This time of year, the “news” is full of heartwarming back-to-school tales of good citizens buying school supplies for needy classrooms. Pop-music footnotes, Katy Perry and Pharrell the Plagiarist have both engaged in selfless acts of
corporate shilling philanthropy shameless publicity to help students get school supplies. Donors Choose has created a social media platform where teachers can beg crowdfund for crayons and Kleenex. (Read my article about Donors Choose)
Ain’t it swell that school supply supplying is bigger and better than ever?
I will not help teachers commit suicide by supporting these feel good attempts to turn basic public school funding into an act of charity. Each time educators normalize deprivation and substitute charity as social justice withheld, they will find themselves with fewer classroom resources. Such actions also spurn greater public school privatization and devaluing of teachers.
Q: You know who should pay for school supplies?
A: Tax payers!
Perhaps corporations and pop stars could begin paying their fair share of taxes so that Katy Perry isn’t forced to enrich Bain Capital’s
Mitt Romney’s Staples.
But, but, but, but, but… teachers spend a fortune on classroom supplies that their students need. Right, I get it. I do too. I spent $1,000 the first month I taught 4th grade. That’s not the point.
First of all, teachers should be able to deduct those costs off their income taxes. Second, public schools should be adequately funded. Third, teachers should stop contributing to consumerism and ask what their kids really need.
Yes, I’m going there. Every time a teacher requires 4 of these, 3 of those… a specific brand of pen, or an official notebook they contribute to needless family strife and exacerbate inequality.
When you require a Trapper Keeper (the Volvo of notebooks) or ban the Trapper Keeper (the three-hole punched incubus), you do not “teach organizational skills” as much as you teach compliance, reinforce prehistoric educational practices, and place a needless financial strain on your students’ families. It’s a freakin’ notebook for God’s sake. If a teacher is concerned with enforcing whether a student writes on one of both sides of a paper, or cares about the brand or color of their notebook, they should seek professional help.
Parents should stop worrying about this nonsense and expect public schools to be adequately funded and stocked with necessary supples – as is required by law and practice.
We are the richest nation in the history of the world. We can afford a cello and laptop for every child. It is a sin to beg for pencils.
So, let’s review. I salute the folks who wish to contribute to public education. Volunteering, contributing to organizations like Access Books, bring a performance to school, or pay for things kids might love are a much better idea. Every time a school wastes a second fundraising for basic supplies, a billionaire replaces a teacher with a YouTube video
I cannot believe that for the third straight year, a piece of garbage masquerading as education “research” is once again being passed around like social media dysentery. Worst of all, well-meaning, yet ultimately gullible educators seem compelled to “debate” such nonsense. Since teachers are terminally nice and all dissent is viewed as defect, it doesn’t take much for people to find the silver lining in this bag of manure.
I hate sharing this article with you because it makes me feel like a hypocrite, but I hope readers will consider not considering such baloney in the future.
They have the audacity to call this child abuse a “theory.” Never mind the scientific standards required for a crackpot idea to rise to the level of a theory..
- It’s the teacher’s classroom, not the students’ learning environment.
- Learning is apparently equated with being able to regurgitate facts and propaganda on command.
- Kindergartners should take ANY tests, let alone standardized ones.
- The classroom is a factory where efficiency must squelch wonder, whimsy, thinking, or even daydreaming.
- The purpose of kindergarten or any grade is to be taught.
- Learning is the direct result of having been taught.
- Medical science should be ignored. Children need to cast their eyes as far as possible, as often as possible for healthy vision development.
- Racism is OK. No affluent white parent would tolerate their young children spending seven hours each day in a prison cell pretending to be a classroom.
- There is no role for beauty in education. There is no place for celebrating the creativity, ingenuity, and personal expression of children.
- Learning is to be “distraction free.” Schools are to be antisocial. Knowledge is not socially constructed.
- Any kid has ever read a poster to “reinforce learning they can be useful to helping students retain.” (that quote was a comment from a teacher justifying the practice online)
- Kindergartners can or should read any signs.
