Friday, December 19, 2014

A Boy and a Pool Noodle - Discipline and Special Needs

A few days ago over on my Facebook page I shared the story of the school district that took away a blind child's cane and replaced it with a "pool noodle." The cane technically belongs to the school district, and when the bus attendant reported that he was waving it in the air and potentially hitting someone with it, they confiscated it. Instead, they gave him a nerf pool noodle to replace it.

The school has apologized and reversed its decision. Here's a good blog post on the story, with these vital points:
To me, this isn’t the issue. Dakota is still a young boy. It’s entirely possible that on occasion, he’s used his cane in questionable ways. It’s also possible he’s still learning how to control his cane, and not accidentally bump it into people or trip them up. The point to me is that the school should have a more thoughtful set of guidelines and procedures for how to deal with Dakota if he should misbehave, as most 8-year-olds misbehave from time to time. And a central tenet of any disciplinary plan should be to never take away an assistive device a child depends on for independence and mobility. This would apply to canes, crutches, a speech device, a wheelchair, or any other equipment that helps them with their particular disability.
I've been troubled by how many people I've seen on social media saying: "Well the kid acted up, of course the school had to take away his stick!" That is the wrong attitude. Below, I'll offer some thoughts about why.

Here are my thoughts.
  1. A cane for someone with vision impairment is a specific piece of assistive technology, designed to give maximum tactile input to the user. It is not just a stick.
  2. The school and parents have not reported on the precise incident, but the boy's parents say it was likely just a misunderstanding. That he lifted his cane in the air and the bus attendant decided it meant he was trying to hit someone.
  3. I am a critic of zero tolerance policies and I see them as a component of the #cultofcompliance. Schools have decided, as a reaction to the fear of violent incidents on their grounds, that ANY sign of violence, especially weapon-driven violence, must be met with the maximum disciplinary response (students suspended for: drawing a gun, having a picture with a gun, pointing his finger at another child).
  4. While zero tolerance can apply to anyone, it is not meted out equally (studied on black preschoolers suspended for fighting). The question is how do the discipline imposing forces interpret typical kid behavior, which includes real fighting, pretend fighting, fake weapon art and weapon play, and so forth. This kind of prejudicial interpretation also applies to kids with special needs.
  5. When kids with special needs act in unpredictable ways, too many authority figures panic. Whereas a typical child would likely get verbal discipline and verbal interventions, there's a presumed communicative wall making it harder for the usual interventions to work. Moreover, when dealing with assistive technology, there's a tangible thing you can take away. No teacher would stitch up a child's eyes. No teacher would duct tape over a child's mouth, and yet my son's "voice," his communication device, could be taken from him. I've heard from parents of older kids who wouldn't stop talking with their device, who had their device removed. That is simply not acceptable practice. Can you imagine a child in a wheelchair who won't sit still being dumped on the ground? Yes, they'd sit still, but it's a failure and it's abuse. Taking away this child's cane is abuse. 
  6. I blogged the other day about two 6-year-olds placed in restraints due to behavior issues. I acknowledged that misbehavior can be complicated. Oppositional defiant disorder can be tough (although a neuroscientists I know argued that it's often mis-diagnosed autism, but that's a different subject). Sometimes, you're going to need an intervention. Here's my mantra though - any intervention, accommodation, or response to special needs that ends up with handcuffs on a six year old is a failed intervention. The same can be said of any intervention that ends up denying access to an assistive technology device.
Here's my core question. I'm glad the school district gave back the cane, but have they actually learned anything? Next time a child with special needs requires an intervention, will they change their procedures?

And speaking of learning, the root for the word discipline comes from the Latin for teaching or instruction. So what does Dakota learn? He learns that by lifting his cane in the are, acting out in any way, authority will remove his means of navigating the world independently.

That's exactly the opposite of the lesson we want to teach.

Thursday, December 18, 2014

Michael Roth, president of Wesleyan, public intellectual

Today in the Chronicle of Higher Education I have a profile of Michael Roth, the president of Wesleyan University. I'm interested in his work as a public intellectual and defender of the traditions of liberal learning. There are lots of other people who make similar arguments (which is not a criticism. They are GOOD arguments!). But few have the kind of influence over one of the elite institutions of American higher education.

