If an issue is ripe for demagoguery, Todd Rokita will be on it like a dog on a bone. The phony outrage over what schools teach about race was made to order for the Indiana attorney general.
Rokita came out Wednesday with a “parents bill of rights” that purports to educate parents about their right to understand and be engaged in their children’s education. That sounds reasonable; but for Rokita, it’s an excuse to dive into a culture war.
Predictably, he jumps on the right-wing bandwagon to attack critical race theory and the 1619 Project. Never mind that K-12 schools almost never teach CRT, a theoretical framework for examining the role of race in society that may be taught in law or graduate schools. Or that the 1619 Project is exactly what it claims to be: an attempt to “reframe the country’s history by placing the consequences of slavery and the contributions of Black Americans at the very center of our national narrative.”
Rokita lists six “rights” for parents with regard to their children’s education: the right to question school officials, to question the school’s curriculum, to expect schools to comply with the law, to participate in setting state academic standards, to review instructional materials and to run for school board.
I read the 1619 Project when it was published in 2019, and I thought it was one of the most powerful collections of writings about America that I had ever encountered. I reread parts of it this week, including Nikole-Hannah Jones’ lead essay, and I still feel the same way.
I’ve been mystified to see the project turned into a political lightning rod. Following the lead of Donald Trump, critics argue it is racially divisive, anti-white and anti-American, and that it seeks to make us ashamed of our country. (None of that is true). Some legislators want to outlaw teaching it in schools.
I can only assume that these people are making their arguments in profoundly bad faith, manufacturing outrage for the 2022 elections. As Notre Dame professor John Duffy writes, many of the critiques seem “cynically opportunistic – gasoline poured into the trash can fires of the culture wars.”
An ambitious initiative by the New York Times, the 1619 Project aimed to “reframe the country’s history by placing the consequences of slavery and the contributions of Black Americans at the very center of our national narrative.” It examines 400 years of history through the prism of race and racism, starting with the arrival in 1619 of the first Africans brought as slaves to what would become the United States.
Give credit to the Carmel High School students who stood up to the community members who think they shouldn’t be exposed to hard truths about race in America. That takes courage in a district where only 7% of students are Black or Hispanic.
According to the Indy Star, five students took to the mic at a recent Carmel Clay School Board meeting to defend the district’s efforts to be more inclusive about race, gender and other factors.
“They shared what it’s like to be a student in Carmel and stressed their support for the diversity, equity and inclusion (DEI) work happening in the district,” reporter MJ Slaby wrote. “The students said it fosters understanding and helps to provide representation to all students.”
You’d think supporting equity and inclusion would be a no-brainer, but it’s not. In several Hamilton County school districts – Carmel, Hamilton Southeastern, Westfield-Washington and Noblesville – residents have turned out at board meetings to voice objections.
She’s writing about Reconstruction, the brief period after the Civil War when African-Americans, including formerly enslaved people, were elected to Congress and to state legislatures. Black office-holders, she writes, joined with white Republicans to adopt “the most egalitarian state constitutions the South had ever seen,” enacting fair taxes and bans on discrimination. Continue reading →