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What should schools be teaching about patriotism? Should schools teach students to be
patriotic? What are the different opinions voiced in this special issue, and where do you
fall?
Gloria Ladson Billings, at the very beginning of her article, “Once Upon a Time
When Patriotism Was What You Did”, quotes James Baldwin relating to his love of
America, and his insistence on criticism about America as an expression of that love.
That quote, and the subject of the weekly response, compelled me to also quote James
inserted the James Baldwin quote, “American history is longer, more various, more
beautiful, and more terrible than anything anyone has ever said about it.” As true as his
How can patriotism be encouraged if the truth about the United States is taught to
students? How can we teach that America is a beacon of hope, and at the same time,
teach students about historically accurate events like Gen. Amherst’s government
approved biological warfare initiated against the Native Americans? American History is
filled with atrocious events initiated by Americans themselves, yet patriotism still seems
The “Editor’s Page” in Patriotism Edition of the Phi Beta Kappan, writes, “My
dad would have walked off a cliff if Ike asked him to, but he also understood the rights
that the Constitution guarantees all U.S. citizens.” I don’t believe that kind of
“patriotism” exists, to the same degree, in America today as it did back in the 1950’s. In a
time where dissent, or criticism of America would have you branded a Communist, as
Martin Luther King was by J. Edgar Hoover, today, it seems in many areas in the country,
In the coastal regions of the United States; areas near major cities, the so-called
“Blue States”, diversity, and appreciation of it, seems to be endorsed; unlike other
landlocked sections of the country; the “Red States.” Joel Westhmeimer, about Diane
Ravitch’s article writes, “She points out that educators stand strong in their belief that
but not to the United States, where they live and one day will vote and raise children.”
Typically, in the “Blue State” regions of the country, where people are more diverse, the
rabid, hijacked form of patriotism that Billings described is less prevalent. Ravitch
suggests the people who are most patriotic, are more likely to be tolerant of other’s
background and diversity. I’m not sure how accurate that comment is. I’m not sure
homosexual lifestyles are as accepted in Kansas, as they are in California; and I’m not
venture to comment, that homogenous environments, like the “Red States” of America,
are places where people are most “pro-American” and “patriotic” – which is exactly what
Ravitch writes that teaching patriotism, is teaching students about America and
the appreciation thereof, should be a welcomed practice within the classroom. And she
writes, “students who study American history will learn about the sacrifices of previous
generations who sought to safeguard our liberties and improve society, and they will learn
about the men and women of all races and backgrounds who struggled to create a land of
freedom, justice and opportunity.” It is interesting to note, the people who Ravitch is
describing in that passage, are people who were viewed, while in their lives here in
Gladson-Billings’, article was one in which I could relate to more than the others.
She writes about her view of patriotism and her love for American; as an African
American woman. While Chester Finn writes that in order for our American children to
know who they are, they should be taught “about America’s Founders, about their ideals,
and about the character, courage, vision and tenacity which they acted. From that
inspiring history, true patriotism cannot help but grow.” As it may not have occurred to
Mr. Finn, America’s cultural landscape is no longer solely comprised of white Americans.
As may be news to Mr. Finn, some African American students, may not be inspired by
what most of the Founding Fathers stood for. It is both possible and plausible, that an
honest portrayal of the lives of the Fathers’ may anger, and further alienate them from
of African Americans and, as I am sure, other minority groups. While African American’s
do generally love this nation, we do, arguably more than any other ethnic group in this
country, recognize the irony and skepticism in our appreciation of the United States.
There aren’t very many African Americans who, publicly at least, boast of the glory of
Billings mentions at length the inactivity, and maybe disinterest, exhibited by our
American government toward the residents of, largely African American, New Orleans’
expense. She writes, “How can one muster a sense of loyalty when it is apparent that
circumstances of race, class, and gender can easily leave one stranded on a rooftop or
freeway overpass?” What many patriotism-emphasizing people many not cognizant of, is
that fact that our students, much like us, are indeed aware of inequality and xenophobia
who are African American, Puerto Rican and Dominican, that they are all citizens of
American, and entitled to all of the rights and opportunities due any other citizen, I
cannot say they all respond receptively to that information. Collectively, my students
view themselves more as “Camdenites” than they do Americans; much like the colonists
In closing, time will tell if taught of infused patriotism makes students want to
change things in this country to make it better, or if it will make Americans complacent in
their feelings that America is great. In my view, it is complacency itself that is patently
un-American.