So we need to at least have the conversation, and for children who are home from school for the “holiday,” we should encourage families to talk honestly about what the history of Native peoples has looked like in the United States. We should be talking about what our history books are missing.
After a quarter-century, the Rev. Barry Lynn is retiring as head of Americans United for Separation of Church and State.
In court, in congressional hearings, and on cable television, Lynn has led the fight against school-sponsored prayer, religious symbols on public property, and any law that allows government to privilege people of faith.
Sen. Todd Gardenhire, a Chattanooga Republican and the bill's sponsor in the Senate, notes that the state has already invested in the students by paying for their K-12 education, and that some have lived in Tennessee as long as their counterparts who are U.S. citizens. Yet they are required to pay three times what other in-state students pay to attend college, he said.
The pro-Trump evangelicals suffer from a spiritual crisis, not a political one.
Moore has challenged the foundations of conservative evangelical political engagement because they desperately needed to be shaken. For 35 years, the old-guard religious right has uncritically coddled, defended, and promoted the Republican Party.
"While many of us were inspired by our time at Calvin College to make education a professional commitment, Mrs. DeVos was not. She has never worked in any educational institution as an administrator, nor as an educator. If the position of the Secretary of Education requires the individual to have an intimate knowledge of the tools used by educators, which we believe it does, Mrs. DeVos does not qualify."
"Your organization claims to recognize 'the right for professors to say whatever they wish.' Professors like Joe Kuilema don’t say whatever they wish. Instead, we say what we know, based on careful research, the accumulated work of other scholars, and our own direct experience outside the classroom."
For the nation’s 50 million public school students, another school year is about to begin. Are they ready? Even if they get new backpacks, notebooks, and pencils, most of our students are not prepared to do the schoolwork expected of them.
Two out of three American eighth graders can neither read nor do math at grade level. Schools serving low-income communities perform particularly poorly on a whole range of measurable outcomes including language, reading, and mathematics — critical skills for performing well and succeeding in society.
Almost a decade ago, members of the faculty, administration, and student body at Hope College started a conversation about adding a program of peace studies at the Holland, Mich. campus. Last fall, the process reached an important milestone when the first “introduction to peace studies” course was offered to Hope’s 3,400 students, part of the school’s first ever peace and justice minor.
Administration officials talked about the difficulties in starting any new program at the college level. “First, you have to make a good argument as to why the program is needed at all,” said Alfredo Gonzales, Hope’s dean for international and multicultural education, who took part in those early discussions. “It’s difficult to introduce one more program at a liberal arts institute where there’s just an abundance of programs. In what ways are we going to add a program without adding another burden to our students?”
And that’s just the start of the process.
Once people at Hope decided that a peace and justice curriculum was indeed a good idea, Gonzales said they dove headfirst into logistical questions, such as whether Hope wanted to start with a full-fledged program or if they wanted to introduce it incrementally. Furthermore, they had to figure out which departments ought to be involved in creating such a multidisciplinary effort and what the academic requirements would be.
The process included many conversations among a lot of people, Gonzales told Sojourners, but he said he knew it would be worth it, and that a peace studies program was a natural fit for a school affiliated with the Reformed Church in America. “If we look at our mission statement, it says that Hope College is to educate students for lives of service and leadership in global society,” he said. “So in that framework, this program looks at questions of reconciliation in a world that is deeply torn and is injuring people from the very youngest to the very oldest in ways that we don’t even understand yet.”
Drawing on best practices
In a sense, peace studies is part of Hope College’s legacy: Iconic peace activist A.J. Muste graduated from Hope in 1905. The Dutch-American Muste would go on to be executive director of the Fellowship of Reconciliation—an interfaith peace organization—and to mentor Martin Luther King Jr. In the late ’50s, Muste protested New York City’s civil defense drills alongside Catholic Worker co-founder Dorothy Day, and in 1964, Muste participated in a retreat with a group of renowned peace activists, including Trappist monk Thomas Merton and Jesuit priest Daniel Berrigan.
As an academic field, irenology—the study of peace—is thought to have its formal genesis in mid-20th century Europe with the advent of peace research institutes. In the United States, the first institutions to teach peace were colleges and universities with ties to the historic peace churches: the Mennonites, the Quakers, and the Church of the Brethren.
