or “The Power of Backwards Design”
And the point was to provoke thought and discussion…
– Grant Wiggins
The purpose of this post is to document an interruption. I say that as much to focus and to limit my own thoughts — in a haze of outrage occasioned by the betrayal of a seemingly feigned apology — as to ward off critical commentary from folks who may wish to take issue with other implications of my commentary. While you are welcome to disagree with my opinion, and while I will gladly approve and post your civil commentary, my purpose is not to draw attention from other, significantly more important spaces like Tressie McMillan Cottom’s analysis of “shoddy cheap race currency parading as principled intellectualism,” Jose Vilson’s response to “the co-opting of racial language by ‘well-meaning’ progressives,” or Bill Fitzgerald’s documentation of Grant Wiggins’ decision to “delete his way out of his mistake.”
On Sunday, Grant Wiggins — seminal educator and author, on the foundations of whose work many of us are otherwise deeply indebted — offered “a very brief post — a tiny provocation” which he chose to entitle “Apartheid.” In that post he cited a definition of “apartheid,” then imagined what his readers might be asking:
But, Grant! Why in the world are you talking about this??? Apartheid in the United States ended 50 years ago and 20 years ago in South Africa! Why are you bringing up this history now?
Oh, sorry. I should have clarified. I wasn’t talking about then; I am talking about now?
Huh! Where is there apartheid like this now?
In schools everywhere. Separate eating places and toilets for teachers and for students.
But that’s different!
I offered the following comment in an effort to affirm my assumptions the intent of Grant’s commentary, but to raise serious concerns about its impact:
Yes, it *is* different.
Respectfully, Grant — you are one of the giants on whose many of our work rests, and without which it would be impossible — it is one thing to suggest that our design and designation of separate facilities for teachers and students should be questioned, in terms of the cultural norms they sanction in our schools, the hierarchies they enforce, the community engagement they obstruct, and more. That seems a fascinating question to beg, against the matrix of both mundane and unrelated rationales we might have to offer for why adults and children are provided separate spaces in a school. And a fascinating question to beg, if only intellectually, against the lens of practices we also might not question at first glance, like the gendered restroom facilities we tend to accept for ‘men and women’ and ‘boys and girls.’
However: It is another thing entirely to invoke the word ‘apartheid’ not just allusively, but by way of explicit comparison — and, thereby, to imply these particular school practices are comparable to the violent framework of state and corporate sanction, human rights abuse, economic marginalization, military tyranny, and manipulation of the social imaginary with which apartheid is enforced. In addition, it is an egregious though surely inadvertent insult, in my opinion, to reduce the generational, historical, or perpetual abuse of entire communities of people of color, whether in South Africa or in the United States, to a comparison with the disruption to school cultures we cause by asking children to tinkle in separate, smaller toilets — whether we should, or not.
Thus endeth the rant.
Chris Thinnes | @ChrisThinnes
Grant subsequently responded:
We disagree. I think students would be far more civilized and teachers more close to students by such sharing. I speak from a decade of personal experience in a school that did not practice such apartheid.
I tried to bridge the difference:
We don’t disagree that relationships might be enhanced. We disagree about the fitness and the impact of the comparison you invoke.
Subsequent to this exchange, Grant continued to defend his explicit comparison of apartheid to separate dining and restroom facilities in schools, in response to another commenter’s critical questions:
I do NOT think the term apartheid goes to far. Students are truly treated as second class in many schools, especially high schools… And the point was to provoke thought and discussion.
Having witnessed Grant’s defiance of any such resistance not only in his blog, but also in his Twitter stream, I responded to that comment with the following:
Still with respect and concern, despite the following:
It’s increasing disinteresting, Grant, whether *you* don’t “think the term apartheid goes too far.” That was already clear. Now it’s increasingly outrageous and offensive that you think it’s important to bandy around the term “segregation” as well, in order to dig in your heels, and surely with the explicit intent to abuse that comparison as well. Or to wave the “just provoking thought and discussion” flag in the air, in order to ward off that outrage.