Since I wrote my profile, Roth wrote this for The New Republic (before it imploded):
In the nineteenth century, Emerson urged students to “resist the vulgar prosperity that retrogrades ever to barbarism.” He emphasized that a true education would help one find one’s own way by expanding one’s world, not narrowing it: notice everything but imitate nothing, he urged. The goal of this cultivated attentiveness is not to discover some ultimate Truth, but neither is it just to prepare for the worst job one is likely to ever have, one’s first job after graduation.
Instead, the goal of liberal education is, in John Dewey’s words, “to free experience from routine and caprice.” This goal will make one more effective in the world, and it will help one continue to grow as a whole person beyond the university. This project, like learning itself, should never end.
The criticism of Roth will be that this is all easy for him to say, but that first-generation college students need jobs! College is too expensive! Also jobs! All of which is absolutely true, and Roth acknowledges these issues in his other work. But he does seem to want to get us to agree on what the ideal should look like, and then we can work on cost issues.

Roth is also working at Wesleyan to encourage his faculty to do more public work. When I interviewed him, I asked about how this worked (in the context of my piece, But Does it Count?) I believe that if we want academics to engage, and I think we do, we have to make it count. In a followup email, Roth wrote:
We established a faculty task force to examine how to evaluate “non-traditional scholarship.” The impetus came from wanting to acknowledge public and engaged scholarly work. There was genuine buy-in by the tenured faculty, though we still have not determined genuine formulae for quality. There probably aren’t such formulae, in my view, and we will have to proceed with evaluators and metrics on a case-by-case basis.
This seems right to me. That you establish the principle to valorize public work, you deal with it case by case, and then those cases provide precedents for going forward. I think, as I've said elsewhere, that senior faculty members have to go first. They apply for promotions, sabbaticals, and grants based on public work, then those can serve as precedents for junior faculty to do the same.

Finally, Roth is still very much a faculty member in some ways, especially intellectually. I think this runs generally against the grain of university presidencies. For example, Brian Rosenberg, president of Macalester, wrote for Inside Higher Education that, "The days of faculty participating as a matter of course in admissions decisions or of presidents being drawn regularly from the ranks of the faculty at their own institutions are over." That's a pretty bold statement from Rosenberg, and I believe Roth serves as a counter-example.

So I asked Roth about what he thinks about faculty becoming presidents. He said:
It is probably important to have had some time in administration, just so one is informed about budgets, fundraising.. and the other systems of governance. Most faculty never have to deal with these things.

Most administrators never have to deal with teaching, and this can be a big problem in the presidential role. Presidents should see themselves as educators as well as administrators. Faculty members can surely do this. I suppose most wouldn’t want to, and many faculty leaders see themselves as antagonists vis a vis the administration. I certainly did. Perhaps this is why some boards of trustees are skeptical about faculty members as presidents.

But university leadership is educational leadership — and I wish that more professors would be interested in it. A friend said to me when I took my first job as president: "you’ve written books, how about trying to build a bookcase?" You don’t build a bookcase if you don’t love books.
And Roth, I am sure, loves books.

Tuesday, December 16, 2014

Disabled Black Man Holding Spoon Killed by Police. Racists Cheer.

In Texarkana on Monday, a woman called 911 (click for the call) at around 2 AM to report a person in her garage. The woman was frightened and said that she heard banging on the windows from the person in the garage. A police office came to investigate, and found an African-American man holding something in his hand. The officer said the individual came at him in an aggressive manner, and so fired at him, killing him.

The man was Dennis Grigsby. From the article, "Family members say Grigsby had mental problems." He was holding a spoon, the officer said with the handle up, and the officer thought it was a knife.

