One of the things that I’ve realized is that most of the critical learning that I needed, the important aspects of education that truly inspired me happened outside of school. Up until my senior year I did really well in school, not because I was overly intelligent, but I generally knew how to work within the system. I sincerely believe that the weight we put on school and educational institutions is far overrated. By continuously allowing those who know nothing about education determine what must be emphasized in school, we acquiesce to a system that continues to prepare students as automatons.
This was particularly emphasized as I was looking into a class for the Jibbers called “School Skills”. While he is homeschooled, I thought perhaps exposing him to “school” once a week would be a nice change. It pretty much was a preparation for preschoolers on the skills that require wait-your-turn, raise-your-hand-to-speak, stand-in-a-straight-line situations wrapped in let’s-learn-letters, numbers, colours and shapes in between snack-time and dress-up.
The teacher said that while they do have free play at some point, which the children really love (I wonder why), the teacher still provides some direction. This was seen as a good thing by the teacher. You can read about how feel about these things here. I decided against any further exploration. The Jibbers already knows a how to wait his turn when we play board games or when we’re at the park or at his swimming classes. And he is learning to wait before he speaks if me or Josh are speaking to someone else or each other; I don’t need him to raise his hand. He says please and thank you when he sincerely feels it, and also when gently reminded. But I’m not convinced he needs to do this for the next 12 years to get it right.
Apparently, neither was this valedictorian. While she recognizes the school skills that she learned, she does acknowledge a fear of not really knowing anything:
“When I leave educational institutionalism, will I be successful or forever lost? I have no clue about what I want to do with my life; I have no interests because I saw every subject of study as work, and I excelled at every subject just for the purpose of excelling, not learning. And quite frankly, now I’m scared.”
The full text of Erica’s speech can be found here.
While I cannot take away the fear of the unknown for the Jibbers, I do hope that Josh and I can at least prepare him for what really matters, and not simply on how best to bubble in the most correct answer.
When school rules are enforced using the letter of the law without recognizing the spirit of it in an effort to maintain a “rules are rules” philosophy. When all children are treated exactly the same despite their individual, unique, and beautiful differences. When school culture seeks to extinguish a student’s spirit instead of celebrating it, forgetting the beauty that lies within. It is then that we end up with situations like this:
A high school graduate in Alabama is being denied her diploma after being fined $1,000 for wearing a feather reflecting her Native American heritage.
“I don’t think it’s fair at all,” 17-year-old Chelsey Ramer told WPMI-TV. “I feel like its discrimination.”
Ramer, a member of the Poarch Creek Band of Indians, wore the feather while taking part in the graduation ceremony at Escambia Academy High School in defiance of school policy forbidding “extraneous items” from being worn without school permission.
Read the full story here.
“Until Zaytuna opened its doors three years ago, American Muslims who wanted to study and grow in their faith mostly had to look overseas for a college education. That left students unprepared to engage with the U.S. culture to which they would return, say Zaytuna’s founders, well-known Islam scholars Hamza Yusuf, Zaid Shakir and Hatem Bazian.”
Full article can be found here.
An excellent, thought-provoking piece by Soraya Chemaly on the importance of teaching children to respect other children’s rights. The original piece can be found here originally published in Role/Reboot and was picked up in the Huffington Post.
For months, every morning when my daughter was in preschool, I watched her construct an elaborate castle out of blocks, colorful plastic discs, bits of rope, ribbons and feathers, only to have the same little boy gleefully destroy it within seconds of its completion.
It was obvious that this little guy got massive joy out of doing this. The first time, my daughter just stared in amazement and I tried to help her rebuild. Second time: sadness. Third time: The Injustice! “Why did he do that again?” Fourth time: Royally Pissed Girl wanted to know why his parent didn’t stop him. And what about me? Fifth time: She was ready with some ideas about stopping him.
During the course of this socialization exercise, we tried several strategies and his parents engaged in conversation with us, but mostly me. One or the other of them would occasionally, always after the fact, smile and apologize as they whisked him away. Figuring out what they would say next became a fun game:
“You know! Boys will be boys!”
“He’s just going through a phase!”
“He’s such a boy! He LOVES destroying things!”
“Oh my god! Girls and boys are SO different!”
“He. Just. Can’t. Help himself!”
No matter how many times he did it, they never swooped in BEFORE the morning’s live 3-D reenactment of “Invasion of AstroMonster.”
I tried to teach my daughter how to stop this from happening. She asked him politely not to do it. We talked about some things she might do. She moved where she built. She stood in his way. She built a stronger foundation to the castle, so that, if he did get to it, she wouldn’t have to rebuild the whole thing. In the meantime, I imagine his parents thinking, “What red-blooded boy wouldn’t knock it down?”