A COUPLE OF YEARS AGO, while doing research on social privilege for an introductory ministry course, I came across an article titled “White Fragility.” Even a skim of the first few pages was enough to pique my excitement. In it, author Robin DiAngelo—an expert in multicultural education—describes in sociological detail a common set of defensive and destructive responses that people have when facing the reality of their own privilege.
I recognized each response she described from those my students had whenever I asked them simply to face—let alone begin to dismantle—the various forms of social privilege they each embody. Where, I began to wonder, could I squeeze this article into an already over-packed course syllabus? How could it best help us navigate the difficult issues we were trying to engage?
Social privilege is a daunting topic to engage. When teaching it, I draw heavily on Peggy McIntosh’s now famous definition of its racial manifestation:
I have come to see white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about which I was ‘meant’ to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions, assurances, tools, maps, guides, codebooks, passports, visas, clothes, compass, emergency gear, and blank checks.
What McIntosh helps us see is that social patterns of privilege are maintained because people carry them about and use them while, at the same time, people are able to carry about and use their privilege because those social patterns are maintained. The effect is cyclical, and it happens without any of us being particularly aware of our own complicity in the system.
Society confers unearned gifts on people who embody particular privileged traits—straight, white, able-bodied, middle-class men, for example—while neglecting to confer them on others. This isn’t to say that people who embody more privilege are explicitly homophobic, racist, ableist, classist, or sexist. It doesn’t mean they don’t work hard for the goods they accumulate in life—of course, many do. It’s just that it feels perfectly natural to walk through an open door without ever noticing how it swings shut in the face of the equally hardworking genderqueer Latinx whose wheelchair wouldn’t even fit.
Black Americans’ educational equality has improved in the last year, but college graduation rates and access to high-quality elementary and secondary education remains a problem, according to a major survey by the National Urban League — which wants Congress to ramp up early childhood education and provide more federal aid to black college students.
South Carolina sheriff Leon Lott announced Wednesday afternoon that Ben Fields, the police officer who violently arrested a 15-year-old black female student at Spring Valley High School, has been fired.
"It's not what I expect from my deputies, and it's not what I tolerate from my deputies," said Lott.
Although Lott removed Fields from his police force, he also commented on the behavior of the student.
On Oct. 27, 1994 — 21 years ago today — the U.S. Department of Justice reported that the United States’ prison population had reached over 1 million people. By comparison, that’s the same size as San Jose, Calif.— the tenth biggest city in the US.
Today, the United States’ prison population is over 1.5 million — the size of Philadelphia, Pa., our nation’s fifth largest city.
Yet the size of our prison population — the largest in the world — is only part of the problem. Communities of color and poorer communities are disproportionally sentenced to prison — the result of systemic injustices including income inequality, school-to-prison pipelines, and racial profiling.
We mark many positive anniversaries here at Sojourners, but the work of justice also necessitates recognizing ongoing abuses of human dignity over time. So today, on the grim anniversary of 1 million people housed in our prison system, we choose to remember them and all those still behind bars. Here are ten articles we’re re-reading today about mass incarceration — and how to end it.
The story of Malala Yousafzai is well beloved by Western media, with news outlets having followed her life closely for the past three years. And rightly so. The Pakistani teen is an activist for girls’ education and a well-respected world leader in promoting the voices of women and girls around the globe.
It was her belief that all girls have a right to an education that made her a target of the Taliban, resulting in Malala losing hearing in her left ear and being forced out of her beloved home in the Swat Valley, Pakistan. Malala celebrated her sixteenth birthday by addressing the United Nations in 2013, the same year she released her memoir, I Am Malala. And most recently, she was named the Nobel Peace Prize recipient of 2014. Her non-profit, The Malala Fund, invests and advocates for girls’ secondary education, in order to amplify the voices of girls around the world who have been ignored.
It would be hard to create a stronger superhero for girls and boys in anyone’s imagination.
CRIMINAL JUSTICE REFORM in the United States is gaining momentum with each graphic video showing fatal police abuse. In the aftermath of the many deaths of unarmed black men and women and the city-wide protests that erupted in Ferguson, Baltimore, and Cleveland, it is not surprising that presidential hopefuls are making bold public statements about the need to change a system that is profoundly unjust, overly punitive, and excessively costly to run.
