Saturday, March 2, 2013
Education Seattle High School Teacher's Race and Social Justice Curriculum Suspended After Parent Complaint
Posted by Anna Minard on Sat, Mar 2, 2013 at 3:55 PM
It’s not every day that we get news tips from concerned high-school students fighting a curriculum change. But I got a call yesterday from Zak Meyer, a senior at The Center School (the public high school in the Armory at the Seattle Center), wanting to know if I’d heard the rumors about the suspension of his school’s race and social justice curriculum.
Full disclosure: I’m a graduate of the school, and I’d taken the class Meyer was talking about. Rumors were, indeed, racing across social networks and among alumni that something weird was going on. I asked him to fill me in.
Seniors had come in to humanities class on Monday, Meyer told me, and when they started a student-led portion of class where they talk about what happened to them over the weekend and then connect it to what they’re learning, the teacher said he had to shift the conversation away from race or gender. That’s tough, because they’re just finishing up a curriculum unit on race and social justice. Students were baffled. The teacher, Jon Greenberg, couldn’t explain the situation until Friday, when he got an all-clear to talk.
It turns out there was a parent complaint to the district about the class, which resulted in Greenberg, the sole senior humanities teacher, receiving a letter from the superintendent of schools. The letter instructed him to stop teaching two specific units of his humanities curriculum while they were investigated by the district: the race and gender units.
This curriculum was created by Greenberg and much of it has been taught since the school opened a decade ago; it’s an integrated humanities class that teaches language arts and social studies with a heavy social justice focus. There’s a unit on race that involves talking about identity and privilege, and a gender unit that was folded into the curriculum after the tiny high school’s inaugural women’s studies elective was canceled. I can say from personal experience that it’s a powerful class and a highlight of lots of students’ time at the school, a view I’ve heard repeated by current students and more recent alumni.
When I called the district, they seemed wary of the narrative that a popular course was being put on hold because of a single complaint. “We’re not going to ban discussions of racism and social justice,” said Seattle Public Schools spokeswoman Teresa Wippel. “It’s just that if there’s a complaint, we’re supposed to be investigating those kinds of things.” So what exactly happened, here?
“There was a parent complaint that came to us,” says Wippel. The district investigated and decided that “the manner in which the race unit was being taught… created an intimidating educational environment for a particular student,” according to Wippel. An ad hoc committee was formed, comprising the school’s principal, district employees, and a parent from the school. They’ve met with the complainants and the teacher, and will be submitting a recommendation by Monday to Shauna Heath, SPS’s executive director of curriculum and instruction, who will make a final decision on the curriculum—a decision that, Wippel told me, “cannot be appealed.”
Greenberg was hesitant to speak on the record, but he would tell me that he’s never gotten a parent complaint before this year, and he feels that the finding by the district was based on limited evidence—evidence he hasn’t seen. That he was ordered to immediately halt his curriculum “assumes that the materials are objectionable until proven otherwise,” he says, and he's upset that a single family would have the ability to shut down classroom work so swiftly and entirely, without input from any other students or families. He's also concerned that the gender unit was suspended preemptively—it hasn’t been taught yet, so there’s no actual complaint about it. But mainly, he’s focused on his students. And if there's a silver lining here, it's in how the school community, especially students, have responded to the controversy.
Students are rallying in support of the class and their teacher. Meyer, the student who called me, had just come from a lunch meeting of a student organizing committee. Well, “it started out as an organizing committee, but now it spans the entire senior class,” says Meyer. “No one in the senior class wants to see this gone.” They’ve been collecting petitions both physically and online, and contacting the school district and the media. They’re eloquent and composed, a perfect testament to their education in citizenship and rhetoric, which are also elements of the class. And the stories they’re collecting, many on an online petition you can see here, are compelling:
As a student of the first full graduating class at TCS, this curriculum was transformative. It gave me a framework for understanding social justice across different identities and a toolkit for addressing oppression and racism—within myself and in the world as a whole. This curriculum prepared me for the world and made me a better person. It should be taught in every school. —Hannah Peragine (’05)
My older daughter Zoe completed Mr. Greenberg’s incredible class on racism and sexism, and her younger sister is looking forward to the same incredible, life-changing class. This class is shocking for us all; it’s also a college-level class in many respects, but safer in Mr. Greenberg’s capable hands. —Bibiana Powell, Seattle
I am very dismayed at this news. Our son graduated from the Center School last spring, and we were so pleased that the topics we often discussed at the dinner table were being considered in his humanities class. Yes, these are sometimes difficult conversations to have, which makes them all the more important. If some families don’t want their children to participate in that curriculum, they can opt out—for those of us who want this material, how do we make sure we get to opt in? —Sandra Kurtz, Seattle
1
"Intimidating educational environment" so often translates as "they're teaching my kid stuff I don't want him to know". And if it actually comes from the student it's so often the kind of complaint that results from deeply held religious beliefs not supported by history or science. Parents shouldn't have to "opt-in"; parents should have the option to "opt-out". They should not be entitled to re-write a district's or a school's curriculum.
3
This reeks of Men's Rights crazies. All things that point out the privilege of white men is seen as oppressive to them, and they believe equality can only be achieved by ceasing all corrective education and action (like killing VAWA and Affirmative Action).
Fuck those guys.
Fuck those guys.
6
I wonder what the specifics are. Ms Minard, you took the class, was it full of racial hatred against "White Master" or was it even handed? Did you stay awake in the class?
8
The fact that the district went along so willingly on the strength of ONE complaint suggests to me that someone at the district has wanted to bring the hammer down on this for a while.
