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.

Makershed Stand with Ahmed

Home page of Makershed.com on 9/19/15

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.

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Sale page on the Makershed web site 9/19/15

If tasteless isn’t your style, how about sweet?

My social media stream is full of postings like this one.

Ahmeds cash and prizes

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:

  1. Ahmed was suspended for not bringing a bomb to school.
  2. 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 Classroomcalled “the bible of the maker movement in schools” by the San Jose Mercury News.

S.T.E.M. is every politician’s favorite acronym. The White House held a Maker Faire. Barnes and Noble stores will soon be hosting Mini-Maker Faires and next week’s World Maker Faire NYC expects over 100,000 attendees sharing and celebrating personal ingenuity, engineering, creativity, and invention.

The maker movement is being touted as education reform, a matter of national security, and resurrection of the American manufacturing economy. We are told that we need to prepare kids for S.T.E.M. jobs and help them love math and science.

Against this backdrop, Ahmed (Texan for, “We’re all gonna die!”) Mohamed was detained, suspended, and arrested in handcuffs for bringing his homeade clock to school. He thought his teachers would be impressed by his handiwork or be proud of him. Boy was he wrong. (Read the rest of the story here via Washington Post)

This adolescent reign of terror began when Ahmed showed his clock to his Engineering teacher. That teacher knew it wasn’t a bomb. When the clock beeped during English class, he showed it to the English teacher who confiscated it. She knew that Ahmed had not brought a bomb to school. Nowhere in the story is any threat or violence insinuated, but that didn’t stop the school from calling the cavalry.

During 6th period, Irving’s own Thomas Edison was pulled out of class by the school principal.

“They took me to a room filled with five officers in which they interrogated me and searched through my stuff and took my tablet and my invention,” the teen said. “They were like, ‘So you tried to make a bomb?’ I told them no, I was trying to make a clock. But his questioner responded, “It looks like a movie bomb to me.” (Washington Post)

At this point, the only charges that should have been filed are for racism and stupidity by school officials.

Yet, young “Kill-Whitey Antichrist” was handcuffed, dragged to the Police headquarters, and not allowed to call his parents or seek legal representation. Not wanting to be accused of being fair or rational, the high school suspended the innocent boy tinkerer for three days. That will teach his kind to be good at math!

During questioning, officers repeatedly brought up his last name, Mohamed said. When he tried to call his father, Mohamed said he was told he couldn’t speak to his parents until after the interrogation was over. (Washington Post)

So, let’s just stipulate that this was an act of racism and islamophobia.

How should this have been handled?

Let’s say that Ahmed’s teachers were a-scared. The lad could have been questioned in a civil fashion with his parents present while the Irving, Texas police force investigated the clock. If there had been a more serious threat, say, an actual “ticking time bomb,” the police could have still investigated before the parents left work and arrived at school. Surely, a city the size of Irving has the equipment, manpower, and expertise to examine a suspicious object. DFW, America’s 3rd busiest airport is in Irving, Texas!

Once the clock was determined to be – well, a clock. Ahmed’s school principal should have apologized to the student, given him two Pizza Hut gift certificates, and called an emergency faculty meeting to ensure that nothing this stupid ever happens again.

All systems go!

NBC-DFW reported that a police report released Tuesday cites a “hoax bomb” incident, listing three MacArthur High teachers as complainants against Mohamed. (Washington Post)

According to press accounts, the only system in the school to perform flawlessly was the one in which three “educators” conspired to frame a 14 year-old student within the blink of an eye.

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What Should Happen Now?

Now that MacArthur High School Principal Dan Cummings has lost this round of “Are you Smarter than a 5th Grader?”

  1. The suspension must be lifted and expunged from Ahmed’s record.
  2. The school district and principal must stop defending their actions.
  3. The entire administrative team and each of the three teachers involved must apologize to Ahmed publicly at an all-school assembly or perhaps at Friday night’s football game.
  4. Each school administrator and the three teachers who filed a complain need to write “I will not be a racist clown who hates children” 100 times on a sheet of paper.
  5. The police officers involved should be suspended without pay.
  6. If you think someone has a bomb, don’t ask them to hand it to you ala Wile E. Coyote. Run and call the police.
  7. Diversity and sensitivity training – blah, blah, blah…

Speaking of racism and islamophobia

Can you believe that the Washington Post calls the student “Muslim boy” at the top of their reporting?