- NBC doesn’t hate public education.
- As I often tell friends, if you’re not on track to be a principal by age 35, you are screwed. Education is at least as ageist a field as any other.
- Selective high schools are bad for democracy.
- What the hell is the “High School of Teaching, Liberal Arts and the Sciences?” They left out lunch and P.E. in the school’s name. Again, I remind you that children of privilege attend schools named for poets, Dead Presidents, and trees.
- Nothing trumps an educator of color super dedicated to test-prep.
- Of course the current Principal of the vulgar Stuyvesant is going to head a military boarding school. That’s what Stuyvesant creates.
- WOWEE!!!! A former teacher becomes a principal!!!! There must be a shortage of 7-11 night managers with Broad training.
- 4% of Stuyvesant students are children of color in NYC!
I spent this morning in the company of extraordinary women. First, I was delighted to attend the National Center for Women in IT keynote address “Intersectionality & Diversity in Computing: Key Dilemmas and What to Do About Them.” by one of my sheroes, Professor Melissa Harris-Perry. Next, I attended a talk by Mimi Ito about how the intersection of youth and digital culture were converging with traditional opportunities to create greater social capital, particularly among underserved populations. At the end of her session, my friend Cynthia Solomon (recipient of the NCWIT Pioneer Award last night), raised an important issue. She expressed concern about how Minecraft charges users and therefore makes it inaccessible to poor children. Dr. Ito agreed about the financial barrier to participation and said that important people, such as herself, were asking Microsoft, the owners of Minecraft, to make the software free. The audience was pleased with that response.
This might surprise you, but I disagree. Schools, teachers, and kids should pay for software.
Software does not grow on trees. It is created by artists, programmers, writers, designers, and engineers who need and deserve to feed their families, just like the humble teacher. The continuous devaluing of software, along with other media, profits no one in the short-term and giant corporations in the long-run. This phenomena not only harms the earning potential of creators, but ensures that educators will be deprived of high quality tools and materials. Sorry, but you get what you pay for.
I know what you’re thinking. We’re just poor teachers. Our budgets are slashed to the bone. We fundraise for crayons. Software is ephemeral. We should not have to pay for it like when we happily purchase “real” things; flash cards, interactive white boards, or that hall pass timer that reminds kids to poop faster.
There have only been a handful of truly innovative software programs ever created for learning (MicroWorlds, The Zoombinis, Geometer’s Sketchpad, Rocky’s Boots, LogoWriter, Inspire Data, My Make Believe Castle, Broderbund’s Science Toolkit) over the past three decades. That development pipeline has rusted over while software becomes “free.”*
Inspired by Dr. Harris-Perry’s address, I suggest that we are looking at the Minecraft cost issue from the wrong perspective. The problem is not that Minecraft (or even better more educative software) isn’t free, but that schools are so poorly funded they cannot afford to pay for what they need.
Fix the funding system! Make Silicon Valley pay their fair share of taxes! Give teachers discretionary funds for classroom activities! Change the tax code to allow teachers to deduct classroom materials from their income tax! Don’t destroy the handful of creative companies who create great materials for children.
Don’t tell me that you’re preparing kids for S.T.E.M. jobs while demanding free software!
The High Cost of Free
Aside from the vulgarity of Donors Choose, the most unattractive example of teacher dependency and low self-esteem is the desire to become corporate certified. What’s next? Should teachers where festive holiday sweaters affixed with corporate sponsor logos like NASCAR drivers or Happy Meals? If not, then why the rush to advertise your corporate affiliation on your blog, Twitter profile, or CV?
Google is not your friend. They are a giant corporation selling users and their data to other corporate customers. That doesn’t bother me 10 percent as much as the spectacle of educators begging for corporate affection.
Go ahead. Name a single educational idea or value Google has added to educational practice. Cheap, free, and easy are not powerful ideas. There is nothing progressive in using cloud-based versions of office software or denatured half computers in the form of Chromebooks. Why should any educator care what Google thinks about teaching or learning?
