learning from Memphis, 1968

This clip from Eyes on the Prize* shows the first and only moment in the career of Dr. Martin Luther King, Jr. when a march that he led involved violence. He had to be ushered away in a car and left Memphis. When he returned, he gave perhaps his greatest speech, “I’ve Been to the Mountaintop” (April 3, 1968) in which he prophesied his own death.

In this, his final speech, he describes the historical moment: “The nation is sick, trouble is in the land, confusion all around. That’s a strange statement. But I know, somehow, that only when it is dark enough can you see the stars.”

He decries media coverage of the movement:

Let us keep the issues where they are. (Right) The issue is injustice. The issue is the refusal of Memphis to be fair and honest in its dealings with its public servants, who happen to be sanitation workers. [Applause] Now we’ve got to keep attention on that. (That’s right) That’s always the problem with a little violence. You know what happened the other day, and the press dealt only with the window breaking. (That’s right) I read the articles. They very seldom got around to mentioning the fact that 1,300 sanitation workers are on strike, and that Memphis is not being fair to them, and that Mayor Loeb is in dire need of a doctor. They didn’t get around to that. (Yeah) [Applause]. Now we’re going to march again, and we’ve got to march again

He lays out a strategy that includes boycotting white-owned companies and “strengthen[ing] black institutions.” He says, “I call upon you to take your money out of the banks downtown and deposit your money in Tri-State Bank.”

And he makes the case that a massive nonviolent protest movement–in which the sheer number of nonviolent protesters overwhelms both the police and any citizens who use violence–is powerful. It is not (I would say) powerful in the sense of being moving and rhetorically effective, like a “powerful” song or speech. It is powerful in the sense that it seizes the ability to determine outcomes. The Birmingham movement compelled the Civil Rights Act; Selma compelled the Voting Rights Act. “And there was a power there which Bull Connor couldn’t adjust to, and so we ended up transforming Bull into a steer, and we won our struggle in Birmingham.”

King gave this speech in the evening of April 3, despite a thunderstorm and his own deep qualms about speaking in Memphis. The next day, he was murdered. Riots, uprisings, insurrections (or whatever you want to label them) began across the country. And on Nov. 5., 1968, Richard M. Nixon won a national election that has been attributed to white backlash.

A few observations:

– The backlash was in no way the responsibility of the Civil Rights Movement. The causes included King’s assassination, the police and the FBI, media frames, and a racially biased majority. In Memphis and elsewhere, the Civil Rights Movement was doing what it had to do. To take a phrase from the “Letter from Birmingham Jail,” blaming the protesters for the backlash would be “like condemning a robbed man because his possession of money precipitated the evil act of robbery.” As King wrote in The Atlantic in 1967, “Let us say it boldly that if the total slum violations of law by the white man over the years were calculated and were compared with the lawbreaking of a few days of riots, the hardened criminal would be the white man.” We must “keep the issues where they are”: on the injustice, not responses to it. On the other hand, 1968 was a year of defeat, and it’s important to strategize about how to win instead of losing.

– Mass nonviolent movements are miraculous. They defy predictions about human behavior based on self-interest, limited information, and powerful emotions. They are also fragile–easy to disrupt with agents provocateurs, misinformation, and violent responses. King fully grasped that a mass nonviolent uprising is a kind of rupture in ordinary history. It is a moment when a better future suddenly becomes visible in the present. That is why delaying it can easily kill it. In the “Letter,” he writes that time can be made “an ally of the forces of social stagnation.” Therefore, “We must use time creatively, in the knowledge that the time is always ripe to do right. Now is the time to make real the promise of democracy and transform our pending national elegy into a creative psalm of brotherhood.”

– 2020 seems similar to 1968, yet different in important ways. Nixon was a far more skillful than Trump at exploiting backlash. He made the maintenance of racial hierarchy appear respectable by acting like a sober statesman. Trump is the face of white supremacy but happens to be grievously wounded by the pandemic, which would have been a threat to him even if he hadn’t grotesquely bungled it. (Sheer chance often determines outcomes in human events.) The country has also become more diverse: whites constituted 88% of the US population in 1970 versus 72% in 2020. On the other hand, the virus does make it harder to sustain nonviolent protests that are big enough to marginalize the police and violent individuals. People who would be relatively likely to maintain nonviolent discipline are also relatively likely to stay home to avoid the pandemic. Finally, the media landscape is far more fragmented, so that some Americans can see police rioting against innocent protesters while others see a nation devolving into crime. It is hard even to assess who is seeing what, let alone change the balance.

*Shearer, J. Stekler, P. (Director). (1990). The Promised Land [Video file]. PBS. Retrieved June 3, 2020, from Kanopy.

the shrinking field of vocational education

Before you look at the graph …

What subjects do you think have become more or less prevalent in US high schools since the late 1980s?

If we measure the percentage of all high school teachers who are assigned to each major subject, this is the pattern:

Almost all the subjects were similar in 1988 and 2012, except that vocational education dropped a lot and health/physical education shrank by a bit. The other subjects all gained about the same amounts at the expense of those two.

It isn’t worth showing the trends for most of those subjects by year, because the lines would be pretty flat. But here is the proportion of vo-tech teachers for all the years in the survey.

Posted without a comment, except to say that this may surprise people who think that some of the arts and sciences have expanded at the expense of others.

My analysis of U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), “Public School Teacher Data File,” 1987-88 through 2011-12; “Private School Teacher Data File,” 1987-88 through 2011-12; and “Charter School Teacher Data File,” 1999-2000.

a civic silver lining?

