Israel plans changes to Palestinian education to remake how children are taught

2024/05/04 Leave a comment

Hard to see how this will work. And of course, similar care needs to be taken with the Israeli curriculum. Good concluding quote:

…Yuli Tamir, a scholar and former cabinet minister who is president of Beit Berl College, said changes to schools can only succeed if they comes with much broader social and political change.

Ms. Tamir, who was Israel’s education minister from 2006 to 2009, provoked an outcry when as part of an effort to teach Israeli students about Palestinian history she reintroduced to textbooks a mention of the nakba – when Israeli forces drove hundreds of thousands of Palestinians from their homes 1948 – and a map containing the green line, the pre-1967 borders of Israel.

It was a “mild change,” Ms. Tamir said, designed to foster understanding. It didn’t last long. “They took it out immediately when I left.”

By the same token, she said, teachers in Gaza should not be held uniquely responsible for fighting antisemitism when “the whole system hates Jews – the parents, the authorities, the health care,” she said.

It takes a change in governing priorities, she said, for education to successfully shift course.

“Curriculum is a representation of the state,” she said. “More than a flag. Or an anthem. This is what you tell your children you are all about.”

Source: Israel plans changes to Palestinian education to remake how children are taught

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Statistics on social inclusion for ethnocultural groups in Canada: New products and selected results on the evolution of education among racialized groups, 2006 to 2021

2024/03/28 Leave a comment

Of note, hard to keep up with all the useful studies:

The 2021 Census of Population results showed that most racialized groups generally have higher levels of education than the total population in Canada. This gap in educational attainment between the racialized population and the total population widened from 2006 to 2021. In 2021, racialized women and recent racialized immigrants—who landed in Canada in the 10 years leading up to the 2021 Census—were among the most educated in Canada.

Source: Statistics on social inclusion for ethnocultural groups in Canada: New products and selected results on the evolution of education among racialized groups, 2006 to 2021

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Chris Selley: Teaching kids about the Holocaust won’t cure us of our antisemites

2023/11/04 Leave a comment

Valid caution:

In 2019, the Pew Research Center polled Americans on their knowledge of the Holocaust and their attitudes toward Jews. The results were intuitive: The more people knew about Hitler’s rise to power, and about how many millions of Jews were murdered, the “warmer” their feelings were.

“Warmer feelings” seems to be the basic goal British Columbia and Ontario have in mind in beefing up Holocaust education in elementary and secondary schools, after Hamas’s Oct. 7 pogrom in southern Israel led to celebrations on the streets of Canadian cities, and later the targeting of Jewish-owned businesses for protests and various other antisemitic acts.

“If we really want to fight hate in this province, if we really want to stand up to antisemitism, it is critical that we learn from the past,” B.C. Premier David Eby said this week. “We know how threats and hate can accelerate into violent acts and into horrific outcomes. We must ensure that the same horrors are not repeated.”

“By including new mandatory learning in Holocaust education in elementary and secondary schools, we are ensuring students are never bystanders in the face of hate and division,” Ontario Education Minister Stephen Lecce averred.

It would be very difficult to argue against Holocaust education, unless you think students needn’t know about seminal events in human history. (Astonishingly, only Ontario and B.C. mandate any at all. Expect that to change.) But as a means to a greater social end, Holocaust education isn’t necessarily as effective as people might hope.

A cautionary note from the Pew survey: The “warm feelings” gap between the informed and uninformed really wasn’t very big. The people who were most informed about the Holocaust measured 67 out of 100 on Pew’s “feeling thermometer.” The least informed were at 58.

And another cautionary note from the British Centre for Holocaust Information: Just because you teach kids something doesn’t mean they’ll believe it or remember it. In a 2016 survey of nearly 10,000 English secondary-school students, the centre found that “despite the Holocaust being a staple in the curriculum for almost 25 years, student knowledge and conceptual understanding is often limited and based on inaccuracies and misconceptions.”

Just over 10 per cent of students believed “no more than 100,000 lives were lost (in the Holocaust),” the study reported.  “Most (students) had little understanding of why (the Jews) were persecuted and murdered,” with most assuming it was simply a matter of Nazis abhorring “difference” of all kinds. The understanding of antisemitism specifically — past and present — was so weak that “68 per cent of students (were) unaware of what ‘antisemitism’ meant.”

Teaching about the Holocaust in isolation from antisemitism, from Jewish history, and from Jews in the modern world, is one of the key pedagogical pitfalls American essayist Dara Horn identified in a fascinating recent piece at The Atlantic. Horn quoted Charlotte Decoster of the Dallas Holocaust and Human Rights Museum: “Students are going to see Nazis as aliens who bring with them anti-Semitism when they come to power in ’33, and they take it back away at the end of the Holocaust in 1945.”

“When anti-Semitism is reduced to the Holocaust, anything short of murdering six million Jews — like … taunting kids at school, or shooting up a Jewish nonprofit, or hounding Jews out of entire countries — seems minor by comparison,” Horn argues.

“Holocaust education remains essential for teaching historical facts in the face of denial and distortions,” she concludes. “Yet over the past year, as I’ve visited Holocaust museums and spoken with educators around the country, I have come to the disturbing conclusion that Holocaust education is incapable of addressing contemporary anti-Semitism.”

