to their interests and well-being.”

Check your answers: click here to see today’s quotation. Didja get it right? What gave it away?

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Did Bernie Just Throw Ed Progressives Under the Bus?

There’s been a ton of good news lately for teachers and for public education. Leading Democratic candidates such as Kamala Harris and Elizabeth Warren are making schools central issues in their campaigns. Now Senator Bernie Sanders has issued his ten-point “Thurgood Marshall Plan” for improving education. Like my progressive teacher friends, I’m thrilled by these developments. However, as a long-time observer of America’s educational culture wars, I have to ask an unpleasant question: Does Bernie really not care about progressive ed?

bernie mashall plan

Progressive politics, but not practices…?

Let me be clear: Compared to the GOP alternatives, I support Bernie’s plan. For that matter, I like Senator Warren’s plan, too, and Senator Harris’s. I could quibble with various details of the plans, but IMHO we should focus on the huge positive fact that our 2020 candidates are talking a lot about schools and education.

From a historical perspective, however, I can’t help but wonder at the way our progressive politicians seem to have abandoned progressive education.

Here’s what I mean: Bernie’s ten-point plan emphasized the need for American schools to fight racial bias and entrenched economic and social inequality. All to the good. However, when it comes to actual progressive classroom practices, Bernie seems surprisingly unaware.

For example, just like Queen Betsy, Bernie assumes the goal of our education system is to produce a competitive “workforce.”  Bernie also assumes that the primary purpose of good schools is to increase America’s competitive economic advantages in a “highly competitive global economy.”

And how does Bernie know America’s schools need fixing? In his words,

Among the 35 countries that are members of the Organization for Economic Cooperation and Development, the U.S. ranked 30th in math and 19th in science. Reading scores for our students are not much better. The U.S. ranked 24th when compared to other highly industrialized countries such as Singapore, Canada and Germany.

For progressive educators, using this kind of standardized-test measure to evaluate our schools is dunderheaded. Making a well-trained “workforce” the main goal of education is backwards. And measuring the quality of schools by the economic advantage they create is absolutely irresponsible. Yet Bernie does not hesitate to do it. Nor does Bernie seem to have his ear to the ground when it comes to identifying the most pressing problems in American education. For example, Bernie laments the fact that

too many Americans end up taking higher-paying jobs on Wall Street or as accountants or as corporate managers simply to pay back their student loans.

…Really? THAT’S what Bernie thinks is the main problem with American higher ed? That too many graduates are taking high-paying jobs?

As progressive ed pundit Alfie Kohn wrote years ago, we shouldn’t confuse progressive politics with progressive education. As Kohn put it,

A school that is culturally progressive is not necessarily educationally progressive. An institution can be steeped in lefty politics and multi-grain values; it can be committed to diversity, peace, and saving the planet—but remain strikingly traditional in its pedagogy. In fact, one can imagine an old-fashioned pour-in-the-facts approach being used to teach lessons in tolerance or even radical politics.

Is that what’s going on here? Is Bernie pushing traditional educational practices in his effort to fight traditional social inequality? Does Bernie not know about progressive pedagogy? Or does he just not care?

Gay Trump Card

Okay, folks, here’s another head-scratcher from the world of America’s educational culture wars. SAGLROILYBYGTH have probably already seen the latest expose of James Manning’s ATLAH school. So here’s the puzzle for this morning: In spite of long efforts on the Left to combat racism, is it really only on the fundamentalist Right that the war on racism has been won? Where white and black fundamentalists agree on the meanings of race and racism? I don’t know what to think.

manning atlah

Westboro, NYC.

First, a little background: If you haven’t seen the HuffPost expose, it’s worth your time. Pastor James Manning has attracted attention in the past for his fervent and ferocious anti-LBGTQ views. He made wild accusations that Starbucks was infusing lattes with semen. His church sign went into full Westboro mode at times, proclaiming “Jesus would stone homos” and “Obama is a Muslim. Muslims hate fags. They throw fags off buildings.”