Thanks to the Former Members of Congress Association, I joined Former Member Dennis Ross (R-FL) and mayors Nan Whaley (D-Dayton), Francis Suarez (R-Miami) and Marty Walsh (D-Boston), for a discussion of civic engagement during the pandemic.

I particularly appreciated Mayor Walsh’s eloquence about respecting poorly-paid work. His point expanded into a broader discussion of how to get everyone involved in the “public work” of rebuilding our community and country. On that topic, see “War Is a Poor Metaphor for This Pandemic” by Harry Boyte and Trygve Throntveit in Yes!.

I learned a lot from the mayors. I ended up thinking that the attitudinal effects of the pandemic may well be positive. We may care more about each other and feel more motivated to work together on public goals. The fact that the crisis is widely (although inequitably) shared will provide an opportunity to bring Americans together. However, the economic impact on civic life is very worrying.

To that last point, the Federal Reserve system recently surveyed a mix of local organizational leaders (two thirds of them from nonprofits) about the impact of the pandemic. “Nearly 2 out of 3 respondents (66%) indicated demand for their services has increased or is anticipated to increase, and more than half of the respondents (55%) noted a corresponding decrease or anticipated decrease in their ability to provide services.”

This chart from the Fed. paper is particularly significant:

See also: the Coronavirus information commons; a Green recovery;Educational Equity During a Pandemic“; trends to watch in civil society; why the relatively good US numbers for COVID-19 mortality?; effects on civil society will be mediated by the economy; and COVID-19 is not a metaphor.

the Coronavirus information commons

In Wired, Natalie Chyi offers an excellent list of ways that people are fighting misinformation–and promoting reliable and useful information–during the pandemic:

Neighborhoods are creating Slack groups and communities are coming up with mutual aid spreadsheets to coordinate aid and support each other. … Local geographies have been reconstructed in online spaces, most notably as students are rebuilding their universities within Minecraft. … . Volunteers on Wikipedia have been working tirelessly to ensure that the site serves reliable and up-to-date information, especially surrounding the virus. Students are compiling master lists of summer internship updates, cancellations, and opportunities across various industries. Groups are creating crowdsourced libraries of resources tailored to the unique needs of everyone from mourners to remote workers to policymakers. New online platforms have been created for specialists like doctors, engineers, and scientists to find and contribute their expertise to ongoing relief projects. Thousands of Covid-19 related open-source projects are popping up, with the source code and documentation freely available to enable their use. Some focus on software, like code for a hospital impact model developed by the University of Pennsylvania; others on hardware, like instructions for 3D printing medically-approved masks and other critical supplies.

Finally, knowledge previously locked behind paywalls or intellectual property protections has been made available to the public for the purposes of fighting the pandemic.

Chyi credits Elinor Ostrom and Charlotte Hess for the idea of an information commons (itself an application of Lin Ostrom’s ideas to the special case of information), and she cites me to the effect that “this form of collective action and participation of place-based knowledge strengthens communities by giving them a shared sense of identity, understanding, and trust.” Incidentally, the whole book by Ostrom and Hess, Understanding Knowledge as a Commons (2007) in which my chapter appears is–fittingly–online and free.

See also my new chapter on Elinor Ostrom and Civic Studies; the legacy of Elinor Ostrom and the Bloomington School; Elinor Ostrom, 1933-2012; understanding knowledge as a commons.

Navigating the Pandemic webinar series

Tisch College of Civic Life is launching an eight-part weekly webinar series this summer aimed at supporting students, including the Class of 2020—and the Tufts community generally—during the COVID-19 pandemic.

Navigating the Pandemic: Knowledge, Resilience, Civic Purpose and Engagement will be offered on Wednesdays, 11 a.m. to 12:30 p.m. ET, starting June 10. It draws on the expertise of Tisch College faculty and staff, Tufts faculty in a variety of academic disciplines, and experts from Boston-area universities, hospitals, and community nonprofit organizations.

“We have developed this webinar series to help mitigate the sense of isolation and unsettledness many students are experiencing,” said Deborah Donahue-Keegan, Tisch College senior fellow and Department of Education faculty member. She is leading the effort with Tisch associate dean Peter Levine.

“We are offering a way for students to stay connected to the university community and to each other over the summer,” she said. “We also want to help students acquire more knowledge and skills in order to navigate conflicting information and misinformation regarding COVID-19.”

“The pandemic is confusing and unpredictable,” said Levine. “For some, it can be isolating, damaging, and even tragic. As a major research university, Tufts offers a wealth of resources to learn about the disease and its social impact and how to take care of ourselves, help others, and be civically engaged during the pandemic.”

Webinar topics will include:

  • emotional resilience in the face of trauma and uncertainty
  • civic engagement and voting
  • dispelling COVID-19 misinformation with science
  • the public policy and economic implications of the pandemic
  • physical health and nutrition
  • building and maintaining connections

The weekly seminars for undergraduate and graduate students are free. Those who attend at least six of the sessions and submit responses to questions at the end of each session attended will qualify for a certificate of completion. The panel discussions will be broadcast via Tisch College’s YouTube channel and will be recorded to ensure access for the entire Tufts community.

“This effort reflects Tufts’ commitment to promote social emotional resilience and well-being skills across the university,” said Donahue-Keegan. “This webinar series is one of many ways we strive to foster the development of such skills in service of fostering civic purpose, agency, and ethical civic engagement.”

For more information and to sign up, go to https://tischcollege.tufts.edu/navigating-pandemic-knowledge-resilience-civic-purpose-and-engagement.