Indeed, it strikes me that the worst things I’ve heard Canadians says since Oct. 7 have come from conspicuously educated people who surely know what the Holocaust was. “How beautiful is the spirit to get free that Palestinians literally learned how to fly on hang gliders,” Harsha Walia jaw-droppingly effused on the steps of the Vancouver Art Gallery. She has a law degree from UBC. She was director of the B.C. Civil Liberties Association, for heaven’s sake, until she cheered the burning of churches on First Nations.

It seems safe to say, knock wood, that Canada isn’t quite as deep into this problem as some of our peer nations. By the Anti-Defamation League’s definition, eight per cent of Canadian adults harbour antisemitic views. In France it’s 15 per cent, in Belgium 22 per cent, in Spain 26 per cent. We don’t have France’s soul-crushing banlieues — ghettoes fine-tuned to turn bitter, unemployed young Muslim men into extremists. We have freedom of speech: We let pro-Palestinian activists say their piece, disturbing as it might be, rather than turning the water cannons on them.

Pew found that simply knowing something of another faith (or none) significantly warmed feelings toward that faith: Atheists scored just 38 degrees on the “feeling thermometer” among Americans who don’t know any, and 51 degrees among Americans who do. Catholics enjoyed the same 13-per-cent jump. Those with personal connections were 10 degrees warmer to Hindus, Jews and Mainline Protestants. Canada is a country where people of many faiths and of no faith work and socialize together — even those who might have been raised with prejudicial attitudes toward others. That ought to help.

But of course, it only takes one pathetic, bigoted freak to lose the plot before something horrific happens. Sticking to our values is all we can do, in my view, and that should absolutely include well-designed Holocaust and antisemitism curricula. But no one should assume it’ll be enough. This problem didn’t emerge on Oct. 7, after all. Oct. 7 simply shined a blinding light on it

Source: Chris Selley: Teaching kids about the Holocaust won’t cure us of our antisemites

Filed under Antisemitism, Holocaust, Multiculturalism Tagged with ,

Emanuel: The Moral Deficiencies of a Liberal Education

2023/10/18 Leave a comment

Unfortunately, valid concern:

We have failed.

When a coalition of 34 student organizations at Harvard can say that they “hold the Israeli regime entirely responsible for all unfolding violence” and students at other elite universities blame Israel alone for the attack Hamas carried out on Israelis on Oct. 7 or even praise the massacre, something is deeply wrong at America’s colleges and universities.

Students spouting ideological catchphrases have revealed their moral obliviousness and the deficiency of their educations. But the deeper problem is not them. It is what they are being taught — or, more specifically, what they are not being taught.

Certainly, not all students wear these moral blinders. But the fact that many students do, and that they are at some of the nation’s leading colleges and universities, should be a cause for profound concern across higher education.

Those of us who are university leaders and faculty are at fault. We may graduate our students, confer degrees that certify their qualifications as the best and brightest. But we have clearly failed to educate them. We have failed to give them the ethical foundation and moral compass to recognize the basics of humanity.

The Hamas massacre is the easiest of moral cases. The attackers intentionally targeted and killed over 1,000 civilians. They killed babies and children, people attending a concert, and people from Thailand, Nepal and more than a dozen countries who could hardly be responsible for the decades of Israeli-Palestinian violence, as if that could be any justification. And then these same gunmen took civilian hostages, with the explicitly articulated intention to use them as deterrence and, if that failed, to execute them.

This case offers an unambiguous base to elucidate clear, shared moral principles. It’s what the ethicist John Rawls calls reflective equilibrium. The clarity of this easy example helps identify principles that allow us to wrestle through harder cases like how much an army is required to do to reduce and avoid collateral civilian deaths.

Ethics are rarely either/or. It is possible to condemn the barbarism of Hamas and condemn the endless Israeli occupation of the West Bank. So, too, is it possible to condemn the treatment of women and the L.G.B.T.Q. community in Arab lands and the attempt by right-wing Israeli politicians to neuter Israel’s Supreme Court. But without the ability to distinguish between right and wrong, and to recognize the fallacies of moral equivalence, students won’t be able to marshal the nuanced reasoning and a careful assessment of responsibility required in times like these.

We in the academy need to look more deeply at how it is possible that so many undergraduates, graduate students, law students and faculty at our nation’s finest colleges and universities could have such moral blinders.

We need to ask ourselves: What is in our curriculums? What do we think it means to be well educated? What moral stands are we taking? The timidity of many university leaders in condemning the Hamas massacre and antisemitism more generally offers the wrong example. Leaders need to lead.

As a bioethicist, I support requiring students to take ethics classes. Some universities — mainly Catholic institutions, including Georgetown — still do. Having a two-course ethics requirement — one about general ethics and one about some specific area, such as military ethics, environmental and bioethics, ethics of technology, ethics of the market or political ethics — would be invaluable.

But ethics classes alone are insufficient to help students develop a clear moral compass so that they can rise above ideological catchphrases and wrestle intelligently with moral dilemmas.

Instead, colleges and universities need to be more self-critical and rethink what it means for students to be educated. For the last 50 years, with a few exceptions, higher education has been reducing requirements. At the same time, academia has become more hesitant: We often avoid challenging our students, avoid putting hard questions to them, avoid forcing them to articulate and justify their opinions. All opinions are equally valid, we argue. We are fearful of offending them.

This flies in the face of what a “liberal education” should be. Liberal education should be built around honing critical thinking skills and moral and logical reasoning so students can emerge as engaged citizens. The American Association of Colleges and Universities has described a liberal education as one that “empowers individuals with core knowledge and transferable skills and cultivates social responsibility and a strong sense of ethics and values.” This certainly is not the full vision, but even with this definition, it is very hard to recognize that what we are now offering as a college education meets even this standard.

There are many ways to construct a curriculum so we can certify graduates as “educated.” Starting in 1947, as a new era dawned after what it identified as “social upheaval and the disasters of war,” M.I.T. undertook a review of its curriculum, re-examined the almost 90-year-old principles that had guided its approach and imposed changes that emphasized the importance of the humanities and social sciences. The review committee saw among M.I.T.’s missions the preparation of each student “for the moral and ethical burden relating not only to his own acts but to the acts of which he is a part” and the “cultivation of the spirit of free inquiry and rejection of interdiction and prejudice.”

All universities need to echo that today.

Creating a curriculum must be a collective effort that engages all members of our colleges and universities. College presidents and professors should stop focusing on endowments and fund-raising, tuitions and the earnings of our graduates. We must focus on the core mission: figuring out what it means to graduate educated people. In turn, this requires us to articulate and justify what we think education is so that we never again have our students make patently uneducated and alarmingly immoral declarations.

When you enter into Harvard Yard through the Dexter Gate, an inscription says, “Enter to grow in wisdom.” On the way out, the lettering reads, “Depart to serve better thy country and thy kind.” Princeton’s informal motto is “in the nation’s service and the service of humanity.” Unless we provide a liberal education with strong moral and ethical foundations as the center of our work, students will never grow in wisdom, to the detriment of our country and humanity.

Source: The Moral Deficiencies of a Liberal Education

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Dear colleagues: How to achieve student diversity, legally [affirmative action after SCOTUS]

2023/09/04 Leave a comment

Of note:

On 14 August the Biden administration provided colleges and universities with scenarios that would allow them to maintain the racial diversity of their student bodies following the Supreme Court of the United States’ (SCOTUS) decision last June that ended affirmative action.

Secretary of Education Miguel Cardona cast the maintenance of racial diversity in the nation’s colleges and universities as both an economic necessity and the fulfilment of America’s promise to itself. “For higher education to be the engine of economic opportunity, upward mobility and global competitiveness, we need campus communities that reflect the beautiful diversity of our country,” he said.

The Washington DC-based American Council on Education (ACE) welcomed the guidance provided by the Biden administration.

“This guidance from the Department of Education is a welcomed effort to delineate the limits of the ruling and help colleges better understand this new environment as they seek to meet their diversity and inclusion goals within the new limitations imposed by the court’s ruling,” said Audrey Hamilton, associate director of ACE’s public affairs.

Pushback against court findings

In the United States, SCOTUS is the final arbiter of constitutional questions. Its decisions are binding on both the federal and state governments.

While the Biden administration was well within rhetorical norms when it expressed regret about the decision, official government statements such as the “Dear Colleague letter” addressed to colleges and universities and signed by Kristen Clarke, assistant attorney general for civil rights at the Department of Justice (DoJ), and Catherine E Lhamon, assistant secretary for civil rights at the Department of Education (DoE), are not generally considered the place to re-litigate constitutional issues in public.

Still, the administration pushed back against the SCOTUS’ rejection of the notion that student diversity adds to the educational experience of college and university students, stated most clearly in Justice Clarence Thomas’ concurring opinion in the case of Students for Fair Admissions (SFFA) v President and Fellows of Harvard College (SFFA).

“I have sought to understand exactly how racial diversity yields educational benefits,” said Thomas. “With nearly 50 years [since the establishment of affirmative action programmes] to develop their arguments, neither Harvard nor UNC – two of the foremost research universities in the world – nor any of their amici [friend of the court briefs] can explain that critical link.”

The University of North Carolina at Chapel Hill (UNC), and Harvard University were sued by SFFA which claimed that the universities’ affirmative action programmes discriminated against Asian and white applicants.

The Dear Colleague letter underscored that both the DoJ and DoE believe: “Learning is enriched when student bodies reflect the rich diversity of our communities. Research has shown that such diversity leads to, among other things, livelier and more informative classroom discussions, breaking down prejudices and increased cross-racial understanding, and heightened cognitive development and problem-solving skills.”

The letter further states: “The benefits of diversity in educational institutions extend beyond the classroom as individuals who attend diverse schools are better prepared for our increasingly racial and ethnically diverse society and global economy.”

Holistic application-review processes

The DoJ’s guidance, that accompanied the letter from Clarke and Lhamon, is grounded in the SCOTUS’ decision in SFFA and, specifically, in the statement, just before the end of the majority decision written by Chief Justice John Roberts, that “nothing in this opinion should be construed as prohibiting universities from considering an applicant’s discussion of how race affected his or her life, be it through discrimination, inspiration or otherwise”.

As interpreted by the DoJ, Roberts allowed universities and colleges to continue to use holistic application-review processes that provided opportunities, through essay prompts, to assess how an applicants’ background and individual attributes – including race, experience of racial discrimination or the racial composition of his/her schools or neighbourhood – position the applicant to contribute to the college or university in a unique manner.

