Archives for category: Creativity

The school board of Sherman, Texas, was faced with a dilemma. The theater department of the high school had planned for months to put on a production of “Oklahoma,” a standby of American musicals. The cast was selected, the students built a set, the play was scheduled. But when the lead left the cast, the director replaced him with Max Hightower, a transgender student. The district superintendent promptly canceled the production; the set was demolished. But then something amazing happened.

The New York Times reported:

A school district in the conservative town of Sherman, Texas, made national headlines last week when it put a stop to a high school production of the musical “Oklahoma!” after a transgender student was cast in a lead role.

The district’s administrators decided, and communicated to parents, that the school would cast only students “born as females in female roles and students born as males in male roles.” Not only did several transgender and nonbinary students lose their parts, but so, too, did cisgender girls cast in male roles. Publicly, the district saidthe problem was the profane and sexual content of the 1943 musical.

At one point, the theater teacher, who objected to the decision, was escorted out of the school by the principal. The set, a sturdy mock-up of a settler’s house that took students two months to build, was demolished.

But then something even more unusual happened in Sherman, a rural college town that has been rapidly drawn into the expanding orbit of Dallas to its south. The school district reversed course. In a late-night vote on Monday, the school board voted unanimously to restore the original casting. The decision rebuked efforts to bring the fight over transgender participation in student activities into the world of theater, which has long provided a haven for gay, lesbian and transgender students, and it reflected just how deeply the controversy had unsettled the town.

The district’s restriction had been exceptional. Fights have erupted over the kinds of plays students can present, but few if any school districts appear to have attempted to restrict gender roles in theater. And while legislatures across the country, including in Texas, have adopted laws restricting transgender students’ participation in sports, no such legislation has been introduced to restrict theater roles, according to the National Conference of State Legislatures.

The board’s vote came after students and outraged parents began organizing. In recent days, the district’s administrators, seeking a compromise, offered to recast the students in a version of the musical meant for middle schoolers or younger that omitted solos and included roles as cattle and birds. Students balked.

After the vote, the school board announced a special meeting for Friday to open an investigation and to consider taking action against the district superintendent, Tyson Bennett, who oversaw the district’s handling of “Oklahoma!,” including “possible administrative leave.”

Suddenly, improbably, the students had won.

“I’m beyond excited and everyone cried tears of joy,” Max Hightower, the transgender senior whose casting in a lead role triggered the ensuing events, said in a text message on Tuesday. He and other theater students were at a costume shop on Tuesday, a class trip that had been meant as a consolation after the disappointment of losing their production. Instead, it turned into a celebration. “I’m getting new Oklahoma costumes!!” he said.

Before the school board vote Monday night, high schoolers and their parents had gathered at the district’s offices along with theater actors and transgender students from nearby Austin College. Local residents came to talk about decades of past productions at Sherman High School of “Oklahoma!,” which tells the story of an Oklahoma Territory farm girl and her courtship by two rival suitors. Many scoffed at the district’s objections to the musical, which school officials complained included “mature adult themes.”

“‘Oklahoma!’ is generally regarded as one of the safest shows you could possibly pick to perform,” said Kirk Everist, a theater professor at Austin College who was among those who came to speak. “It’s almost a stereotype at this point.”

Every seat in the room was filled, almost entirely with supporters of the production. Some lined the walls while others who were turned away waited outside. Of the 65 people who signed up to speak, only a handful voiced support for the district’s restrictions.

The outpouring came as a shock, even to longtime Sherman residents.

“What you’re seeing today is history,” said Valerie Fox, 41, a local L.G.B.T.Q. advocate and the parent of a queer high schooler. Ms. Fox said she was taken aback by the scene of dozens of transgender people and their supporters holding signs and flags outside the district offices. “This is one of the biggest things we’ve seen in Sherman.”

The town, a short drive from Dallas, has been a place where many conservatives have gone to escape the city. Some were supportive of the superintendent’s initial decision to restrict the musical.

“Adult content doesn’t belong in high school; they’re still kids,” Renée Snow, 62, said earlier on Monday as she sat with her friend on a bench outside the county courthouse. “It’s about education. It’s not about lifestyle.”

Her friend, Lyn Williams, 69, agreed. “It doesn’t seem like anyone is willing to stand up for anything anymore,” she said.

