EDITORS' CORNER
OPINION: Prof’s previous paper ‘deconstructs’ concept of ‘restrictive immigration’ and ‘intrinsic rights of individuals to cross borders’
A pair of College of Charleston professors recently lamented that “immigrant” students often get the short end of the stick when it comes to school choice.
But oddly enough, the words “illegal” and “undocumented” appear nowhere in William McCorkle and Beth Lloyd’s piece in The Conversation. The former never replied when I asked via email for clarification regarding the article.
But that’s OK; it appears the answer comes from McCorkle’s 2022 paper “Teachers’ Views on Deportations, DACA, and a Pathway to Citizenship,” the “theoretical framework” of which (“critical border and migration studies”) says “modern conceptions about borders and migration need to be re-examined and critiqued”:
“[…] to deconstruct the whole notion of restrictive immigration and expand on often controversial subjects like open borders and the intrinsic rights of individuals to cross borders.”
Ah.
McCorkle’s and Lloyd’s beef about choice is an old, tired, paternalistic (and insulting) savior-complex narrative with which, frankly, average people are fed up. The profs worry “immigrant” and “low-income” families don’t (or can’t) take advantage of school choice opportunities like other demographics.
“School choice can often lead to greater segregation and inequality,” McCorkle (pictured) and Lloyd write. “School choice proponents often laud the benefits of those who use it, but they rarely discuss those who are left behind.”
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But less affluent demographics such as blacks and Hispanics are among the biggest supporters of school choice, according to EdChoice. Three-quarters of the former support educational savings accounts, school vouchers, and charter schools, and 91 percent of both demographics “agree parents deserve the right to choose the public school that best meets their child’s individual needs.”
Like their white and Asian counterparts, they’re fed up with ridiculous school discipline policies in public schools that do little-to-nothing to curb student misbehavior. Wanting a safe and secure learning environment knows no color boundaries.
Are involved parents who have studious and well-behaved kids supposed to just suck it up and pray for the best in such schools? Consider the big revelation this past week that 1619 Project founder Nikole Hannah-Jones did just this with her daughter — much to the latter’s chagrin.
Since the professors’ choice of written outlet is called The Conversation, let’s have one.
First, illegal immigrant parents made a conscious choice to come to the U.S. illegally. They shouldn’t be here and they know this. This means, McCorkle’s “theoretical framework” notwithstanding, they should not have the same opportunities as American citizens and immigrants who’ve played by the rules.
Second, McCorkle and Lloyd don’t like that “immigrants” not being able to utilize school choice measures get stuck in disruptive traditional public schools … and begin mimicking the bad behavior of their students.
It’s rather odd how they just let this slide by — no comment on why this poor behavior manifests? It’s likely because paternalistic theorists don’t much appreciate traditional and common-sense measures that actually work. See: the Obama administration’s (and innumerable school districts’) bean-counting-based policies and subsequent reactions.
Third, as a former teacher I would treat students here illegally the same as everyone else (and believe other teachers should); one doesn’t take out political differences on children, and resolving this issue is for district, state, and federal officials. The 2024 election in large measure was related to this.
Lastly, despite what progressives and the mainstream media tell you, combatting illegal immigration is a legitimate political issue, and being against it doesn’t make you hateful or racist.
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