Among the concrete examples the guidance provides are:

• “A university could consider an applicant’s explanation about what it means to him to be the first Black violinist in his city’s youth orchestra”; and

• “[A]n institution could consider an applicant’s discussion of how learning to cook traditional Hmong dishes from her grandmother sparked a passion for food and nurtured her sense of self by connecting her to past generations of her family (the Hmong are an indigenous group from East and Southeast Asia)”.

When Dr Alí Bustamante, deputy director of the New York-based Roosevelt Institute’s Worker Power and Economic Security Program, was asked if the DoJ’s examples were pitched only to those students who excelled in high school, and thus made them good candidates for Harvard at the expense of those students who managed to do well in the many poorly equipped and underfunded high schools in America’s slums, he said: “Yes.”

“A more apt example of how race directly impacts lived experiences is a narrative about a Black student that graduates from an underfunded school, lived through years of systemic exclusion, and/or residing in an over-policed community. These examples better show how race commonly impacts lived experiences and overcoming these experiences should be valued,” he wrote in an email to University World News.

Further, the decision does not, the DoJ told universities and colleges, prevent them from considering that data if it comes from a third party.

“An institution could . . . consider a guidance counsellor or other recommender’s description of how an applicant conquered her feelings of isolation as a Latina student at an overwhelmingly white high school to join the debate team,” says the Dear Colleague letter.

Measures beyond race

The SCOTUS decision dealt with a narrow question: did affirmative action programmes violate the Equal Protection Clause of the 14th Amendment to the US Constitution ratified in 1868, one of the three post-Civil War amendments that banned slavery?

The clause reads in part: “No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States . . . nor deny any person within its jurisdiction the equal protection of the laws.” SCOTUS decisions interpreted the phrase “No state” to include the federal government and, thus, included the laws under which affirmative action was implemented.

The decision does not prohibit colleges and universities from using means other than specifically identifying a student’s race to foster diversity. Both outreach and recruitment programs can, the DoJ says, “consider race and other factors that include, but are not limited to, geographic residency, financial means and socioeconomic status, family background, and parental education”. (Postal codes are strong predictors of race and these other sociological factors.)

Colleges and universities that seek diverse student bodies can direct their outreach/recruitment towards schools and school districts that serve predominantly students of colour and students of limited financial means.

They may also “target school districts or high schools that are underrepresented in the institution’s applicant pool by focusing on geographic location (for example, schools in the Midwest, or urban or rural communities) or other characteristics”.

Among these characteristics are low-performing schools or those with high dropout rates, those in which large percentages of students received free lunches or have historically low numbers of graduates being admitted to the college or university in question.

Neither these outreach/recruitment efforts nor establishing pathway programmes in which, for example, an institution partners with a high school to offer mentoring and summer enrichment boot camps run afoul of the SCOTUS decision.

Moreover, the DoJ says, neither would admissions policies such as the automatic admittance of community college (two-year college) graduates, as is the case in several states presently. For, each of these regimens is designed to increase the applicant pool and not to identify the race of any individual student by ticking off a box.

In his opinion, which argued for race blindness, Justice Thomas derided this bureaucratic shorthand: “What it [the admissions process] cannot do is use the applicant’s skin colour as a heuristic, assuming that because the applicant checks the box for ‘black’ he therefore conforms to the university’s monolithic and reductionist view of an abstract, average black person.”

Such arguments ignore the fundamental role racism has played in American history and how it is baked into many of the nation’s institutions.

“Affirmative action practices have been contested since they were first implemented [in the middle 1960s] because some Americans, including policymakers, do not agree with the use of policy to address, and attempt to repair, the injuries that marginalised communities have endured as a result of past discriminatory policies,” said Bustamante.

“Some Americans believe in the myth that government policy should be race neutral despite the stark reality that American policymaking has a legacy of disproportionately benefiting whites and men and excluding people of colour, women, and those with atypical abilities and gender identities.”

A university takes proactive steps

A month before the Biden administration released its guidance to colleges and universities, Sarah Lawrence College stole a march on the DoJ and DoE. The liberal arts college just north of New York City changed the essay prompt that students applying for admissions in the 2024-25 school year must follow.

The prompt begins by referencing and then citing the SCOTUS decision in SFFA.

“In a 2023 majority decision of the Supreme Court of the United States, Chief Justice John Roberts wrote: ‘Nothing prohibits universities from considering an applicant’s discussion of how race affected the applicant’s life, so long as that discussion is concretely tied to a quality of character or unique ability that the applicant can contribute to the university’.”

Prospective students are then asked to write an essay: “Drawing upon examples from your life, a quality of your character, and/or a unique ability you possess, describe how you believe your goals for a college education might be impacted, influenced or affected by the Court’s decision.”

According to Bustamante, Sarah Lawrence’s essay prompt aligns with the Biden administration’s view and not with the SCOTUS.

“The court majority has repeatedly affirmed that racial discrimination and marginalisation is not a given – a generalised experience of all people of colour. The Sarah Lawrence and Biden administration perspective is that the court’s ruling means that racial discrimination and marginalisation must be explicitly factored into admissions, and no longer be assumed based on the identification of race alone.”

