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Thursday, July 10, 2025

In a Strange Land

“…I have been a stranger in a strange land.”  Exodus 2:22

That was Moses.  If you studied the Hebrew Torah or Christian Old Testament, you read about him as a central historical and religious figure.  The quotation above comes after he fled Egypt, the land where he was born and raised.  Then he lived in a desert community where he made a new life.  He experienced immigration, and he felt like a stranger even after he lived there long enough to have married and had his first son.

 

I’ve been thinking about this line of text a lot because of what’s happening in the U.S. as the current administration conducts authoritarian-style arrests of immigrants and people here on study visas – while banning travel from certain countries.  Those actions make the challenging experience of being in a strange land even more difficult. 

 

The analytics of this blog tell me that there are people who read this in places like Brazil, The Netherlands, Vietnam, or Singapore – I assume to get better understanding of the U.S.  I decided to write for those folks about my experience of being a stranger in this strange land.  Also, I write to my fellow citizens.  It’s important that they know of, at least, one person’s experience since so many voters in the last election seem to agree with the president about keeping out some foreign-born people, a sentiment that could include me. 

 

I came to the U.S. when I was turning five.  My father was a U.S. citizen teaching in Ethiopia, so that meant my sister and I were born with U.S. citizenship.  But we lived our early lives abroad and began our time here with a secondary understanding of the U.S. from our father’s and others’ stories.  I hadn’t yet learned to read, and this was before I’d seen a television; so I could only reference those stories and the phonograph records my parents played to know anything about the U.S.  Arriving here was arriving at an exotic place.  Still, I came with some connections to the country because of my African American father and his family.  However, as is the case for many immigrants, the feeling of being apart from this society never left me – as happened to Moses. 

 

My estrangement has many reasons.  My mother, an Ethiopian national, was naturalized as a U.S. citizen a few years after we came to the states; but she continued to raise us with the values of her homeland.  Until we came to the U.S., she spoke three languages to my sister and me (Amharic, Greek, and English – three of the seven she spoke fluently).  As a result, my sister and I were tri-lingual until we arrived and our mother insisted that we speak only English like others around us.  I’ve since come to understand how much cultural belief gets conveyed by the languages people speak.  People who learn multiple languages from birth gain a cultural fluency that mirrors their linguistic fluency.  As a result, I’ve learned to listen and adapt to the place and group where I find myself.  However, that skill doesn’t make me a member of those groups.  And losing memory of two of those languages over time meant that I lost an important part of my childhood. 

 

People are often surprised that I was born abroad.  Even more are surprised when I explain that I still feel apart from the society after all the years I’ve lived here.  I’ve had more than one person assert something like, “But you don’t have an accent, and you act so American.”  Well, I’ve lived in the U.S. longer than at least 85% of the people currently in the country.  I’ve been living here since I was five – a long time ago.  So, yes, I’ve externally adapted.  Some people assume that someone who’s been living in the U.S. since the late 1950s when he was a child would feel integrated into the country.  While arriving here as a child gave me some time to adapt to the shocks an immigrant experiences, my external adaptations mask an internal sense that echoes Moses. 

 

When I came to the U.S., I was surrounded by hundreds of daily practices and customs that everyone around me absorbed from early childhood forward, yet I never did.  Decades after my arrival, I’m still constantly playing catch up.  Being able to speak the language when we emigrated was a start.  But acclimating to the uniqueness of a new place is much more than mastering the language.  The disconnection can be as simple as understanding a childhood game like rock-paper-scissors.  Everyone around me played it, but no one explained it.  I even watched a documentary that explored its origins, but I still don’t understand how to play it.  And I only discovered who Winnie the Pooh was when I became an adult.  My mother told me other childhood stories about the minotaur-slaying hero Theseus or the foolish King Midas. 

 

More complexly than childhood games or stories, the structure of something as foundational as the hierarchy of relationships in the U.S. also escapes me.  That’s because I was raised understanding formal roles that corresponded to people’s status.  It’s hard to decipher that in the U.S.  For example, I’ve learned to put people at ease in my professional life by asking them to call me by my first name instead of my titles (Dr. Hughes, Professor Hughes, etc.).  Despite the casual external cues, though, people in the U.S. still defer to others with titles.  I took my first job as a dean at a college where I’d been a member of the faculty for years.  People knew me as “Bob” and continued that after I’d changed roles.  Yet once I moved into a dean’s role, my colleagues whom I’d known and worked alongside for years suddenly waited for me to offer an opinion before they’d do so. 

