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Bills Designed to Stop Bullying and Harassment in Schools

Bills Designed to Stop Bullying and Harassment in Schools

Reading Time: 2 minutes

On August 5, 2010, the Safe Schools Improvement Act (SSIA) was introduced in the Senate by Bob Casey (D-PA). SSIA would amend the Safe and Drug-Free Schools and Communities Act—which is part of the No Child Left Behind (NCLB) Act—to include bullying and harassment based on a student’s actual or perceived race, color, national original, sex, disability, sexual orientation, gender identity or religion in its definition of violence. As such, it represents the first time protections would extend to persons on the basis of sexual orientation and gender identity. Districts would have to notify parents annually of their anti-bullying and harassment policies, as well as set up a grievance process for students and parents to report incidences. Additionally, states would have collect and report to the U.S. Department of Education data on incidences.

SSIA attempts to respond to staggering levels of bullying and harassment in schools. According to a 2005 report, 65% of the 3000 middle and high school students surveyed reported being bullied in school in the past year. According to a 2007 report, 84% of the 6,000 gay, lesbian, bi-sexual and transgendered students surveyed reported being harassed in school and 61% said they felt unsafe at school due to their sexual orientation. Both studies found anti-bullying policies like those required by SSIA significantly reduced bullying and harassment in schools.

The idea behind SSIA has been around for some time. The current iteration was introduced in the House by Representative Linda Sanchez (D-CA) in January 2009, but its introduction by Senator Bob Casey (D-PA) represents the first time it has made it to the Senate.  SSIA follows the introduction of the Student Nondiscrimination Act (SNDA), introduced in the House in January 2010 by Jared Polis (D-CO) and in the Senate by Al Franken (D-MN) in May 2010. SNDA is patterned after title IX and would prohibit discrimination (including harassment) on the basis of real or perceived sexual orientation or gender identity in any program or activity receiving federal funds.

Both SSIA and SNDA have broad support from civil rights and education organizations. It seems their only vocal opposition is from groups like Focus on the Family, which has launched a campaign against SSIA by claiming it promotes homosexuality and pro-gay curricula. Senator Casey has responded to Focus on the Family’s campaign against the legislation in a blog post, arguing that “by mischaracterizing the purpose of anti-bullying legislation, Focus on the Family is intentionally ignoring the prevalence of bullying in schools around the country.” And, we would contend, it is perpetuating the consequences of such bullying–from higher incidences of drop outs all the way to bullying- and harassment-related tragedies. It is about time we took action to make our schools safe places for all students. The proposed legislation represents a firm step in that direction.

Learn more about SSIA here.
Learn more about SNDA here.

This Labor Day I thank the unions for bringing me the weekend, including this long one

This Labor Day I thank the unions for bringing me the weekend, including this long one

Reading Time: 2 minutes

Labor Day has always been, for me, a symbol of one last chance to partake in summer’s delights—a barbeque with friends, a roadtrip before children’s school activities dominate the calendar, one last dip at the city park pool before it’s too cold to enjoy, a small town parade.

It’s easy for me to answer the questions of where to plunk my lawn chair along the parade route and whether or not to toss in a sweater for the weekend roadtrip; it is not so easy to answer another question that crossed my mind today: “Why do we celebrate Labor Day?”

Most of the accounts I found that answer the question, “Why do we celebrate Labor Day?” talk about the first Labor Day (September 5, 1882) and argue over who founded Labor Day (Peter J. McGuire or Matthew Maguire) and the reason the first Monday of September was chosen as the permanent date for the holiday rather than the alternative choice of May 1 (Haymarket Affair).

Those accounts don’t talk about labor unions or the benefits that have resulted from the collective action of unions. Since their inception in the1800s, labor unions exercised the tenets of democracy to leverage rights for workers such as the 8 hour work day, child labor laws, equality in pay, and protection for worker safety and health.

Many workers in this country, including myself, have never been and may never be union members but it’s important for me to know and appreciate how I benefit from the toils both of my fellow workers, past and present, and the labor unions that represent them.

So, this weekend, as I barbeque, head out on a roadtrip, swim, and clap along to the beat of the bass drum as the band marches by during the parade, I will know I have got the labor unions to thank, not only for my long holiday weekend but also for so many rights and protections I take for granted every day.

Act 250 Helping Rid Wisconsin of Offensive Native American Mascots and Logos

Act 250 Helping Rid Wisconsin of Offensive Native American Mascots and Logos

Reading Time: 2 minutes

Wisconsin’s new law–Act 250–allows persons to file a complaint against a school board for its “use of race-based nicknames, logos, mascots and team names.”  What is particularly exciting about the new law is that, during the resulting hearing before the State Superintendent of Public Instruction, the school board and not the complainant “has the burden of proving by clear and convincing evidence that the use of the nickname or team name in connection with the logo or mascot does not promote discrimination, pupil harassment, or stereotyping as defined by the state superintendent by rule.”

