On Public Versus Charter: “The Dispute Has Actually Nothing to Do with Education”
Published 54 years ago, Nobody Knows My Name continues to shake any reader willing to listen as James Baldwin bore witness to the region currently—and again, shamefully—in the national spotlight, “the South, which was now undergoing a new convulsion over whether black children had the same rights, or capacities, for education as did the children of white people.”
Baldwin continued—and we could too easily substitute for his “this” as we now witness debates long past their time for resolution:
This is a criminally frivolous dispute, absolutely unworthy of this nation; and it is being carried on, in complete bad faith, by completely uneducated people. (We do not trust educated people and rarely, alas, produce them, for we do not trust the independence of mind which alone makes a genuine education possible.) Educated people, of any color, are so extremely rare that it is unquestionably one of the first tasks of a nation to open all of its schools to all of its citizens. But the dispute has actually nothing to do with education, as some among the eminently uneducated know. It has to do with political power and it has to do with sex. And this is a nation which, most unluckily, knows very little about either. [Baldwin, James (2013-09-17). Nobody Knows My Name (Vintage International) (Kindle Locations 1102-1108). Knopf Doubleday Publishing Group. Kindle Edition.]
The “frivolous” comes not from the great questions that have always and will always confront humanity—how do we educate?—but from the “bad faith” among “uneducated people” who have undeserved privilege and power.
To believe the current education reform debate is not nearly indistinguishable from what Baldwin contested as the U.S. resisted desegregation is to live among the deaf and blind.
For more than three decades now, public education has been held hostage by the most frivolous of frivolous debates: how to design and implement accountability built on standards and high-stakes testing. This adolescent game of “my accountability can beat your accountability” has left public education and the children it should serve battered and bloodied.
From the seemingly endless cycle of new standards and new high-stakes tests (and ways to punish even more groups within our public schools) to the increasingly snarky divisiveness and personal politics of social media, the often cited reasons for all this sound and fury—On Public Versus Charter: “The Dispute Has Actually Nothing to Do with Education” | the becoming radical:
