ResearchResearch American Presidents and Their Attitudes, Beliefs, and Actions Surrounding Education and Multiculturalism A Series of Research Studies in Educational Policy Fifth Installment: Examining Presidents Thomas Jefferson, Abraham Lincoln, and Lyndon B. Johnson By H. Prentice Baptiste, Heidi Orvosh-Kamenski, & Christopher J. Kamenski Introduction Lyndon B. Johnson’s presidencies and how We become academically socialized in their actions and failed actions impacted a monocultural curriculum (Boyer & When looking at social injustice and social issues and influenced social reali- Baptiste, 1996). “Our desire for power the oppression of “others” in our country, ties as they continue to exist today. based on cultural norms slows the process one can look no further than the political Dominant groups set the parameters of learning—of understanding—and seeing leadership of our government to take the for subordinates. “One group holds power knowledge and truth right in front of us” moral and ethical responsibility to eradi- and authority in society relative to the (Thomas, 1998). Too often we base our way cate such injustices. Looking at the politi- other group and determines how that power of thinking and living in a society on only cal leadership, the president is held ac- and authority may be acceptably used” one perspective. We use cultural blinders countable and sets the agenda which will (Tatum, 2000,p. 11). With these two and justifications to help our way of think- promote, hinder, or ignore social justice is- groups, the superior group and the inferior ing that hinders the possibilities or blocks sues. Each President has the power to de- group, one can easily assume the answers out other multiple perspectives. cide what actions and policies will com- to these questions, whose history is taught, We have not learned how to embrace prise his administration and impact the who gets the best jobs, and who can seek diversity through a multicultural lens. We nation. membership to these groups? need to study the actions and policies of This article, the fifth in a series about Members of privileged groups, because our past presidents and analyze the social American Presidents and their attitudes, they have the power to initiate change, realities of African Americans, Asians, beliefs, and actions surrounding education must choose to either ignore or fight for Latinos, Native Americans, women, and and multiculturalism, will examine Tho- issues of oppression and social justice. Too other cultural and ethnic groups through mas Jefferson, Abraham Lincoln and often our textbooks lack an analysis of in- their leadership. We need to take off our equality (Loewen, 1995). The result is a blinders so we can internalize multiple H. Prentice Baptiste is a professor society that fails to recognize inequality perspectives and fully participate as citi- of multicultural and science education and learns to embrace conformity. The zens in a democracy. and Heidi Orvosh-Kamenski white, male privilege defines many aspects and Christopher J. Kamenski of American culture, and others must con- Thomas Jefferson are doctoral students in critical pedagogy, form to that point of view (Wildman & Thomas Jefferson was the third Presi- all with the Department of Curriculum Davis, 2000). Consequently, executive and dent of the United States. However, his and Instruction legislative decisions are made in the name most prominent contribution to the nation at New Mexico State University, of liberty, which too often reflect the domi- was the Declaration of Independence. His Las Cruces, New Mexico. nant white, male’s point of view. MULTICULTURAL EDUCATION 34 affirmations about life, liberty, and the 2004). The act had a negative impact on the pursuit of happiness are still interpreted American economy, as many jobs were lost. and recited today. His personality has been described as mild and agreeable (Degre- Jefferson’s Attitudes gorio, 1946). Yet others describe him as be- and Actions of Social Justice ing cold, reserved, and a political animal (Dabney, 1991; Degregorio, 1946). He was Another change in policy was that an eloquent writer, but lacked public speak- President Adams had supported Haitian ing skills (Kunhardt, Kunhardt, & leadership and was sympathetic to their Kunhardt, 1999;Wilkins, 2001). quest for freedom (Bender, 2001). The Presidential election campaign of Jefferson was less supportive of Black 1800 was based on domestic issues and slaves claiming universal rights (2001). states’ rights. The election ended in a tie In 1804 Jean Jacques Dessalines, a Black between Aaron Burr and Jefferson. Jeffer- leader, had overthrown the French rule of son, a Democratic Republican, pledged he Haiti. This was the largest slave rebel- would not get rid of Federalists if elected lion in history and they had attained uni- President. However, Jefferson used his ex- versal human rights of freedom (Bender, ecutive influence on the legislative 2001). Jefferson did not grant diplomatic branches of government to promote his own recognition