Now Manning is facing accusations of abuse of his students and congregants. According to the HuffPost article, Manning locked a student in a dark basement, used sexually suggestive language with minors, and clamped down viciously on any murmur of dissent in his school and congregation.

The recent expose leaves lots of big questions unexamined. Most telling, the racial ideology/theology of Pastor Manning throws a monkey wrench into any simple culture-war divisions. For instance, according to HuffPost, his school uses both A Beka and Accelerated Christian Education (ACE) materials. ACE, at least, has been credibly outed as a congenitally racist and white supremacist outfit.

ACE MLK

What do white fundamentalist think about race and racism?

One might think that Manning simply didn’t care about the entrenched racist attitudes in the ACE materials because he was looking for fundamentalist schoolbooks and couldn’t find any that weren’t racist.

Maybe.

In other publications, though, Pastor Manning has insisted on some non-conventional racial attitudes. He furiously attacked President Obama. And in the clip below, he insists,

Not only am I not an African American, but I’m not a black man.

[Warning: Video below contains extremely offensive racial language.]

I don’t want to jump to too many conclusions, but I can’t help but wonder if Manning’s outside-the-box racial ideology makes him generally comfortable with the racial ideology of the Accelerated Christian Education materials. After all, fundamentalist curricular materials talk about more than just race.

When it comes to student learning and behavior, for example, Manning’s school touts its “memory/articulation/discipline” approach. It is a traditional approach that comports nicely with the classroom ideology of A Beka Book. As one of A Beka’s promoters promised, A Beka materials do more than just teach facts. At an A Beka school, one leader promised,

You learn the Bible.

You learn that God created.

You learn the worth of your soul.

You master the three R’s and other subjects.

You sit up straight and pay attention.

You learn that it is right not to cheat.

You learn to recite when called upon.

You learn honor and respect for your parents.
You learn respect for authority.

You learn that a man’s word is his bond.

You learn that a job worth doing is worth doing well.

You learn personal initiative.

You develop pride in America.

You learn that the free enterprise system is still the best system.

You learn that competition is healthy.

The goal of a school like this, according to A. A. “Buzz” Baker, is not only to teach a few fundamental religious truths. Rather, a good fundamentalist school will bundle those religious facts into a deeply conservative view of life and learning.

To this reader, Manning’s radically traditionalist, violently anti-LGBTQ school fits perfectly into this fundamentalist educational attitude. At first, we might think that the rest of the fundamentalist package—anti-gay, pro-discipline, pro-memorization, pro-Bible—allows African-American conservatives to overlook the racist component of fundamentalist textbooks.

I think the truth is more complicated than that. In the case of ATLAH schools, at least, the racial ideology/theology of white fundamentalism has leaped over the color line. In this one case, at least, both white and black fundamentalists embrace similar notions of race in these United States. I don’t think those notions are healthy, but like violent anti-LBGTQ rhetoric, they seem to have been taken to heart in some surprising quarters.

Where Orthodox Meets Hippie

They don’t agree on much. But on this they do agree: MMR vaccines are not good for their kids. In my great home state of New York, Orthodox Jewish groups and rich hippies are uniting on this one issue (sort of). Why? As I’m arguing in my new book about creationism, it’s not really about God or ethics or any of that stuff. It all comes down to Billy Joel.

Here’s what we know: In Rockland County, New York—just northwest of New York City—the government has taken drastic steps to ban unvaccinated children from all public places. A measles outbreak has led to this unusual measure. Traditionally, most states allowed parents pretty wide leeway in religious and moral exemptions to mandatory-vaccination laws. Today’s outbreak is forcing a re-think of those exemptions.

What does it have to do with Orthodox Judaism and hippie culture? In this case, a lot. The unvaccinated children are clustered in private schools, some of them Orthodox Jewish schools and others from a fancy-pants Waldorf school. In general, the cultural worlds of these two schools could not be further apart. In one thing, though, the parents agree, and this one thing is at the root of the measles problem.