The local NBC affiliate reports:
"Grigsby then allegedly made an aggressive move towards the officer while carrying a metal object. The officer said he ordered Grigsby to stop but he continued to approach, forcing the officer to fire a shot into Grigsby's chest."
His mother said.
"He was real sweet. He would never hurt anybody. He had a mental illness," said Evelyn Grigsby, Dennis Grigsby's Mother.
She was asleep inside their home when the shooting happened and she says she didn't know her son had left home.
I don't have any information on Dennis' disability, but readers of this blog know how these stories play out, because they happen again and again and again. In this case, Dennis wandered from his house, ended up in the garage, and then started making noise. Perhaps he was trying to get out and was confused. Perhaps he merely was interested in the spoon and the windows. We don't know.

The police officer demanded he comply and shot him when he didn't. It's fairly clear to me that the police officer followed his training, although a man alone in a garage with a metal object is, I believe, someone you could back away from instead of forcing compliance. That's a police strategy point I come back to a lot. There are often other options unless someone is in imminent danger, but we lack the details to judge this one right now.

UPDATE: Notice, though, how the police are reporting the story. Scott Eric Kaufman (of RawStory, but in an email conversation, and quoted with permission), said: "And really, "shank of the spoon"? They're pre-weaponizing it to make the shooting more plausible."

So, another person with disabilities killed by police, as is true of at least 50% of all people killed by police. This one had a spoon. Whether or not the officer should be held accountable is a question I can't answer, but I can demand that this be considered a tragedy and that our thoughts be with Dennis and his family.

That's not, of course, what's happening, at least not in some places. I want to focus now on the combination of hate, mistrust, ignorance, and ableism in this Facebook thread from the local news, in which some white folks show just how much they either don't get it or don't care. You can click on their profiles, see their beautiful children, their boats, their love of football, their pretty lives, all while reading their lack of empathy for Dennis.

It's a morass of pro-violence speech, reinforcing the #cultofcompliance, saying that if you don't obey a cop, you deserve to die. One says she feels so sorry ... for the cop. Few express sadness for the victim. Many bluster with bravado, saying that if someone broke into their home, they'd kill them before the cops had a chance (and I believe them). Lots of comment trashing liberals and the liberal media. Lots of comments linking this killing to Garner and Brown and so many others.

It's loaded with ableism, people saying that if Grigsby was so "mentally challenged," he should have been in a home. Here's a sampling.




  • Brandy Thorn If he was that mental then he should have been in a home not someone else home!
  • Jo Ann Hill Odom Thank you Brian , if he was that mentally challenged , why was he not in a facility that could take care of him ? Does not make sense that he was able to make the decision to even break into someone's house if that mentally ill . Mental illness is a very bad thing for any family to deal with and sometimes they can not control the person with the mental illness because they get out of control , so I do understand the hurt that his parents and family are feeling ! I do understand both sides if this story and I think Channel 12 is doing a great job with this story cause they are covering both sides of it with all the details they have ! We have to have officers on the street to protect us ! If not what would this world be ???? Just saying ......
  • Dakotah Klein Put you damn hands up!!! It's not that hard. Even go to the ground. You retards wanna play badasses till you get 3 in your chest.

  • And then there's this.


    Ray says - call a crackhead if you hate cops. 

    Stuart, in what I think is a libertarian critique, shows a picture of what is likely Nazi (or other fascist execution), saying "Never forget that this was legal at the time ...what unjust actions has your government codified into action?"

    Then Kenny says that everyone on death row should be treated this way, pistol to the back of the head. Save the taxpayers some money. 

    This is the divide in America. That even in a situation when police kill a black man with intellectual disabilities who was only holding a spoon, there's no sympathy, no empathy, and certainly no second thoughts. The Cult of Compliance lives on in these people. 



    Me and Voldemort (Why Academic Freedom in Extramural Utterances Matters)

    I had a new piece at the Chronicle yesterday about offensive speech and academic freedom. Deborah O'Connor, a Florida State lecturer, resigned after saying some really nasty things on a public Facebook page. In my piece, I compare her speech to the un-hiring of Steven Salaita, a case on which I've written a lot over the last few months.