At a local shoe store, no one needed to be reminded of the details of the controversy. One shopper, shaking a pair of insoles, said that she believed that God made people either male or female, and that the issue was a simple as that.

Inside the courthouse, Bruce Dawsey, the top executive for Grayson County, described a rural community coming to terms with its evolution into a place where urban development is altering the landscape. Not far away, more than a half-dozen cranes could be seen towering over a new high-tech facility for Texas Instruments. The high school, with more than 2,200 students, opened on a sprawling new campus in 2021, its grass still uniform, its newly planted trees still struggling to provide shade. With all the growth, the school is already too small.

“The majority is Republican, and it’s conservative Republican,” Mr. Dawsey said. “But not so ultraconservative that it’s not welcoming.”

Still, some in and around Sherman have chafed at the changes. When Beto O’Rourke, a Democratic candidate for governor, campaigned through the county last year, he was met with aggressive protesters who confronted him over gun rights, some carrying assault-style rifles. A few wore T-shirts suggesting opposition to liberal urban governance: “Don’t Dallas My Grayson County.”

But the controversy over “Oklahoma!” came as a surprise. The musical had been selected and approved last school year, casting was completed in August and more than 60 students in the cast and crew — as well as dozens of dancers — had been preparing for months. Performances were scheduled for early December.

Max, 17, had been cast in a minor role. But then, in late October, one of the leads was cut from the production, and Max got the part, the biggest he had ever had. He was elated.

Days later, his father, Phillip Hightower, got a call from the high school principal, who told him that Max could not have the part because, under a new policy, no students could play roles that differed from their sex at birth. “He was not rude or disrespectful, but he was very curt and to the point,” Mr. Hightower recalled.

The district later denied having such a policy. But the principal also left messages for other parents whose children were losing their roles, one of which was shared with The New York Times.

“This is Scott Johnston, principal at Sherman High School,” a man’s voice said on the recording. “Moving forward, the Sherman theater department will cast students born as females in female roles and students born as males in male roles.”

The message diverged from the rules for high school theater competitions in Texas, which allow for students to be cast in roles regardless of gender.

The district did not make Mr. Johnston or the superintendent, Mr. Bennett, available for an interview.

In his previous role as an assistant superintendent, Mr. Bennett had objected to the content of a theater production by Sherman High School, according to the former choir director, Anna Clarkson. She recalled Mr. Bennett asking her to change a lesbian character into a straight character in the school’s production of “Legally Blonde” in 2015, and to cut a song entitled “Gay or European?”

At the school board meeting on Monday, theater students from the high school described how things had become worse for gay and transgender students at school since the production was halted. Slurs. Taunts. Arguments in the halls.

“People are following me around calling me girl-boy,” said Max.

Kayla Brooks and her wife, Liz Banks, arrived at the meeting bracing for a tough night. Their daughter Ellis had lost a part playing a male character, and they had been actively working with other parents to oppose the changes.

“We were both nervous, because we live in Sherman,” said Ms. Banks. Then they saw the large, supportive crowd outside. “We began weeping in the car,” Ms. Brooks said.

The school board sat mostly stone-faced as dozens of people testified in support of the theater students, sharing personal histories. A transgender student at Austin College said he had not before come out publicly. Sherman residents lamented the way the school district’s position had made the town look.

“I just want this town to be what it can be and not be a laughingstock for the entire nation,” one woman, Rebecca Gebhard, told the board.

After nearly three hours, the board went behind closed doors. The crowds left. Few expected a significant decision was imminent.

Then, after 10 p.m., the board took their seats again and introduced a motion for a vote: Since there was no official policy on gender for casting, the original version of the musical should be reinstated. All seven board members voted in favor, including one who had, months before, protested against a gay pride event.

“We want to apologize to our students, parents, our community regarding the circumstances that they’ve had to go through,” the board president, Brad Morgan, said afterward.

Sitting in their living room on Tuesday morning, Ms. Banks and Ms. Brooks recalled how their daughter delivered them the news. “She just said, ‘We won,’” Ms. Brooks said. “She was beaming, smiling ear to ear.” The musical would be performed in January.

The couple decided, for the first time, to hang a pride flag in the window of their home. For now, they felt a little more confident in their neighbors than they had a day before.

