What do we want to teach children?
That question is at the core of the “divisive concepts” and “teacher loyalty” debates in the state Legislature – particularly how we teach racism and its history in the United States. Where is the line between “legitimate” teaching and – in the words of HB 1255 — “promoting a negative account or representation of the founding and history of the United States of America” and “teaching that the United States was founded on racism.”
And how many districts, worried that they’ll be considered on the wrong side of that line no matter what they do, will decide they’d rather not take that risk because it’s not worth the backlash?
Most of that debate and discussion has centered around goings-on in Concord, but it could soon be arriving in towns throughout the region.
The deadlines for seeking public office in our towns mean we’re about to learn who is running for school boards in local school districts. Regardless of the office, it’s always important to find out who’s running, their motivation and what issues matter most to them, as local officials have the ability to directly influence people’s lives in the way federal or even state decision-makers cannot.
And this year, it may be more important than ever to know the educational philosophy of the people looking to set policy for the schools and influence what children are taught.
What do they think about “divisive concepts” and “teacher loyalty”?
What is the proper way to discuss the history of slavery and racism in the United States?
Do they like the idea of parents being able to report teachers they believe are presenting improper lessons?
Was a Tennessee school district banning the graphic novel “Maus” a proper decision because it’s inappropriate for eighth-graders or a misguided-at-best attempt to hide the racist horrors of the Holocaust?
Regardless of how we ask, there’s one question we need to be prepared to ask and they need to be prepared to answer – What do they want to teach children?