Should Social Studies Be Patriotic?

Joel Westheimer

Living now here but for fortune “Research & Practice,” established early in 2001, features Placed by fate’s mysterious schemes educational research that is directly relevant to the work of classroom teachers. Here, I invited Joel Westheimer, who has Who’d believe that we’re the ones asked edited a book on the politics of patriotism in America’s schools, To try to rekindle the patriot’s dream to help us think about whether and how to teach patriotism as part of social studies education. —Arlo Guthrie, “Patriot’s Dream,” 1976 —Walter C. Parker, “Research and Practice” Editor, University of Washington, Seattle

n November of 2001, less than two months after the terrorist attacks on the World a new law requiring schools to post Trade Center, Nebraska’s state board of education approved a patriotism bill American flags in each classroom and to Ispecifying content for the high school social studies curriculum in accordance lead students in either pledging allegiance with the state’s 1949 statute—the Nebraska Americanism law. Social studies, the bill or listening to the national anthem each read, should include “instruction in . . . the superiority of the U.S. form of govern- day. In Detroit, Michigan, a student was ment, the dangers of communism and similar ideologies, the duties of citizenship, repeatedly suspended, first for wearing a and appropriate patriotic exercises.” The board further specified that middle school T-shirt with an upside-down American instruction “should instill a love of country” and that the social studies curriculum flag and then for wearing a sweatshirt should include “exploits and deeds of American heroes, singing patriotic songs, with an antiwar quotation by Albert memorizing the ‘Star Spangled Banner’ and ‘America,’ and reverence for the flag.”1 Einstein, before the American Civil Liberties Union (ACLU) filed a civil Nebraska was not alone. Within a Some believe that patriotism requires liberties suit resulting in the student’s few months, more than two dozen state near-absolute loyalty to government lead- reinstatement. And in Virginia, House legislatures introduced new bills or res- ers and policies. Others see patriotism Bill 1912, which would have required urrected old ones aimed at either encour- as commitment not to the government, schools to notify parents any time a stu- aging or mandating patriotic exercises for but rather to ideals: democratic ideals dent declined to recite or stand for the all students in schools. Seventeen states such as equality, compassion, and justice. Pledge of Allegiance, passed the House enacted new pledge laws or amended pol- Still others advocate a healthy skepticism of Delegates with a 93–4 vote before icies in the 2002-03 legislative sessions toward governmental actions in general, being defeated in the State Senate. alone.2 Since then more than a dozen but prefer to close the ranks during times As far back as 1890, George Balch, additional states have signed on as well. of war or national crisis. Indeed, there are author of Methods of Teaching Patriotism Thirty-five states now require the pledge as many ways to express our commitment in Public Schools, observed that public to be recited daily during the school day. to country as there are ways to show our schools could serve as a “mighty engine Across the country, state legislatures and commitment to loved ones or friends. for the inculcation of patriotism.”3 But even the federal Department of Education Nowhere are the debates around 119 years later, patriotism remains highly have aimed policies at recapturing what the various visions of patriotism more contested territory, especially when it many citizens see as a lost sense of pride pointed, more protracted, and more comes to the daily activities of school- in America. consequential than in our schools. In children. And while the winds of national What it means to be patriotic, how- Madison, Wisconsin, the parent com- pride have blown through the classrooms ever, is a matter of considerable debate. munity erupted in fierce debate over and corridors of the nation’s schools,

