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What’s Really in the AP African-American Studies Class DeSantis Rejected?

Posted on February 18, 2023 by Lone Candle

“First, out of more than 100 units, the governor has identified three or four that may sound sketchy to people unfamiliar with the topic. But the focus on this handful of examples creates a highly selective and distorted view of the curriculum.
Second, he describes the class as “history,” when in fact it is an interdisciplinary curriculum that exposes students to college-level subject matter they almost certainly don’t encounter in standard U.S. and world history classes.

Third, and most importantly, the curriculum makes a lot more sense if you consider its topline objective: arming students with a range of analytical and critical thinking skills. If you believe that the purpose of a quality education is to prepare kids to thrive in the real world, the AP African American Studies is a win. The subject matter is rigorous, and the texts and other source material are challenging. Isn’t that exactly what a twenty-first century education should look like?”

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“While it is certainly true that Florida students already study some fundamentals of Black history, they are unlikely to learn about African linguistic diversity or how to parse maps of the Songhai Empire in their U.S. or world history courses. They may read excerpts by former enslaved people like Frederick Douglass or Harriet Jacobs, but probably won’t encounter Olaudah Equiano’s captivity narrative, analyze the intersection of European and African art or locate connections between Harlem Renaissance writers like Zora Neale Hurston and Langston Hughes and visual artists like James Van Der Zee and Aaron Douglas. We can fairly intuit that they won’t encounter writing by Black feminists like Nikki Giovanni or parse Molefi Kete Asante’s work on Afrocentricity.

This is no knock against Florida’s public schools. According to its mission statement, the AP curriculum “enables willing and academically prepared students to pursue college-level studies.” By design, the curriculum operates a level or two above a standard high school program.”

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” The first unit, “Origins of the African Diaspora,” offers a bright tapestry of subjects around African culture, history, linguistics, art and economics, as well as the process behind — and experience of — enslavement (including the role of Black Africans in that tragedy). It would require a feat of political gymnastics to find issue with units on “Exploring Africa’s Geographic Diversity,” “Ethnolinguistic Diversity and Bantu Dispersals” or “Visualizing Early Africa.”

The second unit, “Freedom, Enslavement, and Resistance,” is also standard fare, with topics that include “African Explorers in the Americas,” “Origins and Overview of the Transatlantic Slave Trade,” “Fleeing Enslavement” and “Black Women’s Rights & Education.”

And so it goes with the third unit, “The Practice of Freedom,” which covers such topics as Reconstruction, Jim Crow and the early civil rights movement. Notwithstanding the current vogue for banning literature in schools — a troubling development that is hardly specific to Florida — it would take a particularly narrow mind to find fault with modules on “Everyday Life in Literature,” “The Rise and Fall of Harlem” or “Music and the Black National Experience.”

It’s unit four, “Movements and Debates,” that opens the door more than just a crack to conservative criticism, though most of the unit continues the curriculum’s chronological arc, exploring subjects like civil rights, the Black Arts Movement, student protests, Black women’s history, music and religion and faith. Nothing particularly out of the ordinary.

To be sure, many culture warriors will object to topics and texts that strike most people as unproblematic. Voices like Frantz Fanon, Malcolm X, Ta-Nehisi Coates and bell hooks offend the sensibilities of some white Americans. They push the boundaries of the conversation about race in ways that challenge ideas about “American exceptionalism,” progress and national innocence. Similarly, raw representations of white violence against Black persons, families and institutions — be they historical texts, paintings, songs or sociological tracts — make a lot of conservatives uncomfortable. They complain that broaching these subjects teaches white children to feel implicated by the actions of earlier generations. This concern assumes that students are especially brittle and incapable of dealing with the subject matter.

But the back half of unit four also contains topics that may cause some parents — and not just conservatives — to raise an eyebrow: “Intersectionality and Activism,” “Black Queer Studies,” “‘Postracial’ Racism and Colorblindness,” “Incarceration and Abolition,” “Movements for Black Lives” and “The Reparations Movement.” These topics drive at extremely polarizing political debates, including what if anything the country owes its Black citizens, whether the criminal justice system is fair and unbiased and the meaning of sexuality. Even outside an AP course, these are fraught topics.

One need not agree with DeSantis that the AP course is a study in indoctrination to wonder: Why would you teach these topics to 17-year-olds? Are they not in fact … “woke?”

The answer to this last question is a resounding: Yes! Also: So what?”

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“They’re complicated works of sociology and philosophy. They’re highly contested polemics. We read them to sharpen our capacity for analysis and argument. Contra Gov. DeSantis, being assigned a text is not an exercise in indoctrination.

