Some years ago, when I was in the midst of making an important and difficult choice, my mother asked me the most useful question anyone has ever asked me:
“What kind of hard do you want?”
It cut right through any illusion I had that there was an option without pain. Her question gave me the gift of clarity: Knowing that no matter what I chose, it was going to be hard, I could see more clearly what my options truly were.
My third week of the pandemic contained all kinds of hard, and almost none of it felt like the right kind.
I am going to preface everything right up front with a disclaimer of sorts. If anyone is privileged in our shared disaster, it is me. I am getting paid. My nearest and dearest are safe and healthy. I have water, food, heat, internet, and toilet paper. I am not living through this in close proximity to addictions, abuse, or toxic people.
But this is all still hard. There are still losses, challenges, pain, and fear of future loss of all kinds for everyone, no matter how (relatively) good we’ve got it right now.
I think that would be OK if all the hard was the right kind. When I was home for two weeks, it wasn’t the wrong kind, which is probably why I felt mostly OK in it. While I felt some guilt when comparing my situation to that of healthcare or other essential workers, I knew I was doing the most important thing I (personally) could do, and I felt solidarity with others in it. It wasn’t hard to stay home, even when there were places I wanted to go, because lots of others were doing it and there was consensus on the necessity of doing it. For the first time in years now, I felt a fledgling sense of unity with my countrymen, and in the midst of the hard, that felt really good.
This week, all of the public school educators in my state went back to work remotely. On Monday morning, our schools had four directives: Feed our kids, be ready to provide childcare for essential workers, personally connect with our students and their families and provide supplemental learning opportunities, and pay our staff. This, too, felt like the right kind of hard for us to be taking on.
By Monday night, though, our state’s department of education issued a new directive: provide distance learning for all, to include awarding credits for high school students, and get it up and running in the next two weeks. Even our administrators didn’t know this was coming.
This is the wrong kind of hard, and by Friday afternoon I was full of something that I eventually identified as rage. It was hard to tell, because it was leaking out of me in the form of tears (and had been for days), but that’s what it was, all right. Rage.
I suppose it might have been some tipping point of the wrong kind of hard. This week has revealed so many kinds of hard that didn’t have to be, because of actions driven by corruption, ignorance, ineptitude, greed, and at least one giant, narcissistic ego. Instead of being united around actions to best serve all of us, we are fighting each other over necessary supplies and asinine displays of political loyalties, and as a result people are dying. This is the wrong kind of hard.
So, there is that, and it’s the foundation of my rage, for sure. But this week, as I and all the educators I know dove into our challenge in the midst of this strange, horrible time, it quickly became apparent that what we are being asked to do is the wrong kind of hard, too.
Despite my frequently dire tone here, I am an idealist and an eternal optimist. (It’s why I’m so often angry and railing.) “This is an opportunity,” I have said to anyone who might listen. “Here is our chance to do things differently, to see our mission differently, to really think about what matters in education.”
Yeah, I don’t think that’s gonna happen. I mean, maybe. But not this week, and surely not next.
Instead of releasing much of the utter crap that permeates public education, it feels as if our state has doubled down on it (as have many states). We love to talk about equity and “trauma-informed practice” and “culturally-responsive teaching” until we’re blue in the face, but we are about to embark on delivering “education” in a time of tremendous trauma in ways that are likely to exacerbate it, especially for our most vulnerable students.
How do I know? Because of how it has already, before we’ve even begun delivering instruction, been traumatizing their teachers. In my interactions with colleagues this week I learned that they are worrying about our students dealing with cramped living situations (4 generations in one apartment), hunger, income loss (all adults out of work), adult-level responsibilities for siblings (a high-schooler caring for 6 younger children), abuse of all kinds, and being sex-trafficked (two different teachers shared this worry).
And in the midst of that, they are trying to re-imagine what teaching and learning might be, figure out how to learn all manner of new tools, take care of their own lives, and have some kind of integrity in a system that, in what passed for the best of times, routinely failed our students with disabilities, our students of color, and our students living in poverty.
You don’t have to be a rocket scientist or an educator to imagine how that’s likely to go. Could we just, for once, get real here?
Education is profoundly important, but two months without assignments and tests and grades in the midst of a traumatizing crisis is not going to be a thing that damages our kids forever. Increasing the trauma by adding to their families’ stress and creating inequitable opportunities (and consequences) might, though.
I wish we could acknowledge that: 1) We are living through a crisis that is taking a tremendous toll on every one of us and will have repercussions that will alter the course of many (all?) lives forever; and 2) many of our systems (including schools) were broken before this started; and 3) seeing the brokenness and the fragility of all kinds of things we rely on for stability is traumatic; and 4) given #1, #2, and #3, perhaps trying to patch things up and make them work kinda like they used to isn’t heroic or the thing to do right now. Perhaps, instead, the thing to do is take care of fundamental, human needs (food, shelter, safety, mental and physical health, connection) and pay attention to what that can show us about how we might all live better when the acute stage of this event is over. (As a good friend told me on Friday, we aren’t close to the end yet. We aren’t even close to the end of the beginning.)
Like I said, I’m an idealist and an optimist. (And I’m not being sarcastic.)
What I know about educators and most human beings is that we can and will dig deep for the right kinds of hard. When you see groups of regular people rising up and pushing back (which is already happening), it’s not because they are lazy or greedy or want more than their fair share. It’s because they care deeply about something and they have been pushed to their limits doing things that are the wrong kind of hard and that damage things they value. Like kids and their families.
This was a hard week.
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“Any glance at history reveals that crises and disasters have continually set the stage for change, often for the better…. But crises can also send societies down darker paths.”
Is Your Grocery Delivery Worth a Worker’s Life?
“Fearing retaliation, American workers are generally far more reluctant to stick their necks out and protest working conditions than are workers in other industrial countries. But with greater fear of the disease than of their bosses, workers have set off a burst of walkouts, sickouts and wildcat strikes.”
The Virus is a Reminder of Something Lost Long Ago
“Habits of mind and lifestyle do not change easily….Some powerful force must strike to awaken us from our slumber. Now we have been struck. We have a chance to notice…”
None of This is Normal
“Normal is gone. There will be a new normal. We’ll get there. We’ll get through this. But things will change and that’s going to be okay. Maybe better than okay. Maybe we’ll come out better in the end. But we don’t have to be better now, we don’t have to be better overnight.”
Philly Teacher: School district was right not to rush distance learning…
“In this moment, we shouldn’t ignore inequality, but demand that addressing it be central to any policy put forward. We need to stop thinking about education simply as a commodity that our students are losing. At their best, public schools can serve the community by transforming education into a social commitment to our future.”