Social Education 316 Though some were a bit unsure of the words or exactly where to place your hand, some of the 700 students at Nevada Avenue Elementary School recite the Pledge of Allegiance, followed by “God Bless America,” as part of nationwide ceremonies to honor America on October 12, 2001, in the Canoga Park district of Los Angeles’ San Fernando Valley. (AP Photo/Reed Saxon) social studies educators, in particular, kind of cheer for our land emanating from or leading group. Since such patriotism have been at the center of the storm. the assembly hall of either school. Flags demands allegiance to the government’s Public schools in a democratic society and symbols of national pride might be cause, it also most often stands in oppo- have a particular obligation to provide front and center in each school. And the sition to any form of dissent. We would students with opportunities to think students of each school might observe a not be surprised to learn, for example, deeply about issues of public impor- moment of silence for members of their that North Korean children are taught tance. So it is fitting to ask, What and country’s armed forces who had been to abide by an “official history” handed how should schools teach students about killed in combat. down by President Kim Jong-il and his patriotism? How can they best prepare But how would the lessons on patrio- single-party regime. Political scientist students to participate in the civic life of tism in the democratic nation be unique? Douglas Lummis notes that authoritar- their community and nation? To be able What should schools in the United States ian patriotism represents “a resigning to answer those questions, it makes sense ask students to consider that schools in of one’s will, right of choice, and need first to get clear about what precisely we China, North Korea, or Iran would not? to understand to the authority; its emo- mean when we talk about patriotism. I want to propose two ways to think tional base is gratitude for having been about patriotism—authoritarian and liberated from the burden of democratic Two Kinds of Patriotism democratic—that highlight the potential responsibility.”4 A school curriculum that If you stepped into a school at a moment dangers and benefits of teaching about it teaches one unified, unquestioned ver- of patriotic expression, how could you in schools (see Table 1). Although both sion of “truth” is one of the hallmarks tell whether you were in a totalitarian authoritarian and democratic patriotism of authoritarian patriotism—and of a nation or a democratic one? Both the might employ familiar rituals to foster totalitarian society. totalitarian nation and the democratic a sense of belonging and attachment, One would reasonably expect to one might have students sing a national authoritarian patriotism asks for unques- see a different picture in U.S. schools. anthem. You might hear a hip-hip-hooray tioning loyalty to a centralized leader Democratic patriotism entails com-

November / December 2009 317 Table 1. The Politics of Patriotism declaration of war, the New York City Authoritarian Patriotism Democratic Patriotism Board of Education moved to ensure that all teachers demonstrate “unqualified allegiance” to administration policies by Belief that one’s country is Belief that one’s country’s ideals signing the following statement: inherently superior to others. are worthy of admiration and respect. We, the undersigned teachers in Primary allegiance to land, Primary allegiance to principles the public schools of the City of birthright, legal citizenship, that underlie democracy. and government’s cause. New York, declare our unqualified allegiance to the government Non-questioning loyalty. Questioning, critical, deliberative Ideology loyalty. of the United States of America, and pledge ourselves by word and exam- Follow leaders reflexively, Care for the people of society ple to teach and impress upon our support them unconditionally. based on particular principles pupils the duty of loyal obedience (e.g., liberty, justice). and patriotic service, as the highest Blind to shortcomings and Outspoken in condemnation of ideal of American citizenship.6 social discord within nation. shortcomings, especially within nation. “Loyal obedience,” to be sure, left little Conformist; dissent seen as Respectful of, even encouraging dangerous and destabilizing. of, dissent. room for dissent or debate about foreign policy. More significantly for schools, My country, right or wrong. Dissent is patriotic. however, the educational implications Slogans America: love it or leave It. You have the right to NOT remain were clear: a patriotic citizen is one who silent. does not question or critically explore McCarthy Era House The fiercely patriotic testimony of government policy. Un-American Activities Paul Robeson, Pete Seeger, and This history along with post-9/11 Historical Committee (HUAC) proceed- others before HUAC admonishing Example ings, which reinforced the idea the committee for straying from efforts to stifle dissent (recall former that dissenting views are anti- American principles of democracy White House Press Secretary Ari American and unpatriotic. and justice. Fleischer’s admonition to the American Equating opposition to the Reinforcing American principles of public to “watch what they say and watch Contemporary war in Iraq with “hatred” of equality, justice, tolerance, and civil what they do”) leads to justifiable con- Example America or support for terror- liberties, especially during national cerns. Indeed, many educators—myself ism. times of crisis. among them—are more comfortable with the idea that it is important to teach about patriotism than to demand patri- mitment not necessarily to government independent thought. And U.S. schools otic fidelity. The latter, it is feared, too leaders, but rather to the people, prin- often support democratic dispositions easily leads to what philosopher Martha ciples, and values that underlie democ- in just such ways. Nussbaum warns is “perilously close racy—such as political participation, But American schools also have a to jingoism.”7 The former, however, is free speech, civil liberties, and politi- long history of implication in projects of an exercise in critical engagement with cal equality. This does not mean that authoritarian forms of patriotism. Indeed important American ideals. democratic patriots leave no room for teachers and administrators were often symbolic displays of support and soli- enlisted to encourage students’ unques- Teaching Democratic Patriotism darity. Few would argue with the power tioning support of national and foreign There are many varied and powerful ways of symbols. But democratic patriotism policies. During wartime, in particular, to teach a democratic form of patriotism seeks to ensure that “liberty and justice American schools have tended to adopt aimed at both critical consideration of for all” serves not only as a slogan for an unquestioning stance towards citizen- the history, present, and future of our America but also as a guiding principle ship. As Stephan Brumberg details in society as well as at reinforcing the ideals for policies, programs, and laws that his portrayal of New York City schools’ of improving the country and the lives affect Americans. Schools might develop participation in fostering patriotism dur- of its inhabitants. For example, longtime students’ democratic patriotism, at least ing World War I, when the United States teacher Brian Schultz’s inspiring efforts in part, through lessons in analysis and went to war, so too did its public schools.5 with his fifth-grade class in Chicago’s exploration, free political expression, and For example, immediately following the Cabrini-Green housing project area