FOR IMMEDIATE RELEASE

From: Black Brown Dialogues on Policy co-founders: Angela Valenzuela, Ph.D. and

Gary Bledsoe, Esq. , Chair of the Texas NAACP

 

For more information, please contact Angela Valenzuela, Ph.D. at

blackbrownpolicy@gmail.com (512) 232-6008

 

In this moment of a dismantling of Diversity, Equity, and Inclusion (DEI) initiatives in Texas colleges and universities, along with toxic, polarizing battles in the Texas State Legislature and in local school boards throughout Texas, we invite you to the Inaugural Black Brown Dialogues on Policy Capitol Storytelling Event during the Texas Book Festival.

This in-person and online event takes place in the Member’s Lounge (E2.1002), at the Texas

State Capitol on Sunday, November 12, 2023 at 10:00 a.m. CST in partnership with National LULAC, the Texas NAACP, Mexican American Legislative Caucus, Latino Texas Policy Center, and the Texas Center for Education Policy.

Virtually, this event will be livestreamed and available live online at www.facebook.com/TeamBlackBrown.

Now, more than ever, we must come together as a Black and Brown community to amplify our collective power through community storytelling.Treat yourself on this day to oral stories of Black and Brown coalitional and partnership work that has been carried out throughout time in Texas. Author and Texas oral history researcher Dr. Max Krochmal will present from his book, Civil Rights in Black and Brown (University of Texas Press). UT History Professor Emilio Zamora and Texas NAACP President Gary Bledsoe will share instances in history when Black and Brown people worked together in solidarity. The Honorable Aicha Davis will discuss the importance of Black and Brown coalitional work at the Texas State Board of Education.

Former Ft. Worth ISD Board Member Dr. Jacinto “Cinto” Ramos, My Brother’s Keeper

Director Rickie Clark, Round Rock ISD’s Tiffanie Harrison will present on local school board struggles. Independent Scholar Martha P. Cotera will share her wealth of experience in Austin and enduring accomplishments by Austin’s Black and Brown working class community. A panel of students will close the event with their reflections of what was shared and how we move forward.

“Organizing this event is a dream come true,” says BBDP co-founder Gary Bledsoe. “It is to our own detriment if we fail to come together as a Black and Brown community to address matters of mutual concern.” This event is free and open to the public. We encourage community members, university faculty, students, advocates, and lawmakers to attend in person and online.

For more information about the town hall meeting, please contact Angela Valenzuela, Ph.D. at

blackbrownpolicy@gmail.com.

WHEN: Sunday, Nov. 12, 2023 at 10:00 a.m.

WHERE: Member’s Lounge (E2.1002), Texas State Capitol Annex Underground

Virtual: https://facebook.com/TeamBlackBrown

INTERVIEW OPPORTUNITY: Angela Valenzuela, Ph.D. and Gary Bledsoe, Esq.

There are some wonderful things happening in our public schools. HBO is featuring a film about the music created by students at the Hill-Freedman World Academy. HFWA is a public high school for high-performing students.

**TUNE-IN**TUNE-IN**TUNE-IN**

Presents

STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL

Debuts Tuesday, NOVEMBER 7 on HBO and Max

From Get Lifted Film Co.

NOW AVAILABLE TO SCREEN UPON REQUEST

StandUpandShout@id-pr.com  

The HBO Original documentary STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL , directed by Emmy ® and Peabody winner Amy Schatz (HBO’s “We Are the Dream: The Kids of the Oakland MLK Oratorical Fest” and “In the Shadow of the Towers : Stuyvesant High on 9/11”) and executive produced by the award-winning team at Get Lifted Film Co., Emmy ® and Tony ® winning producer Mike Jackson, EGOT recipient John Legend, and Emmy ® -winner Ty Stiklorius, debuts TUESDAY , NOVEMBER 7 at 9:00 pm ET/PT on HBO and will be available to stream on Max.

Synopsis: The film follows 10th graders from Hill-Freedman World Academy (HFWA), a Philadelphia public school, who take part in a unique songwriting collaboration. Working in teams with local musicians, students come together to create an album of powerful original songs that capture both the challenging times they’re living in and the joy that music brings.

Back in the classroom after two years of pandemic isolation, the teenagers find a way to express their experiences and feelings in stirring songs that come straight from the heart. HFWA offers a unique music program teaching students to write, compose, produce, and perform, their own work. Although many are new to music, they learn to trust their voices and lift each other up. STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL explores the transformative power of music and how arts education can unlock creativity and be a source of hope and healing.