According to the Wisconsin Indian Education Association’s Indian Mascot and Logo Task Force, that burden is going to be pretty hard to meet.  The Task Force cites research by Dr. Stephanie Fryberg showing white students receive an artificial boost to their self-esteem and self-efficacy while American Indian students experience a decrease in both;  the harm is the same whether the images are intended to be “noble” or cartoonish.  Moreover, the effects on American Indian students are worse when the use is “approved.”  (The Task Force cites other studies as well, including a recent study published in the Journal of Applied Social Psychology titled “Effect of Exposure to an American Indian Mascot on the Tendency to Stereotype a Different Minority Group,” by Chu Kim-Preito, Sumie Okazaki, Lizabeth Goldstein and Blake Kirschner).

Despite overwhelming evidence of harm, the Task Force reports that, as of May 13, 2010, 35 schools in Wisconsin were still using Native American mascots or logos.  That number will certainly go down.  For example, Kewaunee School District–one of the first districts to be challenged–has agreed to change its logo.

The most recent challenge was filed by Rain Koepke regarding the Mukwonago High School mascot, and a hearing is scheduled for August 27.  In the local paper, a high school student said he, too, wanted to file a complaint and offered his own rebuttal to claims that such mascots and logos are benign and intended to honor American Indians.  The student chose to remain anonymous for fear he would be ridiculed for his Native American heritage, which is not apparent by his appearance.  The student wrote a four-page essay on the issue, an exerpt of which was published in the local paper.  Sadly, in an update in the same paper, MHS Principal Shawn McNulty was quoted as saying “We will present the facts and provide a vigorous defense in support of the Mukwonago School District and our Mukwonago High School logo.”

The new law provides a powerful legal tool to fight racial discrimination, and it opens up an avenue for continued dialogue about race.  In particular, it invites conversation about why it is that when people of color say they have been harmed, the response is often disbelief (it’s the  “show me your wound and I’ll tell you if it hurts” phenomenon).  The fact that a student feels he has to hide his Native American heritage–and the district continues to fight for its mascot–suggests there is much more going on at MHS than can be solved by doing away with the mascot.

Wow, what a week (and a half)!

Wow, what a week (and a half)!

Reading Time: < 1 minute

18 States and D.C. Named as Finalists for Race to the Top

Senate confirms Elena Kagan’s nomination to Supreme Court

49 applicants win i3 grants (Congrats to our colleagues at Quill Research Associaties!)

Court Rejects Same-Sex Marriage Ban in California (we hear that the judge’s opinion is worth the read)

USDA announces $1.2 billion in ARRA funds for broadband infrastructure. Ed Secretary Duncan says will help rural, Native American, and tribal schools, impacting 550,000 students.

Cement in oil well may work, but not sure just yet.

What did we miss?

Wisconsin Mascot Law Having an Impact

Wisconsin Mascot Law Having an Impact

Reading Time: < 1 minute

The Kewaunee School District in Wisconsin has decided to formally discontinue the use of its Indians team name and logo!  We think this is an extremely important issue for public education today.

This decision comes after Wisconsin passed the historic Race Based Nicknames, Mascots, and Logos Law.  Here is some background (from the Wisconsin State Human Relations Association):

On May 5, 2010, Governor Jim Doyle signed into law SB 25, the Race Based nicknames, mascots, and logos law.  The signing of this law was the culmination of a 16-year collaborative process.  Rep. Jim Soletski, and Sen. Coggs introduced this critical piece of legislation in 2009.

Bill co-sponsor Democrat Sen. Spencer Coggs (D-Milwaukee) said, “If we use that logic, back in 1954, when Rosa Parks got on a bus and she decided it was not right for black people to sit at the back. … Would it have been okay for another black person to say, ‘Hey I like sitting in the back of the bus. It’s okay with me – let’s cancel out what Rosa Parks is talking about?'”

Rep. Jim Soletski (D-Green Bay) stated that, “It’s 2009. It’s time we put this behind us. It’s the Native American’s heritage, first and foremost. If they’re not feeling honored, then it’s time to get rid of it.”  Wisconsin is the first state in the United States to pass such an important legislation.

Indian County Today’s article on the signing of the bill

Indian Country Today’s 2009 article on the content of the bill

For additional information about the importance of the issue, go to Students and Teachers Against Racism or you can view our presentations on “Othering.”

National Rural Education Technology Summit

National Rural Education Technology Summit

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(Thanks to Fritz Edelstein for the following announcement.)

Today, Wednesday, July 21, at the National Museum of the American Indian in Washington, D.C., the Department of Education and the Smithsonian Institution convened experts in education and technology to share effective models and innovative practices for improving teaching and learning in rural schools.

Presentations and discussions at the National Rural Education Technology Summit focused on how rural schools can use technology to overcome the challenges of distance and isolation, while capitalizing on the positive opportunities in rural areas.

Speakers and participants include:  U.S. Secretary of Education Arne Duncan; Federal Communications Commission Chairman Julius Genachowski; Smithsonian Institution Secretary G. Wayne Clough; U.S. Deputy Secretary of Agriculture Kathleen Merrigan; South Dakota State Superintendent Tom Oster; North Carolina State Superintendent June Atkinson; and New Hampshire Commissioner of Education Virginia Barry.