 

The U.S. has a coded and hidden deference where status is implied but not openly acknowledged; and I don’t fully comprehend how it all works.  In my family and cultures, people’s status was always afforded a title that identified that status.  I would’ve never thought to call any adult by their first name as a child – and I still recoil when I hear any child of any age refer to their parents by a parent’s first name.  My inability to apprehend social structures like this is one example among many.  There are hundreds of daily and common activities which I didn’t internalize as I did with the lessons that my family taught me. 

 

However, don’t read this description as me defining a deficit in my life.  It’s the opposite.  The experiences of being disconnected from the larger society are what allow me to connect to others and to extend my connections to people who aren’t like me.  I don’t know what it’s like to be transgender or physically disabled; but my feelings as an outsider teach me how to walk alongside those who are.  My experiences allow me to engage with multiple communities that are different than me.  Thus, the challenges of being a stranger in a strange land define me in very positive ways.  However, it is important to note that there are challenges.  It’s also important to note that immigrants’ challenges are compounded for people who didn’t have the advantages I had with knowing the language and arriving to a ready family network. 

 

Today, the challenges for immigrants are exponentially multiplied since the U.S. has become a place that is, once again, openly hostile to people from some other countries.  It’s not just the president’s xenophobic rants.  During his first election and incumbency, the nation became more honest about its relationship with immigrants.  Until 2016, the U.S. publicly claimed open harbors to people who wanted to share the democratic experience.  People commonly quoted the first lines of the Emma Lazarus poem inscribed onto the base of the Statue of Liberty.  That public stance masked the true story.  The mainstream of the nation has never been comfortable with differences.  Now, the U.S. overtly returns to nativism that openly proclaims it only wants certain people from certain places.  This isn’t the fringe speaking. 

 

The president and his vice-president claim that the push against immigrants results from the undocumented people living amongst us.  But look at how they pushed racist narratives about criminals and pet eaters to make their case during the election.  Their actions since being elected have cast a wide net around all immigrants.  This is about anyone who is Brown or Black and whom the government can attack.  It was clear from the current president’s first term and in his most recent campaign.  Voters knew this is what he promised.  Because I’ve seen and experienced decades of daily life, I didn’t see this as some radical change in 2016.  This is who the country has been throughout its history.  The difference, now, is that the government that was supposed to protect all people’s rights is being used to violate those rights. 

 

From the theft of Native people’s lands to Chinese exclusion laws to Jim Crow to the internment of citizens with Japanese heritage in WWII to the attacks on anyone perceived to be Muslim after 9-11, the nation has always shown what it is.  Now we have a government that won’t protect Afghan refugees who risked their lives to support the U.S. in its longest war.  We have a government that violates constitutional protections while it imprisons immigrants – even those with legal status.  We have a government that seeks to exclude foreign students from studying here.  We have a government that has revoked the temporary protected status of people who came here to flee war and famine – re-traumatizing them with fear of being returned to those conditions.  But if you have $5 million to pay for a “gold card” visa, the door is open.  Or if you’re an Afrikaner pining for the days of apartheid, the door is open.  The resulting messages’ clarity is unmistakably a jingoistic chauvinism that tells people that this isn’t a good place to come unless you can fit in with White, Christian nationalists.

 

When I came to the U.S. as a child, the laws said the nation had to accept me because my birth certificate said I was a citizen.  But the society I came to live amongst made it clear that I wasn’t welcome.  Laws at the time also declared limits to what I could do, where I could go, and with whom I could socialize.  Over time the laws changed to make the country more protective of people of color like me.  Now, though, there’s a push led by elected leaders in the federal government to withdraw those hard-won protections that people of color pressed the government to enact over the past half-century.  The retrenchment to that progress didn’t come from radical-right groups.  It’s the action of the nation’s official, elected or appointed government in all three branches.  So people like me are threatened.  My sense of being a stranger here is now heightened by fear. 