Featured Participants: Joining the courageous and talented students of Hill-Freedman World Academy High School are award-winning musical talents Kristal Oliver, Andrew Lipke, Bethlehem Roberson, and program director and music technology teacher Ezechial Thurman.

Credits: HBO Documentary Films in association with Get Lifted Film Co. presents STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL. Directed and produced by Amy Schatz; executive produced by Mike Jackson, John Legend, Ty Stiklorius, and Tommy Benjamin for Get Lifted; For HBO: executive producers, Nancy Abraham, Lisa Heller, and Sara Rodriguez.

On her blog called “Teacher in a Strange Land,” Nancy Flanagan describes the heartwarming story of a high school marching band that carried on after their teacher quit and explains why the story is not heartwarming after all.

She writes:

It’s a sad but kind of sweet story:a little rural school (282 students, total, K-12) in West Virginia has a small but mighty high school band, enthusiastically supporting the home team on Friday nights. Over the summer the band director leaves the district. First day of school, the principal shows up in the band room, offering the 38 band members the option of dropping out and taking another class. Ten of the students, however, decide to stay and teach themselves (with the principal’s permission, noting that he had already set money aside in the budget for a band program).

The rest of the story, in the Washington Post, praises the students for making their own rules, playing the fight song and chants at games, and generally keeping the ball rolling, with two bona fide teachers serving as advisors.

The story dedicates half a sentence– West Virginia is experiencing a certified teacher shortage like many states nationwide—to the real, underlying problem. The headline is particularly annoying: A high school band teacher quit. Now, the students teach, direct themselves.

Imagine a first-grade classroom, with a dozen adorable, willing children. Their teacher quits, in August. So the principal decides that a couple of adult wranglers can manage them, because she’s set aside money for new reading books and computers, and because they all learned their letters in kindergarten. Maybe a new teacher will turn up. In the meantime, they can be kept busy doing what they did last year.

Perhaps you’re thinking that the national shortage of teachers is limited to certain sub-specialties, or geographic regions, that no responsible school leader would leave a group of six-year-olds to “teach themselves.” If so, you ought to take a look at the percentages of students, especially in charter schools, with unqualified substitutes. There are uncertified subs everywhere, in all subjects, k-12, and unfilled jobs in prestigious private and suburban schools, two months after the start of the school year.

The loyal-to-band kids in West Virginia do not surprise me. Band students, in my thoroughly biased opinion, are THE BEST, and these kids appear to be like band kids everywhere—self-starters, and leaders. Good kids.There are, of course, good kids in all grades and disciplines, in every school, those who can be trusted to carry on when the chips are down.

But here’s the thing that doesn’t get mentioned in this feel-good story: the band kids in WV learned how to do the things they have done—writing rules, running rehearsals, playing tunes—from a teacher. By all indications, a pretty good teacher, someone who instilled a spirit of cooperation that led students to try to balance out the band sound by switching instruments.

Once football season is over, who will be moving their music education forward, teaching them the new skills and music they deserve? Who is preparing younger students there, who will take become the high school musicians when these amazing kids graduates? There is no building process, no pipeline of activities that lead to cycles of growth. Without a teacher, this program is headed toward a dead end.

Please open the link and finish the story.

Steve Nelson, retired educator, objects to the simulated experiences that young people are increasingly exposed to. Technology has become a means of depriving them of direct encounters with life. Life should not be a simulation. It should be real. For the reasons he describes, I do not write about ChatGPT or AI. Sometimes it’s inevitable, but I don’t consider these technological gimmicks to be educational.

He writes:

“This car climbed Mt. Washington.”

This bumper sticker is commonly seen in New England and refers to the highest peak in the East. As implied, there is a winding road to the summit. These bumper stickers never fail to irritate, as the “achievement” is remarkably unremarkable. It’s rather like having a CD player with a label reading, “This electronic device played the Brahms Violin Concerto.”

This long-standing pet peeve was rekindled by the explosion (one can wish) of the e-bike phenomenon. Many areas in Colorado are allowing the use of e-bikes on mountain bike trails and in wilderness areas. On my local single track trails it is now common to be passed on uphills by rather smug looking riders half my age and half again my weight.

There are legitimate benefits to the e-bike phenomenon, including emission-free commuting and expanded opportunities for the elderly or impaired. I suppose riding an e-bike is a notch above a recliner and a beer – but only a notch.

