Today marks a day of solidarity and national demonstrations by the youth of our nation.  My school site organized 17 minutes to begin school with an on campus march as well as student speakers at lunch.  Having been active in the past to support student organizing efforts on my former campuses, today felt strange.  I admittedly stepped back from my usually comfortable role of helping to lead student organizing and was more of a spectator today, in particular for the morning walk around the field.  I was encouraged to see young leaders from our middle school step up and lead chants and hold posters communicating the sentiment of “END VIOLENCE NOW.  LESS TALK, MORE ACTION.”  And while these messages resonate with me at my core, I am still building up parts of that core here identity here in my new community.

And it feels strange, to be this mucho on the sidelines.  And it feels strange to not have as many students and teachers at least aware of the sides contextualizing this dire moment of national identity construction, let alone taking active stances on the issue.  Part of it I know is the reality of middle school development.  Teaching at this level again has reminded me of how young my students are, while simultaneously giving me hope and joy to see the childlike immaturity venturing away from raw innocence and ignorance… towards their unforeseen and undefined futures.  And part of it is excepting that this is not South Central Los Angeles.  I teach in an agricultural community and my identity as a social justice educator and activist has had to shift to meet this reality.  And yet it still didn’t seem right, never does really, to jump back into “business as usual” to forward my curriculum.  We don’t learn just by doing.  We need to reflect on what we have done.  And today, most of my students took a stand and walked out of their classrooms in solidarity with other young people… even if they didn’t fully understand the context of implications of their action.

That is where we teachers come in.  Our job is to help students make sense of themselves and the world around them.  Some would argue our job extends to the responsibility to show students that they have agency and that their actions can impact the world around them.  What continues to be evident throughout history is that young people will do these things with or without our help… so why not support?

Today I did what little I could do to aid in this effort, accepting the fact that I know I could have done more; that I am used to doing more.  But to do nothing but watch is unacceptable.  To me.  So instead of forcing my students to present their personal Tanka Poems to conclude our unit of study on Feudal Japan, we read articles from NEWSELA about the issues facing our youth and nation today.  We read articles about  youth leaders and their movements.  And then we reflected on the morning’s action.  Here are some of my students’ thoughts on this national day of action.

“i am honored to participate in today action it made me feel helpful.some concerned are the fact that they want armed teachers.I think that people that own guns should take classes about gun control .One question i have would be does trump think about the risks of an armed teacher.”

“I feel pretty proud of myself for participating in today’s action. Some Concerns I have as a student is not being safe with our gun laws and I feel very deep down sorry about the 17 students who came to school, thinking they were safe. I personally think we should have a stricter process when getting guns and increase mental health services since clearly that man who shot was ill. Who was the person that thought that it was right for EVERYONE to be able to get a firearm?”


“I feel good about participating in today’s action. My concerns as a student about gun violence and school safety is that they should stop selling guns to mentally ill people and schools should have more security.”

“What I feel about today actions was supporting the 17 victims. One concern that I have about school safety is that they shouldn’t let people buy guns under 21 or under. I think what should be done about this sad problem that happened in Florida is that they should put fences around the school.”
“I participated to show respect and love to the family members that lost their kids in the school shooting. Gun violence is not okay especially if teacher have guns in their classroom.”
“I did not particpate on the event this morning because i have anxiety and i feel like i can’t breathe when am around people i don’t know. What conercers me is what is a kid or teacher uses the gun and kills people or themselves. i think more safety rules.”
“why are people just having a big talk about this now. now that a big school shooting has happened , now you want to talk about that they want to change gun laws. This isn’t the first shooting that has happened this year. People have been talking about this and they just noticed. People have been killed, people have been injured, families have been ripped apart! But now people are thinking of giving teachers guns. What if teachers get mad at a student or the student is being disrespectful, how do we know the teacher wont pull out the gun and shoot, HOW DO WE KNOW that that wont happen???”
“I feel good about participating in today’s action because we are honoring the 17 lives that were lost. I am very concerned about teachers being armed. What happens if a student makes a teacher mad?! The teacher could kill everyone in the room. If they do pass this law then I hope they make sure that the teachers are not mentally ill.”