Social Education 318 included having his students conduct research on improving conditions in their own neighborhood, especially with regard to broken promises to build a new school. His students studied historical approaches to change and, rejecting pas- sivity, demonstrated a deep attachment to their community and neighbors.8 Bob Peterson, a Wisconsin Elementary Teacher of the Year, worked with his students at La Escuela Fratney in Madison to examine the full spectrum of ideologi- cal positions that emerged following the September 11, 2001, terrorist attacks. Instead of avoiding the challenging questions his fifth-grade students posed, Peterson encouraged them, placing a notebook prominently at the front of the classroom labeled “Questions That We Have.” As the students discussed their questions and the unfolding current events, Peterson repeatedly asked students to consider their responsibili- ties to one another, to their communities, and to the world. Through poetry (Langston Hughes’s “Let America Be America Again”); historical readings (the Declaration of Independence, the U.S. Constitution, the 1918 Sedition Act); and current events (photographs of September 11 memorial gatherings, protests in the United States and abroad, newspaper editorials), Peterson allowed students to explore political events sur- rounding the September 11 attacks and their effect on American patriotism and democracy.9 El Puente Academy in the Williamsburg neighborhood of Brooklyn, New York, ties the entire school curriculum to students’ and teachers’ concerns about the community. A New York City School of Excellence, El Puente boasts a 90 percent graduation rate in an area where schools usually see only 50 percent of their students graduate in four years. El Puente principal Héctor Calderón attributes the school’s success to a curriculum that engages students in efforts to realize American ideals of justice and equality, reverse the cycle of poverty and violence, and work toward change