 

I can anticipate responses to all this from some fellow citizens because I’ve heard them:  “Well, you’re a U.S. citizen by birth, so you’re not a foreigner at all; and life couldn’t have been that bad.  You’ve gotten educated, had a career, and have friends and family – you’ve done okay.”  Unspoken in that is the suggestion that even if they were to consider me a foreigner, I’d be one of the good ones.  Those comments often get followed by, “You aren’t like those people.”  “Those” people?  Do you mean like my mother who was naturalized in her 40s?  So maybe you met my mother at some point and would respond, “She was one of the good ones, too.”  At this point you’re in a rhetorically illogical mess.  How did you decide that my mother and I are “good”?  More importantly, how did you decide that there’s some group of people that isn’t good? 

 

The answer to that last question isn’t hard to find.  The U.S. has a centuries-old history of defining which group of people is good and which is bad.  Fears of certain ethnic and racial groups are what the current president played to in his first and his most recent election campaigns.  He didn’t have to convince anyone that people from Africa or Central and South America are bad.  The lore that supports that position is in every part of this nation’s social mythologies that are embedded in books, movies, and folktales. 

 

When I was a child, Central and South Americans were portrayed as lazy schemers with no moral compass.  That morphed in recent years as they were popularly believed to be dangerous drug dealers and violent criminals.  People with African heritage were similarly stereotyped as dangerous, sub-intelligent, and only good for physical tasks.  Those are the fears and tropes that the current president stoked to get elected.  He didn’t create the images; he exploited what many people already thought.  While he campaigned on ridding the nation of dangers posed by rampant criminality, he’s now fulfilling his promises by targeting all immigrants.  Yet, the image that many people have of dangerous Brown and Black folks is so strong that he need not provide any evidence of the dangers posed by the people his masked goons arrest.  

 

That fear of Black and Brown folks is deeply embedded in the public psyche.  So when someone encounters me, an educated and successful African American professional, they have to adjust their perception; however, they do that by making me an exception rather than seeing that their prejudiced perspective is wrong.  But wrong it is, and that perspective is what makes 77 million of our fellow citizens ignore or support the racist rants of a candidate who becomes more open about his beliefs each day.  Whether or not they openly acknowledge their beliefs, those 77 million share them with the president.  If they didn’t, they wouldn’t have ignored his bigoted and nativist statements.  They may profess only to approve of one part or another of his agenda.  But they didn’t have objections to his blatant racism, homophobia, antisemitism, etc. – beliefs that make him unfit for office.

 

What does that mean for the nation’s future?  The loss of immigrants is a loss of the future.  In nature, any organism that becomes isolated and insulated eventually becomes sick and dies.  I believe that to be true of nations as well.  What does this mean for immigrants?  The sickness of isolationism has already spread with the message:  Unless you can prove you fit in with White, Christian nationalism, this nation doesn’t want you coming here.  In the rush to prove that immigrants are dangerous, the federal government is rounding up and imprisoning people while violating rights guaranteed in the Constitution, laws, and court rulings that were in place until the current Supreme Court.  The government is detaining people at the borders as they come with valid visas.  There are even places like Arizona, Texas, and Florida where I, a U.S. citizen, don’t feel safe right now because of the policies and practices of the state governments there – policies and practices that put people like me at risk.  With the passage of the president’s major funding bill, the Department of Homeland Security will grow to become the nation’s largest federal law enforcement agency.  Over the past six months, that agency has been responsible for persistent and unchecked lawless acts of aggression against people of color.  That will grow as the agency rapidly expands its size to become the equivalent to Mussolini’s Black Shirts.  It’s challenging enough to feel like a “stranger in a strange land.”  But what’s happened in the past six months has added a layer of fear to that alienation. 

Thursday, June 19, 2025

The education system owns part of the blame

The U.S. education system owns some responsibility for why we have the current president.  I’ve heard a lot of people say something like that, but they mean something different than I do.  They typically mean that voters needed more education on civics, the Constitution, learning to spot lies, or some other missing skills or knowledge.  All those may be true, but that’s not what I mean when I ascribe this blame.  In my experience, it’s the system itself that bears some fault – what its goals are and how it operates daily.  I internally debated whether to write and post this essay because of the serious, current attacks on education.  I wondered if this is the time to add a critique to my profession.  However, my concerns subsided when I realized that this is exactly the time to offer this critique – at the time when we should be questioning our role and past efforts so that we can strengthen this work against the barrage of attacks.  

