Let’s Not Freak Out about the 1619 Project, Part Deux

So there has been plenty of disagreement lately about the 1619 Project. With apologies to SAGLRROILYBYGTH for harping on the subject, I have one more question to ask. Namely, though I 100% support the big-picture goals of the project, is it fair to say that children are not learning enough about the history of racism in these United States? I think we’re facing a different problem: America’s children are learning plenty about the contributions of African Americans. But the way they are learning it has two big problems.

wineburg famous americans

From Wineburg, Why Learn History (When It’s Already on Your Phone), pg. 165

To be clear as possible, I’ll say it again: I’m a fan and consumer of the 1619 Project. I have used and will continue to use their materials in my history classes. Especially with all the mean-spirited debates recently, people tend to want to turn this literally into a black-and-white issue. It’s not. There are nuances that are worth talking about.

For example, what are we to make of the findings of Stanford’s Sam Wineburg? Wineburg surveyed children and adults about their historical knowledge, and found that the three best-known historical figures (presidents excepted) were Martin Luther King Jr., Rosa Parks, and Harriet Tubman.

Clearly, Americans of all ages are aware of the historical contributions of African Americans. Dr. King is far better-known than figures such as Benjamin Franklin and Henry Ford. Yet two big problems remain. As Nikita Stewart wrote in a 1619 Project essay, children learn about Harriet Tubman in a weird way. Even the history of slavery is somehow twisted into a cheerful, heroic tale. As Stewart put it,

Elementary-school teachers, worried about disturbing children, tell students about the “good” people, like the abolitionists and the black people who escaped to freedom, but leave out the details of why they were protesting or what they were fleeing.

It’s not only slavery. Recently, Mattel released a celebratory Rosa Parks doll. As historian Jeanne Theoharis noted, the history that Mattel told was decidedly lacking. As Theoharis wrote,

Mattel, your blurb on how Rosa Parks “led an ordinary life as a seamstress until an extraordinary moment on Dec. 1” is just plain wrong.

So American children—whether in schools or toy stores—are apparently hearing about prominent African Americans. But the stories they are hearing are folded into a traditional tale of heroic American heroism, triumphing over adversity with everything working out in the end. It is a story of racism defeated and slavery outlawed, not one of continuing racial disparities and racial violence.

theoharis on barbieThat’s not the only problem with the ways many children are learning the history of race and racism in America. Some children learn a lot, and that’s a problem. As Nikita Stewart explained, she personally had a much better experience in history class.

I was lucky; my Advanced Placement United States history teacher regularly engaged my nearly all-white class in debate, and there was a clear focus on learning about slavery beyond Tubman, Phillis Wheatley and Frederick Douglass, the people I saw hanging on the bulletin board during Black History Month.

Stewart talked with some of the great history teachers out there who are teaching far beyond their textbooks and traditions, teachers like Tiferet Ani in Maryland who expose their students to a deeper, realer version of America’s history.

As Stewart notes, there ARE a lot of great teachers doing a great job of teaching unadulterated history to their students. Unfortunately, too often those great teachers are clustered at high-resource schools. Too many Advanced Placement, International Baccalaureate, and honors classes are, like Stewart’s, “nearly all-white.” And too many schools in low-resource areas can’t offer the same range of excellent history classes.

So, yes indeed, America is conducting “educational malpractice” when it comes to teaching history. And yes, that malpractice is tied up with America’s history of racism and racial violence. But like all things in America’s schools, the malpractice is not evenly distributed. Richer, whiter students have a better chance at a great history class like Stewart’s. Too many other students don’t.

So what is the problem in America’s history classrooms? It’s not simply an absence of African American history. It comes down to two things: First, the stories about racism end up following the same overly optimistic script as the rest of the history curriculum. Racism is presented as an awkward but impersonal problem, one that has been conquered like smallpox or polio. Second, public-school history classes are not all created equal.  Students from wealthier families have a much better chance at learning much better history. And that is indeed “educational malpractice.”

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I Love You but You Didn’t Do the Reading

Back to school; back to … losing our religion? Christian colleges that challenge faith, secular colleges that challenge ideas, Rosa Parks Barbie and, of course, Professor Matthew McConaughey all made this week’s list of must-read stories from around the interwebs:

So…now there’s a Rosa Parks Barbie. A triumph for Civil Rights history? Not exactly, at HNN.

The problem is that the more in-depth narrative that historians have worked hard to reconstruct is continually lost in public consumption.

rosa parks barbieHow does Barbie tie in to Newt Gingrich, Bertie Forbes, and the history of racism in the US? The ILYBYGTH take.

How can colleges foster true intellectual diversity? At NYT.

Is the point of a university education simply to provide students a forum in which they can air their political views, no matter how poorly informed? Of course not — and one reason that some students are reluctant to speak in class is because they are confronted, for the first time, by information that undermines their pre-existing assumptions. So how can professors keep exposing students to uncomfortable facts — because that’s our job — while encouraging them to speak their minds and hear out arguments they find outrageous?