 “i don’t feel anything for what i had done today at school because how many times have their been a school shooting or just a regular shooting and we just don”t put much mind into it but i do not know why now when their have been countless times of shooting and we do nothing about it. Some concerns i have as a student is that what is someone tries to jump over the fence or go through the front office, we in my opinion just don’t have enough protection. Get more protection change some laws, but then again people do have the right to own or get guns.”

It is clear from the responses that there are a variety of thoughts and feelings regarding these issues. And there were so many more themes to come out of my students’ reflections.  As evidenced above, a lot of young people have deep concerns about the solution to arm teachers that has been so nonchalantly floated by Trump and even more embarrassingly by our Secretary of Education.   And why would they not be with stories like this coming out the same day (noted this would be my children’s neighborhood high school in the coming future.)  This amidst other ideas that are also problematic in and of themselves, like the understandable reaction to want more police presence on campuses, which we know from past youth led campaigns as well as current ones leads to other issues for young people.

In all, I am very proud of our students and district for attempting to support multiple ways for students to be involved in such an important time in our country’s history.  And to be clear, it has always been youth movements to prod this nation reluctantly forward toward more equitable and just realities.  But there is so much more to be done.  The energy that this movement has sparked is encouraging and I can only hope that it will continue to build and merge with other youth led movements like Black Lives Matter to create the type of broad based coalitions needed to take on and defeat the alt right, neo fascist powers that have taken control of our country.  My identity as a social justice educator continues to evolve, only with the help of what my students and their communities have to teach me… and my ability to reflect on these lessons.

Our damned children

I cannot describe how angry I am that our country, supposedly the “greatest on Earth” does not have the courage to stare into the depths of our individual and collective identities and sort out between the two where our obsession with gun culture will end and our real committment to nurturing our future generations will begin.  To come home yesterday, after teaching and learning with 140 plus young bright minds, and listen on the drive home yet another narrative of horror, tragedy and loss really just eats at one’s spirit.  Feeling simultaneously fearful and blessed that I had the opportunity to embrace my children upon arriving home from my place of work, a school… is something that I can never let myself take for granted.

After the last school shooting that was covered in the media, (at a school site where three of my friends and former colleagues worked) I had the opportunity to attend “live shooter” training.  This training was conducted by ALICE.  And although I can understand and even appreciate to a certain level the intent and ideas behind having such a training, a question still persists like a question in my mind. Why must there be professional training for educators on how to survive mass shootings at school sites?  Those who would answer with the response that these are just the times we live in, while correct in this assertion should know better.  This is not an adequate response.  Everyone should know better.  We are the nation that pats ourselves on the back for so many things, putting humankind into outer space, advancing democracy and freedom around the globe, and yet for all of our “achievements” however based in reality they may or may not be, we can’t figure out how to have a real conversation about how to protect the sanctity of real children in sacred spaces of learning? Or is there nowhere and nothing that is scared anymore?  We unfortunately know the answer to this.

Nevermind protecting the sanctity of unborn life… for God’s sake!  What are we doing to cherish and protect the lives of our children as we teach them how to build a better future?  We are normalizing trainings for the adults who care for them in these spaces that teach folks like me how to barricade doors with belts and desks, how to engage in potential counter measures to an active shooter, and how to evacuate without getting shot… if possible.

And while I appreciate a training in research based survival tactics… I am not at all ok with the notion that just because this is a reality, that this is in any way, shape, or form… right.  We can do better. We have to do better.  For our damned children.  My heart and thoughts go out to all those who have ever been affected by the violence of a mass shooting. I pray that we will have the common sense, courage, and strength to begin to envision a better world where this does not happen with the frequency that delegates tragedy to normalcy.