    Here's a passage I had to cut from the essay (as it veered off the main thread), but that I think helps raise the stakes, in the sense that we are all at risk:
    I used to hang out on a Facebook page filled with interesting people from diverse political perspectives. We’d debate issues, disagree, and kept it all pretty civil. But then Voldemort, my nickname for a fanatical right-wing historian, would show up and start baiting me. I was, at the time, easily baited. Again and again, I would find myself writing profane responses, my temper flaring, my fingers slamming down on the keys. I never sent them, at least not the worst ones. I never told him to “Fuck off and die.” I never called him any offensive epithets.  But I was close, too close, too often. Eventually, I had to cut myself off from that community, just because I spent too much of my day being angry.
    Had I lost my temper, what implications should that have for my job? Voldemort could have screen-captured my comments and sent them to my university or to the press. The right-wing blogosphere is always eager for example of left-wing misconduct and angry or violent rhetoric. It could easily have become an issue.
    In the essay, I write:
    Last week Deborah O’Connor, a senior lecturer at Florida State University, was pushed to resign after making racist and homophobic comments on a public Facebook page. She said some pretty horrible things, like blaming Europe’s troubles on “rodent Muslims.” She also told a well-known gay hairstylist to “Take your Northern fagoot [sic] elitism and shove it up your ass. ”
    I am revolted by her remarks. However, I spent quite a lot of the fall arguing thatimpassioned political speech on a personal social-media account did not justify the “de-hiring” of Steven Salaita. As has been well reported, Salaita was hired for a tenured position at the University of Illinois at Urbana-Champaign when stories about his angry tweets regarding the war in Gaza reached the trustees and chancellor of the university. They canceled his appointment. Every time I encountered someone justifying Salaita’s firing by emphasizing what they considered the gross anti-Semitism of his tweets, I responded with the following: If we do not stand on principle for people with whom we disagree, we have no principles.
    I stand by that analysis.

    So what is owed O'Connor? The key is to remember that the principles of academic freedom do not say that all speech is protected speech; rather, it argues that there are broad protections of most kinds of conduct. If an institution thinks someone has crossed those lines, then the burden is on the institution to follow (or at least explicitly offer) an appropriate due process, as outlined in the 1964 (rev 1989) AAUP Committee A Statement on Extramural Utterances.

    This should really not be controversial, but it often becomes so when we are faced with someone saying or doing awful things.

    I suspect O'Connor is not, in fact, able to teach without bias. But it's possible, and I'd like the burden of proof to be on FSU to prove it.

    Monday, December 15, 2014

    H.R. 1447 Death in Custody Reporting Act of 2013

    Congress just passed the Death in Custody Reporting Act of 2013. You can read the text of the bill here. It's supposed to get departments to regularly report data on deaths in custody, which is badly needed (it's shocking how hard it is to get that data).

    In a public Facebook post, activist Leroy Moore says:
    You know what I am going to say, Where is disability and GBLTQ? "A bill passed by both chambers of Congress and headed to President Barack Obama's desk will require local law enforcement agencies to report every police shooting and other death at their hands. That data will include each victim's age, gender and race as well as details about what happened."

    Here's the key text of the law.

    SEC. 2. STATE INFORMATION REGARDING INDIVIDUALS WHO DIE IN THE CUSTODY 
    OF LAW ENFORCEMENT.
    
        (a) In General.--For each fiscal year after the expiration of the 
    period specified in subsection (c)(1) in which a State receives funds 
    for a program referred to in subsection (c)(2), the State shall report 
    to the Attorney General, on a quarterly basis and pursuant to 
    guidelines established by the Attorney General, information regarding 
    the death of any person who is detained, under arrest, or is in the 
    process of being arrested, is en route to be incarcerated, or is 
    incarcerated at a municipal or county jail, State prison, State-run 
    boot camp prison, boot camp prison that is contracted out by the State, 
    any State or local contract facility, or other local or State 
    correctional facility (including any juvenile facility).
        (b) Information Required.--The report required by this section 
    shall contain information that, at a minimum, includes--
            (1) the name, gender, race, ethnicity, and age of the deceased;
            (2) the date, time, and location of death;
            (3) the law enforcement agency that detained, arrested, or was 
        in the process of arresting the deceased; and
            (4) a brief description of the circumstances surrounding the  
        death.