Google certification is particularly embarrassing. I do not understand why any “professional” educator would parade around in an “I can use The Google and type a memo” sash. Such educators are uncompensated evangelists and walking billboards for Google, perhaps at their own peril.
The price of integrity must be more than “free” photo storage or use of a Web-based word processor.
Don’t believe me? Read Maria Schneider’s Open Letter to YouTube, “Pushers” of Piracy. Really read it. Read it again. Think about it. Share it.
Ms. Schneider is neither a crank or Luddite. She is a spectacularly talented composer who earned the first ever Grammy Award for an Internet crowd-funded project. In her article, she details how Alphabet/Google/YouTube profits from piracy, protects pirates, demonizes artists, and strong-arms creators into entering self-destructive business arrangements. Like other corporate bullies. Alphabet/Google/YouTube hides behind lobbyists while portraying themselves as martyrs.
Teachers need to stand with creators, not Google. If teachers do not view themselves as “content creators,” then they should be reminded that there are powerful corporate interests who would like to replace them with YouTube videos and a Web-based comprehension quiz.
Don’t stand with Google! (or any other company)
Schmoozing with salespeople does not and should not define you as an educator. Stand with and on the shoulders of other great educators. Be content to be a customer, never the product or a prop.
* Next time you are told that “The Cloud is free,” ask how much money your school/district is paying to employ IT personnel who guard, monitor, secure, or block it. How much does all that extra bandwidth cost? What can’t children do or learn while waiting for “The cloud” to have the functionality of a 5-10 year-old PC?
Sphero is hardly the first programmable robot. My friend Steve Ocko developed Big Trak for Milton Bradley in the late 1970s. Papert, Resnick, Ocko, Silverman, et al developed LEGO TC Logo, the first programmable LEGO building system in 1987. (Watch Seymour Papert explain the educational benefits in 1987)
- The Invent To Learn Guide to Block Programming
- Programmable toys for controlling with the iPad
- The Secret Key to Girls and Computer Science
- Legislators Finally Admit the Obvious
- President Obama Discovers Coding – Yippee!
Professional learning opportunities for educators:
Constructing Modern Knowledge offers world-class hands-on workshops across the globe, at schools, conferences, and museums. During these workshops, teachers learn to learn and teach via making, tinkering, and engineering. Computer programming (coding) and learning-by-making with a variety of materials, including Sphero and Tickle. For more information, click here.
[April 2016] At last week’s #asugsv Summit, the annual bacchanal where dilettantes, amateurs, libertarians, billionaires, and Silicon Valley mercenaries gather to plot the destruction of public education in plain view, Dr. Condoleeza Rice of 9/11 and Iraqi war infamy shared her expertise on “reforming” public education. Like many simpletons and profiteers, Dr. Rice seeks salvation in dystopian technology and reportedly demonstrated a level of understanding of educational technology similar to her imaginary “mushroom cloud” in Baghdad.
“Technology is neutral,” Rice observed. “It’s how it is applied that matters.” Technology can be used to support a world in which a child’s zip code or color or gender or age doesn’t shape their future—just their commitment to getting an education, she said. (Edsurge – Heard & Overheard at the ASU+GSV Summit. April 19, 2016.)
No. You are profoundly wrong Dr. Rice!
In fact I detailed how wrong you are three years ago. Perhaps you didn’t read my daily brief entitled, “Technology is Not Neutral!” You may read it below…
Larry Ferlazzo invited me to share a vision of computers in education for inclusion in his Classroom Q&A Feature in Education Week. The text of that article is below.
You may also enjoy two articles I published in 2008:
Technology is Not Neutral
Educational computing requires a clear and consistent stance
© 2013 Gary S. Stager, Ph.D.
There are three competing visions of educational computing. Each bestows agency on an actor in the educational enterprise. We can use classroom computers to benefit the system, the teacher or the student. Data collection, drill-and-practice test-prep, computerized assessment or monitoring Common Core compliance are examples of the computer benefitting the system. “Interactive” white boards, presenting information or managing whole-class simulations are examples of computing for the teacher. In this scenario, the teacher is the actor, the classroom a theatre, the students the audience and the computer is a prop.