If you choose to ask for them, here are alternative responses you might choose to try on to see how they look: “I’m sorry that my words had that impact, whether they were intended to cause that impact or not. And I appreciate folks’ efforts to share the insult and injury that were the impact of my language, as much as I appreciate their effort to respond to the question that was actually more important to *me*. I will do a better job of trying to understand right away, and of narrowing my parameters of ‘provocation’ the next time.”
Subsequent to my comments – which were quickly subsumed by a wave of fierce, wholly justified, and well-reasoned resistance from @losangelista, @mdawriter, @thejlv, @tressiemcphd, @carolynedgar, @funnymonkey, @bivey, and many more – Grant issued an ‘apology’ which appropriated the ‘right language’ of an apology before he began a phased erasure of the evidence of the original conversation, and explicitly denied its continued relevance.
I could go on – about what it means to feign an apology; about what it means to blame an offended party for your decision to erase the evidence of your trespass; about what it means to preserve the commentary that pleases you while deleting the voices that don’t. I could go on — about those commenters who suggest, with Grant, that this was a tempest in a teacup, and too much fury was devoted to scrutinizing vocabulary, that should be devoted to ‘fixing’ schools. I could go on – about those whom, like Grant Wiggins, continue to think that cultural competency is somehow less important a skillset to interrogate, to develop, to model, and to support than just about everything else. Surely not worth exploring or engaging in as solemn a forum as Grant Wiggins’ blog about the cafeteria and the potty.
I could go on, but I said I wouldn’t, and so I won’t.
- – -
You can follow Chris Thinnes on Twitter at @ChrisThinnes
Chris.Thinnes.me is the personal blog of an independent school educator and public school parent. My opinions should not be associated with any institution or organization with which I am affiliated.
Popular Posts This Month
- “The Root, Stem, Leaves, & Fruit of American Education” [Part 3]
- What if K-12 Education Were More Like Preschool?
- Cultural Competence as Educational-Relational Thinking (Slides from #NAISAC 2015)
- An Open Letter to the NAIS Board re: John Chubb’s Appointment
- “Always Starting with the Children”
- 9th Grade @ASESFTW Students Ask, ‘What if High School Were More Like Preschool?’
- Upcoming Workshops at #NAISAC15: Cultural Competence & Public-Private Partnership
- An Education Spring in Our Step: Reflections on the #NPEconference
- “You are ‘the education system’…”
- “Plant the Seeds that One Day Will Grow” (Farewell Comments to Colleagues)
- Grant Wiggins’ Essential Question about ‘Apartheid’
- More Questions Still for the NAIS Board (#naispres)
- “Engagement, Respect & Reciprocity in Public-Private School Partnerships” (#EdCampLA #errppp)
- Reading Comprehension Strategies from Ms. Lockhart's 4th Grade Students
- Educational-Relational Thinking & the Future of Public-Private Partnerships
COMPLETE INDEX OF POSTS
RECENT TWEETS FROM @ChrisThinnes
LT: "The controversy over...Black Pete shows how claims of innocence & strategies of ignorance & denial work..." https://t.co/Jkc0abRGOh
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RT @AsmLuisAlejo: All 8 of my bills moved fwd, including #AB101 (Ethnic Studies for All) & #AB30 to end use of "Redskins" in CA schools http://t.co/j7uCfXm5ao
...And meritocracy "is not neutral in its effect on race & social class stratification" (Oakes & Rogers, 2011) http://t.co/RmprVpRprG
Oakes & Rogers (2011) on the ideology of meritocracy in American schools (in Learning Power): http://t.co/R41Tgeionm
RT @stu_voice: Today's goal is to figure out to take these big ideas from the Student Bill of Rights and actually implement them into schools. #stuvoice
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- LT: "The controversy over...Black Pete shows how claims of innocence & strategies of ignorance & denial work..." https://t.co/Jkc0abRGOh