    Notice that  section 2 b) says at a minimum.

    If we want to make sure that disability, sexuality, religion, class, and whatever other kinds of data is collected, we need to push the DoJ to require or compile such variables as they come in.

    Because we do need that data. I was trying to write a sentence saying the number of people with disabilities killed by police over the last year, or last five years, or whatever. While I know how many cases I have, and I know specific studies in, say, Maine and New Mexico, we just don't have that data.

    And data feeds policy.

    And policy feeds change (as does organization, demonstration, direct action, and so much more).

    We need the data.

    Saturday, December 13, 2014

    Marco Polo and (not) Mary Sue

    Last week Vice published my review of Marco Polo, the new series from Netflix. I genuinely enjoyed watching it, despite the problems, most of which revolve around a character named . . . Marco Polo.
    Marco Polo has all the makings of a great series. There's intrigue, politics, battles, betrayals, assassins in the night, discussions of tax policy, executions, angst, torture, and gorgeous male and female bodies thrown at each other in epic martial arts battles and sex—sometimes simultaneously. Unfortunately, it also has a scrawny white guy named Marco Polo wandering through the scenes, often moping and confused.
    A friend of mine, when I quoted some of the review at her, noted that it was amusing to think of Marco Polo as a Mary Sue. "Mary Sue" is a description used to criticize characters that are unrealistic, often break the story, and often function as an audience insert.

    Marco Polo is absolutely this last one. He is, I think, the show's way of trying to draw in the young white kung-fu-loving male audience to the show. He's going to learn kung fu. He's going to have sex with Asian ladies, perhaps in large numbers (he has not yet been granted access to the harem, but the expectation that this is possible is set up in the end of the first episode). He's going to be granted access to the "mysteries of the East!"

    Fortunately, before I published a piece calling him a Mary Sue, I ran across some tweets from author (and friend) Seanan McGuire criticizing the gendered nature of Mary Sue. She directed me to this post of hers, which argues that the term is used largely to delegitimize certain kinds of female representation. McGuire writes:
    The definitions of Mary Sue are often contradictory, as are the definitions of her male counterpart, Gary Stu. That being said, I have seen many, many female protagonists accused of Mary Sue-ism, but have very rarely seen the opposite accusation leveled at male protagonists, even when the weight of the definition seems to point much more firmly at the males in the situation. Harry Potter is the son of two incredibly beloved, talented, respected wizards; he's never been exposed to the wizard world before the start of the series, yet is instantly one of the most skilled Seekers the Quiddich Team has ever seen; all his flaws turn out to be advantages; everyone loves him, or is instantly branded a villain for ever and ever and ever. Hermione Granger has worked hard for everything she has. She's the smartest girl in Gryffindor, but that's about it; she isn't naturally incredibly magically talented, or handed all her advantages for nothing. Yet I see her accused of Mary Sue-ism way more often than I see him accused of Gary Stu-ism.

    Half the time, "Mary Sue" seems to mean "female character." And that doesn't work for me, for a lot of reasons, including "I write female characters who aren't Mary Sues," and also, "if all women are Mary Sues, why does my hair get frizzy when it rains?" (I would totally be willing to be a Mary Sue if it meant my hair was always perfect and I could go to sleep wearing eyeliner without waking up the next morning looking like a raccoon.) Male characters get to be competent or obnoxious, skilled or clumsy, intelligent or ignorant, without being accused of being Mary Sues. Shouldn't female characters have the same luxury?
    I think this is right. The kinds of criticisms rendered on high-accomplishing female characters serve to say 'women can't do that.' Or, as McGuire writes, "When a female character is awesome, when she's the star, when she's the one the story is about, she runs the risk of being called a Mary Sue."

    Marco Polo functions as a designated audience insert. I could have called him a Gary Stu, and swapped the gender, but instead I'm just going to call him a designated audience insert. Or author wish fulfillment, since the creator, John Fusco, said, "I grew up with this great interest in Asia. And I was this unlikely Italian-American kid who loved the East, and I was always reading about ancient China. And you cannot go into that world without encountering Marco Polo."