From the Orthodox perspective, MMR vaccines have a complicated backstory. Some Orthodox leaders have counseled against vaccinations, but now leaders agree that vaccines are kosher. Parents, though, are still divided. As Forward described, many in the Orthodox community share

a feeling that their worldview is not in keeping with modern secular society, said Samuel Heilman, a Queens College sociology professor who has authored several books about Orthodox Jews.

“It’s about a view that we have our ways and they have their ways,” he said.

When it comes to measles vaccines, many parents in the Orthodox community simply do not trust the experts, and it is that distrust that brings Orthodox and hippies together.

Just down the street from Rockland’s Orthodox schools, but culturally a million miles away, parents at Green Meadow Waldorf School have also attempted to keep their kids from receiving the MMR vaccine. The lesson about distrusting vaccines is the same, but practically every other aspect of these schools is different. Green Meadow, for example, promises that their school will

create a social, cultural, and learning environment that recognizes the child’s spiritual freedom and growth. . . . Rather than teaching to the test or adhering to Common Core standards, the Waldorf curriculum fosters independent, critical thinking and problem solving, develops ethics and morality, and promotes true joy in learning.

The progressive, child-centered world of Green Meadow may be totally different from that of Orthodox schools, but the parents share one fundamental beef. Just like skeptical Orthodox parents, anxious Waldorf parents share a virulent distrust of the medical establishment. They feel it so strongly they are willing to put their children’s health on the line. They probably wouldn’t agree on much else, but they might agree with Billy Joel that it’s always been a matter of trust.

The Wrong Way to Talk about Civics Education

We just can’t do it. As educators and Americans, that is, we can’t agree about what “civics education” is supposed to be doing. We do know one thing, though. The way to understand it is not by doing what one pundit recently attempted.civics textbooks

Why is it so hard to teach civics? As I’ve argued in these pages and in books such as The Other School Reformers, the problem isn’t that no one cares. It’s not that people think schools shouldn’t teach kids to be good citizens. Rather, the problem is that Americans can’t agree on what “being a good citizen” entails.

Think about it: How enthusiastic would you be if your tax dollars supported student activism in a cause with which you disagreed? Say, for example, that kids in a high-school civics class took their project to the streets, protesting against a local abortion clinic? Or, for the other side, what if students marched out their civic responsibilities in a gay pride parade? Either way, real-life student civic engagement is not usually something that controversy-averse public school administrators can support.

None of that is the point this morning, however. One civics-ed commentator recently demonstrated another related challenge when it comes to discussing civics education. Robert Pondiscio of the marketeering Fordham Institute recently unintentionally underlined why it is so difficult to know what students are really doing in schools, when it comes to civics education or anything else.

That wasn’t Pondiscio’s point, of course. Rather, he was trying to articulate a need for a more traditionalist vision of proper civics education. He was hoping to push teachers to teach

A lifelong love of liberty. Of freedom and the rule of law. A lifelong love of America.

Pondiscio thinks schools aren’t doing this. And he wants to prove it. That’s where he runs into trouble.

As school-watchers know, it is infamously difficult to know what goes on behind the classroom door. Creationists warn their followers that public schools are cramming gay-friendly atheism down children’s throats under the guise of science classes. Atheists fret about religious zealots using public schools to cram hate-filled fundamentalism down children’s throats.

So how did Mr. Pondiscio come to his conclusion that public schools are not teaching kids to love America? The wrong way. He looked at the mission statements of America’s 100 biggest public school districts. What did he find?

Well over half—fifty-nine of the one hundred largest U.S. school districts—make no mention of civics or citizenship whatsoever in their mission or vision statements. . . .  The words “patriotic” and “patriotism” do not appear at all. Neither does “America” or “American.” Not even once.

Proof that American teachers are not teaching students to love this great land? Of course not. If Mr. Pondiscio had instead asked 100 of America’s best teachers to paraphrase their districts’ mission statements, he would have found that zero of them could do so.