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And here is just one of the racist tweets you might find online.

Update 9/16: The Irving School District and Irving Police standby their actions and refuse to admit that they did anything wrong.


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 Classroomcalled “the bible of the maker movement in schools” by the San Jose Mercury News.

Back-to-school…

Three little words that I have dreaded since 1968. I remain haunted by the hideous nature of my own school experience. Each back-to-school commercial and increasingly premature retail display fills me with dread. As a parent, “Back-to-School Night,” was too often a torturous affair filled with the recitation of gum rules, awful presentations, and assorted violations of the Geneva Convention.

However, I look forward to going back to school tomorrow. This is my second year as the Special Assistant to the Head of School for Innovation at The Willows Community School in Culver City, California.

The Willows is a lovely twenty-one year-old PK-8 progressive independent school filled with truly happy children and terrific educators who know each child. The school is filled with play, the arts, and inquiry. The kids crack me up and my colleagues are genuinely interested in collaboration. Their willingness to learn and try things differently creates a context in which I can do good work on behalf of the kids we serve. I am truly grateful for their generosity of spirit and hospitality. The school is a lovely place for kids to learn because it is a great place for teachers. This also results in virtually zero faculty turnover.

Happy & school need not be contradictory terms.

My responsibilities at The Willows include teacher mentoring, curriculum design, professional development, working with groups of kids, and organizing special events. Much of what I do consists of wandering into classrooms, asking, “Hey, whatcha doing?” and then suggesting, “Why don’t you try this instead?”

On any given day my work might include recommending Australian fiction, integrating Romare Beardon into the curriculum, turning the kindergarten “bee unit” upside down, teaching math or programming to 2nd graders, brainstorming project ideas with teachers, participating in a learning lunch, or organizing a Superheroes of the Maker Movement event. I help out with the school’s extensive “making” opportunities and even enjoy meetings. One rewarding aspect of the job is when I excite a teacher about trying some nutty idea and then sell the administration on supporting that R&D. I adore being an advocate for teachers.

My calendar is plenty full and I do not need to work in a school on a regular basis. Few of my peers on the “circuit” do so. But, I love to teach, particularly to teach teachers, and I cherish having a canvas on which to paint my ideas for making schools more hospitable to the intentions of children. I am not willing to give up on schools because that’s where the kids are.

The Willows has viewed Constructing Modern Knowledge as a critical piece of their extensive professional learning portfolio. Each year, between 6 and 10 Willows educators participate in CMK. This builds community around shared experiences and brings cutting-edge ideas and expertise back to the school. Several young teachers who attended CMK for the first time this past July have been eager to seek my advice on everything from classroom decor to writing prompts to project ideas for the coming school year.

I am enormously grateful to the founding Head of The Willows Lisa Rosenstein for having the flexibility, vision, and sense of humor required to make me part of their team. As a keynote speaker, consultant, teacher educator, author, and clinician, I spend 1/3 – 1/2 of each year on the road. When I’m home, I rush back to The Willows. My travel provides diverse experience, an ability to identify patterns, and experience that I hope benefits our school.

A great part of working at The Willows is I get to be an educational leader, not computer boy. I am unconstrained by the edtech ghetto while getting to use technology the way I always have to amplify human potential and to provide learners with opportunities that would not exist without access to computation. I relish the chance to help fourth grade teachers create a 3D thematic tableau outside of their classroom window and prefer it to the trivia consuming too much of what is know currently as educational technology. That said, The Willows is a leader in the continuous use of constructive, creative, computationally-rich technology from PK -8.

Aside from the children I have the pleasure of hanging out with and the great colleagues I work with, the greatest joy associated with my job at The Willows is sharing an office with my friend, former student, and colleague Amy Dugré, Director of Technology. Amy is a spectacular educator, fine leader, and among the best practicing constructionists working in schools anywhere. I cherish her selflessness, friendship, and support.

Wherever or whatever you teach, here’s to a great new year! Please remember to do the right thing. If you won’t stand between kids and the madness, who will?


Note: You will find no greater advocate for public education than myself. Regrettably, the current political climate makes it impossible for a public school to demonstrate the sort of hiring flexibility that I have experienced at The Willows. What I learn each day, is shared with every school and educator I have the privilege of working with anywhere in the world.