California education policy makers have once again written
and published a nice looking report on school curriculum – this one on the need
for improved civic education. As is the
norm for these tasks, a group of “well respected” civic leaders have participated.
While it is accurate that we
have a general problem of civic engagement of the young, it is also true that we have a very specific
problem with the rate of Latino and Asian voter participation and civic engagement.
Rates of voting and voter registration provide a window into civic engagement. The proportion of state voter registration that is Latino and Asian has remained far below the proportions of these groups in the state’s overall population. In 2010, Latinos in the state made up 37.6% of the general population while they were on 21.2 % of the registered voters. The Asian population was 13.1 % of the state but only 8.1 % of the registered voters.
They have written a report, Revitalizing K-12 Civic Learning in California, and they call it a
Blue Print for Action. http://www.powerofdemocracy.org/wp-content/uploads/2014/02/CLTF-Final-Report.pdf
They call for a major revision of civic education. That is fine. They also call for discussion of their proposals on social media.( p 42) Well, here is some of the needed discussion.
They even recognize the diversity of California students. They say,
They even recognize the diversity of California students. They say,
“Civic
learning is also vital for our increasingly diverse California society. In
2012-
2013,
our 6.2 million K-12 students were 53 percent Latino, 26 percent white,
9
percent Asian and 6 percent African American, with the remaining 6 percent
comprised
of other ethnicities. In addition, an increasing number of our students
are
not native speakers of English. Almost 4 in 10 kindergarteners are English
language
learners. This diversity, and the attention it requires, is now acknowledged
in
our school funding model. The Local Control Funding Formula (LCFF) recognizes
the
necessity of investing in the reduction and ultimate removal of inequitable
outcomes
in California public schools. Revitalizing civic learning opportunities, in
an equitable manner, can contribute to
meeting these goals.”
Rates of voting and voter registration provide a window into civic engagement. The proportion of state voter registration that is Latino and Asian has remained far below the proportions of these groups in the state’s overall population. In 2010, Latinos in the state made up 37.6% of the general population while they were on 21.2 % of the registered voters. The Asian population was 13.1 % of the state but only 8.1 % of the registered voters.
The
report, as is common, is well illustrated with compelling photos of very
pleasant multi racial and multiethnic student faces. They even note that the current History Social Science
Framework and Standards are over 15 years out of date- a reminder that the State
Board of Education and the California Legislature should heed.
Then,
they propose some decent curricular directions drawn from a variety of sources that take
little or no account of the diversity of
students in our schools.
The
report and recommendations miss the
single most direct and clear issue.
Children and young adults need to see themselves in the curriculum. Students, particularly students of color,
have low levels of attachment to California and U.S. civics messages in significant part because
the government institution they encounter the most- the schools- ignore the
students own history, cultures and experiences.
A
fundamental way to engage students in civic culture is to engage them in their
own schools and communities. That is
where the students most encounter civic opportunities.
The 1987 California
History Social Science Framework still
in use today to guide the selection of
California textbooks expanded African American, Native
American, and women’s history coverage but remains totally inadequate in the
coverage of Latinos and Asians. The only significant change between the 1985
and the 2005 adopted Framework was the addition of a new cover, a cover letter,
and a photo of Cesar Chavez.
When the 53% % of students who are Latino , and the 9 % who are Asian do not see themselves as part
of history, for many their sense of self is
marginalized. Marginalization negatively impacts their
connections with school and their success at school. It contributes
to an up to 50% drop out rate for Latinos
and some Asian students. A more accurate, more complete history would provide some students
with a a sense of self, of direction, of purpose, even a
sense that they should stay in school
and learn more. History and social science classes should
help young people acquire and learn to use the civics skills, knowledge, and attitudes that will
prepare them to be competent and responsible citizens throughout their
lives.
Add their stories to the history textbooks, add their literature to the literature textbooks. They are not migrants from some distant place. They are California's children. Include them. Revise the History/Social Science Framework and Standards to include them.
Unfortunately politico appointees, including from the CDE, and professional class rarely see or meet with large numbers of alienated and ignored students in our schools. As a consequence they write reports and recommendations based too much on their own experiences, not recognizing the experiences of the students.
Add their stories to the history textbooks, add their literature to the literature textbooks. They are not migrants from some distant place. They are California's children. Include them. Revise the History/Social Science Framework and Standards to include them.
Unfortunately politico appointees, including from the CDE, and professional class rarely see or meet with large numbers of alienated and ignored students in our schools. As a consequence they write reports and recommendations based too much on their own experiences, not recognizing the experiences of the students.
When will
they ever learn?
If they
had engaged diverse voices in the committee, they would have heard more useful
ideas.
Or, as
Barack Obama is said to have directed members of his cabinet, “Don’t do stupid
stuff.”
Dr. Duane Campbell
Democracy and Education Institute - Sacramento
Dr. Duane Campbell
Democracy and Education Institute - Sacramento
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