9
since there is no discussion of what actually transpired to make the student uncomfortable (and i imagine that discomfort has only multiplied a hundredfold since the "entire senior class" has now taken the opposing view, making it really difficult for this one student to feel comfortable voicing such an opinion again), i find it interesting that everyone has made the assumption that it is a white student being made to question their own privilege for the first time and freaking out. a) it could just as easily have been a poc being made to feel singled out in a mostly white environment, or otherwise being oppressed by their peers and b) coming from someone who actually teaches high schoolers anti-oppression and social justice material, this is an incredibly difficult discussion for everyone (both those who have never had to recognize where their unearned and often unrecognized privilege comes from and those who are forced to analyze their own oppression in front of their privileged peers).
also, since the teacher came up with the curriculum themselves, it would be perfectly legitimate to have a professional in anti-oppression curriculum development analyse the curriculum and help the teacher improve it. (i'm not saying ditch it, i'm saying analyse e it critically and give tips and support so that this doesn't happen again.)
that being said, potentially this is a case of white helicopter parenting gone amok, and also our superintendent is the worst.
also, since the teacher came up with the curriculum themselves, it would be perfectly legitimate to have a professional in anti-oppression curriculum development analyse the curriculum and help the teacher improve it. (i'm not saying ditch it, i'm saying analyse e it critically and give tips and support so that this doesn't happen again.)
that being said, potentially this is a case of white helicopter parenting gone amok, and also our superintendent is the worst.
13
@5: Fixed.
@everyone wondering about the class: Its contents would be pretty familiar to anyone learning or teaching about race and privilege stuff--the "courageous conversations about race" model, unpacking Peggy McIntosh's knapsack, etc. Discussion-wise and education-wise, it was better than the college classes I took later on the same topics, and it's definitely responsible for a lot of Center School grads going on to do social justice work. I'd say it's a pretty beloved and foundational part of the school's curriculum and campus culture. But obviously some people may feel differently.
@everyone wondering about the class: Its contents would be pretty familiar to anyone learning or teaching about race and privilege stuff--the "courageous conversations about race" model, unpacking Peggy McIntosh's knapsack, etc. Discussion-wise and education-wise, it was better than the college classes I took later on the same topics, and it's definitely responsible for a lot of Center School grads going on to do social justice work. I'd say it's a pretty beloved and foundational part of the school's curriculum and campus culture. But obviously some people may feel differently.
14
"...the manner in which the race unit was being taught..." seems the operative bit to me. Without complete information I'm willing to give the benefit of the doubt to the school district. All too often I hear of Christianists pushing their agenda in public schools. It ain't like liberalists can't be guilty of the same shit - I've lived in Seattle long enough to believe granola group think could be the issue.
15
I am the parent of a Center School graduate and a Center School Junior. Jon Greenberg is an amazing instructor, and many of the Center School students I am acquainted with (all between the ages of 23-26 presently)credit the social justice curriculum at Center as a formative, positive contributor to their lives- academically, socially, and personally- after high school.
During my older daughter's time with Jon, there were definitely grumblings from 1 or 2 (Center is a very small school) parents who felt their students were "being made to feel badly about being white" and a few about feeling a 'gay agenda' was being pushed. At that time I was a member of the parent board, very active at the school, and present sporadically in many of the classrooms. At the time, I am now somewhat chagrined to admit, I treated those people like I treat folks who quote FOX news- tried to politely explain that I had never experienced any adversarial or 'blaming' language' connected with the curriculum, ENCOURAGED THEM TO MAKE AN APPOINTMENT WITH THE INSTRUCTOR AND/OR PRINCIPAL to discuss their concerns, and then ignored them.
Frankly, the appalling part of this situation, for me, is not that someone had an issue - discomfort is often not easy to work through, and dull witted people are everywhere- but that the district acted on ONE complaint without EVER enforcing their usual policy of insisting that conversations take place first at a school level.
During my older daughter's time with Jon, there were definitely grumblings from 1 or 2 (Center is a very small school) parents who felt their students were "being made to feel badly about being white" and a few about feeling a 'gay agenda' was being pushed. At that time I was a member of the parent board, very active at the school, and present sporadically in many of the classrooms. At the time, I am now somewhat chagrined to admit, I treated those people like I treat folks who quote FOX news- tried to politely explain that I had never experienced any adversarial or 'blaming' language' connected with the curriculum, ENCOURAGED THEM TO MAKE AN APPOINTMENT WITH THE INSTRUCTOR AND/OR PRINCIPAL to discuss their concerns, and then ignored them.
Frankly, the appalling part of this situation, for me, is not that someone had an issue - discomfort is often not easy to work through, and dull witted people are everywhere- but that the district acted on ONE complaint without EVER enforcing their usual policy of insisting that conversations take place first at a school level.
16
Feel free to send those kids and anyone else my way; we're talking race, frat boy birthrights and why cops often mistake Snickers for guns when it comes to young black men.
Riding in Cars with Black People & Other Newly Dangerous Acts: A Memoir in Vanishing Whiteness is the groundbreaking and crushingly honest story of what happens when a black boy, raised by white parents, “ages out” of honorary white and suburban privilege and into a world where folklore, statistics, and conjecture deem him dangerous until proven otherwise. At times funny, biting, and somber, Riding in Cars with Black People unpacks race, privilege, and identity construction like only a transracial adoptee can. Ultimately demonstrating how even the most painful of experiences can be reclaimed, transformed and accepted for what they are: the building blocks of our unique identities. --- April 11, 12, 13, 19, 20 - 8pm & 21, - 2pm Rainier Valley Cultural Center, Seattle
Riding in Cars with Black People & Other Newly Dangerous Acts: A Memoir in Vanishing Whiteness is the groundbreaking and crushingly honest story of what happens when a black boy, raised by white parents, “ages out” of honorary white and suburban privilege and into a world where folklore, statistics, and conjecture deem him dangerous until proven otherwise. At times funny, biting, and somber, Riding in Cars with Black People unpacks race, privilege, and identity construction like only a transracial adoptee can. Ultimately demonstrating how even the most painful of experiences can be reclaimed, transformed and accepted for what they are: the building blocks of our unique identities. --- April 11, 12, 13, 19, 20 - 8pm & 21, - 2pm Rainier Valley Cultural Center, Seattle
19
"They’ve met with the complainants and the teacher, and will be submitting a recommendation by Monday to Shauna Heath, SPS’s executive director of curriculum and instruction, who will make a final decision on the curriculum—a decision that, Wippel told me, “cannot be appealed.”
Ms. Heath is wrong. If there is an issue about curriculum, the final vote is the School Board. This happened a couple of years back about using Brave New World (and a Native American student was uncomfortable with the "native" references without any context from the teacher).
That issue went to the School Board and this one may as well.
Ms. Heath is wrong. If there is an issue about curriculum, the final vote is the School Board. This happened a couple of years back about using Brave New World (and a Native American student was uncomfortable with the "native" references without any context from the teacher).