On the other hand, if he asked 100 social-studies teachers if they tried to help students understand what Pondiscio calls “a sense of gratitude, for the blessings of liberty, our Constitutional freedoms, what it’s taken to secure those things for us, and for thoughtful pride and patriotism”, he’d find much different results. I’ll bet dollars to donuts that most American social-studies teachers out there teach some version of those goals.

So why bother with school-district mission statements? Like so much other bad punditry about America’s public schools, writers can use mission statements if they want to make a point. In reality, though, district mission statements have only the tiniest effect on real teaching.

The real lesson here should be a sober warning about the difficulties of understanding what really goes on in America’s schools. If we want to do more than rile people up, we need to be humble about what we think we know about real teachers and real classrooms.

Conservatives: Half Full? Half Empty?

Is the sky falling? Do conservatives think it is? I’ve been pondering these questions since Prof. Seth Cotlar asked about them recently in a tweet. When it comes to schools in twentieth-century America, if I had to pick one word (okay, two) to capture the heart and soul of conservatism, I’d pick “common sense” over “decline.”

cotlar tweet conservatismProf. Cotlar wondered,

According to every conservative since Burke, has ‘the west’ ever not been declining?

The question and several answers made me wonder about the specific tradition of educational conservatism. By and large, my research convinces me to side with Prof. Corey Robin, who pointed out that there has also been

An optimism, if you will, at the heart of the right.

When it comes to education and schools, certainly, the educational conservatives I studied were extremely optimistic or at least hopeful that they could reassert sensible control over their local public schools. Failing that, educational conservatives have generally been confident that they could open and operate their own schools, schools in which the terrible trends of progressive education and politics could be removed.cotlar tweet conservatism Corey Robin

Over and over, conservatives have built their campaigns on a deep and abiding optimism that their beliefs were merely common sense. Yes, conservative activists have often asserted, duped or devious progressives may have taken schools in terrible directions, but by and large conservatives insisted that their ideas were the true middle, the obvious common-sense educational program.

In the 1970s, for example, in the textbook controversy that engulfed Kanawha County, West Virginia, conservative pundit Elmer Fike didn’t quote Spengler or Burke or Burnham. Rather, he insisted that conservatism was the side of mainstream common sense. It was overreaching progressive bullies who had abandoned the center. For proof, Fike turned to the National Education Association’s 1918 Cardinal Principles report. In a full-page ad in a Charleston newspaper, Fike made the following claims:

We believe that the legitimate purpose of education is to promote the widely accepted Seven Cardinal Principles—command of fundamental processes (the three R’s), health, worthy home membership, vocational preparation, civic education, leisure time activities, and ethical character.  We believe that many of the controversial texts fail to promote these principles.  Rather, they tend to undermine the ethical character and social values of home and community accepted by a large majority of the people.

We believe that the continued use of these controversial books will result in antisocial behavior, further deterioration of social standards, increase in crime, and delinquency.

We believe that these books do not promote, in fact, are an attack on, the American system that has made this country the envy of the world.

While we abhor violence and shun demonstrations, we believe that the affect of these books is of sufficient consequence to warrant the use of any and all available legal means to have them removed.

Or consider the plans and prophecies of California’s Max Rafferty. Rafferty was a one-time State Superintendent of California’s public schools and a popular syndicated columnist.

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…he didn’t win.

He wrote in 1970 that his “California philosophy . . . has Deweyism in nationwide retreat.” It could be so successful, Rafferty insisted time and time again, because it was built on common sense about the true nature of education. Progressives simply misunderstood humans. It was conservatives who knew what to do. As Rafferty wrote in 1964,

Too many instructors, fresh from college and still pretty Dewey-eyed about things, compromise themselves and their careers in a hopeless attempt to convince some freckled-faced [sic] urchin with devilment coming out visibly all over him that he must discipline himself when all he really needs is a session after school with the ruler.

