Black or White They’re Just Kids: They Need Us & We Need Them; a refrain!

The original version of this article was written two-and-half years ago but events in the intervening months suggest to me that it needs repeated; with a few updates. It will be followed by a related article on bullying and peer pressure.

It is incredibly difficult for a white person to understand what it is like to be black. Sadly, most white people are perfectly content to know as little as possible about such things. For others like my white daughter and son-in-law who are parents of a black son, it is imperative that we understand as much as we possibly can.

My wife and I have now have four grandchildren. The eldest is a little girl who was adopted by that same daughter and son-in-law. She is of Mexican descent with beautiful, thick black hair, brown eyes, and golden brown skin. The second is a little boy whose skin is a beautiful, rich brown with eyes to match and who came out of his birth mother’s womb with a natural Afro. Our youngest two grandkids are the biological offspring of my youngest daughter and her husband. The eldest (and our third) is the palest of whites, bordering on pink, and her hair is as red as her father’s beard. Our fourth, now 18 months of age, has skin not quite as pale as his big sister’s but hair every bit as red.

Each of them have magnificent smiles that light up our lives even more than the lights of the holiday season and laughter that warms us during the coldest of times. Their smiles have reminded me that throughout my whole life, whenever I have been blessed to see a child smile, I am blind to any of the other features, that for reasons that are difficult to fathom, cause some human beings to pass derisive judgment. For me the smile of any child is a source of incalculable joy that is as common to the shared universal human experience as anything else in life.

These children represent our family’s beautiful rainbow and like all grandparents we love them so much that it hurts.

When our daughter announced that they were adopting a black infant we knew he would face challenges but we did not yet grasp the whole of it. In the four-and-a-half years since the birth of this sweet child, our nation has been rocked by racial violence and hatred. We have known that the American people have been divided, politically, for decades but could we ever have imagined that the President of the United States, through his words and actions, could model such rhetoric and enmity?

It is bad enough that so many citizens could interpret our President’s words and actions as a license for the public expression of embittered hatred but are we truly so divided, ideologically, that good men and women would choose to tolerate such enmity out of hope that this President can “make America great, again.”

Is there any reason to believe that a man who builds walls, figuratively and literally; who condemns one of the world’s great religions for the radical violence of a few (as if Christians have never done a despicable deed); who provokes confrontations; calls people names; who brands the free press as liars; who challenges the legitimacy of our election process; ignores and ridicules the advice of his diplomatic, intelligence and law enforcement advisors; who rejects the research of the overwhelming majority of the world’s scientists; and, who blames others when things go wrong can be the kind of leader who will unite a culturally diverse nation? Can a bully provide the kind of inspirational, positive leadership we need, so desperately?

Through the escalation of the violence and hatred over the last four-and-a-half years we have become painfully aware of the dangers our sweet and beautiful little guy will face; not because of anything he has done but only because of the way the color of his skin will affect the attitudes of a huge population of Americans.

I have spent my entire lifetime striving to understand why our world is so full of hatred over issues as insignificant as the color of one’s skin. I still struggle to understand why differences in eye or hair color are perceived as different shades of beauty while differences in skin color produce such extremes of bitter passion.

I was blessed to be born to parents who taught that we are all children of Creation and that we were blessed to live in a country in which we are all considered to be equal under the Constitution.

I was equally fortunate to live in a neighborhood and attend an elementary school where I learned to be friends and playmates of my black classmates before I ever learned of the existence of bigotry and racism. Somehow, I never noticed that when I was playing with my black friends that my white friends were off doing something else and vice versa.

When I first witnessed the hatred that my white friends had for my black friends, I was devastated. Innocence was forever lost but I never lost my perception of diversity as something to be cherished as beautiful.

Later, at the age of 20, I was privileged to spend a summer working in a churchyard in Philadelphia, providing a place for young children to gather and play, safe from the reaches of the gangs whose territories sandwiched our little oasis. All but one of these kids were black. While I was responsible for the boys and girls between the ages of 8 and 16 who came to play in our churchyard and game room, I played with them far more than I supervised. While my job was to keep them safe, I must confess that these youngsters taught me far more than I ever could have taught them.

For the first nine years after college and the military, I worked as a juvenile probation officer where I supervised a multi-racial group of boys and girls between the ages of 9 and 17 and worked with their families. Later, I was one of the founders of a local Boys and Girls Club where, once again, I was privileged to be around and play with a diverse group of children. Later, when I decided to focus on my life-long dream of writing books, I worked part-time as a substitute teachers for my local public school district and glimpsed, first hand, the challenges that both students and teachers face.

What I learned about children during these significant chunks of my life was that whether black, white, or shades of brown; rich or poor; male or female they are all just kids.

They all laugh when they play or act silly; cry and bleed red when they get hurt; get mad when they lose; celebrate when they win; get embarrassed when they are made fun of; yawn when they get sleepy; respond to warmth and affection with warmth and affection; and, suffer egregiously when abused by their parents or society or when bullied.

These boys and girls all have the ability to learn; they are all curious about the world around them; and, they all get discouraged and feel humiliated when they fail. They all suffer great loss of self-esteem when they give up on themselves after repeated failure and no longer believe in their ability to compete.

They all deserve our respect not only as individual human beings but also as members of their unique cultural traditions. The only difference, once they arrive at school, is their level of preparation and motivation. They all deserve the best we have to offer and the very fact that so many children fail provides irrefutable evidence that what we are doing does not work for everyone.

I truly believe that, in spite of the heroic effort of our teachers, it is here, in our elementary schools that we will find the roots of the problems that beleaguer us as a nation and society. Whether we are teachers, administrators, policy-makers, or deans and professors of schools of education, educators must be willing to pull our heads from the sand and stop defending the indefensible.