That issue went to the School Board and this one may as well.
20
@9 -- I'm puzzled as to why you think we're all assuming it's a white person objecting. I make no such assumption and I hope I didn't express myself in a way that leads to that interpretation. My observation tends toward the "deeply held religious beliefs" side of the question. As others have said, a lot of this kind of objection comes from people who want the school district to give their kids the same limited education they'd give them if they were home-schooling, not necessarily complete or well rounded and too often not challenging or rigorous on any level. But that's not to say that I assume all home-schoolers are white, just that the justification for home schooling is often so thin you could wrap leftovers in it without having to label them.
23
Missing from the article are two facts that might be quite germane.
TCS is a "choice school" in the district (not assigned)
TCS has always recognized social justice as a key component of its entire curriculum
TCS is a "choice school" in the district (not assigned)
TCS has always recognized social justice as a key component of its entire curriculum
24
Once again, thank you so much to "The Stranger" for being the only real Newspaper in town. You are an amazing source of the real pulse. Wish more papers were like you, small and big.
26
Unregistered user(s), why don't you just go somewhere else to spread your nastiness. The Seattle Times comment cesspool would be appropriate.
4-5 years ago, Center School kids came to a City budget hearing to support not cutting human services. They were the most cogent, organized, and intelligent presenters there. In this case, it's 100 to 1 the School District has made a huge mistake in what they've done, and the "entire senior class" is right.
4-5 years ago, Center School kids came to a City budget hearing to support not cutting human services. They were the most cogent, organized, and intelligent presenters there. In this case, it's 100 to 1 the School District has made a huge mistake in what they've done, and the "entire senior class" is right.
28
Imagine how much American history you'd have to skip over in order to make absolutely sure no one "felt bad about being white". Holy Jeebus, fellow honkies - it's the distant year 2013, can we please acknowledge the fucked up power dynamic/sense of privilege of the last few hundred years already?
30
Education should challenge you, make you a bit uncomfortable. If you can't deal, fine remain ignorant, put the book down, walk out of the room and ask not t o be presented with ideas that challenge you. Then get over it and let others proceed. To do otherwise makes you an asshole.
If you can't handle being an asshole, well get over that too, its your problem not mine.
If you can't handle being an asshole, well get over that too, its your problem not mine.
31
So other than not knowing the nature of the complaint or suggesting what ethnicity/sexuality may have been offended (should we gather that white-male felt threatened, as is the case in the classic SLOG diatribe)...but, hey, good reporting!
35
All of you unregistered commenters -- inlcuding Reader01 -- who aren't obvious asshats are exonerated.
40
I am a current senior at the center school. The race unit and hopefully soon to come feminism unit. This class has been a very eye opening experience and is a part of my day that I always look forward to. There will always be a certain amount of discomfort when learning about topics that are seldom talk about in a daily way. Mr. Greenberg is one if the best teachers thy I have ever had and is more capable of teaching this class than anyone I have ever met. I love this class and would gladly start a club to continue my education about the injustices that plague our society.
45
I worked with Mr. Greenberg as a co-teacher once and I have to say that he is personally a very unpleasant man (angry, arrogant,"my way or the highway" type.) Professionally- with kids (the important part) he is really good, so this could be a bedside manners thing. He has a hard time dealing with adults in my experience.
46
Regardless of any criticism of the school or the teacher, the program is good. As for not showing the other side of things, I think having to view films like Farenhype 9/11 as a matter of contrast pretty well underscores all of the bullshit right wing propaganda by letting it speak for itself. I was at that human services hearing years ago, the process of which included a field trip to a day worker's center, where we spent more time listening to the people there than any student in any other curriculum, and more than the average person. We weren't just tourists, we were taught to put our money where our mouths were. And yes, we did select HB1515, protection of sexual orientation under the law, as our legal issue. But we chose it by consensus. As a consequence, those of us in that class probably have a better understanding of how the legislative process works, and how best to participate in it. That, for me, is the number one value I took away with me, because almost no high school class actually teaches civics with a view to participation.
I think it should be a college credit program. I'm glad that it's not opt-in, that it's mandatory, and maybe it could do with a little diversity in practice (say, bring in some women to teach) it is far afield of anything else anyone is likely to find in secondary education in Seattle. If that student doesn't like it...who cares?
One thing that program taught me is that a privileged person is not entitled to behave as though they're entitled to the same consideration as people who actually experience discrimination with real consequences. And the reason that it makes logical sense to suggest that student might fit that criteria is that no one else in their right mind would feel misrepresented or offended by the content of that class. Don't like the puritanical, mandated college prep style? I understand. It's challenging, and due to some major upheavals I had to switch schools in order to graduate, but I'm glad I stayed long enough to take that class.
More...
I think it should be a college credit program. I'm glad that it's not opt-in, that it's mandatory, and maybe it could do with a little diversity in practice (say, bring in some women to teach) it is far afield of anything else anyone is likely to find in secondary education in Seattle. If that student doesn't like it...who cares?
One thing that program taught me is that a privileged person is not entitled to behave as though they're entitled to the same consideration as people who actually experience discrimination with real consequences. And the reason that it makes logical sense to suggest that student might fit that criteria is that no one else in their right mind would feel misrepresented or offended by the content of that class. Don't like the puritanical, mandated college prep style? I understand. It's challenging, and due to some major upheavals I had to switch schools in order to graduate, but I'm glad I stayed long enough to take that class.
47
@45 Greenberg is nothing, nothing compared to the teachers I had afterwards in college. No one was ever better for a personable, friendly, easy to get along with instructor, not in the world of critical thinking. If more teachers in high school spent less time pandering to soft headed little boys and girls who grew up coddled and told they were the specialest, smartest and most likely to succeed, maybe our education system wouldn't have sunk so deep. Is he a hyperactive maniacal overbearing personality whose attitude and motives may be just a little bit suspect? You betcha. So what. To this day, I hate teachers that like me- and I never got a sense that he liked me- because I have absolutely no motivation to rise to the occasion. Better an engaging, obsessive teacher than a teacher who is just trying to get everyone through the class without failing.
49
It's ridiculous that a single complaint can bring down a whole unit. There needs to be more investigation.