Losing your faith at an evangelical college? Don’t worry; it’s always been part of the process. At CT.

At some evangelical schools, religious crisis is provoked by design. Nyack College in New York City offers a slate of first-year classes coordinated with chapel talks meant to challenge students’ beliefs.

“It’s almost that we have to deconstruct their faith, but in a nice way,” said Wanda Walborn, associate professor of spiritual formation at Nyack. “We have to carefully and lovingly get you back to Jesus, get you back to the grace of God, outside of performance.”

Mayor Pete Buttigieg on Queen Betsy DeVost at EdWeek:

There are no shortage of cabinet appointees to take issue with. But I think there’s something particularly egregious with what’s happening with Betsy DeVos in the Department of Education because it’s not just somebody who’s taking the department in a direction I disagree with. She’s somebody who, in my view, is actively undermining the very purpose of the department.

Recruiting top faculty:

From the Big Surprise file: Turns out better pay can attract more teachers. At FP.

Alumni sue NY Jewish school for sexual abuse, at CNN.

The lawsuit accuses former principal George Finkelstein of targeting the children of Holocaust survivors and then imploring them “to not add to their parents’ suffering by telling them about his assaults.”

She’s not racist, but…this Michigan city council candidate wanted to keep her community white. Because the Bible. At FA.

Why do 55% of teachers hope their kids won’t become teachers? At Curmudgucation. The issues are

tied together with the single thread of distrust and disrespect for teachers. . . . we’ve had decades of federal and state programs meant to force teachers to do a better job. In the classroom, much of these “reforms” have sounded like “You can’t do a good job unless you are threatened, micromanaged, and stripped of your autonomy.” There is a special kind of stress that comes from working for someone who says, in effect, “You have a big important job to do, and we do not trust you to do it.”

Teachers do not experience disrespect only on a national level. Talk to individual teachers about their own work circumstances and you will often hear about district and building administrators who treat teachers like children.

“Gifted & Talented” program is out in NYC. What comes next? At Chalkbeat.

“The label is something that people really crave,” said James Borland, a Teachers College professor who studies “gifted” education. “The fact that the curriculum is very weak in lots of gifted programs — or the fact that it’s not that different — it’s a problematic situation,” he added.

What’s it like to be a progressive Christian in a conservative state? A review of American Heretics at R&P.

we hear Walke describe something of a conversion narrative. She transformed from a Southern Baptist in the pews of a church whose pastor was teaching that Hurricane Katrina was God’s punishment for sin into a different sort of Christian—one who now leads in the charge of Mayflower UCC’s vote to denounce racism and become a sanctuary church.

The most touching moment in the film gives us a glimpse of the toll of Walke’s conversion. We sit in the passenger seat of her truck as she drives away from her grandmother’s home, where we’ve just seen the two women reflecting awkwardly (but with great compassion) on their connection as Christians, despite their current theological and political divide. The two women sang together an old-time hymn about heaven. But the voices in unison could not cover up the palpable tension, as her grandma, Novella Lore, appeared to struggle to find something to say about her granddaughter’s making headlines in the local paper for public LGBTQ advocacy. In the truck afterward, Walke confides that Lore is worried about her granddaughter’s eternal salvation. “I just want to know one thing. Are you going to go to heaven when you die?” she says Lore asked her.

Liberty U.’s president gives another big $$$ gift to an attractive young man, at Reuters.

“The concern is whether the university’s president wanted to do his personal trainer a favor and used Liberty assets to do it,” said Douglas Anderson, a governance specialist and former internal audit chief at Dow Chemical Co, who reviewed both the transaction and Liberty’s explanation of it at Reuters’ request. That would be bad governance, he said. “At a minimum, the terms suggest the buyer got a great deal and Liberty got very little.”

Hellfire in the Amazon: fires split Brazilian evangelicals from other faiths, at RNS.

“Due to their alliance with Bolsonaro, the evangelicals started to oppose the protection of the environment. They assimilated the idea that environmentalism is a disguise for communists and for international leaders who want to take the Amazon from Brazil,” said Renan William dos Santos, a researcher at the University of São Paulo who investigates the relations of Christians with environmentalism.

amazon fire

Evangelicals…support it?

Christian colleges watch SCOTUS nervously about LGBTQ cases, at DN.

“Student housing standards would face new pressure. Affiliated clinics and hospitals could be compelled to provide religiously objectionable medical procedures. A religious university’s tax-exempt status could be challenged or revoked,” the brief explains.

The new Gallup poll on creationism is out. The upshot: Lots more people seem okay with evolution this year.

gallup creationism 2019

The problem with ed reform at EdNext:

Why am I able to anticipate these failures in education reform initiatives, while the people devoting fortunes to these efforts and their staff have such a hard time avoiding strategies that result in failure? I’m not that smart and they aren’t that dumb. I suspect the answer is that foundations have organizational interests and cultures that tend to draw them to a mistaken theory about education policy. In its essence, that theory holds that there are policy interventions that could improve outcomes for large numbers of students if only we could discover them and get policymakers and practitioners to adopt them at scale.