In the 1980s, too, Reagan’s second ed secretary William Bennett pushed his reforms as mere common sense. Though voters may think that education is controversial, Bennett liked to say, there was in fact “an American consensus” about what school should look like. Bennett specifically rejected pessimistic thinking, or, at least, he tried to stick progressives with the Chicken-Little label. As Bennett wrote in 1988,

Apocalyptic analyses and Chicken Little stories about an onrushing wave of ‘unteachable’ students should be rejected. In fact, the analyses and stories themselves—and the attitudes they reveal—belong at the top of any short list of real problems now facing American education. [Emphasis in original.]

For Bennett, as for Fike, Rafferty, and a host of other conservative educational activists in the twentieth century, hope sprang eternal. Yes, schools may be in bad shape, ideologically.  But in every decade, conservative pundits and parents rallied around the notion that their ideas represented beleaguered common sense.

How bout it? If you had to pick one word (or phrase) to capture the essence of conservative thinking, what would you use?

The Real Promise of Teachers’ Unions

It’s not that they’ll get everyone to “eat the rich.” It’s not that they will manage to unite all teachers in a progressive political wave that will sweep through America’s 2020 elections. They won’t. Teachers are now and have always been a mixed bag, ideologically. But in today’s divided polis, a group like the unions still has enormous potential for good.

 

Pundits who dream that today’s wave of teacher strikes will bring a progressive millennium are fooling themselves. Anyone familiar with real teachers can tell you: We’re not easy to pin down. Sure, some teachers like me have a deep progressive political streak. But just go to any teachers’ lounge and you will hear a dizzying variety of political opinions.

As I argued in my book about twentieth-century educational conservatism, America’s teachers have ALWAYS been ideologically divided. The popular image of united left-wing teachers has never matched reality. Here are a few snapshots of conservative teachers throughout the years:

1939: One leader of a conservative campaign against left-leaning textbooks, Bertie Forbes, liked to tell a story: He was minding his business as a magazine editor when he was approached by teachers from his local New Jersey school district. These teachers, Forbes liked to recount, begged Forbes to get involved in educational politics. The teachers hated the lefty textbooks and wanted political support to teach old-fashioned patriotism in their local public schools.

1950: As Pasadena, California reeled over alleged progressivism in its classrooms, one teacher took to the editorial pages of the local paper. We teachers, she insisted, are not “in full accord with the tenets of progressive education.” She wanted old-fashioned tradition in the classroom, including corporal punishment. The progressive slop on offer, she wrote, led only to “arrogance, hostility, and defiance, even vandalism.” Teachers like her were on the front line against socialist “Pressure and propaganda” and they wanted the support of the conservative public.

1962: Who led the fight to battle communism? It wasn’t only the conservative American Legion. Throughout the cold war, including in this 1962 mash-up, National Education Association members teamed up with the Legion to purge left-wing propaganda from the nation’s public schools.

anti communist teachers

Find the left-wing teacher in THIS photo:

1974: In Kanawha County, West Virginia, a new set of textbooks sparked violent culture-war protests. One teacher took the opportunity to voice his ideas about proper public education. On December 12, 1974, public-school teacher Karl Priest reminded the National Education Association that its policy was always to combat discrimination. The new textbooks, Priest insisted, were “in fact, anti-Christian.” [Emphasis in original.] Teachers like him, Priest argued, were correct in their conservative fight against such discriminatory claptrap.

These days, too, teachers are hardly politically united. Even those who support today’s strikes cannot be assumed to be unified on any other political issue. Teachers, in other words, won’t become the left-wing vanguard that activists have dreamed of for decades.

But that doesn’t mean that today’s teachers’ unions won’t have a huge impact. As politicians are split more and more toward the far edges, any group that can unite disparate people toward specific goals can serve as a beacon of hope.

coming apart

What if politicians could act more like teachers’ unions?

The promise of the teachers’ unions doesn’t come from the fact that teachers are becoming more politically homogenous. The promise, rather, is that teachers’ unions are able to take action toward important goals in spite of the fact that their constituencies disagree on almost everything else.