It's not justified, and for that these units will not be thwarted.
It's not justified, and for that these units will not be thwarted.
50
It's ridiculous that a single complaint can bring down a whole unit. There needs to be more investigation.
It's not justified, and for that these units will not be thwarted.
It's not justified, and for that these units will not be thwarted.
51
Thanks for writing about this Anna. I was a year or two behind you at TCS, I don't know if you remember me. But the race unit was awesome, and in response to the above comments (besides 'fuck you bitch'...really??) to be clear: The Center School is a public school, it is not a prep school. Yes the majority of the students when I went there were privileged. White, upper middle class, from Queen Anne. Which is exactly why a unit like this needs to be taught there. As I remember, Greenberg's unit is based on the typical resources (Tim Wise, Peggy McIntosh) and is not that different compared to other workshops on race I have been to...including a national conference I went to on White Privilege. Also Greenberg has been doing this for over 10 years. His curriculum is not just pulled out of his ass. The only difference I see is that he tries to make things a softer for people, a little bit easier to swallow. This is not a fun conversation, it is not a comfortable conversation. But that is what learning is. And it is absolutely neccessary in the culture of Seattle whiteness that insinuates 'if we don't talk about race it doesn't exist'.
I highly doubt the complaint was brought forward by a student of color who felt uncomfortable (though of course, not my experience, I don't know) but my bet is on a sixteen year old white boy who lives in upper queen anne. Those were the little shits that had all the trouble with it, and would have the sense of entitlement to try and get it pulled. Hazel Pemberton.
I highly doubt the complaint was brought forward by a student of color who felt uncomfortable (though of course, not my experience, I don't know) but my bet is on a sixteen year old white boy who lives in upper queen anne. Those were the little shits that had all the trouble with it, and would have the sense of entitlement to try and get it pulled. Hazel Pemberton.
54
@43 Close, but I'm leaning more towards unmarried, basement-dwelling guy with bad skin, a serious Asian fetish, and a lot of anger issues because no one takes him seriously, except on the Internet, where he particularly likes racist sites (especially the ones that purport to hate blacks only, not the Jews or Asians). He's not a virgin, and he's dated a few girls, but they never get past his freaky intensity, tendency to say inappropriate things to their friends and habit of getting angry every time he feels that the world slights him in the least. He particularly hates the idea of white privelege, because he has a general awareness of how much his life sucks and knows it would be even worse without the modicum of respect he feels he's owed by virtue of aryan birth. Further, he has to identify with his race because he, personally, hasn't accomplished anything of note in his life. He reads a LOT of Ayn Rand, and masturbates to the rape scenes. Hopefully, the lovely Catalina VelDuray will be along presently to unpack him further; her troll smack downs are truly a thing of beauty.
55
It's true we don't know the details. I bet, however, that it is a student whose own bigotry was challenged. I guess we are guessing from our own experiences but that's my take. We'll see.
At my son's school, parents have wreaked havoc from time to time over-reacting to their kids' complaints. I tell my son: respect your teachers and do your work. And participate in any discussion that comes up because it isn't the topic but your ability to thresh it out with civility and facts that's important to me. These kids are young adults. Let's give them some credit.
At my son's school, parents have wreaked havoc from time to time over-reacting to their kids' complaints. I tell my son: respect your teachers and do your work. And participate in any discussion that comes up because it isn't the topic but your ability to thresh it out with civility and facts that's important to me. These kids are young adults. Let's give them some credit.
57
Classes like this should be taught in every school, and should be a graduation requirement for all students. This country would be a far better place if people were challenged on their privilege, and forced to critically think about it occasionally. SPS is crazy for even considering shutting it down.
60
So no info on the actual complaint?
Also....I really wish I'd get some of that white privilege everyone keeps talking about.
Also....I really wish I'd get some of that white privilege everyone keeps talking about.
62
You know, as a rule I ignore the unregistered troll. But word the fuck up @59.
If I had a nickel for every time I met a white progressive that moved to a black neighborhood and sent their kid to a private school instead of the public one I would have enough to buy myself a nice breakfast.
The troll makes a point that everyone refuses to discuss.
If I had a nickel for every time I met a white progressive that moved to a black neighborhood and sent their kid to a private school instead of the public one I would have enough to buy myself a nice breakfast.
The troll makes a point that everyone refuses to discuss.
65
They are rated poorly. Not because of the teachers, facilities, curriculum or administration, but because of the low standardized test scores of the mostly minority students.
There is no difference at all between Rainier Beach and, say, Ballard high school, other than the student population.
If the more affluent actually put their kids in the local public schools, it would have a educational benefit on everyone (rising tide raises all boats). But the public school kids are black, so....off the special white people school.
It's the south ends dirty little secret and Seattle liberal hypocrisy at its worst
There is no difference at all between Rainier Beach and, say, Ballard high school, other than the student population.
If the more affluent actually put their kids in the local public schools, it would have a educational benefit on everyone (rising tide raises all boats). But the public school kids are black, so....off the special white people school.
It's the south ends dirty little secret and Seattle liberal hypocrisy at its worst
67
Well, Seattle Schools is not standing still. The lower-rated high schools are really picking up. Cleveland started a STEM program a few years back and has seen its population (and variation in population) pick up. (Their girls basketball team just won the state basketball championship last night as well.)
Rainier Beach High School is coming online in the fall with the International Baccalaureate program which has been well-received at Ingraham High and Chief Sealth High. (Their boys basketball team won the 3A high school championship last night.)
Seattle Schools continue to push forward, not backwards (despite what the media might tell you).
Rainier Beach High School is coming online in the fall with the International Baccalaureate program which has been well-received at Ingraham High and Chief Sealth High. (Their boys basketball team won the 3A high school championship last night.)
Seattle Schools continue to push forward, not backwards (despite what the media might tell you).
68
As a former student I can say without a doubt that Jon Greenberg is one of the greatest teachers I've ever had and that racism and sexism unit was the greatest class I took in High School.
70
It sounds like 1. parents complained and 2. the school said "teacher, put a hold on this while we see if the complaint is merited." That is not injustice. That is how things should work. Of course, in school systems, "should" can be a hail Mary. At least all this scrutiny means that the review board will have to evaluate the class on its merits rather than make the decision that will produce the most quiet.
