Murdering Innocent Sikhs Does Not Make You a Patriot

Reading the initial reports of the mass shooting in Wisconsin that claimed six Sikh worshipers, I’m reminded of a little-known event from more than a decade ago. Taken together, the two events say a lot about where we are, and who we aspire to be.

It was September 15, 2001. The terrorist attacks that took down the Twin Towers and damaged the Pentagon had just occurred, and everyone felt angry, frightened, and shell-shocked. For Frank Roque, however, mere anger or sadness was an insufficient response; he wanted blood for blood.

Roque, an aircraft mechanic from Mesa, Arizona, spoke ceaselessly in the days after the attacks about “killing some towel-heads” or “slitting some Iranian throats.” On September 15, he spent the afternoon getting drunk at a local bar and openly threatening to “kill Middle Eastern people.”

After getting kicked out of the bar, Roque drove to a local Chevron station owned by a Sikh-American named Balbir Singh Sodhi and fired five bullets from a .38 handgun through the open window of his truck, killing Singh instantly. Later, when police arrested him at his home, Roque offered a simple explanation for his actions: “I’m a damn American,” he said proudly.

Although detailed information about yesterday’s assailant in the Sikh temple has not been released, what has been confirmed is that the gunman was a 40-year-old white man. And I worry that if he hadn’t been killed at the scene, his rationale would have sounded eerily similar to the addled, ignorant patriotism of Frank Roque.

The notion that anyone could think murdering fellow citizens reflects American values tells us a lot about the ways we have failed as a nation to ensure that all people understand, at its core, what it means to uphold those values.

To be sure, extremists like Frank Roque are rare, and there are plenty among us who can distinguish not only between extraordinary terrorists and ordinary Muslims, but also between Islam and Sikhism. And yet it is also true that too many of us believe that some people are more American than others, allowing institutions like a Sikh Temple in Wisconsin to become emblematic of the false notion that there are enemies in our midst.

Since its founding, the United States has been known as the world’s first new nation because it is the only place in human history where one’s standing in the civic order is not determined by bloodlines or kinship, but by a fundamental allegiance to principles and ideals. Anyone can be an American, at anytime, and equally so. We can practice any religion, proselytize any worldview, and promote any cause. And in a way the only guidance we have to do so and not rip each other to threads in the process comes from the 45 words of the First Amendment:

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

The Frank Roques among us threaten that social compact by their willingness to threaten the safety and security of their fellow citizens. But the rest of us also play a part when we refuse to heed the implicit instructions woven throughout the First Amendment’s five freedoms – not the right to say whatever we want, but the responsibility to guard the rights of others, especially those with whom we most deeply disagree.

In a better, more hopeful version of who we are, the first people to come to the defense of a brown Sikh minority in Wisconsin will be their white Christian neighbors. The first thing children will learn in school is how to balance individual rights and civic responsibilities.  And the last people to lay claim to being American will be ignorant, violent extremists like Frank Roque.

(This article also appeared in the Huffington Post.)

How Should Teachers Spell R-E-S-P-E-C-T?

For the past several years, conversations about American public education – and how to improve it – have grown increasingly loud and contentious. In fact, there’s only one issue on which it seems all sides can agree: when it comes to the learning environment, nothing matters more than a great teacher.

It’s ironic, then, that as a society we act as though nothing matters less. We internalize the notion that “Those who can’t, teach.” We speak in two-dimensional terms that portray educators as either mythical saviors or selfish laggards. And we accept the notion that the best way to address the needs of our poorest children is to temporarily drop our smartest, most inexperienced educators into the center of communities that are not their own.

Ted Sizer, the man whose Horace series of books portrayed teachers in rich, three-dimensional terms, put it this way: “Americans underrate the craft of teaching.  We treat it mechanistically.  We expect to know how to teach fractions as though one needed only formulaic routine to do so, a way to plug in.  We talk about ‘delivering a service’ to students by means of ‘instructional strategies’; our metaphors arise from the factory and issue from the military manual. Education is apparently something someone does to somebody else.  Paradoxically, while we know that we don’t learn very well that way, nor want very much to have someone else’s definition of ‘service’ to be ‘delivered’ to us, we accept these metaphors for the mass of children.  We thus underrate the mystery, challenge, and complexity of learning and, as a result, operate schools that are extraordinarily wasteful.”

To be sure, part of the blame for this atmosphere of ignorance rests outside the schoolhouse door; but the remainder rests with teachers ourselves. If others do not fully appreciate the mystery and challenge of what we do every day, it is partly because we have failed to communicate the magic of that mystery outside of our own inner circle. And if the field we love has become wrongly obsessed with a single measure of student progress, our collective silence has extended the length of that particular fool’s errand.

The good news is that educators are starting to demonstrate how we can invest in the creation of a long-term teaching profession – not a short-term teaching force. More than half the states are rethinking how they grant teacher licenses to make the process more action-oriented. Solution-minded networks of educators are gathering at conferences like EduCon and #140edu to start crafting a different public narrative of what schools should be doing for students. And organizations like the National Board of Professional Teaching Standards (NBPTS) are sharing videos that document what powerful teaching & learning really looks like – and requires.

And then there’s the Department of Education, which is trying to better integrate the voices and perspectives of teachers into its policymaking through the Teacher Ambassador RESPECT Program. Fellows spend a year learning about federal programs and policies, and witnessing the process by which they are designed and implemented. These teachers are then asked to share their expertise with federal staff and serve as a bridge between the work of the Department and the wishes of the field.

Gregory Mullenholz, a fifth grade Teacher from Montgomery County, Maryland, spent the 2011-2012 school year as a Fellow in Washington. To him, it’s all part of a larger effort to “change the conversation around teaching. Rather than accepted martyrdom, this is about elevating the profession. Teachers cannot sit back and hope change happens to them; we have to lead the transformation. Districts need higher quality professional development that is aligned with higher-quality evaluations. And as a profession, we cannot accept the fact that we have a shelf-life, that there comes a point where it is no longer financially sustainable to teach and we have to go get a “real job” to support our families. We have to hold our profession to a higher standard.”

Claire Jellinek, Mullenholz’s colleague in the class of 2011-2012 fellows, agrees: “Certainly one of the most significant things I’ve learned is that creating policy is a process,” she said. “That means it’s on us to help spark the conversations that need to happen to effect meaningful change.”

If he were still alive, Ted Sizer would agree. “It is a radical idea that all children grow at the same rate and in the same way and thus can thereby be accurately classified and ‘graded’ in narrow, standardized ways,” he cautioned. “It is a radical idea that the power of a child’s mind can be plumbed by a single test and reduced to a small clutch of numbers. It is a radical idea that people of any age can learn well in crowded, noisy, and ill-equipped places. It is a radical idea that serious learning can best emerge from a student’s exposure to short blasts of ‘delivered’ content, each of less than an hour in length, and unified by no coherent set of common ideas. And it is a radical idea that a child can learn what is needed to live well in a complex society with schooling that encompasses barely half the days of a calendar year, and that ignores the opportunities —or lack of opportunities— available to each child.”

Fellow teachers – how will we contribute to a different sort of conversation about what it is we do and raise the standards of our own profession at the same time? What stories must we tell, and what innovations must we help create?

The waiting is over. It’s time to be the change.