The third vision is a progressive one. The personal computer is used to amplify human potential. It is an intellectual laboratory and vehicle for self-expression that allows each child to not only learn what we’ve always taught, perhaps with greater efficacy, efficiency or comprehension. The computer makes it possible for students to learn and do in ways unimaginable just a few years ago. This vision of computing democratizes educational opportunity and supports what Papert and Turkle call epistemological pluralism. The learner is at the center of the educational experience and learns in their own way.
Too many educators make the mistake of assuming a false equivalence between “technology” and its use. Technology is not neutral. It is always designed to influence behavior. Sure, you might point to an anecdote in which a clever teacher figures out a way to use a white board in a learner-centered fashion or a teacher finds the diagnostic data collected by the management system useful. These are the exception to the rule.
While flexible high-quality hardware is critical, educational computing is about software because software determines what you can do and what you do determines what you can learn. In my opinion the lowest ROI comes from granting agency to the system and the most from empowering each learner. You might think of the a continuum that runs from drill/testing at the bottom; through information access, productivity, simulation and modeling; with the computer as a computational material for knowledge construction representing not only the greatest ROI, but the most potential benefit for the learner.
Piaget reminds us ,“To understand is to invent,” while our mutual colleague Seymour Papert said, “If you can use technology to make things, you can make more interesting things and you can learn a lot more by making them.”
Some people view the computer as a way of increasing efficiency. Heck, there are schools with fancy-sounding names popping-up where you put 200 kids in a room with computer terminals and an armed security guard. The computer quizzes kids endlessly on prior knowledge and generates a tsunami of data for the system. This may be cheap and efficient, but it does little to empower the learner or take advantage of the computer’s potential as the protean device for knowledge construction.
School concoctions like information literacy, digital citizenship or making PowerPoint presentations represent at best a form of “Computer Appreciation.” The Conservative UK Government just abandoned their national ICT curriculum on the basis of it being “harmful and dull” and is calling for computer science to be taught K-12. I could not agree more.
My work with children, teachers and computers over the past thirty years has been focused on increasing opportunity and replacing “quick and easy” with deep and meaningful experiences. When I began working with schools where every student had a laptop in 1990, project-based learning was supercharged and Dewey’s theories were realized in ways he had only imagined. The computer was a radical instrument for school reform, not a way of enforcing the top-down status quo.
Now, kindergarteners could build, program and choreograph their own robot ballerinas by utilizing mathematical concepts and engineering principles never before accessible to young children. Kids express themselves through filmmaking, animation, music composition and collaborations with peers or experts across the globe. 5th graders write computer programs to represent fractions in a variety of ways while understanding not only fractions, but also a host of other mathematics and computer science concepts used in service of that understanding. An incarcerated 17 year-old dropout saddled with a host of learning disabilities is able to use computer programming and robotics to create “gopher-cam,” an intelligent vehicle for exploring beneath the earth, or launch his own probe into space for aerial reconnaissance. Little boys and girls can now make and program wearable computers with circuitry sewn with conductive thread while 10th grade English students can bring Lady Macbeth to life by composing a symphony. Soon, you be able to email and print a bicycle. Computing as a verb is the game-changer.
Used well, the computer extends the breadth, depth and complexity of potential projects. This in turn affords kids with the opportunity to, in the words of David Perkins, “play the whole game.” Thanks to the computer, children today have the opportunity to be mathematicians, novelists, engineers, composers, geneticists, composers, filmmakers, etc… But, only if our vision of computing is sufficiently imaginative.
1) Kids need real computers capable of programming, video editing, music composition and controlling external peripherals, such as probes or robotics. Since the lifespan of school computers is long, they need to do all of the things adults expect today and support ingenuity for years to come.