    It is pretty cool when Fusco, I mean Marco Polo, learns kung-fu from Hundred Eyes, the blind martial arts master. Wish I could do that.





    Friday, December 12, 2014

    Holiday Party at the White House

    Me giving side-eye to GW
    This is me and George Washington. The picture was taken yesterday, 12/11, when we visited the White House for a holiday party.

    It was a lovely party. Lots of food and drink. I got to see the president make a few jokes (take the paper napkins, don't take the cloth napkins, don't break anything because only two years left on the lease), I didn't make it to the front of the rope line to shake hands or anything, and I got to have a night with my wife in DC without the kids. For the first time in about five years, we hired an overnight babysitter.

    I went, well, because hello, White House! But I really went because I had the chance to meet activists both in the non-profit world and the federal government. I am a lousy activist, at least in the conventional sense. I am not an organizer of face-to-face or online campaigns. I am not a policy writer. There are many things that I am not.

    I am a writer. I have, through lots of luck and hard work, carved out some access to major media and hopefully said some useful things about disability, in particular. But none of this matters without the people doing the work in the communities, often less visibly, and I was grateful for the chance to meet them. Also, it was surreal. A few years ago I was a pretty good medieval historian at a small university, mostly unknown even in my own field. Yesterday, my wife and I went to the White House. I hope you'll forgive me for taking a moment to be happy in public and to share my happiness with you.

    Thank you for reading.
    Thank you for pushing me, sending me stories, and telling me when I inevitably make mistakes.

    And now, I'm getting back to work.

    I am 2300 words into my book proposal. I hope to be able to tell you more in a few days.

    Wednesday, December 10, 2014

    Restraints - Handcuffs on 6 year old is a sign of failure and #cultofcompliance

    In Georgia, a 6 year old with special needs was placed in handcuffs:
    When a Georgia mother arrived at her 6-year-old son’s school last week in response to a call that he was misbehaving, she was greeted by a shocking surprise: Her first grader was in handcuffs.

    Lakaisha Reid’s 6-year-old son Patrick is a special needs student at Pine Ridge Elementary in Stone Mountain, Ga. On the morning of December 5, Reid got a call from the school asking her to pick up her son and bring him home early. “They said he wasn’t having a good day,” Reid tells Yahoo Parenting. “My husband and I walked into the school and heard my son yelling and screaming.” The couple found him in a room on his knees with his hands cuffed behind his back. The school resource officer was standing behind Patrick, holding him in place.
    In Washington, a 6 year old with special needs has been told he can't ride the bus without, basically, a straitjacket. 
    Dean's son, Wyatt, is a first grade student the Hood Canal School in Skokomish. The 6-year old was diagnosed with oppositional defiant disorder, a behavioral issue, when he was younger, Dean says, and has had discipline issues on the school bus.
    The family now faces a tough decision: allow Wyatt to be restrained on the bus or find alternate transportation to school.
    "It just flat-out violates everything as far as any civil rights I would think anybody would ever have," Dean said.
    The district calls the restraints a "safety vest," and says it only uses them after multiple discussions with both a child and the parents, Superintendent Shawn Batstone said Tuesday. Parents must sign off on use of the restraints before they are deployed.
    Behavioral issues can be really challenging for everyone, including the child in question. I don't know all the specifics of either case. I wonder, though, why there isn't a 1:1 aide for Wyatt on the bus? Why use a transportation system that requires the bus driver to do anything but drive? My son does not have specific behavioral disorders, but for the first year he had an aide on the bus every day (we put him on the regular bus as a means of increasing his degree of inclusion).

    Mostly, I just want to say this: Any intervention, accommodation, or response to special needs that ends up with handcuffs on a six year old is a FAILED INTERVENTION.

    Tuesday, December 9, 2014

    Social Media in the Workplace, especially Academia

    I have a meta-thesis about academic culture: It's no worse than anywhere else, but we tend to think we're better, and that's where the problems come in.