Understanding what I intend means understanding the difference between explicit learning versus internalized learning.  Explicit learning is what we expect learners to know as a result of any learning experience.  We may want learners to understand how to multiply fractions, to write a paragraph, or to know about the causes of the Revolutionary War.  Those are explicit intentions.  In contrast, internalized learning is what happens as a result of learners experiencing the lesson.  They may come to internalize, for example, that multiplying fractions is too hard for them to do, or that organizing a paragraph into a logical order is enjoyable, or that history like the Revolutionary War is uninteresting.  Internalized learning defines the relationship that the learner has to the subject.  If you’ve heard someone say, “I didn’t like math and wasn’t any good at it,” or, “History just wasn’t my thing in school,” you’ve heard them express the lessons they internalized. 

 

Explicit and internalized.  Both exist every time learning is supposed to happen.  But educators and systems tend to focus only on explicit learning objectives with not as much care for the internalized.  That’s a mistake since the internalized relationship that learners develop to a subject greatly influences how they’ll really learn that subject.  People who connect positively to a topic will learn.  People who don’t make that connection won’t.  A teacher can force learners to memorize information, but that teacher can’t force people to learn it.  There’s a difference.  Just ask any adult what information they remember from a school subject they didn’t enjoy.  While most adults passed the courses they disliked during their education, they retain little to nothing from the experience. 

 

It's like the last day of a course I recall from my undergraduate days.  As we left the last session, a fellow student and I walked out of the classroom and the building.  When we crossed into daylight, my classmate took the course book from under his arm and threw it with force into nearby bushes where he left it.  He exclaimed that he was done.  His act embodied what people do with the subjects where they make no connections.  It is a sad truth that much of formal education alienates students.  By the time children enter early elementary grades, education is less about inquisitiveness and exploration than it is about regimented bits of information that only engage some learners. 

 

Unfortunately, that leads to an internalized learning for many people that schooling, and by extension formal learning, isn’t for them.  I hear this expressed all the time when people tell me something like, “I wasn’t good at school.”  Or, “My sister was the smart one.”  We use those experiences to internalize who is “smart” and who isn’t.  That internalization establishes our self-belief in how far we can go in the education system.  It’s also a system that favors some kinds of learning over others as people who succeed in the model of education benefit from it.  Education is not, despite all our claims, a meritocracy where the best succeed.  It’s a system that values and rewards certain kinds of thinking and certain ways of exhibiting knowledge.  It’s a system that intentionally culls the student population into learners and non-learners because of how it favors and rewards people who can succeed at it. 

 

Here's the problem:  By creating systems of who’s “smart” and who’s not, we start segregating ourselves by those categories.  We socialize by those categories; we engage in activities by those categories; we set expectations for our offspring by those categories; we live our lives by those categories.  People who complete college tend to come from certain ZIP Codes.  Children of professionals become professionals and move to those ZIP Codes.  Children of trades workers become trades workers.  Yes, there are exceptions, but those are despite the system.  The U.S. educational system helps support a social stratification that we claim doesn’t exist – a separation that gets broadened as the education system favors some over others.  These internalized lessons of education help determine our life paths.  We become insulated from others who aren’t on similar paths.  In that insulation, we can start to distrust people who aren’t like us.  So people who succeed in the education system can come to distrust those who don’t, and people who don’t attend college can come to distrust those who do.  It’s an outcome of isolation and a system that favors some over others.

 

My descriptions come from my personal experiences in the education system.  These observations began when I was an elementary and high school student who experienced a system that didn’t think like I did – a system where educators told me I was “smart” but not very capable because I was unfocused and lazy.  I was fortunate that I never internalized that lesson (see the explanation for HERE, on pages 65-82).  My observations continued through an undergraduate degree and two graduate degrees where I learned to succeed in the system.  But I saw others fail when they couldn’t – and I saw that most people never got the chance to try. 