“Sell your cleverness…”

Yesterday morning’s #superbluebloodmoon was awe-inspiring for those of you up early enough on the west coast to witness this celestial event.  I felt blessed to have this otherworldly scene greet me first thing as I opened my front door at a quarter to six.  As I pulled up to the gym parking lot, a little later than I would’ve liked, I was compelled to suspend my routine (albeit it very new… as in 2 weeks new) start time.  I sat in the back of my car, just staring at the eclipsed moon, in all its darkened red glory.  I felt a little silly as people passed by me, some already having been productive in their personal fitness and some rushing towards whatever physical health goals they had previously established, while I sat dressed to work out and instead gazed at the sky.  The shyness quickly turned into shock and then sadness.  One person saw me gazing and stopped just long enough to ask me. “What is this all about?”  I responded as a matter of fact, but this seemingly innocent inquiry really got me thinking about the crisis of our modern relationship with our surroundings.

No doubt living back in the Monterey Bay region has reawakened a sort of environmentalism that has been lying semi-dormant for a long while.  This is after all the area where I put my finger on the brand of educational and spiritual training I felt most drawn to.  I have also been prompted reexamine what exactly I mean when I say “environmentalism” by some pretty profound writings of Paul Kingsnorth of Dark Mountain fame.  His collection of essays entitled Confessions of a Recovering Environmentalist and Other Essays has been helping me survive the massive onslaught of “bad” news in the past year.  But in reality its been several years if not decades since the roots of extreme global capitalism have taken shape, forming a type of global consciousness (or lack thereof) devoid of any true connection to land and environment.  This is what became clearer to me early Wednesday morning.  How could anyone witnessing this eerie celestial event not pause to question and reassess their position in the “grand scheme” of things?  Even if only for a moment, a break in one’s gait long enough to view the sky through eyes of wonder.  How would our ancient human ancestors have viewed this gigantic blood-red sphere, hovering above, so differently than every other day?  How would they have rearranged the sublunary events of their day to accept a larger, profound, and more universal one?

I wondered about this and other questions as I stared into the early morning sky.  I also took a few pictures, with the intent of sharing.  I soon laughed at the silliness of this, not the instinct to share this with others like friends and family whom I texted despite the hour to see if they were fortunate enough to be awake and experience this, but the absurdity of trying to ‘capture’ this amazing image with my phone camera.  I walked away in awe and also distress.

Admittedly I have not been the best optimist of late.  I have real concerns about the state of just about everything in the world.  From the state of our own nation, to geopolitical realities that are unfolding, humanitarian crises, and the ever-growing threat of nuclear war.  But at the center of my pessimism is the absolute realization that we are not, by and large, not making this world a better place.  And I don’t just mean for people.  There are many who would argue, even quite successfully that we have. I mean making the world better for all life.  And I think there are also just as many (hopefully more) that could counter the argument of unlimited growth and progress leading to better qualities of life by recognizing that those processes that we engage in the name of progress are actually the main drivers of death.

And it is not that death is necessarily supposed to lead to pessimism.  We all are supposed to die.  All life leads naturally to death.  It is the obsession with staving off the natural declines and deaths of everything in favor of a false philosophy of infinite growth and wealth that eats at my soul daily.  Knowing that this philosophy drives most everyone in the modern world, including myself to live in ways that are murderous to everything that is actually sustaining to our lives.  And the cognitive dissonance is so real, that it has taken those of us who feel a drive to “save” our planet from the unnatural destruction of our own making to a place where we are dependant on the human solutions of technology and innovation, the ironic drivers of this destruction.  Kingsnorth pulls at this idea throughout his entire book of essays but utilizes the soul-stirring words of mystic poet Rumi to really drive home a much-needed paradigm shift.

“Sell your cleverness and buy bewilderment. Cleverness is mere opinion; bewilderment is intuition.” – Rumi

In my attempts to heed this advice and combat this pessimism before it devolves into permanent paralysis and inaction, I have recommitted to some key principles in my life.  The first is to get out in nature and be a part of it.  This has developed into a sacred and spiritual Sunday outing where our family explores the wonders of the wild and untamed world, recognizing our very small but important place in it. This may even turn into a more disciplined practice of something I used to enjoy many hours of in my youth, nature journaling. My wife recently stumbled upon this dandy of an idea, suggesting that we even consider taking his class as a family!