2) Look for ways to use computers to provide experiences not addressed by the curriculum. Writing, communicating and looking stuff up are obvious uses that require little instruction and few resources.
3) Every student deserves computer science experiences during their K-12 education. Educators would be wise to consider programming environments designed to support learning and progressive education such as MicroWorlds EX and Scratch.
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In addition to being a veteran teacher educator, popular speaker, journalist, author, and publisher, Gary is co-author of the bestselling book called the “bible of the maker movement in schools”, Invent To Learn — Making, Tinkering, and Engineering in the Classroom. He also leads the Constructing Modern Knowledge summer institute and is Publisher at CMK Press.
My pal Will Richardson asked me to respond to news that the Florida legislature (ground zero for destructive education policies) has passed a bill allowing high school students to substitute “coding” courses for foreign language requirements. (see Florida Senate approves making coding a foreign language)
If you are a toddler learning English as a second language between binge watching seasons of Glitter Force, it’s easy to see how “coding” in a programming language and literacy in a foreign language are equivalent.
For adult legislators entrusted with governance, this policy means two things:
- They have no idea what computer coding is.
- When policy makers say that students should “understand” technology or refer to technology as a “basic skill,” they reveal a profound ignorance of computer science and have reduced a powerful intellectual pursuit to the level of a bicycle safety assembly or “don’t copy that floppy” poster.
- They are finally willing to admit that they don’t give a rat’s ass about teaching foreign language.
- This may also be a tacit recognition that high school foreign language instruction is mostly torturous and unsuccessful.
When Will tweeted me about the news, a fellow twitterit asked, “Why music can’t satisfy foreign language requirements?” While, there is no greater advocate for music education than myself, this newfound willingness to substitute one discipline for a completely unrelated required course is an admission that all course requirements should be abolished. There is so little consensus on what matters. And that may be a very good thing.
- President Obama Discovers Coding – Yippee!
- Code.org – Oy Veh
- Education’s Most Dangerous Idea: Curriculum
- The Secret Key to Girls and Computer Science
Unlike most media outlets, The Huffington Post actually pretends to take an interest in education. However, I continue to believe that their Education section was created to be an advertising platform for the truly awful film, “Waiting for Superman,” remembered as the Howard the Duck of education documentaries by the three other schmucks and I who paid to see it.
Regardless of their motives, The Huffington Post, is a frequent mouthpiece for the charter school movement and unofficial stenographer for corporations trying to make a quick buck off the misery of teachers and students.
The Huffington Post recently featured an article, “The Most Popular Books For Students Right Now,” authored by their Education Editor Rebecca Klein. I clicked on the headline with interest, because I’m a fan of books and reading (I know a truly radical view for an educator). What I found was quite disappointing.
Aside from the fact that six books were the favorite across twelve grade levels, the books fell into two obvious camps; books kids like and books they were required to read by a teacher.
Nonetheless, data is data and Web users like lists.
What I do not like is when basic tenets of journalism, like “follow the money,” are ignored in order to mislead readers. The source for the “independent reading habits of nearly 10 million readers“ is Renaissance Learning, described by The Huffington Post as “an educational software company that helps teachers track the independent reading practices of nearly 10 million students.”
That’s like saying ISIS is a magazine publisher Donald Trump, owner of an ice cream parlor. While factually true, this is what Sarah Palin might call putting lipstick on a pig.
Renaissance Learning is a wildly profitable company that sells Accelerated Reader, a major prophylactic device for children who might otherwise enjoy reading. The product is purchased by dystopian bean counters who view small children as cogs in a Dickensian system of education where nothing matters more than data or achievement.
Their product creates online multiple-choice tests that schools pay for in order to quantify each child’s “independent” reading. If the school doesn’t own the test for a particular book a kid reads, they receive no credit. Kids routinely dumb down their reading in order to score better on the quizzes. Accelerated Reader rewards compliance and speed by turning reading into a blood sport in which winners will be rewarded and their classroom combatants, punished.
