Can We Learn Empathy from the Clock Incident and #IStandWithAhmed ?

Now that the dust has settled some on the controversy out in Texas where a high school student was arrested and then suspended for building a digital clock at home and bringing it into school, it is time to start asking what we can learn from this experience (and from many like it when school rules seem to conflict with a student’s love for learning).

Over at Medium, I explore this topic as part of Changemaker Education and Ashoka’s Start Empathy Initiative. As I write:

No, we don’t know what would have happened if the student’s skin was Northern European white instead of Middle Eastern brown. We don’t know what difference it would have made if his last name was “Michaels” instead of “Mohamed”. But we do know that our public need to stereotype and give in to phobias may have stifled a potentially strong scientific mind from pursuing his full potential.

What becomes most frustrating about the experience is that, while we talk about the importance of empathy in the schools, we instead see a classic case of “defending” discrimination. Authorities could have taken a step back and tried to look at this through Ahmed Mohamed’s eyes; the pride of building a digital clock on his own, the confusion of being discouraged by a trusted teacher. The fear of being interrogated by police and then placed in handcuffs. All for building a digital clock.

I hope you’ll give it a read.

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