Creationism and the Conservative Vision Board

It was the creationism part that first got my attention. Why would a smart, dynamic politician introduce such an old-fashioned creationism bill for public schools, a bill obviously doomed to failure? As I read the rest of the bill, the answer became obvious. And for anti-creationist campaigners, the lesson is clear.

 

 

Indiana State Senator Dennis Kruse has a long record of introducing anti-evolution legislation. Twenty years ago, he began pushing bills that would allow for the teaching of creation science in Indiana’s public schools. When those flopped, he began fighting instead for “academic freedom” for Indiana’s teachers, to allow them to teach a “diverse curriculum.”

This month, however, for some reason Senator Kruse went back to an old-school school bill. Kruse is once again campaigning for schools that include “the teaching of various theories concerning the origin of life, including creation science.”

What gives? Why would a creationist go back to a failed strategy? After all, the inclusion of “creation science” in public schools has been definitively rejected by the Supreme Court. Why would Kruse bother to ask for something (again) when he knows he won’t get it?

The rest of the bill makes the answer painfully obvious. Senator Kruse isn’t really crafting legislation here. He is creating a conservative vision board.

 

Kruse is asking for a range of educational policies that might or might not be possible. He wants all Indiana public and charters schools to post big “In God We Trust” signs, along with a US and Indiana flag. He wants religious electives, including Bible studies. He wants students to be able to earn public-school credit for religion classes. Creationism—even the outdated “creation science”—is only one of the public-school visions on this Indiana board.

Why does it matter? As I’m arguing in my new book about American creationism, we will never really understand creationism if we think of it only as a fight about science curriculum. In most cases, creationism is only one aspect of a wide-ranging conservative attitude about education.

Yet too often, science teachers and science advocacy groups are left all alone in their fight against creationism in public schools, when the fight is not really about science. It is a fight over the proper nature of public education. Should schools be aggressively pluralist, ditching their historical Protestant baggage? Or should they be staunchly traditionalist, teaching children to be patriotic and Christian?

Who’s Afraid of Teachers?

It’s not only in the pages of dusty history books nobody reads. As Curmudgucrat Peter Greene wrote recently, the effort to stifle teachers’ political opinions is alive and well. But here’s the question every real teacher keeps wondering: Why are people so worried about teachers?

Here’s what we know: Greene describes a recent bill in Arizona to limit teachers’ ability to talk politics in the classroom. The bill would combat teachers’ alleged aggressive political posturing. What would it do?

Teachers may not endorse, support or oppose any candidate or elected or appointed official. Teachers may not bring up any “controversial issues” not related to the course. . . . Teachers may not advocate for one side of a controversial issue; they must always present both sides.

Greene argues that this bill is not just an Arizona quirk but rather part of a vision to restrain teachers from voicing progressive opinions.

And it won’t come as any surprise to SAGLRROILYBYGTH that the fear of progressive teachers has a long history in the US of A.

Back in the 1930s and 1940s, for example, Harold Rugg of Teachers College Columbia earned the ire of many conservative activists with his progressive textbooks. It wasn’t only Rugg that conservatives worried about. As I noted in my book about conservative educational activism, people like Alfred Falk of the Advertising Federation of America and Homer Chaillaux of the American Legion warned one another that the problem was bigger than any single teacher or textbook. Rather, as Falk told Chaillaux privately in 1939, it was all part of a vast left-wing teacher conspiracy,

a deliberate plan worked up by a well-defined group of left-wingers and educators, collaborating for a number of years on this huge project of reconstructing our society.

In the 1960s, too, conservative activists assumed that teachers were part of a progressive plan to use their classroom authority to push left-wing ideas on unsuspecting youth. The Gablers asked their fellow conservatives some pointed questions about the proper role of teachers. As they put it,

Do educators have the right to use our children as guinea pigs in behavior modification experiments?  Should our children be under the direction of ideologues hostile to Judeo-Christian values and American constitutional liberty?