The second thing I have dedicated energy and time to is involving myself with a local organization working on a very important social and environmental issue, specifically in our local region. Salinas being the salad bowl of the world, industrial agriculture has bestowed both the blessings and the curses of mass food production. Pesticide use as a “reasonable” byproduct has long been questioned and challenged in the region, as far back as Cesar Chavez’s work with the UFW. It still is today. A local community organization called Safe Ag Safe Schools, a part of Californians for Pesticide Reform, is leading the charge to help change regulatory policy of pesticide use near and around schools. After attending one meeting, I was energized to continue to deepen my involvement with this dedicated group of people. From banning chlorpyrifos to eliminating the use of Round Up on school campuses, there is still so much work to be done with regards to challenging the ill and often catastrophic impact of our modern-day food systems.

These are the things that have helped me to begin reintegrating my spirit into this land again. That and being able to spend more time with family and friends. And even though there are many moments where things feel hopeless and strange, there are still many more moments to embrace the grandeur of where we are and what is actually possible… when one invests in bewilderment.

Fiction in a history classroom?

Go figure… So I’ll admit that the two previous years I spent out of the k-12 classroom saw certain instructional skill sets accumulate some rust. In particular my abilities and propensity for fostering an environment of creativity and imagination have been largely overshadowed this year by an intense focus on all things reading and writing academic. Of course this is not all bad, we had a killer Socratic Seminar discussion on Islamic extremism and immigration policy… but it is not necessarily as good as I want it to be. So this week I took some inspiration from the DBQ project and began preparing my students to write their first historical fictional narratives.

Although nothing fancy about it, no groundbreaking gaming technology or social media implications (though I was really hoping that storium.edu was up and running already) the mere act of dreaming up their own character fostered such animated and lively discussion that I felt the slightest bit of guilt for not having yet attempted more creative assignments like this.

This was not a groundbreaking realization admittedly. History teachers are taught that strategies like role plays and first hand experiences help students to internalize some of history’s lessons. This was more of a wake up call to not to forget to have fun and create with students while they are “studying.”

In the lead up to this lesson on West Africa, I took the advice of a colleague of mine and created a scenario based lesson where students were treated like special agents. Recycling some of my old IG posts of my time in Washington D.C. visiting the DOE, I momentarily convinced many students that they were indeed helping the government to determine whether we should use federal gold to purchase unidentified substance (salt).  It was another fun reminder of the power of imagination and play in unlocking avenues  for academic and real life inquiry.

The best part of this has been reading the amazing stories the student came up with. Some of these kids already have real talent in writing.  They were able to create emotionally complex characters and connect them to both the history and me, the reader.  This is definitely something I want to do again.

Reading “through” the news…

Around this time of year, usually I would be preparing to teach a Critical Media Literacy class with Jeff Share at UCLA. The class aims to get teachers to think through helping students (and increasingly adults) critically think about our media consumption/production. As I most likely will not be teaching the course this year, my appetite for all things critical media literacy has been grumbling. Despite that feeling of confused hopelessness that many of us feel these days in the “post truth” era, I am very excited to continue helping others around me think deeply about the corporatized media landscape and its impact on our daily lives, in particular as learners in classroom settings.

Having found some colleagues in Salinas who share this interest and passion, I am in the beginning stages of thinking through professional development for teachers. Recently inspired by our district’s tech showcase conference out on by teachers for teachers, the ideas began to flow. This recent NPR story further serves to drive the point, what many of us have been actively trying to impact for years as classroom instructors.

Our district’s educational technology unit, which has helped lead the district’s certification for Digital Citizenship from Common Sense Media, also holds monthly trainings on topics of interest to teachers. In thinking through a possible upcoming training, we began discussing the simple skill of online search querying, or in other words “Googling.” Interestingly here were last year’s top overall searches. And of course, once we began talking Google, we couldn’t help but bring up Safiya Noble and her upcoming book release (which I am personally so excited for) Algorithms of Oppression.