But I come to bury, not praise.

I admit to being a physical purist. There are certain experiences that should be earned, at least if the “earning” is possible. At the very least, if one chooses ease and convenience over commitment and effort, don’t brag about it, whether Mt. Washington or Brahms.

Most alarming, at least in my community, is the proliferation of e-bikes among young folks. Many riders are careless, helmet-less, and riding far too fast for conditions. I expect a rapid increase in head injuries. I suspect that the serious injury curve is lagging just behind the soaring sales curve.

The segue from e-bikes to AI or ChatGPT should be obvious. Like an e-bike, ChatGPT produces results that are disproportionate to effort. Perhaps the analogy is a bit tortured, but creating cogent prose demands conscious effort resulting in real satisfaction , just as pedaling with your own effort to the top of single track trails elevates one’s heart rate and spirit.

I worry that in these ways and many others we are denying children the experiences they most need. They can sit on an e-bike to get to school, use a calculator to calculate, write an essay with a few prompts, “paint” a picture on a computer screen, “play” music on a pre-programmed electronic keyboard, create a cinematic masterpiece on an iPhone and go home to a dinner prepared by scanning a QR code.

As an educator I often ranted about the digital representation of life. Such representations are not life, although advances in technology can make one hard to distinguish from the other. The conveniences and efficiencies of technology have benefits, I suppose, but technology can also deprive children (and adults) of the most valuable and meaningful learning experiences – and life experiences.

A central principle of progressive education is learning by doing. It is not merely a philosophical slogan. It is rooted in the most sophisticated understanding of neurobiology and cognition. A mathematical concept is better understood through using all senses. Truly making music is finding perfect bow speed on a violin string, adjusting lip position to turn futile blowing into a glorious tone on a flute or feeling the deep sonorities of a cello in your bones. The feeling of a brush stroke transmits emotion directly to the canvas.

The phrase “no pain, no gain” is trite but true, although perhaps more aptly phrased, “no effort, no gain.” My life and the lives of most people have been immeasurably enriched by striving. (It is a concept that should be untethered from its more toxic companion, achievement.) At age 76, partially impaired and slowed by age, I still feel great satisfaction from summiting a small peak or charging down a pump track on a mountain bike, knowing I earned the gift of gravity by investing effort. The pace and duration are irrelevant. The feeling is undiminished from decades ago.

Years ago, the cardiologist/writer George Sheehan wrote that we are, at the core, simply mammals and that our first responsibility is to be a good animal. That means running, playing, sucking air deep into your lungs, reaching a destination by dint of your own power and knowing the joy of exhaustion.

I am sufficiently self-aware to know that I may be seen as a strident romanticist. I plead guilty. But I fervently believe that children must be exposed to real things, not their convenient digital or electric doppelgänger. They should pedal bikes, not just sit on them. (And wear helmets!!) They should climb mountains, not ride up in the family car. They should play instruments, finger paint, and bake cookies.

When small humans have real experiences they will prefer them to technologically-enhanced imposters. Providing those experiences is our primary responsibility as parents, grandparents and educators.

Recently a bus carrying members of the Farmingdale (Long Island), New York, high school marching band to band camp in Pennsylvania crashed through a road barrier and rolled down a 50-foot deep ravine. Two people were killed: the marching band director, Gina Pellettierre, and a retired teacher who was a chaperone, Bea Ferrari.

Their deaths brought an outpouring of grief from the community. Especially touching were the tributes from Ms. P’s former students. She made an indelible imprint on their lives. She also modeled the life of a great teacher, an inspiration to her students.

This article appeared in the North Fork Patch, a local newspaper. See this one too by Michael DeSantis, a reporter for The Patch.

FARMINGDALE, NY — Gina Pellettiere, the director of the Farmingdale High School marching band and wind ensemble, left a lasting impact with every student-musician she ever taught and every person she ever worked with, all agree…

Joanna McCoskey Wiltshire, class of 2010

“Gina, or Ms. P as we called her, was a force to be reckoned with, with a smile that lit up the room. She made me believe that anything I wanted to do was possible, all while being able to make me laugh until my sides hurt. I looked to her as the inspiration to go into music teaching, especially with an emphasis on wind conducting. She encouraged this love in me by giving me conducting pointers anytime I was on the podium and giving me multiple opportunities to practice in front of the band. She loved her job but most importantly, we knew that she loved us. Gina made band our home and safe space. I will never be able to thank her enough for the impact she had on my life and for showing me an example of the educator I want to become — someone who was passionate and dedicated to her craft and the music, all while never forgetting to stop and live in the moment with her students. I will miss her terribly and I mourn her loss along with the rest of the Farmingdale community

“I just am grateful to have ever had her as my teacher and to have known her. As a music teacher in another state now, I kind of took for granted how amazing our music education truly was. Her education and passion for music prepared me for a lifelong love for music, so much so that I made it my career. I can only hope to be half the teacher she was for us one day.