November / December 2009 319 in their own neighborhood. Students attended protests against U.S. military 2. Jennifer Piscatelli, “Pledge of Allegiance,” State study environmental hazards in the involvement in Iraq are “unpatriotic.”11 Notes: Character and Civic Education, Education Commission of the States, August 2003. area, not only because they care about How are we to understand this? Do 3. George Balch, Methods of Teaching Patriotism in the health of the natural environment, Americans fluctuate between feelings of Public Schools (1890). Cited in Cecilia O’Leary To Die For: The Paradox of American Patriotism but also because these hazards directly democratic patriotism and my-country- (Princeton University Press, 1999), 175. affect the health of the community to right-or-wrong jingoism? Do we want to 4. C. Douglas Lummis, Radical Democracy (Ithaca, which they are deeply committed. In embrace principles of free speech and N.Y.: Cornell University Press, 1996), 37. 5. Stephan F. Brumberg, “New York City Schools March one unit, students surveyed the com- diversity of ideas yet turn aggressively Off to War: The Nature and Extent of Participation munity to chart levels of asthma and nationalistic when it comes to matters of the City Schools in the Great War; April 1917-June identify families affected by the disease. of foreign policy and war? I suspect our 1918,” Urban Education 24, no. 4 (1990): 440-475. 6. New York City Board of Education, Journal of the Their report became the first by a com- collective mélange of patriotic emo- Board of Education of the City of New York, Vols. I, munity organization to be published in tions is more complicated than that. II (New York: Anchor, 1917), 540. Cited in Brumberg, a medical journal. Students and teach- The twentieth-century British writer 446. 7. Martha Nussbaum, For Love of Country: Debating ers also successfully fought a 55-story G.K. Chesterton is often invoked for his the Limits of Patriotism (Cambridge, Mass.: Beacon incinerator that was proposed for their familiar quip that declaring “my country Press, 2002), 29. neighborhood. right or wrong” is like saying “my mother, 8. Brian D. Schultz, Spectacular Things Happen Along the Way (New York: Teachers College Press, These approaches to teaching about drunk or sober.” And yet, most of us— 2008). patriotism share several characteristics. regardless of the kind of patriotism, if 9. Bob Peterson, “La Escuela Fratney: A Journey toward Democracy,” Democratic Schools: Lessons in First, teachers encourage students to any, we endorse—would agree that, in Powerful Education, eds. Michael Apple and James ask questions rather than absorb pat ways perhaps fraught and complex, we Beane (Portsmouth, N.H.:Heinemann, 2007), answers—to think about their attach- would stand by our mother when sober, 30–61. 10. Joseph Kahne and Ellen Middaugh, “Is Patriotism ments and commitments to their local, yes, but also when intoxicated. We might Good for Democracy?” in Pledging Allegiance (New national, and global communities. tell her to stop drinking. We might get York: Teachers College Press, 2007), 115-125. Second, teachers provide students with her an appointment at rehab. We would 11. Pew Research Center survey, “The 2004 Political Landscape: Evenly Divided and Increasingly the information (including competing certainly express disgust with her con- Polarized,” November 2003. Available at: people- narratives) they need to think about duct. But still, there we would stand, by press.org/dataarchive; Dennis Gilbert, “Hamilton College Patriotism Poll: Eleven Key Findings,” March patriotism in substantive ways. Third, her side. 20, 2003, Question 17, Appendix, 7. Available at they root instruction in local contexts, Psychologist Michael Bader argues www.hamilton.edu/levitt/surveys/patriotism/patrio- working within their own specific sur- that the emotional and psychological tismreport.pdf. 12. Michael J. Bader, “The Psychology of Patriotism,” roundings and circumstances. Why? roots of patriotism can be found in the Phi Delta Kappan 87, no. 8 (2006), 582-584. Because we cannot teach democratic universal need for attachment and affilia- patriotism without paying attention to tion.12 We all want to belong and to know the environment in which we are teach- that our lives have meaning—and that ing it. This last point makes standard- we are part of something larger than ized testing difficult to reconcile with ourselves. This is a point that educators in-depth thinking about patriotism. across the political spectrum can agree on. But translating that sentiment into cur- Conclusion riculum opens a Pandora’s Box of ques- There is evidence that many students are tions and pedagogical tensions. For social learning well the lessons of authoritar- studies educators it would be easiest to ian patriotism. A poll of California avoid the controversy altogether. But high school students found that 43 that would be a mistake. Students need percent of high school seniors, having to learn about the contentious debates completed courses in U.S. history and with which adults struggle and prepare to U.S. government, either agreed with or take part in them. There are as many ways were neutral toward the statement “It is of showing one’s commitment to country un-American to criticize this country.”10 as there are games at the Olympics. But Joel Westheimer is University Research Chair A Pew Research Center poll in 2003 democracy is not a spectator sport. in Democracy and Education at the University of Ottawa. His email is [email protected]. Portions found that 92 percent of respondents of this article are adapted from the book Pledging agreed either completely or mostly with Notes Allegiance: The Politics of Patriotism in America’s the statement “I am very patriotic” but 1. Nebraska State Board of Education, Board Minutes, Schools, Joel Westheimer, ed. (Teachers College 1-2 November 2001 (revised following 7 December Press, 2007). another poll showed that nearly a third 2001 meeting). of Americans believe that those who

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