I am excited to continue dialogue that seeks to deepen our understanding of some of society’s most salient features today; search engines, online media, schooling, and the ability to discern fact from fiction. Educators, how do you use media in the classroom and how do you get students to think critically about it and evaluate its authenticity and reliability? Parents, how do you help your children think through what they are consuming and producing for the web? (note the strategic invite to leave a comment below and interact with this blog 😉

The Disruptor and Chief

I do not want to spend my time writing about our nation’s current leader.  I feel that our first year under his presidency was dominmated by an endless cycle of comsumption of the most ridiculous, abusrd, offensive, and flat out scary stories that I and many others have read about in recent memory.  This morning’s addition to this never ending stream of assaults on humanity and the earth disguised as tweets struck me in a way that I felt the need to reflect and write on.

I got the chance to catch up with an old friend, who was going to take her sons to the Carlsbad Caverns in New Mexico this past weekend.  As I was responding to her instagram post of success in the underground caves with kids, my phone was alerted of this story.  I found it a sobering and sad juxtaposition of child/adult realities of our complex world.

These tensions and complexities are my trade as a history and geography teacher.  It is my aim to help future generations identify and understand not only the broad themes of history covered in my classes such as power, conflict, and change but I also strive to have opportunities for students to deeply explore the details and nuances contained in everyday narratives.  It is ideal when I can coax students into believing their own personal stories are worthy enough to bring into classrooms as authentic academic explorations.  Yet in taking this approach to educating young people, it is often challenging to seperate the personal from the academic.  Especially when national and global stories have direct implications on not only student populations that I have taught in the past… but real human beings whom I’ve developed relationships with.

Today’s episode of The Daily Podcast struck such a chord (defintely worth the 22 minute listen as it is on most days).  As I drove tp work and listened, I couldn’t help but thinking of the many Salvadorian students that had an impact on me over the years, their families, and their now uncertain futures.  It was upsetting to be reminded of the all too real history that I of course know and try to illuminate for student when I can in classes where America’s history and policy in Latin America presents itself as a focus.  What was harder was to visualize the students whom I’ve known in my career who have been or were actively trying to be a part of MS-13 or who’s journies out of their war torn country was unimaginably terrifying and traumatic.

And although these realities have always been there… it is just slightly more demoralizing and difficult when you realize that our “leader” is purposefully disrupting people’s lives just because he can.  Because he feels threatened and invulnerable all at the same time, byproducts perhaps of his sick conception of what it means to be both stable and a genius.  Or perhaps this is just a newer version of what has always been a brand of American politics and culture.  Either way it weighs heavily on the mind and soul.

The question for this year, and most likely for many years to come is: what to do about it?  How will we sustain in the face of contiued callous attacks on humanity?  One thing that continues to provide me strength is recognizing the seemingly infinite resilience of those who are under attack and continue to fight.  Young people who find ways to grow despite the situations that would dictate otherwise.   Though I think it is somewhat dangerous to disregard the realities and history of systemic oppression and inequality; I do think that the following tweet by Neil Degrasse Tyson is worth serious consideration… as are the commentary of responses lol.

What are some of your ideas on how to sustain mental and spiritual sanity as well as remained empowered in the face of so many challenges in the coming year?  Would love to hear… #staystrong peeps!

Redefining and remembering myself, “as an educator.”

It’s taken me awhile to wean myself off of the last chapter of my professional life at Hawkins. As I’ve written many times here, that chapter was the most difficult and most rewarding narrative to live for me. And the fact is I still love and live part of that narrative, everyday. In my new classroom at La Paz middle school I have a Wall by my desk dedicated to family and friends, former colleagues and past students, and students who’ve passed. I often send and receive texts from the many loved ones who were once a part of the Hawk’s nest and like me have moved into other spaces and phases, as well as from those who are still there, helping new hawks to soar. I still get calls and text messages from former colleagues and students alike, asking about this or that… almost as if I’m still there, at the nest. And I love this, but it has also made starting anew somewhat difficult. Real tensions between holding on to what is loved… and learning to let go.