I begin with a different theory. I suspect that there are relatively few educational practices that would produce uniformly positive results. Instead, I’m inclined to think of education as similar to parenting, in which the correct approaches are highly context-specific.

What Does Rosa Parks Barbie Have to Do with 1619?

So…we now have a Rosa Parks Barbie, apparently. In a way, it seems like a triumph of the Civil Rights Movement, right? But only in a way. Like the conservative backlash against the NYT’s 1619 series, Barbie’s version of history proves once again that there is still an unyielding third rail in America’s public conversations about history.theoharis on barbie

What’s wrong with a Rosa Parks Barbie? One might take it as good news—more progress toward giving children a diverse set of heroes to look up to. As scholars have pointed out, however, the Barbie version of Ms. Parks’ story has been whitewashed. Instead of a devoted Civil Rights activist protesting for decades against racial inequality, Mattel tells children that Parks was only a tired woman who had led an “ordinary life” up until her famous refusal to give up her bus seat.

Why would the toy company want to politely ignore real, established history? It has something to do with the NYT Magazine’s recent 1619 series. That series, about the history of racial slavery in the British Colonies, has sparked a ferocious response among conservative historians and pundits. Perhaps most memorably, Newt Gingrich freaked out about it on Fox News.

As Gingrich declaimed,

The whole project is a lie. Look, I think slavery is a terrible thing. I think putting slavery in context is important. . . . I think, certainly, if you are an African-American, slavery is at the center of what you see as the American experience. But, for most Americans, most of the time, there were a lot of other things going on. There were several hundred thousand white Americans who died in the Civil War in order to free the slaves. The fact is that I saw one reference that The New York Times claims that the American Revolution was caused in part to defend slavery. That is such historically factually false nonsense that it’s embarrassing that The New York Times is doing this.

This leads us to our two big questions. First, why do conservatives—even history experts such as Rep. Gingrich—get so flustered over an extremely uncontroversial position like the one taken in the 1619 project? After all, among historians, the centrality of racial slavery in the founding of the United States is a given. And second, what does any of this have to do with a Rosa Parks Barbie?

My two cents: Over the years, conservatives have been very willing to expand the galaxy of American heroes. In addition to the traditional cluster of Washington, Jefferson, Franklin, and Madison, conservatives have been happy to add new heroes such as Martin Luther King Jr., Sacagawea, and, yes, Rosa Parks.

The idea that a mild-mannered “ordinary woman” could stand up to injustice fits in nicely with the traditional tale of heroic America. Sure, there have been problems—the story goes—but heroic Americans have always stepped up to solve them. Even the curse of slavery, Gingrich pointed out, was solved by the self-sacrificing heroism of “several hundred thousand white Americans.”

What doesn’t fit in is the real story of Rosa Parks. Parks, a life-long civil-rights activist, learned from radical institutions such as the Highlander Folk School, and campaigned against racism long past the 1950s. That real story raises questions most Americans are not comfortable confronting. For example, what were the connections between civil-rights activism and left-wing politics? Why did Parks feel a need to keep campaigning for racial justice long after the Montgomery Bus Boycott? Why was the second-class-citizenship she endured so entrenched and durable? What did the Civil Rights Movement leave unsolved?

All those questions point to a fundamental fact about American history that conservatives can’t abide. Instead of a flawed-but-improving land of truth and justice, these questions point to a vision of United States history in which the nation has always been fundamentally formed and guided not by heroism, but by racial (and other) hierarchies.

As I argued in my book about the history of educational conservatism, conservatives have drawn the line when it comes to questioning America’s heroic history itself. Any intimation that the United States has fundamental, formative flaws has always drawn ferocious criticism. Consider, for example, the reaction to a popular textbook series in the 1930s and 40s. Harold Rugg’s textbooks sold by the millions. But when rumors spread that Rugg’s books denigrated America’s unique awesomeness, they crossed a culture-war line.

One conservative critic, Bertie Forbes of Forbes Magazine fame, warned in 1940 that the textbooks guided teachers to criticize the greatness of the United States. When one middle-school teacher was asked by her students if the USA was the greatest country in the world, she looked at her Teacher’s Guide and responded, “No. . . there are several countries in Europe which have as good, if not better, form of government than ours.”

Forbes warning rugg books

Forbes raises a stink, October, 1940

Not a particularly shocking statement, but it lit a fire under conservative Americans at the time. Sometimes literally. Soon, Rugg’s books were yanked from school bookshelves and rumors spread of book burnings in Wisconsin and upstate New York.

When it comes to Barbies and popular histories, then, we shouldn’t be surprised to find this third rail still firmly in place. We Americans are happy to add heroes to our list. We are happy to have Rosa Parks Barbies as well as Malibu ones. But as a whole we can’t stand to see the big story of our history challenged. We can’t and won’t tolerate public discussions that imply that there are any serious, fundamental, structural flaws in America’s past.