Source: Dear colleagues: How to achieve student diversity, legally

Filed under Multiculturalism Tagged with , , , ,

USA: More teachers are quitting their jobs. Educators of color often are more likely to leave

2023/08/08 Leave a comment

Haven’t seen any comparable Canadian studies and grateful any readers who have to share:

Rhonda Hicks could have kept working into her 60s. She loved teaching and loved her students in Philadelphia’s public schools. As a Black woman, she took pride in being a role model for many children of color.

But other aspects of the job deteriorated, such as growing demands from administrators over what and how to teach. And when she retires in a few weeks, she will join a disproportionately high number of Black and Hispanic teachers in her state who are leaving the profession.

“I enjoy actually teaching, that part I’ve always enjoyed,” said Hicks, 59. “Sometimes it’s a little stressful. Sometimes the kids can be difficult. But it’s the higher-ups: ‘Do it this way or don’t do it at all.’”

Teachers are leaving jobs in growing numbers, state reports show. The turnover in some cases is highest among teachers of color. A major culprit: stress — from pandemic-era burnout, low payand the intrusion of politics into classrooms. But the burdens can be heavier in schools serving high-poverty communities that also have higher numbers of teachers of color. 

In Philadelphia, a city with one of the highest concentrations of Black residents in the U.S., the proportion of Black teachers has been sliding. Two decades ago, it was about one-third. Last fall, it fell to below 23%, according to district figures.

In the school buildings where Hicks taught, most teachers were white. She said she and other teachers of color were expected to give more of themselves in a district where half the students are Black.

“A lot of times when you see teachers that are saving Black and brown kids on TV, it’s always the white ones,” Hicks said. “There are Black teachers and Hispanic teachers out there that do the same thing in real life, all the time.”

Nationally, about 80% of American public school teachers are white, even though white students no longer represent a majority in public schools. Having teachers who reflect the race of their students is important, researchers say, to provide students with role models who have insight into their culture and life experience.

The departures are undoing some recent success that schools have had in bringing on more Black and Hispanic teachers. Turnover is higher among newer teachers. And researchers have found that teachers of color, who tend to have less seniority, often are affected disproportionately by layoffs. 

In Pennsylvania, Black teachers were more than twice as likely to leave the profession as white teachers after the 2021-22 school year, according to a data analysis by Ed Fuller, an education professor at Penn State. Hispanic and multiracial teachers had a similar ratio, of around twice as likely.

Black and Hispanic teachers are more likely to be uncertified or teaching in an underfunded district, all of which is associated with someone leaving the profession at a higher rate, Fuller said.

“They’re in more precarious teaching positions, meaning you’re in a position with less resources and worse working conditions, so you’re more likely to quit no matter who you are,” Fuller said.

Sharif El-Mekki, a former Philadelphia teacher who leads the Center for Black Educator Development, said schools around the country come to him seeking help in recruiting teachers of color. But they don’t have plans to retain them, such as providing opportunities to help shape policies and curricula.

To address the problem, schools can start by ensuring students of color have better experiences in school themselves and offering them opportunities to consider teaching, El-Mekki said. Black teachers also are more likely stay on in school systems that have Black leaders, he said, as well as a culture and approaches to teaching that are anti-racist. 

“We need to think about, ‘How are they experiencing my school?’” he said. “If they are having a better experience with us, they are more likely to stay.”

Attrition by teachers of color can vary greatly by state or region. Overall, it has been higher compared with white teachers for two decades, since around the time federal policies began encouraging the closure of schools with low test scores, said Travis Bristol, a professor of teacher education and education policy at the University of California-Berkeley.

In underfunded schools with large populations of Black and Hispanic children, teachers say they can expect more responsibilities, fewer resources and more children troubled by poverty and violence.

“I’m still in the classroom because this is my version of resistance and pushing back on a system that was not designed for folks that look like me and kids that look like me,” said Sofia Gonzalez, a 14-year teacher of Puerto Rican heritage in Chicago-area public schools. “We as teachers of color have to find so much inner strength inside of us to sustain our careers in education.”

The last few years have been a trying stretch for teachers everywhere. They’ve had to navigate COVID-19, a pivot to distance learning and the struggles with misbehavior and mental health that accompanied students’ return to classrooms.

Then there’s the pay: Educators’ salaries have been falling behind their college-educated peers in other professions.

Teachers unions have warned of flagging morale, and there are signs lately that more educators are heading for the exits. Data from at least a handful of states — including Pennsylvania, North Carolina, Texas and Washington — is showing an increase in teacher attrition. 

Black teachers reported significantly higher rates of burnout and being significantly more likely to leave their job than white teachers, according to research sponsored by two national teachers unions and published in June by the Rand Corp. think tank.

Chantle Simpson, 36, taught her last day of school this spring in Frisco, Texas, ending her 11-year career as a teacher.

She described an exodus of her fellow teachers of color from the profession amid growing expectations from administrators, who put more work on teachers by repeatedly appeasing demands from parents.

Administrators — including those who are Black or Hispanic — put more pressure on Black and Hispanic teachers, she said.

“They believe we can handle more,” Simpson said. “Because we develop relationships better, the kids understand us more, so they’re more likely to behave for us or do what we ask them to. So we get fitted with the children who are more challenging or have more requirements. It’s crazy.”

That leaves those teachers with less time for the rest of their better-behaved students, Simpson said.

