Which child is REALLY more likely to be playing outside?
Education is a hot topic this week in large part because, despite the fact that we all esteem its importance, there’s little consensus on what it means to be truly educated. This is true even among those who dedicate their lives to dispersing and pursuing education. A compelling example of this emerged this week when Harvard Magazine ran what can only be described as a hit piece on homeschooling.
In what was at best stunning ignorance or at worse knowing deception, they outlined what they titled “the risks of homeschooling”. Several assertions were made:
Elizabeth Bartholet, Wasserstein public interest professor of law and faculty director of the Law School’s Child Advocacy Program, sees risks for children—and society—in homeschooling, and recommends a presumptive ban on the practice. Homeschooling, she says, not only violates children’s right to a “meaningful education” and their right to be protected from potential child abuse, but may keep them from contributing positively to a democratic society.
The phrase “meaningful education” is what initially caught my attention and inspired this post. Before we explore that angle, however, I thought it worth highlighting the government’s own numbers concerning child abuse statistics; specifically the level of child abuse in the state-run school systems, where at least 90% of all American children receive educational instruction:
As of September 2017, the United States Department of Justice was still relying on research from before 2004 that showed “… school employee sexual misconduct, the sexual abuse and misconduct of K–12 students by school employees, is estimated to affect 10% of our nation’s students” (p. 1). The actual percent might have been higher in 2004 and it might have been even higher in 2017 but data have not been available to determine this. Furthermore, these data do not include the physical or psychological abuse of students by school personnel. The authors gave the following finding to the Department of Justice:
Thus, despite clear policies and laws requiring reporting and potential legal consequences for failing to do so, only an estimated 5% of school employee sexual misconduct incidents known to school employees are reported to law enforcement or child welfare personnel, … A 1994 study in New York State found that only 1% of the 225 cases superintendents disclosed to researchers were reported to law enforcement or child welfare and resulted in license revocation … (p. 5)
That is to say, an extremely small portion of sexual misconduct acts by school personnel that are known by school personnel are ever reported to the proper government authorities. Who are these school personnel offenders? “Offenders include all types of school employees, such as teachers, school psychologists, coaches, [bus drivers,] principals, and superintendents” (Grant et al., 2017, p. 2).
In other words, mandating that children report each day to a government-run school is hardly a panacea against abuse. Children are hardly safer at school, especially if you factor in the abuseof all kinds inflicted on students by each other. Additionally, many children who go to school also experience undetected abuse at home. The facts do not support Ms. Bartholet’s assertion. She would be hard-pressed to defend her argument of abuse prevention as a valid reason to “presumptively ban” homeschooling.
Leaving aside the canard of abuse, I wondered about this meaningful education to which children have a right that is presumably denied when parents opt to home educate.
She views the absence of regulations ensuring that homeschooled children receive a meaningful education equivalent to that required in public schools as a threat to U.S. democracy. “From the beginning of compulsory education in this country, we have thought of the government as having some right to educate children so that they become active, productive participants in the larger society,” she says. This involves in part giving children the knowledge to eventually get jobs and support themselves. “But it’s also important that children grow up exposed to community values, social values, democratic values, ideas about nondiscrimination and tolerance of other people’s viewpoints,” she says, noting that European countries such as Germany ban homeschooling entirely and that countries such as France require home visits and annual tests. [emphasis added]
Aha! Finally, we get to the crux of the words meaningful education, where a meaningful education is defined as one where a student is properly
indoctrinated with introduced to ideas, philosophies, and perspectives that may diverge from those of their families and faith tradition. Without daily rebuttal’s to the traditional values of their parents, the students’ education is not meaningful.
This position makes a lot of assumptions, chief among them as presented in the article is that all homeschoolers are white conservative Christians. Ms. Bartholet is so determined to stick it to “those people” that she completely ignores the growing contingent of secular and minority homeschool families, including religious minorities.
At the risk of offending, I have to wonder how anyone can observe the increasing ignorance and banality surrounding us and conclude that mass government education definitively provides a meaningful education, including any real understanding of democracy or what it means to tolerate others’ viewpoints.
The irony is palpable in this denunciation of homeschooling, and the timing of this article and the upcoming anti-homeschool conference (itinerary here) couldn’t be worse. In fact, a public educator wrote a thoughtful rebuttal. He writes:
Most parents of public school children who are now confined to home-based learning are also balancing careers and do not have the time, energy, or ability to engage like their homeschooling counterparts. Still, the effort to find best practices and effective strategies would benefit at a time like this from a cooperative partnership between the two entities (public school and homeschool).
Unfortunately, no such relationship exists, thanks to years of an entrenched opposition to homeschooling among the educational establishment that has consistently sought to undermine parental rights while exaggerating the authority of the state.
How bad has it gotten? Even now, as the future of public education has been thrown into uncertainty amid a global pandemic, not a humble recognition of its limitations, but a seething condescension towards the backward rubes continues to define our academic elite.
For proof of that fact, look no further than this ridiculous cover for Harvard Magazine’s recent issue.
The whole thing reads like a parody:
- Home is a prison (with bars on the windows, no less!), but mandated, compulsory public schools are liberating.
- Religious bias on full display as the Bible forms one of the prison walls.
- Condescension not in short supply with “arithmetic” intentionally misspelled to mock the average Joes out there “teachin’ ‘em up.”
- The missed irony of government-education types picturing a captive child at home…in the midst of a lockdown ordered by, you guess it, the government.
- A subtitle so lacking in self-awareness: “Elizabeth Bartholet highlights risks when parents have 24/7 authoritarian control over their children.”
- A bizarre, yet not-so-subtle suggestion that homeschool children aren’t allowed out to play.
The most amazing thing about this is that all of these educated professionals can’t seem to figure out that if anyone is demonstrating a narrow-minded, bigoted, intolerant view of the world that exists outside their own rigid dogma and antiquated methodology, it isn’t the homeschoolers.
He’s right. It isn’t, but as usual, rigid ideologues -of any stripe- are nearly incapable of true introspection and objectivity for the good of others or society as a whole. Even the best interests of children must bow in subjection to control and political power.
And that’s too bad, because education, meaningful education, isn’t about any of that.