 

My experiences as a secondary English teacher affirmed my observations as I saw many students discarded by a system that neither understood them nor cared to understand them.  I taught in systems that celebrated the twenty percent who went on to four-year colleges while condescendingly smiling at the remainder and showing them the exit.  What I saw continued when I became a community college teacher and asked students to tell me of their prior experiences in education and received overwhelmingly negative responses.  Finally, as I became a researcher, professor, and consultant to educational institutions, I saw how deeply committed that the education system is at maintaining the status quo that favors some over others.  My observations don’t arise from ideology.  They come from intimately witnessing. 

 

No wonder 77 million people didn’t trust the “elites.”  Folks with education, the people who succeeded at the education system, got a lot of advantage that others didn’t.  Republicans discovered how to exploit that gap a long time ago.  They’ve been stoking the mistrust that came from that gap since Richard Nixon’s appeal to “hard hat” and “silent majority” voters in the 1972 election.  Nixon, raised as a Quaker and trained as a lawyer who’d graduated from Whittier College and Duke Law, was by every definition an elite.  However, he learned to exploit workers’ misgivings about educated people.  Reagan built on that in 1980 by appealing to blue-collar workers and the Moral Majority that televangelist Jerry Falwell organized in the previous year.  The right-wing fundamentalist groups of the era were also stoked by a deep-seated distrust of people they identified as elites – enough so that they rejected one of their own, a Sunday-school-teaching, pious Baptist, in favor of a B-grade actor who could spin a folksy tale about the glory times of the past.  The most recent federal election refined that appeal through targeted social media, a sealed right-wing media ecology that ignored or lied about troublesome truths, and a cult base of voters that believe anything their leader says.

 

It's a split in the nation that got incubated in the classroom.  Childhood experiences in the education system gave a lot of adults a reason not to trust anything that’s a product of it.  The split was inevitable when so many people have so many bad experiences in school.  Denied opportunity in any form creates a reaction.  Langston Hughes warned us what would happen with a dream that’s always out of reach.  It may take a while, but the reaction to exclusion eventually explodes.  And if someone is devious enough to see the pressure building and take advantage of that reaction, it can be used by any conniving demagogue astute enough to use rhetorical trickery.  In the current nation, a lifelong con man who spent his life wrangling power and money from others knew exactly what levers to pull.  It’s why he exploits every facet of mistrust, whether it’s vaccines, elections, or diversity work.  If he can effectively label something as coming from “the elites,” he can harness people’s support against it.  The people and systems labeled as elites are the straw man to which all evils are ascribed. 

 

If my observations are right, then the nation has a deep problem that a new president, elected legislators, or the courts can’t fix.  The disaffection with education has created a group of people who are resentful of everything that education means.  That group is large.  And it has grown to contain not only people who don’t go to college, but people who attended college and found the processes dissatisfying. 

 

The solution involves words that have become anathema to the right wing:  equity and inclusion.  An education experience that puts learners’ success at the foreground, that ensures that every learner has a fair chance of success, and that supports every learner’s needs creates a different internalized lesson for learners.  At the core of our society, we all share the common experience of schooling; yet some of us leave it with an internalized message that has us distrustful of it and anything it produces.  That’s not a political statement.  It’s a statement of need.  The nation needs an education system that includes every learner and provides every learner equitable support to succeed.  Right now, we’re a long way from that. 

Wednesday, April 2, 2025

So it’s not just history….

 

  • When I was two, the Supreme Court ruled that all public schools couldn’t keep me out because of my race.  Until then, state laws and practices allowed that. 

 

  • When I was four, the Supreme Court ruled that I didn’t have to sit in segregated public transportation.  Until then, state laws and practices allowed that.

 

  • When I was eight, the Supreme Court ruled that terminals and buses that were part of interstate travel couldn’t restrict me to a separate area.  Until then, state laws and practices allowed that. 

 

  • When I was 10, the Supreme Court ruled that if I chose to go to college and met qualifications, a state institution of higher education couldn’t keep me from attending.  Until then, state laws and practices allowed that. 

 

  • When I was 12, Congress and the President passed legislation outlawing discrimination against me in public places and institutions.  Until then, state laws and practices allowed that. 

 

  • When I was 13, Congress and the President passed legislation intending to ensure I could not be barred from voting when I was older.  Until then state laws and practices allowed that. 

 

  • When I was 15, the Supreme Court ruled that I couldn’t be prevented from marrying someone outside of my race.  Until then, state laws and practices allowed that. 