“My favorite memories of her were her pranks. One day when we were on spring break, it happened to be April Fool’s Day, and Joanna and I went to visit the high school and Ms. P during 9th period band. Before class started, she told us she had dipped Mike Tuzzolo’s mouthpiece in salt, so we just kept an eye on him for his reaction, and it was so funny. She fell over laughing. I think her joking around and pranking kids just made her bond with them that much stronger.”

Brian Entwistle, class of 2012

“Her love of The Office is the reason I’m a professional musician today. That piano arrangement she threw at me in music theory one day led to everything I’m doing now.

As for memories… The biggest, on a personal level, will always be the time I performed Ewazen’s ‘Pastorale’ with her and Mr. K. It’s such a beautiful piece of music, but it’s forever going to be special to me for that reason.

As for some fun memories… aside from ‘Hey Joe’ and the muffin joke, that faculty vs. student volleyball game in 2011 will always be a highlight.

And the time she got scolded by Ms. Lindsley for throwing a mannequin leg onto the stage from the pit during Prank Day.”

Alex Cox, class of 2013

“Ms. Pellettiere didn’t stand out for just a few moments of the years she was with FHS. She made every memory just by being her energetic and intense self. A passionate person without limits and made sure everyone was valued for who they were.”

Joe Pantorno, class of 2009

“Ms. P always had a knack for speaking to students on the same level. There was no air of superiority or that traditional, ‘I’m the teacher and you’re the student, do as I say,’ dynamic. She always had a way of getting the very best out of her students and knew the right buttons to press for each individual, whether it was motivation, tough love or a nurturing pat on the back. It was always so clear that she wanted us to succeed and improve, because she legitimately cared about us — and every year she seemingly had an army of 100 during concert season or 300 during marching band season that would run through a wall for her because of that.”

Deborah Kick, class of 2011

“I was in wind ensemble all four years and marching band all four years. What I loved the most about Ms. P is that she saw all of us collectively and individually as musicians and human beings.

You were a wonderful teacher and human being. You saw your students as individuals while also recognizing what we can accomplish as a group. You made band fun, even during the most grueling moments of band camp and the tensest rehearsals before concerts or NYSSMA Majors. How lucky I was to learn under you. Your lessons carry me through my career today.

I will forever miss your warmth, your great hugs, your bright smile, and shout of ‘Deb Kick!’ when you saw me (I was never just ‘Deb’). I hope I can bring a fraction of the welcome, joy, and kindness to those in my life that you brought to everyone.

I hope all of us Dalers can find some peace in ourselves and in our community soon.”

Please open the link to finish the article.

Retired educator Paul Bonner succinctly summarized the error at the core of education technology:

The principle fallacy of the Ed Tech movement is the supposition that input equals output. This bias is based on the idea that the human brain is merely a biological representation of a CPU. What contemporary brain science tells us is that the mass in our cranium is just a portion of the brain that is our entire body. We cannot simply plug information into our brain matter and get a preferred result. We are sentient beings. We have touch, feel, smell, hearing, and voice to interpret and act on various stimuli in our environment. We have to be in proximity to one another and various environments to adapt to the intellectual requirements needed to interact with everything around us. The various media that make up our technological tools create an incomplete data source that inhibits the developing mind if we ignore the emotional and physical aspects of intellect that bring about motivation and creativity. What we should have learned through the pandemic is that presence in a school community is critical for learning. Technological and digital tools are no substitute for human interaction.

Alan Singer is a professor of secondary education at Hofstra University in New York. He is a consistent defender of the right to read. He writes here about Banned Books Week. This recognition is of extraordinary importance this year because of the surge in book banning, fueled by Governor Ron DeSantis in Florida, Governor Greg Abbott in Texas, and extremist groups like Moms for Liberty.