Yes, this looks fishy. It's a class about race that no one else complained about, and they halted the gender section, which hasn't been taught yet. Something funny is going on here. Yes, it's possible that the parents are racists or archconservatives who think that modern humanities ed is full of evil, but when just one student or family complains, it's sometimes because the teacher took a dislike to just one student and made a butt of him or her. The curriculum might've been a roundabout way of addressing another problem that we can't see.
My biggest problem with the concept of privilege is that it's called "privilege." Do white/male/hetero individuals get to do things that other people don't and often not realize what a big difference it makes? Yes. Does that make those things a "special right, immunity or benefit beyond the advantage of most" with strong connotations of being undeserved? No.
Yes, this looks fishy. It's a class about race that no one else complained about, and they halted the gender section, which hasn't been taught yet. Something funny is going on here. Yes, it's possible that the parents are racists or archconservatives who think that modern humanities ed is full of evil, but when just one student or family complains, it's sometimes because the teacher took a dislike to just one student and made a butt of him or her. The curriculum might've been a roundabout way of addressing another problem that we can't see.
My biggest problem with the concept of privilege is that it's called "privilege." Do white/male/hetero individuals get to do things that other people don't and often not realize what a big difference it makes? Yes. Does that make those things a "special right, immunity or benefit beyond the advantage of most" with strong connotations of being undeserved? No.
71
@39: "'a lot of Center School grads going on to do social justice work'
Wow, talk about a useless occupation. No wonder the Chinese are going to clean our clocks, we're creating a nation of neurotic navel gazers."
As opposed to China, in which everyone is either a Party member or a second-class citizen, corruption is endemic on all levels of government, ethnic minorities are forcibly assimilated and their culture suppressed, food purity regulation is effectively non-existent, the working man's wages are marginal at best, industrial workers have no bargaining leverage with their employers, and suicide rates are among the highest in the world.
I'll take quality over efficiency any day of the week.
Wow, talk about a useless occupation. No wonder the Chinese are going to clean our clocks, we're creating a nation of neurotic navel gazers."
As opposed to China, in which everyone is either a Party member or a second-class citizen, corruption is endemic on all levels of government, ethnic minorities are forcibly assimilated and their culture suppressed, food purity regulation is effectively non-existent, the working man's wages are marginal at best, industrial workers have no bargaining leverage with their employers, and suicide rates are among the highest in the world.
I'll take quality over efficiency any day of the week.
73
I was a TCS student, and I wasn't totally enamored with Greenbergs class when I took it. It was uncomfortable, and I didn't feel as if it was practical or necessary for me since I wasn't planning on pursuing activist work. But now that I am a junior in college I realize that it was incredibly important as far as my worldview is concerned. You don't need to go on to do social justice work to benefit from a healthy and rounded perspective on the way society functions. I meet people on a daily basis who are completely clueless about the systemic and socially acceptable racism and sexism that permeates most peoples day-to-day life.
And to all the people who think its just a useless and feel-good hippie class, I would say two things. One, that people who come out of it are not just dealing with these issues on an intellectual level, they do go to places where race issues are more problematic than unfair employment practices and engage with public policy issues and advocacy. And two, even people in these fabled STEM career tracks benefit from a well-rounded education. Schools should never be engineer/programmer creation factories, they should teach life, art, and culture (including math and science) because a society made exclusively out of mathematicians with no social skills sounds pretty hellish to me!
And to all the people who think its just a useless and feel-good hippie class, I would say two things. One, that people who come out of it are not just dealing with these issues on an intellectual level, they do go to places where race issues are more problematic than unfair employment practices and engage with public policy issues and advocacy. And two, even people in these fabled STEM career tracks benefit from a well-rounded education. Schools should never be engineer/programmer creation factories, they should teach life, art, and culture (including math and science) because a society made exclusively out of mathematicians with no social skills sounds pretty hellish to me!
74
I was a TCS student, and I wasn't totally enamored with Greenbergs class when I took it. It was uncomfortable, and I didn't feel as if it was practical or necessary for me since I wasn't planning on pursuing activist work. But now that I am a junior in college I realize that it was incredibly important as far as my worldview is concerned. You don't need to go on to do social justice work to benefit from a healthy and rounded perspective on the way society functions. I meet people on a daily basis who are completely clueless about the systemic and socially acceptable racism and sexism that permeates most peoples day-to-day life.
And to all the people who think its just a useless and feel-good hippie class, I would say two things. One, that people who come out of it are not just dealing with these issues on an intellectual level, they do go to places where race issues are more problematic than unfair employment practices and engage with public policy issues and advocacy. And two, even people in these fabled STEM career tracks benefit from a well-rounded education. Schools should never be engineer/programmer creation factories, they should teach life, art, and culture (including math and science) because a society made exclusively out of mathematicians with no social skills sounds pretty hellish to me!
And to all the people who think its just a useless and feel-good hippie class, I would say two things. One, that people who come out of it are not just dealing with these issues on an intellectual level, they do go to places where race issues are more problematic than unfair employment practices and engage with public policy issues and advocacy. And two, even people in these fabled STEM career tracks benefit from a well-rounded education. Schools should never be engineer/programmer creation factories, they should teach life, art, and culture (including math and science) because a society made exclusively out of mathematicians with no social skills sounds pretty hellish to me!
76
@51: Center School is a preparatory school, aka a "prep school". It may be public, but you admit yourself that it's mostly rich white boys. I just have to giggle at the idea of these kids' parents jumping through hoop after hoop to get their precious babies into the special fancy alternative school and away from the actual diversity of a normal public school, so they can then take a class on diversity theory or whatever.
77
@ 65, how are the dropout rates? What percentage of the kids graduate? How many expulsions did they have last year? What percentage of graduates go on to college?
78
I'd love to do up that info for you but I'm at work. After work I plan on treating myself to a nice expensive meal, after that I will get drunk at my favorite pub. So feel free to dig up that info, cause am device free for the rest of the day.
Hasta la pasta.
Hasta la pasta.