 

  • When I was 16, Congress and the President passed legislation prohibiting anyone from keeping me from living where I wanted to live.  Until then, that could happen. 

 

  • When I was 21, the Supreme Court ruled that the women in my life could make decisions about their bodies without government interference.  Until then, state laws and practices allowed that. 

 

  • When I was 22, Congress and the President passed legislation that allowed my wife to open a bank account without my permission.  Until then, she couldn’t with many banks. 


  • When I was 26, the Supreme Court ruled that providing remedy for past racial discrimination could create an unfair impact on White people.  Until then, state and local government and institutions could work unrestricted toward fairness. 


  •  When I was 38, Congress and the President passed legislation that ensured I couldn’t be discriminated against if I became disabled.  Until then, state laws and practices allowed that. 

 

  • When I was 48, the Supreme Court ruled that corporations have rights equal to me as an individual, and the ruling opened the doors of unchecked campaign spending.  Until then, I had rights as an individual and corporations did not. 


  •  When I was 61, the Supreme Court struck down key provisions of the voting rights act that had ensured my ability to vote in all states.  From 1965 until then, states were held accountable for providing voting opportunities to all citizens. 


  •  When I was 63, the Supreme Court ruled that same-sex marriage was legal in all states.  Until then, state laws and practices allowed discrimination against my friends and family who weren’t heterosexual. 


  •  When I was 70, the Supreme Court overturned its prior ruling and removed federal protections for women who sought the right to make medical decisions with their physicians and families.  At that point, an almost-50-year right for my female friends and family disappeared. 

 

These events aren’t history; they’re my life.  They shaped how I experience and live in the world around me.  If you or your progenitors experienced these events without them personally impacting you, you most likely see the world differently than I do. 

 

I’m not citing the laws and rulings here.  That’s intentional.  The above list comes from the impacts of legal rulings or laws.  To be clear, my point is that these events weren’t just legal and historical markers; they remain milestones in how I and others have been allowed to live.  You may not have lived when you personally were prohibited from attending a school or marrying someone outside of a specific race.  I have.  Without the court rulings and laws that provided change, I would’ve had a different life.  It’s not just me.  It’s millions of others. 

 

I can hear someone responding, “But that was the past.  You can’t live in the past.”  Well, no, it’s not my past.  Throughout all the years above, at every age I cite, people told me because of what happened that year, the problems were in the past.  Saying that again now repeats that as if it’s now somehow magically true that injustice and inequity were previously resolved.  That wasn’t true at any time in the past, and it’s not true now. 

 

The list above records a continuing struggle for equity and justice.  For example, merely 20 years after declaring a need to repair the damaging legacy of “separate but equal” in its 1954 Brown v. Board of Education decision, the 1974 Supreme Court ruled that maybe remedies shouldn’t go too far in its Bakke decision.  By 2023, the court decided the nation no longer needed remedies for past discriminations in education – despite clear evidence that inequities persist.  Also recently, the court rescinded women’s rights that were in place for almost 50 years prior.  Coping with those backlash moments has been part of this experience for me. 

 

This hasn’t been, nor will it be, a linear path of change toward justice and equity for all.  It also hasn’t been one law or court ruling that magically made problems disappear.  That was the stark lesson of Reconstruction after the Civil War when the retrenchment was swift and violent.  That’s a lesson that continues.  For every step of progress there’s a counterforce trying to drag the nation backwards and erase that progress.  We’re in one of those moments now. 

 

So it seems important to remember that changes in laws, executive orders, and court rulings aren’t abstractions.  They’re about the lives of real people – like me.  A luta continua


Friday, March 7, 2025

Banning Immigrants was a Cause for Rebellion in 1776

The Declaration of Independence list the series of grievances that the signers had with the king of England.  Do you recall that one reason they gave for their rebellion was the king’s refusal to allow immigration, as well as his creation of barriers to immigration?

Here’s the sentence where the declarers make their case against the king’s immigration bans:

 

“He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.”

 

In other words, the king refused to follow existing immigration laws, wouldn’t allow for new laws to encourage immigration, and made it difficult for immigrants to obtain the land they needed for survival.  Does that anti-immigrant approach to governance sound familiar?  I can hear someone arguing that, “Well, it was a new nation that needed new people to grow.  That’s not the case anymore.  We can’t just let anyone in.” 