Ironically, I wrote about Accelerated Reader in The Huffington Post back in 2012. (Read Mission Accomplished)
When you look at the “favorite” book list featured in The Huffington Post, please consider that kids read The Giver and The Crucible because they are standard parts of the curriculum. This tells us nothing about what kids at grades 7, 8, or 11 actually like to read. Seeing Green Eggs and Ham as the first grade winner should make you sad. Can you imagine taking a comprehension test on this classic??? How vulgar!
The Grade 2 favorite is also likely assigned by teachers, Click, Clack, Moo: Cows That Type. The mind reels when I try to imagine the test measuring comprehension of the comic book/graphic novel, named favorite book by 3rd, 4th, 5th, AND 6th graders, “Diary of a Wimpy Kid: The Long Haul. First of all, we should be alarmed that this simple book tops the charts for four years, but don’t forget that kids will be tested by a computer on their comprehension of this delightful comic book.
“Nothing forced can ever be beautiful.” – Xenophone
An Australian federal court just ruled for teachers in amazing fashion that should impact educational practice everywhere on earth. The court ruled that materials and tools teachers need to do their job should be paid for by their employer and not by the teachers.
Nearly a decade after my colleagues and I introduced 1:1 laptop computing to a few hundred thousand of Australian students for the purposes of project-based learning, programming across the curriculum, shifting agency from teachers to students, collaboration, and creative expression, the government of the State of Victoria discovered laptops and set forth a number of “transformative” and “revolutionary” notions of how they could use the most powerful technological tool of all-time, the personal laptop, as a way of teachers doing chores. There was no educational vision whatsoever behind the “Notebooks for Teachers and Principals Program” and subsequently as the “eduSTAR.NTP Program.”
What the state department of education did was urge teachers to purchase laptops through automatic salary education schemes of between $8 and $34 Australian dollars per month (approximately $6 – $26). More than 40,000 teachers and principals participated. Who wouldn’t want a top-of-the-line MacBook Pro for $26/month?
Teachers then had to do clerical work, report grades, attendance, etc… via the laptops. After about $20 million (AU) was taken from teachers this way and tens of thousands of educators got laptops, the Australian Education Union filed suit claiming that since the laptops were required by the job educators perform, their employer should pay for such hardware.
Imagine that? Teachers should have ample supplies and technology required to do their job provided for them like any other employee.
The Australian Federal Court sided with the education union and has ordered the State to refund the money educators paid for their laptops, PLUS INTEREST!
Check out just a few of the Education Union’s press release:
“We are pleased that the Federal Court found teachers should not have to spend their own wage to purchase items that are essential for their work. This is a win for our members and sets an important precedent.”
“Laptop computers are essential for teachers and principals. It is unreasonable for them to pay for resources that are a necessary part of their job,” says Meredith Peace, AEU Victorian president.”
“Teachers need computers to write school reports, respond to parent emails, develop and co-ordinate curriculum, and collaborate with colleagues. They do not sit in offices at desks, they teach in classrooms – so they need laptop computers.
“The AEU pursued this matter through the Federal Court because teachers and principals deserve the tools and resources that are essential to their jobs to be provided by their employer. To attract and retain teachers, we must provide standard professional tools.”
“We argued that even if the deductions were deemed to be authorised, they were predominantly for the benefit of the Department, rather than the teachers themselves.”
The union also asserted that teachers were being asked to purchase laptops in schools where students were provided them by the school/state.
“It is unreasonable to expect teachers and principals to pay for accessing their work computers. Students themselves in many schools have laptops under the one-to-one laptop program. Teachers are expected to engage their students in learning through digital devices and teach them the ICT skills they need to be successful learners in an increasingly digitised world, so they need a laptop,” says Peace.
A few questions?
- When will American educators sue for the supplies, tools, and technology they purchase in service of their employer?
- What are the implications for your school’s technology implementation?
- When a teacher (or student) DOES purchase her own computer, should a school be able to restrict its use?
Congratulations to the Australian educators who spoke truth to power and won!