82
I'm an aging white union activist. I had the enjoyable experience of coming to Jon Greenberg's classes for quite a number of years to talk with his students about the labor movement. Each year Jon had me join a classs, he also had a representative of the (extremely anti-union) Evergren Freedom Foundation, so that the students would have the tools to make their own evaluation of the issues. It was clear that his students appreciated the opportunity to learn about crucial issues, and to have the information to make an independent judgment. That's what real education on social issues should do. I only wish that I'd had more teachers like Jon when I was in high school (many decades back). Of course having to think is sometimes uncomfortable. But that ought to be the goal of education - and it's a goal that I've seen Jon reach with most of his students. It's no surprise to me that his students are rallying to his support - he's a genuine teacher, in the best sense of the word. I hope that the Seattle Education Association is giving him full backing, as they should.
85
@ 78, I don't live in Seattle any longer, and I've already researched the schools in Denver.
No, it's for you. You're the one making the charges here, which seem to be based on assumptions and stereotypes instead of hard facts.
If you know what you're talking about, you should demonstrate it. If not, you should keep quiet.
No, it's for you. You're the one making the charges here, which seem to be based on assumptions and stereotypes instead of hard facts.
If you know what you're talking about, you should demonstrate it. If not, you should keep quiet.
88
@comment #80. I'm not white nor rich.(What kind of not rich? Free lunch vouchers style.) I was in the first generation of Center School students. It's the closest school to Queen Anne and most of Magnolia. Of course there are a lot of white kids.
The race and gender unit is not an elective. It was part of the main curriculum of humanities class. You might know it as social studies class.
The race and gender unit is not an elective. It was part of the main curriculum of humanities class. You might know it as social studies class.
91
Well I guess we all now know where the idea of the class in question cames from and why it has merit.
We also now know that just the idea of such a class angers some people. We can speculate on why it angers them; it is scary walking a mile in another's shoes, comes to mind.
Trying to change their minds, arguing with them? Yeah well.......
We also now know that just the idea of such a class angers some people. We can speculate on why it angers them; it is scary walking a mile in another's shoes, comes to mind.
Trying to change their minds, arguing with them? Yeah well.......
92
Everyone in that school probably knows who the "special cracker snowflake" is and likely being mocked viciously. We had one of those who canceled our "Toga Party In Hades" prom because it was "Satan Worship". They'll spend the rest of their high school career being sneered at as trouble-making, ignorant crybaby.
p.s. You know you can ignore the un-registered commenters, right? Don't feed the trolls.
p.s. You know you can ignore the un-registered commenters, right? Don't feed the trolls.
96
@94 No what I said was, some might be afraid to take that walk and that their response to that fear might be anger and dismissiveness. You choose to be angry and dismissive, if it is out of your own fear to walk a mile in another's shoes, well thats on you. Own it.
97
-- to clarify again, yes, Center IS a college prep school in that the graduating requirements are more stringent than the rest of the Seattle School District. It is what you might call the polar opposite of Nova, where showing up is considered exemplary. You are expected to work harder, and based on a pretty solid set of statistics, kids who come from upper middle class backgrounds are more likely to succeed academically, and in Seattle, that does mean white kids from white families from wealthier areas- and that is an unfortunate fall of the cards that has just as much to do with the way the Seattle School Board structures its entry criteria as it does with access. It's not a neighbourhood school. Not everyone is equipped to meet those academic goals. I sucked at math and science, so I switched in order to graduate on lower math/science standards, but nothing prepared me more for dealing with the hurt dished out by SCCC's film program than the Citizenship and Social Justice class at Center.
From what I can gather, the student is actually less involved in this discussion, and the parents are the ones waxing hysterical at the whiff of a Greenberg jackboot.
From what I can gather, the student is actually less involved in this discussion, and the parents are the ones waxing hysterical at the whiff of a Greenberg jackboot.
98
Wow! This was an interesting exchange of comments. Really! Thanks to all of you (with the exception of the few who used words like "fuck" in their posts, which did not contribute AT ALL!)
The most helpful posts were those from people who had actually taken the class and parents of students. I would like to hear from the parent who made the complaint. We don't have his/her side of the story.
The most helpful posts were those from people who had actually taken the class and parents of students. I would like to hear from the parent who made the complaint. We don't have his/her side of the story.
100
@Rotten666: We lived in the CD when my daughter entered kindergarten, and she was placed in TT Minor (now closed). I wanted to like the school, but I left the visit thinking I could never send her there if I had a choice, and I didn't.
101
@99 you don't see because you choose to put on blinders, in the specific case of our little conversation, the blinders of literalism. Fine you want to take the old expression "walk a mile in another's shoes" to be physically, environmentally literal go ahead. That is your choice.
If you apply that choice to all of your life I can only assume your enjoyment of fiction is extremely limited to nil.
Knowledge, experience, understanding occur in a progression. Often the first step is to simply have the idea introduced, the next being to imagine it, particularly with ideas that take one out of one's familiar frame of reference. Then perhaps one might choose to experience it more directly.
These are high school kids we are talking about after all. The logistics of the physical immersion class you seem to be advocating are ridiculously absurd to expect a high school class to pull off. The absurdity of your alternative does not condemn what is being offered.
If you apply that choice to all of your life I can only assume your enjoyment of fiction is extremely limited to nil.
Knowledge, experience, understanding occur in a progression. Often the first step is to simply have the idea introduced, the next being to imagine it, particularly with ideas that take one out of one's familiar frame of reference. Then perhaps one might choose to experience it more directly.
These are high school kids we are talking about after all. The logistics of the physical immersion class you seem to be advocating are ridiculously absurd to expect a high school class to pull off. The absurdity of your alternative does not condemn what is being offered.
103
oh fuck off. I was a teacher for 10 years and have lived in the community for 7 years. I know damn well what the issue is. Black kids on one bus going to Hawthorne Elementary, white kids going to the special private school.
The city is introducing an international baccalaureate program at Rainier Beach for shits sake. This isn't an issue about quality, it is an issue of (as you say) "assumptions and stereotypes".
I love this blatant fucking blind spot in the progressive world view. They talk the talk, but at the end of the day they don't want their kids spending all day with niggers.
Tell me I'm wrong.
The city is introducing an international baccalaureate program at Rainier Beach for shits sake. This isn't an issue about quality, it is an issue of (as you say) "assumptions and stereotypes".