He writes:

This year Banned Books Week is October 1 – 7, 2023. The theme is “Let Freedom Read!” Banned Books Week draws national attention to the harms of censorship. The ALA Office for Intellectual Freedom (OIF) compiles lists of challenged books as reported in the media and submitted by librarians and teachers across the country.

Sixty percent of all banned book demands come from just eleven people who are virtually prurient porn purveyors who see pornography everywhere, but especially in any book that includes homosexual characters or where teenagers have sex. An article in The Washington Post focused on a woman from Spotsylvania County, Virginia who purchases “suspect” books on Amazon, bookmarks pages with color-coded post-it notes, highlights the “disgusting” passages she doesn’t like, and has filed 71 complaints with the local public school board. Based on her complaints, two members of the board recommended burning the books.

Banned Books Week was launched in 1982 in response to a surge in the number of challenges to books in libraries, bookstores, and schools. The annual event highlights the value of free and open access to information and brings together the entire book community — librarians, educators, authors, publishers, booksellers, and readers of all types — in shared support of the freedom to seek and to express ideas.

Reading advocate, writer, and television and film star LeVar Burton is the honorary chair of Banned Books Week. Burton will headline a live virtual conversation with Banned Books Week Youth Honorary Chair Da’Taeveyon Daniels about censorship and advocacy at 8:00 p.m. ET on Wednesday, October 4. The event will stream live on Instagram (@banned_books_week). Visit BannedBooksWeek.org for more details.

Saturday, October 7 is “Let Freedom Read Day,” a day of action against censorship. Call community decision-makers, write them letters, and buy a banned book. For information about ways to participate and resources, visit bannedbooksweek.org/let-freedom-read-day/.

PEN America is calling on supporters to email to their Congressional Representative urging them to support House Resolution 733 introduced by Congressman Jamie Raskin (D-MD) and Senator Brian Schatz (D-HI). The resolution recognizes Banned Book Week and expresses concern about “the spreading problem of book banning and the proliferation of threats to freedom of expression in the United States.”

John Merrow has some excellent ideas about how to broaden the base of support in your community, town, or city. Reach out and involve others, people who have little direct contact with the schools. Seeing what the students are doing is a big counterweight to the lies and propaganda of extremist groups. Long before people had television sets, the school was the hub of community life. Friends and neighbors turned out to watch the spelling bee, to see the football games, to enjoy student performances. No one dreamed of opening up corporate chains or using taxpayer dollars to fund competing schools.

Open the link to finish reading the post. If you have more ideas, please comment.

Merrow writes:

The problem with the truism “It Takes a Village to Raise a Child” is that most villagers have no direct connection to children or to the schools they go to. Only about 25 percent of homes have school age children, and in some communities that number drops into the teens. Even if one includes households with grandparents, the percentage probably won’t reach 40. And although support for local public schools is at an all-time high (54%), that may not be high enough to withstand the vicious attacks on the institution by “Moms for Liberty” and other radical right groups. Educators need to do more to win the support of ‘outsiders.’

The 60-80% of households without a strong connection to public education will determine the future of public schools.  Because they vote on school budgets, their opinion of schools, teachers, and students matter.  That’s why educators must develop and adopt strategies to win their support.  It’s not enough for good things to be happening in schools; ‘the outsiders’ need to be supportive, and a good way to win their support is to get them involved.

Because students who are engaged in their work are the best advertisement for public education, adults need to do two things:  1) Make sure the work is engaging and 2) that it involves the world outside the classroom.  Substitute “Production” (meaning that students are actually producingknowledge) for “Regurgitation” (where students parrot back what their teachers have told them).

Start with a public website and a YouTube Channel that features student productions done outside of school–in their community.  Whatever their ages, kids should work in teams, because it’s safer and it’s also how the adult world functions.  Every smartphone is also a great video camera, and so young people can interview adults in their community, then edit those interviews to create oral histories of people and places in their neighborhood–a sure crowd pleaser because everyone loves talking about themselves. When students know that their work is going to be out there for everyone to see, they will go the extra mile to make them as good as possible.  Adults can help set high standards, of course.  

The possibilities are endless:

*Students can create a photo gallery of the residents of their apartment building or their street and then post portraits on the web for all to see and talk about. Include photos of how the neighborhoods have changed over time.

*Art students can sketch portraits of business storefronts, or workers and bosses, also to be posted on the web.