or support. Historians concur agenda, power, and political beliefs. this was due to the fact they were Black Jefferson said that the Federalists were (Bender, 2001; Robinson, Rakove & Willis, part of the rich (Hartman, 2003). After his 2004; O’Brien, 1996). Thomas Jefferson Jefferson was worried that contact election, he removed 16 Federalist judges George Washintgon (Wills, 2003). The constitution was estab- with Haiti might advance a Black rebel- lished to protect judges from being pun- lion in the United States and Black crews ished, but Jefferson used his power to re- Jefferson used his power to terminate with cargoes would receive an unwelcome move and impeach judges who did not the Alien and Sedition Acts (created dur- response from Southern traders (Bender, agree with his views (Wills, 2003). ing John Adam’s administration). The Re- 2001). Jefferson’s refusal to recognize the publicans were negatively impacted by the independence of Haiti set a precedent that Naturalization Act because it postponed Madison and Monroe continued (2001). Social Justice Issues and Use of Power citizenship and denied immigrants voting Jefferson used his power to change and How did Jefferson use his power and privileges until 14 years of residency. The pass laws that favored his party beliefs, status? Was it for the common good? Did Alien Act and Alien Enemies Act gave the and which failed to protect the rights of he use his power to promote the rights of President the power to imprison or deport other groups. Jefferson’s writings seem to oppressed populations? During his two aliens that posed a threat to the national contradict his attitudes and actions. terms as President, Jefferson used his government. The Sedition Act was devised Jefferson’s writings do reflect his moral power to be an advocate for the slave hold- to silence spoken or written Republican anguish of slavery. However, Jefferson be- ing South (Dabney, 1991). In his first inau- criticism of The Federalist, which hindered lieved Blacks were not capable to survive gural address as President, there was no First Amendment freedoms. on their own and that they were an inferior mention of slavery (Garrett, 1982). Jefferson was in protest of this law race (Belote, 2004; Dabney, 1991; Jefferson, Jefferson’s public life has aspects of during Adam’s presidency. Jefferson ex- 1999). Jefferson wrote, scandal, leadership, failure, and vision. posed Adams in the 1800 election and used Jefferson was convinced of his own beliefs comparing them by their faculties of his presidential power to free all the men memory, reason, and imagination it ap- and made presidential decisions based on imprisoned by Adams, which was one of pears to me, that in memory they are his own perspectives of society. He disre- his first acts of office (2003). This became equal to the whites; in reason much infe- garded legislation such as the federal ra- know as “The Revolution of 1800” (p. 4). rior, as I think one could scarcely be found tio, which allowed southern slave owners Other legislation during Jefferson’s capable of tracing and comprehending the to count each slave held as three fifths of a term included the Judiciary Act of 1802 investigations of Euclid; and that in imagi- person for his own personal gain. This leg- which nullified the last minute appoint- nation they are dull, tasteless, and islation promoted slavery, and allowed ments of previous administrations, which anomalous. (1999, p. 146) unfair representation to those states that consequently had given Federalists lever- Jefferson also believed that African did not promote slavery. Despite the slave age in the Judiciary branch. The 12th Americans would be an obvious problem states declining population, they used this Amendment was also implemented, which to society because they were untrained and to give them an unfair majority and be- subordinated the Vice President and in- illiterate (Dabney, 1991). However, he had came known as the “Jeffersonian Republi- creased the power of the President. personal knowledge of African Americans can Party” (McPherson, 1991, p. 12). In June 1807 a British ship, Leopard, who were educated, intelligent, and ca- Jefferson is often called the Negro attacked the USS Chesapeake. Some his- pable of being productive citizens (Haber, president because the federal ratio gave torians state Jefferson’s concern for keep- 1970). Phillis Wheatly, a Black slave, was him thirteen votes that would not have ing the Nation uninvolved in the Napole- taught how to read and write. She also been allotted otherwise (Robinson, Rakove, onic wars led to the Embargo act 1807-1809 learned Latin and by the age of 21 had her & Wills; 2004; Wills, 2003). This southern (Averon, 2001). Others state it was first full volume of poetry published (De leverage allowed the south a greater share Jefferson’s anti-commercial bias and the Pauw, 1975). There was also Benjamin of the votes and protected Jefferson’s agrar- South’s agrarian life that led to the Em- Baneker who was a mathematician and to ian culture and use of slaves.