I love this blatant fucking blind spot in the progressive world view. They talk the talk, but at the end of the day they don't want their kids spending all day with niggers.
Tell me I'm wrong.
104
@Rotten666: When we visited TT Minor, we were told that 1/3rd of their students didn't have basic needs met at home, and that the mission of the school was largely to serve these kids.
Like most parents, we were looking for a school that saw my daughter's education as being core to their mission. TT Minor was not that school.
Blame whitey if it makes you feel better, but we're talking about a school system that hires principals who feel free to say things like "white people in and around the school make me uncomfortable".
Like most parents, we were looking for a school that saw my daughter's education as being core to their mission. TT Minor was not that school.
Blame whitey if it makes you feel better, but we're talking about a school system that hires principals who feel free to say things like "white people in and around the school make me uncomfortable".
105
"Center School is a preparatory school, aka a "prep school". It may be public, but you admit yourself that it's mostly rich white boys. I just have to giggle at the idea of these kids' parents jumping through hoop after hoop to get their precious babies into the special fancy alternative school and away from the actual diversity of a normal public school, so they can then take a class on diversity theory or whatever. "
Actually anyone can enroll in Center School; there are no "hoops" to jump thru.
Actually anyone can enroll in Center School; there are no "hoops" to jump thru.
106
@ 103, pardon me if I don't accept your claim to authority at face value. Either you can show me that you know what you're talking about, or you can admit that you don't. But I don't accept simple explanations for complex issues. Involved parents want their children to go to a good school, and the measure of a good school includes the things I mention, and many things I didn't.
So, unless you can show me that the schools you have in mind rise to an acceptable definition of good, I'll just say that you're emoting. Because what you're describing is tied more to class than race.
So, unless you can show me that the schools you have in mind rise to an acceptable definition of good, I'll just say that you're emoting. Because what you're describing is tied more to class than race.
107
I would send my kids to the best school that I could afford. Wouldn't all the parents who send their kids to Ranier do the same? We are not a post-racism society (yet) but this sounds like more of a money issue than a race issue.
Frankly, I find it 100% acceptable that a school tailors its mission to best serve most of its students most of the time. If a lot of the kids in the area in question don't get their basic needs met at home, then it makes sense for one school to sacrifice higher academia for "basic needs" than for both to do it.
Now whether kids not getting their basic needs met outside of school is acceptable is a separate question. Presumably, if that problem was resolved, Ranier's priorities would change.
Frankly, I find it 100% acceptable that a school tailors its mission to best serve most of its students most of the time. If a lot of the kids in the area in question don't get their basic needs met at home, then it makes sense for one school to sacrifice higher academia for "basic needs" than for both to do it.
Now whether kids not getting their basic needs met outside of school is acceptable is a separate question. Presumably, if that problem was resolved, Ranier's priorities would change.
108
Isn't being able to review the schools and move to the district with the better school, or afford to send your children to private school, a hallmark of privilege (white or otherwise)?
109
I count myself lucky to have transferred to Evergreen during college where I was first introduced to the concept of privilege and given the opportunity to take control of my interactions around this issue. As a white middle-class girl from the burbs, child of 'liberal' parents, I was brought up with the super-well intentioned and super-idiotic 'color-blindness' as an ideal. Bless my stupid mother for believing so strongly in it, but I could not be more thankful for having similar (to Greenberg's course) race/gender/justice concepts introduced to me at age 20. I'm 29 now, work in low income housing, and I see white folks (and menfolks!) struggle constantly with race and gender issues (we always want to make it about us, and *our* feelings, and prove how not racist or sexist we are by not talking about it). I would have killed for a course in high school like this, as well as courses in labor history (another thing I am thankful to Evergeen for). Our country will never change until we trust our youth to have engaging and critical conversations about privilege. Hope it works out for these students, and fellow whiteys: please stop making this about you.
110
Jesus, you're a pain in the ass. At Rainier Beach last year, 86% of seniors graduated, with 57% going on to 2/4 years schools.
The drop put rate city wide is just over 20%, and the city estimates that 60% of total students are qualified to go on to post secondary institution of some sort. Though the number who actually do is probably lower. Test scores are, as I said above, lower than average.
Out of 1700 high school aged teenagers in the area, only 500 students attend Rainier, up from a low of 361 in 2007.
There are a number of AP options, though only 15% of kids take classes there.
As far as expulsions go, there is no clear data breakdown by school (that I could find in the five minutes of research), but it has been found that black students are expelled/suspended at roughly twice the rate of white students. Read into that what you will.
The main difference that sets Rainier apart is that it's student body is mostly black. Only 5% are white, 25% Asian. Another school in my neighborhood is Cleveland High School with roughly the same ethnic make up. Where did all the white kids go?
You can talk all you want about parent choice, class issues, whatever, but this is just more de facto segregation on the part of middle class whites. It would be nice if everyone could just be honest about it rather than make up excuses for why they bus their kid out of the neighborhood every weekday morning.
The drop put rate city wide is just over 20%, and the city estimates that 60% of total students are qualified to go on to post secondary institution of some sort. Though the number who actually do is probably lower. Test scores are, as I said above, lower than average.
Out of 1700 high school aged teenagers in the area, only 500 students attend Rainier, up from a low of 361 in 2007.
There are a number of AP options, though only 15% of kids take classes there.
As far as expulsions go, there is no clear data breakdown by school (that I could find in the five minutes of research), but it has been found that black students are expelled/suspended at roughly twice the rate of white students. Read into that what you will.
The main difference that sets Rainier apart is that it's student body is mostly black. Only 5% are white, 25% Asian. Another school in my neighborhood is Cleveland High School with roughly the same ethnic make up. Where did all the white kids go?
You can talk all you want about parent choice, class issues, whatever, but this is just more de facto segregation on the part of middle class whites. It would be nice if everyone could just be honest about it rather than make up excuses for why they bus their kid out of the neighborhood every weekday morning.
111
The enrollment at Rainier Beach High School, as of the February 4 count, is 372. Even the October count was 407. There hasn't been 500 students at Rainier Beach High School since 2005.
112
The inaccuracy of the enrollment data at Rainier Beach stated by Rotten666 makes me question the accuracy of the other statistics quoted in comment #110.
The number of high school aged teenagers in the Rainier Beach attendance area is hard to count.