“I always was conflicted by it,” Simpson said. “It’s mixed with praise, but it’s a punishment. ‘Oh, you’re so great at building relationships, the kids really appreciate being with you, they respond to you.’ But at the same time, you’re increasing my workload, you’re increasing the amount of attention I have to give to one child versus my whole class.”

Source: More teachers are quitting their jobs. Educators of color often are more likely to leave

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When it comes to affirmative action, Canada has a long way to go

2023/07/21 Leave a comment

Would be much stronger, as is often the case, were the commentary include more of a historical perspective on changes, progress and gaps. And normal, albeit frustrating, the time lag between increased diversity and it being fully represented in the various institutions.

While I haven’t yet looked at the relevant 2021 Census data for the education field of study, in 2016, visible minorities formed less than 20 percent of those in education, Blacks less than two percent, highlighting some of the “supply side” issues and barriers:

As a Canadian, you could be forgiven if the recent U.S. Supreme Court decision striking down affirmative action has furthered your sense of moral superiority over our southern neighbours.

After all, in contrast to America, Canada’s constitution explicitly allows “any law, program or activity that has as its object the amelioration of conditions of disadvantaged individuals or groups including those that are disadvantaged because of race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.” But in the four decades since Canada has had constitutionally sanctioned affirmative action, how much progress have we made in addressing racial disparities?

According to the University of Calgary’s Malinda Smith, the primary beneficiaries of these efforts have been white women. Smith argues that “despite four decades of equity policies — corporate boards, the judiciary, and the police continue to be shaped by racial and ethnic segregation, and remain overwhelmingly white and to a lesser extent male, thus maintaining the historic colour-coded ethnic pecking order even across gender and sexual difference.”

Smith has termed this process “diversifying whiteness,” whereby institutions promote their increased diversity (with respect to gender, sexuality, and disability), while comfortably maintaining a predominantly white workforce.

Nowhere is this phenomenon more evident than in our K-12 education systems. It has long been recognized that having school staff that reflect the students and communities they serve can lead to more equitable outcomes.

For example, in a recent report released by the Toronto District School Board’s Centre of Excellence for Black Student Achievement, members of Toronto’s Black communities overwhelmingly state that having more Black teachers, counsellors, and administrators was critical to improving the educational experiences of Black students and their families.

However, the reality is that our schools are largely the domain of white women. An audit of the York Region District School Board found that while racialized people comprise about half of York Region’s population, just under one quarter of school board staff is racialized.

According to data from the Halton District School Board, while half of its students are racialized, racialized people make up only 18 per cent of its staff. Similarly, an investigation into the Peel District School Board found that while 83 per cent of its students were from racialized backgrounds, racialized people comprise only 33 per cent of its staff. In all boards, staff are predominantly white and female.

So how is it that despite decades of constitutionally sanctioned affirmative action, we still have school systems that are mostly white? It is part of an educational trajectory — that starts in elementary and high schools and continues to universities and school boards — where some people are encouraged along certain paths, and others are nudged away. Addressing the racial disparities in our school systems requires disrupting current practices at all points in this trajectory.

This is why the TDSB’s attempts to diversify admissions to its specialty schools is so important. It is also why the Waterloo Region District School Board should be commended for its recent job fair specifically for Indigenous, Black, and racialized individuals. It takes a certain amount of moral fortitude to persist despite the inevitable reactionary backlash that occurs when racial disparities are addressed so explicitly.

Critics have panned both initiatives as divisive and akin to establishing a racial hierarchy. It is as if we do not already have a well-established racial hierarchy, which is what these programs are trying to address.

Opponents of affirmative action programs state that we should just accept the best candidates, irrespective of race. As U.S. Chief Justice John Roberts once wrote, “The way to stop discriminating on the basis of race is to stop discriminating on the basis of race.”

Yet, decades of studies that continue to show that organizations respond to resumes with white-sounding names at much higher rates than identical resumes with racialized names expose the myth that we are all judged on some objective metric of “merit.” Organizations need to stop pretending that it is complicated. The way to have greater racial diversity is to have greater racial diversity.

Sachin Maharaj is an assistant professor of educational leadership, policy and program evaluation at the University of Ottawa.

Source: When it comes to affirmative action, Canada has a long way to go

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Hashmi, Delic and Sherazi: Muslim families concerned about Pride activities in Ottawa schools deserve a voice

2023/06/28 Leave a comment

Bit of a stretch to make a parallel to colonial mindsets with respect to Indigenous peoples but a policy and practical challenge as most multiculturalism issues are in fact religious diversity issues, and involve assessing what is reasonable accommodation:

A few days before the start of June, our inboxes started filling up with messages from parents in our communities who were concerned about what their children would be taught during Pride month. They had contacted their children’s schools but were told there was a no opt-out policy in effect because participating in Pride month activities was a human rights issue.

The federal government describes human rights as “how we instinctively expect to be treated as persons. They define what we are all entitled to — a life of equality, dignity and respect, to live free from discrimination and harassment.”

When some Muslims felt their parental rights taken from them and their dignity dwindling, many decided to keep their children home on the first day of June.

When the influx of messages became so great, we created an online form to allow parents to share their concerns.

The results were disheartening. Of just under 500 responses, almost 30 per cent reported that their child had either been targeted for being a Muslim, had been taught age-inappropriate material or had their religious rights infringed upon. Another 22 per cent said they weren’t sure.

