From [WashPost] A Black child is facing misdemeanor charges after a confrontation with his teacher that began with his refusal to recite the Pledge of Allegiance and escalated into what officials described as disruptive behavior.

The student, a sixth-grader at Lawton Chiles Middle Academy in Lakeland, Fla., east of Tampa, refused to stand for the pledge, telling the teacher that he thinks the flag and the national anthem are “racist” against black people, according to an affidavit. The teacher then had what appeared to be a contentious exchange with him.

If living in the United States is “so bad,” why not go to another place to live? Ana Alvarez, who was substituting at the school, asked the student, according to a handwritten statement from her.

“They brought me here,” the boy replied.

Alvarez responded by saying, “Well you can always go back, because I came here from Cuba, and the day I feel I’m not welcome here anymore, I would find another place to live.” She then called the district office because she did not want to keep dealing with the student, according to the statement.

Officials said the situation escalated. The student yelled at the dean and a school resource officer who came to the classroom, accused them of being racist and repeatedly refused to leave the room.

“Suspend me! I don’t care. This school is racist,” the student, who is black, told the dean as he walked out of the room with his backpack, according to the affidavit.

The student was later charged with disruption of a school facility and resisting an officer without violence.

The Lakeland Police Department said in a news release that the student was not arrested for refusing to recite the Pledge of Allegiance.

“This arrest was based on the student’s choice to disrupt the classroom, make threats and resisting the officer’s efforts to leave the classroom,” the release said.

The 11-year-old’s mother, Dhakira Talbot, was not immediately available for comment Sunday, but she told Bay News 9 that the teacher was wrong and that the school overstepped its authority by punishing her son, who was taken to a juvenile detention center and was suspended for three days after the Feb. 4 incident.

“I’m upset, I’m angry. I’m hurt. More so for my son. My son has never been through anything like this. I feel like this should’ve been handled differently. If any disciplinary action should’ve been taken, it should’ve been with the school. He shouldn’t have been arrested,” Talbot told the TV station, adding that she thought the charges should be dropped and that the school should be held accountable for its handling of the situation.

The affidavit stated that the student threatened to beat the teacher, but Talbot told Bay News 9 that her son did no such thing.

Polk County Public Schools spokesman Kyle Kennedy did not respond to requests for comment Sunday. He told the Ledger that students are not required to participate in the pledge. In fact, the Supreme Court ruled in 1943 in West Virginia State Board of Education v. Barnette that schools cannot require students to salute the flag or recite the pledge, citing First Amendment rights.

But Alvarez was not aware that the school does not require students to recite the pledge, the Ledger reported. Kennedy added that officials will look at improving training for substitute teachers and that Alvarez no longer works in the district.

According to FUNKTIONARY

Public schools - the instrument of Hidalgo (the "Greater System") and the "State" whereby readers, writers and counters are produced who are certified as qualified to understand orders and obediently carry them out... the tenth gang-plank of the Communist Manifesto. (See: Compulsory Schooling, Indoctrination & Formal Education)

Public Fool System - a place where children are having unprotected education. 2) a syndromatic exercise in conformity and blind obedience to so-called "authority" (disguised repression). 3) systematic planned violence meted out on children and young adults—held hostage and hostile—daily, hourly, quarantined from the natural rhythm of things in life through Pavlovian bells and shrink-wrapped prefabricated and curriculum and distorted history. 4) a training boot camp for life-long slavery and indentured servitude to gangbankers and the Corporate State in a society created and based in violence, governed by fear, propaganda, psychogenic money and power.

"education" - word-generated opinions combined with force for control over competent hue-mans. 2) coercive persuasion. 3) indoctrination and regimentation. 4) braindraining. 5) developing the powers and faculties of a person. "Developing the powers" means de-veloping, or dis-veloping the powers, which means to negate, or have a privative, or reversing force on the powers. •"The invisible capital which enables its possessors to remain, or to climb on, the backs of the uneducated and to fill their heads with prejudices useful for the maintenance of either the old or the new status quo. It's Squid Pro Row, baby. -Austin Powers. The whole machinery of "education" is to make you mechanical—devoid of intelligence—reduced to an academented drone or a conforming clone for the marketplace of "society." "True education is that which is experienced, tested and digested. What can be counted and recorded is not education." -Vinoba Bhave. What passes for "an" education is second-hand experiences, misconceptions filtered through memories and lies sold in units. True education is transformative, fluid and lifelong. (See: De-education, Experience, Academented, Knowledge Scrolling, Pedagogy, Democracy, Dead Knowledge, Transformative Education, Efficiency, Language, Develop, Envelope, School, Devotion & Learning)

According to Larken Rose: The purported purpose of schools is to teach reading, writing, mathematics, and other academic fields of thought. But the message that institutions of “education” actually teach, far more effectively than any useful knowledge or skills, is the idea that subservience and blind obedience to “authority” are virtues. Simply consider the environment in which the majority of people spend most of their formative years. Year after year, students live in a world in which: 

• They receive approval, praise and reward for being where “authority” tells them to be, when “authority” tells them to be there. They receive disapproval, reproach and punishment for being anywhere else. (This includes the fact that they are coerced into being in school to begin with.) 

• They receive approval, praise and reward for doing what “authority” tells them to do. They receive disapproval, reproach and punishment for doing anything else, or for failing to do what “authority” tells them to do. 

• They receive approval, praise and reward for speaking when and how “authority” tells them to speak., and receive disapproval, reproach and punishment for speaking at any other time, in any other way, or about any subject other than what “authority” tells them to speak about, or for failing to speak when “authority” tells them to speak. 

• They receive approval, praise and reward for repeating back whatever ideas the “authority” declares to be true and important, and receive disapproval, reproach and punishment for disagreeing, verbally or on a written test, with the opinions of those claiming to be “authority,” or for thinking or writing about subjects other than what “authority” tells them to think or write about. 

• They receive approval, praise and reward for immediately telling “authority” about any problems or personal conflicts they encounter, and receive disapproval, reproach and punishment for trying to solve any problems or settle any disagreements on their own. 

• They receive approval, praise and reward for complying with whatever rilles, however arbitrary, “authority” decides to impose upon them. They receive disapproval, reproach and punishment for disobeying any such rules. These rules can be about almost anything, including what clothes to wear, what hairstyles to have, what facial expression to have, how to sit in a chair, what to have on a desk, what direction to face, and what words to use. 

• They receive approval, praise and reward for telling the “authority” when another student has disobeyed “the rules,” and receive disapproval, reproach and punishment for failing to do so. 

The students clearly and immediately see that, in their world, there are two distinct classes of people, masters (”teachers”) and subjects (”students”), and that the rules of proper behavior are drastically different for the two groups. The masters constantly do things that they tell the subjects not to do: boss people around, control others via threats, take property from others, etc. This constant and obvious double standard teaches the subjects that there is a very different standard of morality for the masters than there is for the subjects. The subjects must do whatever the masters tell them to, and only what the masters tell them to, while the masters can do pretty much anything they want. [MORE]