They were joined by over 100 rural education and technology experts from 24 states, discussing how technology can be used to overcome the challenges of distance and provide new opportunities in rural schools.

We will look for follow-up information!  Let us know if you attended by emailing westwind (at) westwinded (dot) com.  The venue suggests to me that American Indian education might be a particular topic of discussion.  Was this the case or was it just a fabulous location for an event?

State Policy Implications of the Model Core Teaching Standards

State Policy Implications of the Model Core Teaching Standards

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[box class=”grey_box”]By Deanna Hill, Circe Stumbo, Kathleen Paliokas, Deb Hansen, and Peter McWalters. This draft discussion document was written on behalf of CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC) as a companion document to Model Core Teaching Standards: A Resource for State Dialogue. Disseminated at CCSSO’s 2010 Summer Institute, it was written to assist the organization’s influential network of chief state school officers and the education community as they make decisions about standards adoption and implementation.[/box]


Library image (cc) Marco Antonio Torres

The Meaning of Memorial Day

The Meaning of Memorial Day

Reading Time: 3 minutes

“What is Memorial Day for, Mom?”  This was the question from my 9-year-old son as we sat at the dinner table on the night before the holiday  His 6-year-old brother cocked his head at me, eyes wide, waiting for “the answer.”  As I related to him what I had always been told (i.e., that it’s a day to remember the soldiers who died for our country), I realized that I didn’t know anything about the origin of the holiday or even which war prompted it.  Unsatisfied with my own knowledge, I did some quick research and uncovered something interesting but not surprising–a counterstory.

The majoritarian story credits General John A. Logan, commander-in-chief of the Grand Army of the Republic (the Union Army’s veterans organization), for his 1868 call for all veterans and their communities to hold ceremonies and decorate the graves of soliders who had died in the Civil War.   This practice spread across the nation.  Thereafter, cities in both the north and south claimed the first Memorial Day, but none date back as far as what Yale historian David Blight discovered in his research.

According to Blight, Memorial Day was created by blacks, in cooperation with white missionaries and teachers, in Charleston, South Carolina.  As Blight tells us:

“Thousands of black Charlestonians, most former slaves, remained in the city and conducted a series of commemorations to declare their sense of the meaning of the war. The largest of these events, and unknown until some extraordinary luck in my recent research, took place on May 1, 1865. During the final year of the war, the Confederates had converted the planters’ horse track, the Washington Race Course and Jockey Club, into an outdoor prison. Union soldiers were kept in horrible conditions in the interior of the track; at least 257 died of exposure and disease and were hastily buried in a mass grave behind the grandstand. Some twenty-eight black workmen went to the site, re-buried the Union dead properly, and built a high fence around the cemetery. They whitewashed the fence and built an archway over an entrance on which they inscribed the words, “Martyrs of the Race Course.”

Then, black Charlestonians in cooperation with white missionaries and teachers, staged an unforgettable parade of 10,000 people on the slaveholders’ race course. The symbolic power of the low-country planter aristocracy’s horse track (where they had displayed their wealth, leisure, and influence) was not lost on the freedpeople. A New York Tribune correspondent witnessed the event, describing “a procession of friends and mourners as South Carolina and the United States never saw before.”

At 9 am on May 1, the procession stepped off led by three thousand black schoolchildren carrying arm loads of roses and singing “John Brown’s Body.” The children were followed by several hundred black women with baskets of flowers, wreaths and crosses. Then came black men marching in cadence, followed by contingents of Union infantry and other black and white citizens. As many as possible gathering in the cemetery enclosure; a childrens’ choir sang “We’ll Rally around the Flag,” the “Star-Spangled Banner,” and several spirituals before several black ministers read from scripture. No record survives of which biblical passages rung out in the warm spring air, but the spirit of Leviticus 25 was surely present at those burial rites: “for it is the jubilee; it shall be holy unto you… in the year of this jubilee he shall return every man unto his own possession.”

Following the solemn dedication the crowd dispersed into the infield and did what many of us do on Memorial Day: they enjoyed picnics, listened to speeches, and watched soldiers drill. Among the full brigade of Union infantry participating was the famous 54th Massachusetts and the 34th and 104th U.S. Colored Troops, who performed a special double-columned march around the gravesite. The war was over, and Decoration Day had been founded by African Americans in a ritual of remembrance and consecration. The war, they had boldly announced, had been all about the triumph of their emancipation over a slaveholders’ republic, and not about state rights, defense of home, nor merely soldiers’ valor and sacrifice.”

[Blight also reminds us that states in the south celebrate(d) Confederate Memorial Day: April 26 (the day General Joseph Johnston surrendered to General William T. Sherman) in many deep South states; May 10 (Stonewall Jackson’s birthday) in the Carolinas; and June 3 (Jefferson Davis’s birthday) in Virginia.]

I now have a counterstory to tell my sons–one that places people of color in the center.  And, I was reminded of a lesson I have learned and, for some reason, must keep relearning.  “All such stories … are but prelude to future reckonings. All memory is prelude.”  Thank you, David Blight.

Read the full David Blight article here.

Read an interesting blog article on the topic here.

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