Parents shared stories about children being berated for being absent, being told they were ungrateful for having Ramadan recognized in school and being forced to attend Pride month activities. From a child being penalized with no recess for not wanting to colour in a rainbow in grade 3, to another child in junior kindergarten being asked whether she would like to be male or female, the anecdotal evidence piled up. Others reported that teachers debated religious beliefs with students to the point where the students felt targeted.

Multiple parents reported that a teacher at a Kanata school distributed a booklet to students in her Grade 5/6 class that specifically targeted Muslim students in her class, promoting the very practices and beliefs that most Muslim families find objectionable.

In one alarming incident, staff stood at the doors during an assembly to ensure no one left and even searched the parking lot for students. The irony that this took place during National Indigenous History Month should not be lost on us.

While the Ottawa-Carleton District School Board has committed to — and indeed has made great strides in — fostering a safe and inclusive environment for all students, these experiences suggest there is much more to be done.

Concerns raised by parents about Pride don’t have to do with LGBTQ+ individuals. Not one parent suggested that Pride should not be celebrated. They simply had reservations about their own children’s participation in the celebrations.

Cross-dressing and changing one’s birth gender are forbidden under mainstream Islamic teachings, as they are in some other religions, except in rare cases where there is physiological evidence to justify such a change. Active participation in activities and celebrations, whether it be a celebration of same-sex relationships, pre-marital relationships, or those involving alcohol, are largely understood to be prohibited by many Muslims.

For many parents, having their children stay home was a civil way of registering their helplessness in the face of a system that did not want to listen.

Stomping on Pride flags and other such actions are explicitly prohibited in Islamic teachings and we were quick to denounce such hurtful acts in protests. However, we are deeply concerned that our youth and some parents are being contacted by extreme right-wing groups interested in having our community be the so-called champions of this cause. People who are unheard and who feel frustrated are vulnerable to the whisperings of extremists.

We sincerely hope lessons can be learned from what has occurred to prevent it from happening again. For our part, we are committed to continuing our denunciations of hate and bullying against LGBTQ+ people, speaking out against dehumanization, and condemning disrespectful acts. Principled disagreements must not lead to hate, bigotry or disrespect.

The school board will need to calm fears, through the development of clear procedures for staff on how to navigate cases of gender dysphoria and nonconformity with age-appropriate care and professionalism. Parents need to be a part of those discussions, not an afterthought.

Recognizing that gender identity and sexual orientation are deeply personal matters, and that people choose to approach them in different ways, can help all students feel included without any judgments on personal choices or beliefs as well as help rebuild lost trust.

Raising awareness about the struggles people face, and sharing their lived experiences and histories, is an important part of fighting hate and intolerance. Both LGBTQ+ communities and Muslim communities face discrimination and hatred. But history has shown that when ideas are forced upon people, the effort often backfires and causes more damage. If our government is serious about human rights meaning living a life free of discrimination, Muslim parents and students need to stop being treated as haters.

As National Indigenous History Month comes to a closing, we would do well to remember the tremendous harm caused by teachers with colonial mindsets, demeaning the traditional and ancestral beliefs of children while isolating them from their parents. It would be wise for our public school system to not repeat similar mistakes.

Sikander Hashmi serves as imam in Kanata. Zijad Delic serves as imam in Barrhaven. Aisha Sherazi is a local writer and educator. The authors are part of the Muslim Leaders Working Group liaising with the OCDSB on this issue.

Source: Hashmi, Delic and Sherazi: Muslim families concerned about Pride activities in Ottawa schools deserve a voice

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Muslims opposed to LGBTQ curricula for their kids aren’t bigots

2023/06/20 Leave a comment

A justification from the Dean of an Islamic Centre to provide some context to Canadian and American protests and highlighting an alignment among the religious right across religions. Ingenuous to argue that it is not political given today’s environment:

We are witnessing a unique and welcome phenomenon: Muslims in the West are at the forefront of a social movement that transcends any one faith or ethnicity. For those following the news, protests led by parents have erupted across the United States and Canada against school boards that wish to teach schoolchildren content about the acceptability of LGBTQ lifestyles.

While parents of all ethnicities and religions are involved, Muslim parents have been playing a central role in all of these cases, both as organisers and protesters, and their highly visible presence is creating waves on social media.

It is understandable for parents to be concerned. In Maryland, for example, a school district has approved books that discuss homosexuality and transgenderism as normal realities for children as young as three years old. This is state-sponsored ideological indoctrination of toddlers who can barely form complete sentences, much less think critically.

Parents have a God-given duty and legal right to provide moral instruction and guidance to their children. This includes the right of parents and their children to reject ideologies that contravene their beliefs.

Yet, supposedly secular institutions like public schools are now dictating that students must accept and affirm LGBTQ ideology, at times with the threat that if they refuse to do so, they “do not belong” in their country, as one teacher in Edmonton, Canada, recently said to a Muslim student.

As Muslims, we refuse to be coerced into believing something our faith categorically condemns. This is not a political stance. It is a moral principle.

A recent statement I helped draft, titled “Navigating Differences: Clarifying Sexual and Gender Ethics in Islam”, has been signed and endorsed by more than 300 Islamic scholars and preachers across North America. In this document, we explicitly and clearly lay out the non-negotiable, normative Islamic position on sexuality and gender ethics.