The fact that so many children are failing, particularly minorities and the poor, is not a predisposition of birth or a fact of nature. That children are failing is nothing more than an outcome of a flawed system of human design. The performance gap between black and white children and other minority classmates is an outcome our traditional educational process is structured to produce. Like any other production- or service-delivery process it can be reinvented to produce the outcomes we want and need.

This flawed system is not the fault of teachers and other professional educators. Rather, the culpability of educators is that they are the people in the best position to identify the failure of this flawed educational process but they hold back as if they are afraid to act. It is critical that we understand that this lack of action is not because they are bad people or incompetent professionals rather it is because they have learned to perceive themselves as powerless.

Teachers must be challenged to accept that powerlessness and hopelessness are functions of choice.

The over-riding truth as we move deeper into this exponentially complex 21st Century is that we need each and every one of these boys and girls just as desperately as they need us. Our ability to compete in the world marketplace will require the absolute best of every single American and if we do not pull together as one beautifully diverse nation of people—the proverbial melting pot—the results will be tragic for all of our grandchildren and great-grandchildren, black or white or any of the colors of the rainbow. What we see happening, today, is a preview of the rest of this 21st Century unless we choose to act.

It is only when we have gained an understanding of the forces that impede the education of our children and accept responsibility for our outcomes that we begin to acquire the power to implement meaningful changes in policy and practice. This is what positive leadership is all about.

I invite the reader to check out my Education Model and White Paper to see one way we can reinvent the education process to produce the outcomes we need.

Charter Schools Are Not the Solution to Public Education in the US

While I would enthusiastically support the concept of creating a charter school to test a new instructional model and would certainly approve the use of incentives to encourage families to place their children in that school, that is not the way charter schools are being utilized here in Fort Wayne, Indiana nor, I suspect, in most other communities in the US.

The Charter schools with which I am familiar are might posture themselves as innovative but, in reality, they are little more than lifeboats floated out into the murky sea of public education to give the few families that are so inclined a place to which they can escape from the public schools.

There are insufficient numbers of these lifeboats to accept more than a miniscule percentage of the total population of children who are in the figurative “damaged ships” that are our urban public schools; thus, such schools can have no more than a marginal impact on the challenges facing public education in America.

The fact that we create these avenues of escape for the most motivated families and their children and still expect the teachers of the abandoned school to improve scores on standardized competency examinations is absurd. Charter schools may be a lifeline for a small number of families but they are a virtual sentence of death, or at least imprisonment, to the abandoned schools and to their students and educators.

The message this sends to the community at large is “we cannot do anything to fix our most challenged public schools so let us, at the very least, help a few families and their children escape.

The practice of using school vouchers is also creating its own series of adverse impacts. Not only do vouchers drain scarce tax dollars out of the accounts of our most challenged schools, those dollars are not creating outcomes that are significantly better for the students as, at least locally, the performance of charter schools on competency exams is disappointing. Worse yet, is that a portion of the tax revenue siphoned out of the budgets of our public schools is being utilized for purposes other than the education of our children.

I know, personally, of two Catholic parishes in Fort Wayne that have found vouchers to be a profitable enterprise and have used the revenue to pay off the parishes debts to the Dioceses or to address non-school related financial concerns while requests for school related uses of the funds have been denied. Now that this practice has come to light, that unfortunate and inappropriate practice will be discouraged, hopefully, if not discontinued.

We say that our purpose is to fix public education and that is expressed in our collective mission statements. Our behavior suggests that we have given up on at least our urban public schools as lost causes.

The fundamental problem with education reform is that it amounts to little more than tinkering with obsolete educational processes that contributes, greatly, to the failure of its students and the overwhelming majority of educational reformers, “corporate reformers” or “traditional,” seem oblivious to this reality. No matter how many times we keep re-shuffling the same deck we will continue to get the same 52 cards. Unfortunately, they are the wrong cards.

If the reader can allow his or her mind to consider, imagine that we have landed on another planet with a couple of million families and we want to set up schools for our children. If we were to take advantage of this unique opportunity and design and educational process from scratch, would it appear anything like public education looks in the United States of America, today? If we were to apply any amount of imaginative, exponential thinking the answer would be that the system we would create would bear little resemblance to what we have here and now.

The saddest fact of all is that reinventing our educational systems and processes would not be all that difficult if only we would open our hearts and minds to a new way of thinking about education. With but a few exceptions, most of the things we would do differently would require nothing more than a majority vote of the local school district.

I am proposing that we apply a systems-thinking approach utilizing present day business principles to reinvent education in America. I am not talking about such business principles of the corporate board room as financial incentives, competition, privatization and entrepreneurialism. In fact, these are the exact wrong business principles.

The business principles to which I refer are the principles learned in an operational setting such has: focus on one’s customer; identifying and focus on one’s mission, structuring the operation to meet its objectives, problem-solving, teamwork, integrating quality assessments into the learning process, and giving the people on the production line (teachers and administrators) the tools and resources they need to do the best job of which they are capable.
In my book, Reinventing Education, Hope, and the American Dream: The Challenge for Twenty-First Century America, I offer a comprehensive blueprint for change.

My request to educators and reformers alike is: let us pause for a moment, clear our minds, and listen to the ideas of someone with a fresh perspective. What do we have to lose other than a few minutes of our time? This is something else smart businesspeople have learned. They often seek out consultants with a broader perspective to challenge their assumptions and paradigms. They even pay for this service, which is the best indicator of its perceived value.