I’ve been cautious to let new colleagues and students in, guarding myself from the potential hurt that comes with giving a community and their young people your all… every piece of you. For this is what teachers are often asked, rather expected to do. Give everything you have and then some. But what is left for you? For your own children? What lessons are left unexplored by the teacher who has nothing left for crucial reflecting?

In a recent professional development, a friend and colleague of mine reminded us in his facilitation that, “People do not learn by doing, they learn by reflecting on what they have done.” Critical reflection is paramount to any sound pedagogy in my experience, but it is often the first thing sacrificed. Much like this post has been in draft form for over a month. I am certain I am not alone in the profession as a classroom teacher at multiple levels experiencing the phenomenon of constantly reading (student work, new research, dialogue between colleagues, narratives from outside the profession, etc.) but never giving oneself time to respond. It is through this dialogue and critical reflection where true learning happens.

So what have I learned in the last year of career transition? So many things. For starters I have learned that “as an educator” it is more than ok to take a step back and pause some of the work we initiate on multiple fronts, especially when driven by the ethos of social justice and equity. I have learned that it is okay to also step back into the role of follower even after having occupied positions of leadership for so long, in fact it is essential to re-align oneself with missions and visions intentionally and effectively. This of course requires investments in trust and relationships that drive the necessary collaboration. I learned that it is ok to build new relationships slowly, pausing more to listen and observe rather than share and interject. These may seem like simple lessons, and to some extent they are. What is not as easy is to reinvent yourself in a new place and new context.

It is this last part that excites me for the coming year. Since the time I began writing this post I have met many people who are committed to equitable and transformative education who are willing to collaborate and share their work in the efforts to affect change. From continual pushing instructional outcomes for our most disadvantaged student populations (language learners and special education students) to the adoption of innovative and equitable technology integration in our classrooms, I have once again realized how fortunate I am to be surrounded by hard working educators who care deeply about the students and communities they serve. I have also remembered that I am more than just an educator… and it is ok to focus time and energy developing my other important identities. In fact, it to is necessary. Here is to new year filled with learning, through both success and struggle in the continued fight for educational, social, and environmental justice.

Imagine, the scariest thing

This morning I woke up defeated. Too tired to even think about facing my favorite holiday, unprepared and uncommitted. Having stayed up way too late the night before scrolling through “last minute costume idea” threads on Pinterest, until I eventually gave up and succumbed to the vortex that is YouTube.

I went to bed defeated so it makes sense that I woke up this morning in this state. I tried to claw at plausible answers that would help explain how I’d arrived at this point. I dismissed the thoughts that’s posited simply: you’re old. You’re not as creative or fun as you thought you once were. I dismissed them with excuses, I’m just too busy and tired with three kids (1 still in diapers). These did not suffice to quell them as much as I’d hoped. And the alternative scared the crap out of me. What if these thoughts were true?

A longer car ride to work and my awesome new office staff (I’ve been blessed in my career to have such great clerical staff helping me to develop into the educator I’ve become) helped me to realize they were not, they couldn’t be! My students deserve better than that. My family deserves better than that! And so do I! The great thing about Halloween is the ease in which you can circumvent the commercialism damning the holiday and hack it with pure imagination and simple creative hacks.

So I sat down, with two sharpies and a pair of scissors, and a smile… drowning out the excuses. Planned a lesson that would inspire creativity, productivity, new learning, reflection, and ultimately what I hoped was engagement.

The result was a day both the students and I will remember. If anything for the mere fact that I spoke no words, made no utterances the entire day. Just an intense and creepy gaze that my students couldn’t shake. I managed to not only instruct my students through a continued examination of Islamic culture but also a little Halloween history and imagineering. Using one of my all time favorite children’s book, The Mysteries of Harris Burdick, I set the tone from the onset of class. More importantly, I set the tone for myself and how I want to approach this current phase of my career.

It’s been difficult to leave Hawkins and the South Central Los Angeles community. I’ve felt lost at times, not quite knowing my place. Days like today help remind me of who i am fundamentally as a teacher. And how I want to teach. With a smile.