 

That’s ironic since there actually were plenty of people already on the continent in 1776.  The rebellion happened as settlers were pushing native peoples from their land.  So these new colonists wanted a government that would bring more people to support settler expansion – with no thought to the people (later in the Declaration identified as “Indian Savages”) who’d lived there for millennia. Seems like immigration has been a thorny issue from the time of this nation’s founding. 

 

Read history, folks.  Lots to learn there.


Thursday, February 13, 2025

Do you want facts or rhetoric? Or: Why would anyone want to eliminate the U.S. Department of Education?

Once the hype and hysteria about “woke agendas” clears, it’s important to ask what the USDOE has done to warrant its closure because of this alleged agenda.  It’s interesting to me that this is happening at a moment when people really don’t know what the department does.  Is it really a clique of leftist agitators who use the department to further their socialist agenda?  Has it really been a government agency that espouses values that are contrary to the nation’s? 

Let’s start with what department isn’t:

  • It doesn’t have curriculum that’s required to be taught in schools.  That’s done by states and local schools.
  • It doesn’t establish standards for who’s qualified to be a teacher.  That’s done by states.
  • It doesn’t mandate what materials are used by teachers.  That’s done by states and schools.

Its job is actually pretty straightforward.  USDOE is responsible to manage the funds and programs mandated by Congress and the President.  As such, it can’t go off and do what it wants to do.  If you don’t like what it does, go tell Congress and the President because they set the USDOE agenda. 

 

The best way to know whether the claims of a “woke agenda” are true is to take a few moments and review its budget – you know, follow the money.  Remember:  It can only do what Congress and the President give it money and a mandate to do.  At the time this essay is written, you can get the budget proposed for 2025 by the past administration online at:

 

https://www.ed.gov/sites/ed/files/about/overview/budget/budget25/summary/25summary.pdf

 

If the department removes that link, e-mail me, and I’ll send the document to you.  The past administration’s budget is instructive because it shows the priorities that Congress and the President gave to the department historically.  To show that history, the budget provides a comparison of the two prior years.  As with any government agency, understanding what an agency does is best accomplished by seeing how it spends its money.  The current administration has yet to propose a new budget. 

 

How to read a budget:  Start at the budget summaries on page 71.  There’s a lot on the pages which follow that specifies exactly what the USDOE does.  Those summaries are where you have to look to find if there’s “woke agenda” money being spent.  Like everything else in life, how the money gets spent determine what gets done.  The pages before page 71 give details on each item in the summary.  After you see the summaries, go back through the entire document.  Read through the document and find where the “woke agenda” gets implemented.  If you can’t find it, forward the link and ask your friends and relatives who fear the “woke agenda” to find it for you.  If their answer is that the “woke agenda” is hidden, have them ask the experts they follow to show exactly where it's hidden.

 

It's one thing to make a claim, and it’s another thing to support the claim with facts.  The USDOE is being used as a red herring to support an evil versus good story.  Additionally, some commentors find a specific issue they have in the budget and then overgeneralize that to the whole organization.  Overgeneralizations and red herrings are well-established rhetorical tricks to get folks to believe a point of view.  Looking at facts shows there’s no evidence of a “woke agenda.”  The money in that budget goes to goals like supporting special education students or underwriting loans for college students.  If you believe the “woke agenda” story, you’re accepting what someone else told you instead of looking for the truth. 

 

Here are the categories of key initiatives that this budget would have supported.  For detailed explanations of these categories, read the budget document, beginning on page 7. 

 

The proposed budget for K-12:

  • EXPANDS ACCESS TO HIGH-Q UALITY PRESCHOOL FOR UNDERSERVED CHILDREN
  • PRIORITIZES THE HEALTH AND WELL-BEING OF STUDENTS
  • INCREASES SUPPORT FOR CHILDREN WITH DISABILITIES 
  • EXPANDS SUPPORT FOR FULL-SERVICE COMMUNITY SCHOOLS
  • INVESTS IN EDUCATOR RECRUITMENT AND RETENTION 
  • SUPPORTS MULTILINGUAL LEARNERS 
  • FOSTERS DIVERSE SCHOOLS 
  • REIMAGINES THE HIGH SCHOOL TO POSTSECONDARY TRANSITION