We believe this statement will allow Muslim parents, educators, students and professionals to establish their right to hold their religious views without fear of legal reprisal. All too often, those who wish to live in accordance with mainstream, family-based morality are accused of being bigoted and “homophobic” if they refuse to endorse LGBTQ events. Many suffer social repercussions for holding such beliefs.

Worse still, children are expected to attend events in which drag shows and other actions deemed immoral by many people of faith are showcased.

This statement seeks to be a reference point to demonstrate to school boards and employers why Muslims must preferably be excused from activities that contradict our religious ideals.

The statement is explicitly non-partisan and states that the signatories are “committed to working with individuals of all religious and political affiliations to protect the constitutional right of faith communities to live according to their religious convictions and to uphold justice for all”.

Despite such clear declarations of non-partisanship and though the protesters, from Maryland to Ottawa, have insisted they are asserting moral agency rather than political allegiance, certain groups insist on turning this into a partisan issue.

Those who have committed themselves to a left-wing liberal ideology (including some progressive Muslims) are outraged and ashamed of anything short of the full affirmation and acceptance of all LGBTQ demands. They point to our own experience of oppression as a Muslim minority and say we should thus show reciprocity to other marginalised groups, even as LGBTQ advocates often refuse to show the same sensitivity on issues we hold sacred.

The fact that conservative media outlets have provided a platform for Muslim parents to share their grievances is supposedly conclusive proof that these protesters, and all of us who oppose the teaching of the LGBTQ agenda in schools, are aligning themselves with the far-right, including white supremacists. That is simply not the case.

To be sure, the sudden friendliness of politically-conservative groups and media outlets towards Muslims is indeed tempting some in the community to rush to forge new alliances with the political right after previously flirting with the left. They are making a mistake. Again.

Muslims across North America should firmly root their moral values in their faith, not in a specific political ideology. To understand why this distinction is so critical, we ought to heed a lesson from our recent past.

In the immediate aftermath of 9/11, Islam in North America faced an existential crisis. Muslims were widely portrayed as the enemy. Scholars were deported. Bearded Muslim men and hijabi women were harassed, randomly questioned and detained at airports. Many worshippers avoided praying in masjids and some Muslims even changed their first names. The reality of Muslims in North America in the first decade of this century was one of fear, anxiety and extreme alienation.

The open hostility of the North American political right towards Islam and Muslims sharply contrasted with the comparatively sympathetic left. As a matter of pragmatic political (and in some cases, literal) survival, Muslims flocked to the liberal political parties of Canada and the United States. These left-wing institutions gave Muslims the best chance to survive against anti-Muslim forces largely represented by the conservative right. But embracing the left meant accepting an entire package of causes, some of which aligned ideologically with Islamic ethics (such as combatting racism), while others did not (such as the legalisation of certain drugs).

Many Muslims began approaching politics not as a tool but as an ideology. They felt motivated to resolve the cognitive dissonance between their political commitments and their religious beliefs, even if it meant radically reinterpreting the faith to allow for such accommodation.

Some progressives who identified with Islam began claiming, for the first time in our 14 centuries of scholarship, that the Quran has been misunderstood and that in its correct interpretation, it endorses alternative sexual lifestyles and sanctions same-sex marriages.

To be clear, Islamic law differentiates between a desire, which is in itself not sinful, and the deed, which could be a sin. Those struggling with same-sex desires but wishing to abide by Islamic law are our full brethren in faith and deserve all the love and rights of believers. They stand in contrast to those who flout Islamic law and take pride in disobedience. Muslim politicians and influencers, in particular, should be careful not to make religious claims on behalf of our faith.

In an authentic narration, Prophet Muhammad (peace be upon him) says: “believer is not bitten from the same hole twice”. Muslims who are rightly indignant about the moral decay sweeping our society in the name of inclusivity ought to be cautious not to be a pendulum that swings from one extreme to another.

Our politics is not our ideology and our ideology is neither left nor right. Our ideology is centred in our unshakeable faith, grounded in our immutable creed, and firmly rooted in the timeless words of God and the teachings of His final Messenger. We are a “Middle Nation” and, as the Quran says (2:143), our role is to be moral exemplars for mankind.

Yasir Qadhi Dean of The Islamic Seminary of America and Resident Scholar of East Plano Islamic Center

Source: Muslims opposed to LGBTQ curricula for their kids aren’t bigots

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With new “talent visas,” other countries lure workers trained at U.S. universities

2023/06/19 Leave a comment

Of note and good overview:

When Cansu (pronounced “Johnsu”) Deniz Bayrak was deciding where to emigrate from her native Turkey, she first considered San Francisco.

Only in her 20s, she had already co-created an e-commerce website that rose to the top of its category in her home country, gotten snatched up by a tech company, then been poached by another tech firm. But she saw more opportunity in the United States, where there is a projected demand for more than 160,000 new software developers and related specialists per year, and where tech companies said in a survey that recruiting them is their biggest business challenge.

Bayrak quickly learned, however, that to come to the United States, she’d need an employer sponsor. Even then, she’d have to enter a lottery for an H-1B visa, with only one-in-four odds of being approved. If she was laid off, she’d have 60 days to find a new job, or she’d likely have to leave.

Source: Highly skilled workers thwarted by the U.S. immigration system find …

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