At the other end of the spectrum, away from TV cameras and political wrangling, activists such as Tara Libert and Kelli Taylor, co-founders of the Free Minds Book Club and Writing Workshop, are dealing with decades of draconian anti-crime policies that have resulted in mass incarceration rates marked by racial disparities that have had a devastating impact on families and communities.
The numbers speak for themselves. Although the United States makes up less than 5 percent of the world’s population, it has nearly 25 percent of its prison population. According to The Sentencing Project, a research and advocacy organization working to reform the U.S. criminal justice system, more than 2.2 million Americans are now locked up in prisons and jails across the country—a 500-percent increase over the past 30 years. Furthermore, those who are incarcerated come largely from the most disadvantaged segments of the population.
The Comedy Central duo has long been using comedy to challenge injustice. Now they’re tackling education.
The new skit portrays Keegan-Michael Key and Jordan Peele as primetime anchors of “TeachingCenter,” a show meant to mimic ESPN’s flagship athletic program, SportsCenter. The two hosts obsess over new teaching trades, a live draft for teachers, and an in-depth analysis of pedagogical technique. We even get a glimpse at a BMW commercial starring an educator.
On this fast day, I remember that many U.S. people worry — like anyone anywhere — about the hardships a new day may bring, in a dangerous and uncertain time that seems to be dawning on every nation and the species as a whole. In the U.S., we carry the added knowledge that most of the world lives much more poorly — in a material sense, at least — than we do, and that were the sun to truly rise upon the U.S., with familiar words of equality and justice truly realized, we would have to share much of our wealth with a suffering world.
We would learn to "live simply so that others might simply live." We would find deep satisfaction in beholding faces like those of my friends gathered for a friendly morning meal before a day of voluntary fasting. Or, like Mohamedou, we would find warmth in the imagined breath of others sharing involuntary hardships.
"Another world is not only possible," writes author and activist Arundhati Roy, "she is on her way. On a quiet day, I can hear her breathing."
People living in the U.S. must know that life in the daylight might also be the start of an unaccustomed fast.
Baltimore, like Ferguson, is a parable — a story that can teach us important lessons. It's one in which we should see that we are, for the most part, still missing the most important lessons.
Decades of bad behavior on the part of Baltimore's police force in relation to the black community were brought to light, as in other circumstances of young black men dying at the hands of police. But the parable of Baltimore needs to go deeper.
Patricia Jannuzzi, the veteran Catholic high school teacher from New Jersey suspended for her anti-gay Facebook posts, will be reinstated immediately, school principal Jean Kline said in a letter.
Jannuzzi, a 33-year theology teacher at Immaculata High School in Sommerville, N.J., was forced to deactivate her Facebook page last month after several alumni started circulating screen shots of her sharply worded posts against gay marriage and gay rights. Two days later, the school placed her on administrative leave.
The letter to students and parents, quoting school director Msgr. Seamus Brennan states in part:
“Immaculata High School has reached an understanding with Mrs. Patricia Jannuzzi. It is the School’s position that a Catholic school teacher must always communicate the faith in a way that is positive and never hurtful. Tone and choice of words matter and I trust Mrs. Jannuzzi’s stated promise to strive always to teach in a spirit of truth and charity.”
Harvard professor Robert Putnam jokingly calls himself “a nice Jewish formerly Methodist boy.”
But the public policy expert’s new book, Our Kids, reads more like a tent meeting revival, complete with an “altar call” at the end. His private meetings and public appearances at the White House and Capitol Hill, and meetings with civic and faith leaders across the country, carry the same fervor.
While evangelists convict people of their sinful ways and then convert them to the path of salvation for the hereafter, Putnam’s focus is more on this side of heaven.
His goal: to awaken and inspire Americans to “save” young people from a future trapped in a spiral of fractured families, poor schooling, and a grim economic future that Putnam says will cost taxpayers trillions of dollars. Trillions.
He is not only aiming for political, social, and religious elites. He’s also aiming at the everyday reader from Boston to Dubuque with a message that failure to act will “undermine democracy and political stability for all.” That’s why the book is subtitled, “The American Dream in Crisis.”
“I’m writing for ordinary people, not the political class. I’m holding up a mirror of American society to the ‘haves’ to say ‘look what we’ve become,’” he said.