SH Gablers

Look out kids, it’s a…teacher!

For many conservatives, the notion that teachers are “ideologues” cramming Leninist doctrine down the throats of America’s schoolchildren is a hallowed truth. But why? Why do so many conservatives worry so unnecessarily about teachers’ political activism?

After all, ask any teacher, and they’ll tell you: We worry about far more prosaic issues in our classrooms. We worry if students are learning the material, and if there’s a better way we could present it. We worry that students aren’t understanding things, and if there’s something we could be doing to help.

We worry mostly about our students as people, not as partisans.

Moreover, as every study has shown, teachers do not swoop in from outside to cram politics down students’ throats. For example, as political scientists Michael Berkman and Eric Plutzer found, when it comes to teaching evolution and creationism, most teachers reflect the majority values of their communities, because most teachers are products of that same community.

So why the worry?

School Dictatorship by Facebook

What do conservatives want out of schools? In Brazil as in the USA, it’s a familiar checklist: communist subversion out, LGBTQ+ stuff out, union power out. In Brazil’s case, the new right-wing president has given conservatives new hope. But unlike in the past, Brazil’s conservatives have a new weapon at their disposal: Facebook.

bolsonaro

Hear no evil…

As reported in The Economist, President Jair Bolsonaro has energized right-wing school dreams in Brazil. We shouldn’t be surprised. Bolsonaro won the election in spite of—or because of—his inflammatory anti-gay statements and nostalgia for the old dictatorship.

When a presidential candidate promises to bring back torture, makes rape jokes, and brags that he would rather see his son dead than gay, it’s not a shocker that his policies move schools in right-wing directions.

In Brazil’s case, that means fighting the influence of Brazil’s most famous educational thinker, Paolo Freire. It also means an attempt to ban what Brazilian conservatives call “gender ideology.” Brazilian conservatives consider the left-wing ideas of Freire to be a blight on Brazil. As one right-wing group put it, Freire’s teachings turned

Innocent illiterate people into illiterate communists.

The plan? Bolsonaro has promised to

Take a flame-thrower to the ministry of education and get Paolo Freire out of there.

As SAGLRROILYBYGTH are well aware, those things are similar to what USA conservatives have wanted in schools for a long time. Conservatives here, too, have fretted about communist subversion, tried to get rid of the “homosexual agenda” in public schools, and threatened to eliminate the Department of Education.

What might be new, though, is the Brazilian strategy to enforce their right-wing changes. As The Economist reports, conservative activists have taken to Facebook to enforce their vision of proper public education. As one conservative teacher told students on Facebook,

“Attention students! . . . many doctrinaire teachers will be disconcerted or revolted” by Bolsonaro’s victory. “Film or record all partisan manifestations that . . . offend your freedom of thought or conscience.”

Bolsonaro’s Facebook page apparently includes video clips of left-wing teachers in action, including one in which a teacher shouts at a student,

I fought for democracy and you’re here talking about that piece of crap Bolsonaro.

Or another in which a teacher warned students not to listen to

idiotic police officers or your lowlife pastor.

The plan, clearly, is to shine a right-wing social-media spotlight on teachers. If they endorse rights for LGBTQ people, they can be “outed” for it. If they teach a sympathetic vision of socialism, everyone will know about it. If they teach anti-Bolsonaro ideas–the thinking goes–then right-wingers can target them. In Bolsonaro’s Brazil, at least, conservatives hope that Facebook can offer a new way to pressure teachers and schools to conform to their vision of proper public education.

Will it work? So far, some teachers have reported being threatened and disciplined for their anti-Bolsonaro or pro-LGBTQ classroom comments. Back in the twentieth century, USA conservatives tended to fight against textbooks instead of individual teachers, because they usually couldn’t find out much about what classroom teachers were actually doing on a day-to-day basis.

I wonder if Facebook will allow conservatives to take their fight right to the teachers themselves.