*The school’s jazz quintet can perform at community centers and post the recordings on the YouTube channel.

*Video teams can interview adults in senior citizen centers around a chosen theme (best job, favorite trip, et cetera), to be edited into a short video for the web. Producing short biographies of ordinary citizens will teach all sorts of valuable skills like clear writing, teamwork and meeting deadlines.

*Music and drama students can rehearse and then present their productions at retirement homes and senior centers — but with a twist: involve some of the adults in the process (a small part in the play, a role in selecting the music, and so on).

Nancy Bailey criticizes the ongoing campaign to raise academic expectations and academic pressure on children in kindergarten. She traces the origins of this misguided effort on the Reagan-era publication “A Nation at Risk” in 1983.

Although the gloomy claims of that influential document have been repeatedly challenged, even debunked*, it continues to control educational discourse with its assertion that American schools are failing. “A Nation at Risk” led to increased testing, to the passage of George W. Bush’s No Child Left Behind in 2002, to the creation of Barack Obama’s Race to the Top in 2009, to the release of the Common Core standards in 2010.

Despite nearly a quarter century of focus on standards and testing, policymakers refuse to admit that these policies have failed.

And nowhere have they been more destructive than in the early grades, where testing has replaced play. Kindergarten became the new first grade.

But says Bailey, the current Secretary of Education wants to ratchet up the pressure on little kids.

She writes:

In What Happened to Recess and Why are our Children Struggling in Kindergarten, Susan Ohanian writes about a kindergartner in a New York Times article who tells the reporter they would like to sit on the grass and look for ladybugs. Ohanian writes, the child’s school was built very deliberately without a playgroundLollygagging over ladybugs is not permitted for children being trained for the global economy (2002, p.2).   

America recently marked forty years since the Reagan administration’s A Nation at Risk: The Imperative for Educational Reform which blamed schools as being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.

Berliner and Biddle dispute this in The Manufactured Crisis: Myths, Fraud, and the Attack on America’s Public Schools. They state that most of these claims were said to reflect “evidence,” although the “evidence” in question either was not presented or appeared in the form of simplistic, misleading generalizations (1995, p. 3)

Still, the report’s premise, that public schools failed, leading us down the workforce path of doom, continues to be perpetuated. When students fail tests, teachers and public schools are blamed, yet few care to examine the obscene expectations placed on the backs of children since A Nation at Risk.

Education Secretary Cardona recently went on a bus tour with the message to Raise the Bar in schools. Raising the bar is defined as setting a high standard, to raise expectations, to set higher goals.

He announced a new U.S. Department of Education program, Kindergarten Sturdy Bridge Learning Community.

This is through New America, whose funders include the Bill and Melinda Gates Foundation, the Waltons, and others who want to privatize public education. Here’s the video, Kindergarten as a “Sturdy Bridge”: Place-Based Investments, describing the plan focusing on PreK to 3rd grade. This involves Reading by 3rd and the Campaign for Grade Level Reading.

Cardona says in the announcement:

Getting kindergarten right has to be top of mind for all of us, because what happens there sets the stage for how a child learns and develops well into their elementary years and beyond. 

Ensuring that kindergarten is a sturdy bridge between the early years and early grades is central to our efforts both to Raise the Bar for academic excellence and to provide all students with a more equitable foundation for educational success. The kindergarten year presents an opportunity to meet the strengths and needs of young learners so they can continue to flourish in the years to come.

Raise the bar? Kindergarten is already the new first grade. What will it be now? Second? Third? Fourth? What’s the rush? How is this developmentally sound? One thing is for sure: there will still be no idle time for children to search for ladybugs.

Few bear the brunt of A Nation at Risk,as do early learners whose schools have been invaded by corporate schemes to force reading and advanced learning earlier than ever expected in the past.

If kindergartners aren’t doing well after all these years of toughness, higher expectations, and an excruciating number of assessments, wouldn’t it seem time to back off, instead of raising the bar higher?

Editor’s note:

*James Harvey and I will discuss the distortions contained in the “Nation at Risk” report at the Network for Public Education conference on Oct. 28-29 in Washington, D.C. James Harvey was a high-level member of the staff that wrote the report. He has written about how the Reagan-era Commissuon in Excellence in Education “cooked the books” to paint a bleak—but false—picture of American public schools. Please register and join us!