What do you do when you live in a country that continues to marginalize people, including the very children you are working to serve, to educate?  What do you do when this system rachets up its effort to marginalize people rather than take actions to improve the lives of marginalized people?

I was thinking about these questions after reading The Message by Ta-Nehisi Coates. In this book he grapples with the news or historical accounts that are reported versus the realities of peoples who have been marginalized in Dakar, South Carolina, and Isreal. Three fourths of the way through the book, he grapples with “how hard it is to truly acknowledge your place in a system whose actions indict your conscience.” (p. 176).  I was thinking, how do we as educators, expected to educate all students to a high level, acknowledge that we work in a system whose very structures marginalizes some students over others?

The U.S. education system has numerous structures that marginalize students.  At the very beginning of school students are frequently sorted into reading groups of advanced, grade level, and below grade level readers. The reality is that students start school with different experiences with literacy.  However, it is our job to ensure all students master at least grade level literacy. Why then does the data indicate that students assigned to the below level group usually remain there their entire way through the system?  Isn’t the fact that they are going to school supposed to change that? Literacy is critical for success in school and in life. Those students that do not master grade level or above reading have been marginalized by the system.

We can make the same argument for students who are marginalized by being relegated to remedial math their entire educational career or those who are enrolled in basic high school classes instead of advanced classes that prepare them for further education in either college or technical school. 

Educators that strive for equity in our schools are fighting back against the system. Their conscience will not allow the marginalization of students to continue on their watch. These educators eliminate lockstep leveled reading groups. They do whatever it takes to ensure that every student masters grade level reading and beyond. They do whatever it takes to ensure students master higher level math and fully participate in advanced classes.

They use instructional methods that involve all students in active learning and provide extra tutoring when needed. They partner with others to get students the mental health services their students need so they can focus on learning.  They connect families with services that ensure they have the food and housing needed so students can concentrate on learning.  And most importantly, they see each student for the wonderful individual that they are.  Their students know they are seen, valued, and respected.

Educators who are constantly striving for equity in school recognize the system for what it is and take action to change the system even in the most difficult of times. Their actions indict the system and their colleagues who do not practice equity.  There are thousands of educators doing that every day even in these chaotic times in which we live.  They are heroes.   They have my deepest gratitude. 

For more thoughts on standing up and fighting back on a system that seeks to marginalize many of our students, see Denise Forte’s (with EdTrust) piece on celebrating Juneteenth by speaking up, standing up, and proclaiming the truth.

References: 

Coates, T. (2024). The Message. One World

This blog is written by Dr. GwenCarol Holmes, a long-time educator and passionate advocate for all students mastering rigorous standards.