She built a beautiful, glittery castle in a public space.
It was so tempting.
He just couldn’t control himself and, being a boy, had violent inclinations.
She had to keep her building safe.
Her consent didn’t matter. Besides, it’s not like she made a big fuss when he knocked it down. It wasn’t a “legitimate” knocking over if she didn’t throw a tantrum.
His desire — for power, destruction, control, whatever- – was understandable.
Maybe she “shouldn’t have gone to preschool” at all. OR, better if she just kept her building activities to home.
I know it’s a lurid metaphor, but I taught my daughter the preschool block precursor of don’t “get raped” and this child, Boy #1, did not learn the preschool equivalent of “don’t rape.”
Not once did his parents talk to him about invading another person’s space and claiming for his own purposes something that was not his to claim. Respect for my daughter and her work and words was not something he was learning. It was, to them, some kind of XY entitlement. How much of the boy’s behavior in coming years would be excused in these ways, be calibrated to meet these expectations and enforce the “rules” his parents kept repeating?
There was another boy who, similarly, decided to knock down her castle one day. When he did it his mother took him in hand, explained to him that it was not his to destroy, asked him how he thought my daughter felt after working so hard on her building and walked over with him so he could apologize. That probably wasn’t much fun for him, but he did not do it again.
There was a third child. He was really smart. He asked if he could knock her building down. She, beneficent ruler of all pre-circle-time castle construction, said yes… but only after she was done building it and said it was OK. They worked out a plan together and eventually he started building things with her and they would both knock the thing down with unadulterated joy. You can’t make this stuff up.
Take each of these three boys and consider what he might do when he’s older, say, at college, drunk at a party, mad at an ex-girlfriend who rebuffs him and uses words that she expects will be meaningful and respecte, “No, I don’t want to. Stop. Leave.”
Based on Boy #1’s parents blanket gender essentialisms and explanations, my daughter and the kids around her could easily have come to the conclusion that all boys went through this phase, are so different from girls, cannot control themselves, and love destroying things. But, that’s not the case. Some do. Some don’t. There are also lots of girls who are very interested in ripping things apart systematically.
I have one of those, too. “Destructo Girl” was our nickname for this daughter. Given the slightest opportunity,she would grab whatever toy either of her sisters was playing with and run, giddy with power, to the top of a landing only to dash whatever was in her hand down two flights of stairs. She beamed with joy as it clattered and shattered. But, we figured just because she could do it, didn’t mean she should and eventually she understood that, even if she wanted to and it was fun, she couldn’t continue to violate her sisters’ rights as citizens of our household.
“Girls will be girls?” I don’t think so. Nor do we say things like, “She just can’t help herself.” I have heard parents of daughters so inclined say things like, “She’s just so rambunctious!” But, in my experience, most people assume girls, as a class, can control themselves better, faster, more completely, and that boys have a harder time. There are many studies that indicate the reasons why this might be true, including the fact that we teach girls to delay gratification more and also to put their needs last. But, it does not appear to be innate.
Boy #1? Yes, maybe he had impulse control issues. Maybe it would take a lot of time to teach him about self-control, like Daughter #2. Maybe it would take even longer to teach him about personal boundaries and other people’s rights. Maybe he had genuine problems with all of those things that needed to be addressed in more thorough ways than morning time social interactions.
But that boy — and many others like him — never got the benefit of the doubt. This behavior gets rewarded or not, amplified or not, sanctioned tacitly or not. Both on individual and cultural levels. To be clear: I’m not saying that there is causality between knocking down blocks in preschool and assaulting people later. I am not saying that all boys with bad manners, poor impulse control, ADHD or other behavioral issues will be rapists or abuse spouses. I’m saying the world would be a different kind of place if children were taught to respect other children’s rights from the start. Rights to be, to do, to look certain ways and not others. And that teaching children these things has profound implications for society. Anyone who has studied or worked in the field of domestic violence can tell you that the “overarching attitudinal characteristic” of abusive men is entitlement and the belief that they have rights without responsibility to or respect for others. Similar attitudes feed our steady stream of sexual assault and rape.
In general, I’m a strict non-interventionist when it comes to other people’s children, unless I am explicitly responsible for them and their safety. But, one morning, when it really became clear that Boy #1’s parents were utterly useless as people who could teach their son to be aware of others, empathetic and yes, kinder, I picked him up and moved him away from my daughter. I asked him gently if he understood the word “forever.” He said yes. Putting him down, I added that he was to stay away from my daughter and her castles for that length of time. So far, so good.
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