Betsy Devos and her “individualist” approach to eradicating our Educational System

Most days I try not to think about Betsy Devos and her inexperience and agenda driven running of our country’s Department of Education, who’s mission reads:

Our mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access

As a classroom teacher, serving over 140 individual students a day, I admit it is pretty easy to dismiss the reality that a billionaire who has never spent time in and around public schools before her ascendance to the highest educational post of the land, is actually the secretary of Education. But in the last two weeks, news of her past, sound bytes of her present, and her visions for our future have reared their ugly heads like a hydra fixated on maddening its victims.

First there was her recent announcement to roll back Title IX protections and universities’ abilities to protect sexual assault victims and hold perpetrators accountable. “Highlights” of her official statements can be seen here and the full text here. I admit that my initial reaction was that of a father of two daughters and that of an educator who for the last 2 years has dealt with more title IX infringements at the high school level than I would have cared to. This is also hot off my summer reading list where John Krakauer’s book Missoula (a book I think Devos should desparately read if she hasn’t already) was fresh on my mind. Since then I have looked a little deeper into the issue, and while my skepticism and book recommendations for Devos remain, I can see the legal dilemma that has arisen from the current circumstances. This New Yorker article makes some valid points. In the end however, I am uncertain if any of this will result in less sexual assault on our nation’s campuses or increased safety, and that is a huge problem.

Then there was this episode of This American Life. Listening to Devos’ privileged past experiences as a volunteer at a local public elementary school,shelling out kindness to individual students and their families was a hard stomach to say the least. But what I took issue with the most was this quote from one of her speeches to the conservative audience at ALEC.

This isn’t about school systems. This is about individual students, parents, and families.

She again this week double downed on this very problematic notion that “systems” don’t matter and that government should focus on individuals.

And like those western settlers, anyone who dares to suggest schools ought to do better by their students is warned off: It’s too hard. It’ll take too long. There’s not enough money. It can’t be done.

Today, there is a whole industry of naysayers who loudly defend something they like to call the education “system.”

What’s an education “system”?

There is no such thing! Are you a system? No, you’re individual students, parents and teachers.

What’s an education system?! Only the very thing you are charged with managing and improving for ALL students, parents, and educators who are part of that system. To be certain, systems are NOT individuals… AND systems should be designed to serve individuals within the system in the most equitable and efficient manner possible, continually being revised towards improvement. But a simple examination of the history of public education in this country would illuminate quite well that this has not always happened. I also take great exception to the assertion that “we defenders of the system” are saying “it can’t be done.” My daily existence and work as a professional, along with so many of the colleagues I have worked with for over a decade, is one of essential possibility. When it can be done, it’s because of our work and commitment to our students and their communities.

And it is individuals; policy makers, politicians, philanthropists and corporations who CREATE these systems… often to get the results as intended. How can one argue that “systems” don’t exist? Especially when one is at the head of such a masssive system?

I teach all of my social studies students the very important skill of analyzing and distinguishing between the institutions and the individuals that design and our impacted by them. We look at the political, economic, social, and cultural implications of systems designed to get both intended and unintended results. I feel like Secretary Devos could stand to visit my classroom for a review ok these concepts.

I think the answer to the previous questions posed: How can one argue that systems don’t exist?

Answer: when one believes that they shouldn’t exist and because of their belief actively tries to eliminate that public system.

And I think it’s pretty clear that Betsy Devos has this as her main agenda. And now she has even more capability to actually make that happen.

Queue the lesson on civic and political action and social movements. Secretary Devos, you have an open invitation to my class for that lesson as well.

We have more work to do… unloading thoughts on Labor Day

Trying to respond to this prompt as concisely as I can, when my wordpress site asks me “what is on my mind?”

Nuclear tests in Korea.

The possible end of DACA.

The side hustle economy, in particular for teachers.

Cities under water. Cities beneath tornados. Cities on fire.

And what will I teach about tomorrow? And how will I connect it? Luckily tomorrow is Tuesday Newsday.