    Usually I'm talking about race, class, or gender. We think we're immune to the dominant trends of American society, so generally resist being told to change our ways. In today's essay for Vitae, I talk about power and social media. I think academics, particularly senior folk, are loathe to think of themselves as managers, as bosses, as supervisors, so end up treating their junior colleagues as ... colleagues. Except they are also simultaneously judging their senior colleagues and exercising all sorts of power over them. Our practices on social media need to reflect this reality.

    The essay tells the story of Jane Smith, a young professor with kids, who received a Facebook friend request from a Dean. I explore what it meant for her, interspersed with commentary about social media and the workplace in this age of never-ending work-life integration. I wrote:

    We live in a world in which our social and professional identities entangle so easily. The rise of the Internet and email, followed by the ability to access both from our phones, has stretched the hours of expected contact throughout the day. Many of us choose to habitually broadcast our lives on social media, placing our quotidian activities into a strange public-private record. We can, of course, avoid social media. We can choose not to allow our colleagues into our private online space. Such choices come with social costs and perhaps even missed professional opportunities.

    What we need, instead, are clear guidelines for how to handle such interactions in the best possible way. Here are my rules, rephrased to try to be clearer:

    1. DO NOT EVER SEND FRIEND REQUESTS TO YOUR SUBORDINATES.

    Is that clear? Don't do it. Don't ask them. They will find you and send to you if you want to do it. When you send a friend request, you are pretending that they can accept or reject if they want to. They can't.

    I think we know this with our students, or most of us do anyway. We need to be mindful of these power dynamics with our colleagues as well.

    2. Accept 100% or 0% of friend requests from subordinates.

    Make a rule. Stick to it. Don't make it personal.

    3. Be mindful of power.

    In an amusing addendum, my Dean sent me an email asking, "What about Twitter?" I responded:


    I think Twitter has a different public/private dynamic (unless you have a private Twitter account, then the same applies). When you say something on Twitter, it's intentionally a public utterance. Not everyone realizes that, of course and people tweet out private thoughts that later get them in trouble. Still, reading someone's tweets, even hitting follow, is different than friending. The Facebook "Friend" suggests a kind of intimacy and a private space. It's also transactional in that when you send a friend request, the other person has to respond. Not so on Twitter. You tweet, the world decides whether they want to listen.

    The Follow does have a kind of status to it. It says - I think you're worth listening to, but the intimacy of Facebook isn't there.
     What do you think?

    Monday, December 8, 2014

    Lawful but Awful - Rethinking Police Strategy to Avoid Violence

    Louis Hayes is a Chicago area SWAT and CIT trained police officer trying to change certain core strategic approaches employed by police. He's got a new piece up about "lawful but awful" cases, many of which involve disability. Hayes writes:

    What I read from activists’ and advocates’ intelligent responses (SPECIAL NOTE: intelligent) to many of the high profile “Lawful But Awful” cases is a sense of officers needlessly rushing into action. While I dispute many of their claims in the recent national cases, they do have a point. In SOME cases, I see videos of officers creating their own jeopardy – by closing the distance, acting too quickly, moving in before gathering more information. When this is combined with the agency not properly training its officers in recognition of mental illness or disability, this is counter to any claim of “risk management.”
    Critics of the above stabilize mindset (generally from inside police work) claim this higher goal is too risky for officers and puts them at risk. I contend not. I argue that when taken from an analytical perspective of risk, I am not asking officers to accept more risk. Actually quite the opposite – expose officers to less risk, thereby needing less force to overcome the lower risk! I also advocate the complete empowerment of police officers to use quick, decisive force levels and options when necessary…up to and including deadly force.
    Hayes and I don't always agree (he's too fond of TASERs for my liking, for example), but I think he's one of the sharper voices from WITHIN the law enforcement community to recognize the challenges of reshaping policing.

    In fact, I just did a radio interview in which the host, politely, asked me how I respond to the accusation that I'm anti-cop. I wish I had this document at hand when answering. In fact, this kind of response can make the officers safer as well as protecting us and our civil liberties.