How do I know this? Because reading Friedrich Nietzsche in college did not turn me into a nihilist any more than reading Albert Camus made me an existentialist. I read Ross Douthat’s New York Times column regularly, and yet I have neither changed my party affiliation to Republican nor converted to Catholicism.

We expose students to knotty, complicated and controversial ideas because it helps them sharpen the five critical skill sets that the College Board identified in the course prospectus.

If a student takes the AP course on African American Studies and is ultimately able to develop an empirical, well-constructed, knock-down argument against reparations or prison reform, that’s as much of a win as the opposite outcome. I might not like where the student landed, but the curriculum did its job.

That’s the idea behind the AP’s course in African American Studies: use a topic that captures the interest of a large number of students to introduce them to a range of interdisciplinary methodologies and teach them to analyze and make sense of our very complicated world.”

9 States Have Banned Affirmative Action. Here’s What That Looks Like.

Posted on November 18, 2022 by Lone Candle

“Black enrollment fell rapidly at the top schools in the University of California system. Before the ban, Black students made up 7% of the student body at UCLA. By 1998, that figure had slipped to 3.93%. By the fall of 2006, the freshman class included only 96 Black students out of nearly 5,000.
In an effort to address that gap, officials in California have spent more than $500 million in outreach to underserved minority students since 2004, lawyers for the state said in a Supreme Court brief this year.

A similar decline took place at the University of Michigan. Black undergraduate enrollment dropped to 4% in 2021 from 7% in 2006, the year the state approved a referendum banning affirmative action.

Even though a Supreme Court ruling restricting the use of race-conscious admissions is unlikely to affect their states, lawyers for Michigan and California filed briefs with the court over the summer arguing that without affirmative action, achieving racial diversity was virtually impossible.

Florida, which banned affirmative action in 2001 and where admission to the state’s flagship university is also competitive, has taken the opposite position: Racial diversity can be achieved without race-conscious admissions, it said.

A study in 2012 by liberal-leaning research group the Century Foundation found that in most states where affirmative action was prohibited, Hispanic and Black enrollment at flagship universities bounced back after an initial drop.

But the study also showed that those increases did not generally keep pace with the growing number of Hispanic and Black high school graduates.”

House Republicans Seek To Shield Kids From Talk About Gender, Sexual Orientation

Posted on November 15, 2022 by Lone Candle

“A new proposal from congressional Republicans would define sexually-oriented material as “any topic involving gender identity, gender dysphoria, transgenderism, sexual orientation, or related subjects.” The bill, introduced by Rep. Mike Johnson (R–La.) and co-sponsored by 33 Republican members of Congress, is called the “Stop the Sexualization of Children Act.”
Its purpose is to stop schools, libraries, and other institutions from exposing children under 10 years old to those topics, as well as preventing discussions or depictions of other sexually-oriented themes. It would do so by allowing civil lawsuits from parents if federal funds were used to facilitate such discussions. It would also block federal funding for “any program, event, or literature” involving such topics, whether at a school, a museum, a library, or any other institution. And it would also ban all federal funds for institutions with more than one violation in a five-year period.”

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“the truly radical side here is the one that wants “any topic involving gender identity, gender dysphoria, transgenderism, sexual orientation, or related subjects” to be off limits for kids.

There are certainly inappropriate ways to discuss these issues with young people, but there are also age-appropriate ways to do so. And it’s safe to assume such subjects may come up organically, without being a part of officially sanctioned curriculum.

Some kids will have gay or transgender parents or relatives. They may even have transgender classmates. And television, movies, and, pop culture are full of depictions of same-sex couples and discussions of gender identity. Kids will have questions about these things, and what are teachers, guidance counselors, and librarians supposed to do when they come up—simply say “we don’t talk about that”?”

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“Johnson’s bill would open up schools, libraries, and other institutions to a bevy of lawsuits, since it creates a private right of action for parents “against a government official, government agency, or private entity” if a child under age 10 was “exposed to sexually-oriented material funded in part or in whole by Federal funds.”

Again, there’s something of a bait and switch going on here. Republicans can claim it’s just about not funding certain activities. Meanwhile, it’s inviting parents to sue if a grade school library that has received any money from the federal government includes any books with gay or trans characters.

The bottom line is that the “Stop the Sexualization of Children Act” is being promoted as a way to ensure federal money isn’t funding nude drag queen shows for kids, or programs centered on sexually-oriented content for children. But it’s actually broad enough to ban funds and allow lawsuits for a range of programs—like school libraries or age-appropriate sex education curriculum—that acknowledge sexual orientation or gender identity at all.”