I’m of several minds on this decision, however for the following reasons…
Clearly teachers should use computers and if it’s a work tool, the court’s decision is correct.
I remain a staunch advocate for every child having 24/7 use of a fully-featured personal laptop computer. However, the Victoria laptop rollout was a vision-free clusters#ck in which none of the intellectual or creative potential of computing had anything whatsoever to do with the real or intended use of the laptops.
This is going to immediately cause problems for schools embracing laptops, even if the merits of this case are unrelated. This is because morons set education policy and anything associated with “laptop” is likely to now be viewed as toxic.
Two years ago, Dr. Leah Buechley delivered a stunning address at Stanford University’s 2013 FabLearn Conference. In her speech, Dr. Buechley challenged MakerEd.org’s slogan, “Every Child a Maker,” in light of the lack of diversity displayed by a commercial entity often associated with its activities, Maker Media. (Note: The non-profit advocacy group, MakerEd.org and the company, Maker Media, share a founder and similar names, but are indeed separate entities regardless of any confusion in the marketplace.)
Dr. Buechley shared stunning statistics on the lack of diversity represented on the cover of Make Magazine (the flagship of the enterprise), the lack of editorial diversity in Make, and the cost of the most popular kits sold by MakerShed, the retail arm of Maker Media.
I highly recommend that you take some time to watch Dr. Buechley’s Stanford Talk.
These are not the words of a cranky critic. Leah Buechley is one of the mother’s of the maker movement (small m). She urged those with enormous capital, influence, and connections to take their mission of “Every Child a Maker” more seriously. A change in behavior needed to accompany this rhetoric in order to truly make the world a better place. Maker Media and its subsidiaries have gained access to The White House, departments of education, and policy-making discussions. With such access comes great responsibility. Every educator and parent has seen the pain inflicted on public education by corporations and other rich white men who view the public schools as their personal plaything.
Earlier this week, I wrote the article, Criminalizing Show & Tell, to tell the outrageous tale of a 9th grade young man who was arrested, cuffed, detained, and suspended from school for bringing his invention to class. He hoped his creativity would gain him support in a school culture hostile to his complexion, name and religious beliefs. In my article, I addressed the steps that must be taken to correct this abuse of power, deprivation of rights, and violation of sound education principles.
Since then, Ahmed Mohammed has become the cause célèbre of the Internet. Why, he got tweeted by @potus AND got his very own hashtag, #istandwithAhmed. What Ahmed has NOT received is an apology from the school district that brutalized him or the police force that wrongfully arrested him. In fact, the school district continued their victim-blaming in a letter to parents and the Irving, Texas police chief thinks that his force handled everything perfectly as well.
But hey, he got a #hashtag! Case closed, right?
I don’t think so.
This morning I awoke to this tone-deaf email from Makershed announcing their Stand with Ahmed clock kit sale. Worst of all, only 3 of the 12 clocks are actually on-sale.
If tasteless isn’t your style, how about sweet?
My social media stream is full of postings like this one.
Hooray! Ahmed is getting lots of presents. Who doesn’t like presents?
A few pesky questions remain:
- Who will buy all the plane tickets Ahmed and his parents need to meet the folks wishing to pose for photos with him?
- Will his school punish him for missing class?
Oh, that’s right. He doesn’t have class because:
- Ahmed was suspended for not bringing a bomb to school.
- The intolerant culture of his school is forcing him to change high schools.
Neither social justice or the right to a high-quality public school education free of brutality and intolerance can be exchanged for exciting cash and prizes.
Ahmed’s growing gift bag of goodies will do nothing to cleanse the Irving, Texas schools and community of its toxicity, xenophobia, Islamophobia, or racism. The misbehaving adults will not have their behaviors addressed.
Where does a fourteen year-old boy go to get his childhood back?
Veteran teacher educator, journalist, and speaker Gary S. Stager, Ph.D. is the co-author of Invent to Learn – Making, Tinkering, and Engineering in the Classroom, called “the bible of the maker movement in schools” by the San Jose Mercury News.