For education beyond high school, the budget:

  • PROPOSES HISTORIC I NVESTMENTS IN COLLEGE AFFORDABILITY
  • MAKES SIGNIFICANT COMMITMENTS TO POSTSECONDARY STUDENT SUCCESS, COMPLETION, AND SUPPORT
  • INCREASES EQUITABLE FUNDING FOR HBCUS , TCCUS, MSIS, AND COMMUNITY COLLEGES
  • BOLSTERS OUR NATION’ S SKILLED WORKFORCE WITH EXPANSIONS TO CAREER AND TECHNICAL TRAINING AND ADULT EDUCATION 
  • INCREASES SUPPORT FOR CIVIL RIGHTS ENFORCEMENT

I put the categories in all caps because I copied and pasted them directly from the document so that I could be most accurate.  So which of these “woke” items should be eliminated?  Please do read the document that describes each item before responding to that question. 

 

People who demonize the Department of Education are either misguided or misguiding others.  If you believe what right-wing media sources and agenda-driven demagogues tell you, you’re misguided.  If you’ve actually seen what the Department of Education does and are telling others of its evils, you’re intentionally misguiding people.  The other term for that is “lying.”  Using a lie to get people to focus on something other than what you’re doing is yet another rhetorical device.  It’s called a stalking horse strategy.  The people who use these rhetorical devices to lie about the USDOE want you to see it as evil and, thus, further their narrative that the nation needs them to rescue us from such evil organizations. 

 

If we want to have discussions about a particular program or use of funds, that’s always good.  Let’s talk about whether the $400 million proposed for charter schools is the best use of resources (see page 20).  Or whether Comprehensive Centers are worth the $50 million proposed (a reduction of $5 million from the prior year – see page 26).  But avoiding such conversations by using rhetorical sleight of hand to vilify anything or anyone is always a bad idea.  It’s actually a signal to me of a weak argument when I see people using rhetoric instead of making a fact-based case for their ideas.  In this case, it’s a blatant attempt to further an agenda of fear. 

 

The folks who are lying about the USDOE want to show us that this agency is further proof of an out-of-control leftist plot to erode freedoms through a “woke” agenda.    Actually, you should read the budget with an understanding of the political environment of the past 50 years that the agency has navigated.  You’ll see funds for the support of testing and assessment, funds for charter schools, and funds for research into innovation – all topics that have been pushed into the budget in the past by conservatives.  If I focused on those, I could make a claim that the USDOE is rampantly conservative.  But that would be using rhetorical trickery.  The truth is that the USDOE reflects the full spectrum of political thought over the past 50 years as different Congresses and administrations shaped it. 

 

I’ll illustrate from a personal experience.  I was hired to be the external evaluator on a five-year grant funded by the USDOE during the current president’s first term.  By the way, when I do that kind of work, I also look at whether the funded organization is spending its funds as they were approved to spend them.  I’m an independent contractor whose reputation is on the line if I fail to report malfeasance.  Having an independent contractor write an external report that’s sent to USDOE provides an additional layer of protection against fraud.  This specific award was to a community college which proposed to look at how it was retaining and graduating students.  The project established a set of activities and goals to determine whether the college met its aims.  In order to be funded, however, the USDOE required the college to add an additional activity for all new students to complete training in financial literacy. 

 

Teaching people about check book balancing and how best to borrow money is never a bad idea.  However, there is no evidence in the research which shows that offering financial literacy supported the college’s aims in that project.  The requirement was one made by the administration at the time, based on that administration’s interests – even if it wasn’t something that met the aims of the project.  Nonetheless, the college included that component and successfully met its goals in meeting the requirement.  And that’s how the USDOE works.  I’ve evaluated many grants as well as managed them over the years where there was a mandated activity that reflected Congress or the President’s priorities.  USDOE is an agency that follows what it’s asked to do. 

 

So let me reiterate the challenge:  Go read the budget and find the pervasive leftist agenda that the current administration wants to convince us exists.  Then write your own essay that explains where the “wokeness” lives.  Make certain, as I’ve done, to include specifics and references.  And if that seems daunting, send a note to the people who have previously convinced you about the USDOE and ask them to do that.  Ask for facts, not rhetoric.  Then compare with what you’ve read in the budget.