Here is an Enrollment report with data from 2011-2012
http://www.seattleschools.org/modules/gr…
It shows that 38% of the students living in the Rainier Beach High School attendance area attend another attendance area high school.
31% of them attend an option school.
11% of them attend a service school.
Only 20% of them (323) attend Rainier Beach.
That doesn't count the ones who leave the district or go private.
If 323 are 20%, then the total must be about 1600. Again, since this report doesn't count the ones who leave the district or go private the grand total of all high school aged students in the area must be higher. What is the source for the 1700 figure stated by Rotten666?
On the annual school report, Rainier Beach reports 76% of students graduating in six years or fewer. What is the source for the 86% quoted by Rotten666? 53% graduated in four years or fewer for those who put a value on that.
The report also says that 41% of graduates take a college level course during high school, such as AP. That's much higher than the 15% quoted by Rotten666.
These large discrepancies make me wonder what Rotten666 is using as a data source. It's not the annual school report. It's not the OSPI report (which has the same numbers as the annual school report). What could it be? And why are they so different from the officially reported numbers?
Also, with over 80% of the families in the area choosing a school other than Rainier Beach, I don't think anyone can claim it is a race thing. The question is not "Where did all the white kids go?" but "Where did all the kids go?"
Everyone knew that the creation of neighborhood schools would create this situation - this de facto segregation. It's not a surprise. The district was supposed to make this big effort - the Southeast Education Initiative - to make Cleveland, Rainier Beach, and Aki Kurose into "schools of choice". It failed. It was poorly planned and implemented and it failed. That's what has put us in the current situation.
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The number of high school aged teenagers in the Rainier Beach attendance area is hard to count.
Here is an Enrollment report with data from 2011-2012
http://www.seattleschools.org/modules/gr…
It shows that 38% of the students living in the Rainier Beach High School attendance area attend another attendance area high school.
31% of them attend an option school.
11% of them attend a service school.
Only 20% of them (323) attend Rainier Beach.
That doesn't count the ones who leave the district or go private.
If 323 are 20%, then the total must be about 1600. Again, since this report doesn't count the ones who leave the district or go private the grand total of all high school aged students in the area must be higher. What is the source for the 1700 figure stated by Rotten666?
On the annual school report, Rainier Beach reports 76% of students graduating in six years or fewer. What is the source for the 86% quoted by Rotten666? 53% graduated in four years or fewer for those who put a value on that.
The report also says that 41% of graduates take a college level course during high school, such as AP. That's much higher than the 15% quoted by Rotten666.
These large discrepancies make me wonder what Rotten666 is using as a data source. It's not the annual school report. It's not the OSPI report (which has the same numbers as the annual school report). What could it be? And why are they so different from the officially reported numbers?
Also, with over 80% of the families in the area choosing a school other than Rainier Beach, I don't think anyone can claim it is a race thing. The question is not "Where did all the white kids go?" but "Where did all the kids go?"
Everyone knew that the creation of neighborhood schools would create this situation - this de facto segregation. It's not a surprise. The district was supposed to make this big effort - the Southeast Education Initiative - to make Cleveland, Rainier Beach, and Aki Kurose into "schools of choice". It failed. It was poorly planned and implemented and it failed. That's what has put us in the current situation.
113
@ 110, I make no apologies for that. Cries of racism are easy to make, but they should be proven if we don't want it to become a cry of wolf. ESPECIALLY if you don't have first hand knowledge of someone keeping their kids out for that reason.
I was going to go on, thanking you for providing this info and asking more questions, but I refreshed and read Charlie Mas's comments. So I'm going to hold off and see how you respond to them.
I was going to go on, thanking you for providing this info and asking more questions, but I refreshed and read Charlie Mas's comments. So I'm going to hold off and see how you respond to them.
114
Rotten666 has a valid point when saying that the ratings given to schools primarily reflects the level of support the students are getting at home rather than any quality in the school.
Good, bad, or indifferent, a school in a community of affluent, well-educated middle-class families will rate high because the students, thanks to home-based factors, will do well academically.
Good, bad, or indifferent, a school in a community of low-income, poorly-educated families will rate low because the students, thanks to home-based factors, will do poorly academically.
Until schools have the license and the funding necessary to provide students with the preparation, support, and motivation to achieve academically, these trends will hold.
There is a difference between Rainier Beach and Ballard high school, but the difference is entirely rooted in the student population.
Good, bad, or indifferent, a school in a community of affluent, well-educated middle-class families will rate high because the students, thanks to home-based factors, will do well academically.
Good, bad, or indifferent, a school in a community of low-income, poorly-educated families will rate low because the students, thanks to home-based factors, will do poorly academically.
Until schools have the license and the funding necessary to provide students with the preparation, support, and motivation to achieve academically, these trends will hold.
There is a difference between Rainier Beach and Ballard high school, but the difference is entirely rooted in the student population.
115
@ 114, that is true. But does that mean that a parent who decides that it's better to send a child to a school where there is parental involvement, and where most of the kids are encouraged to go rather than dumped off for state-run babysitting, is being racist? Institutional racism and personal racism are different things.
116
@11 and @13 Oh I have no excuse for the sloppy data, I looked at a source that was 3 years old. And also used Wikipedia (horrors). I got impatient looking for the school report on the SPS site so, yeah. Thank you for rightly calling me out on it.For the 1700 I just rounded up. Again with the enrollment, I just rounded up as it jumps all over the place.
So we are on the same page...
http://www.seattleschools.org/modules/gr…
@114 Yes! When people get down of schools like Rainier Beach, I tell them that you can swap the student populations of RB and Ballard, and the RB students are not going to perform any better. The schools are fine (there is always room for improvement), its the outside support that is lacking.
This was my original point. If all of the families who lived here just enrolled their kids in these school it would benefit EVERYONE. Like I said , a rising tide lifts all boats. Instead, we send our kids outside the district where they can take classes on social justice rather than, you know, actually interact with black people.
It's real hypocrisy and it's a goddamn shame.
So we are on the same page...
http://www.seattleschools.org/modules/gr…
@114 Yes! When people get down of schools like Rainier Beach, I tell them that you can swap the student populations of RB and Ballard, and the RB students are not going to perform any better. The schools are fine (there is always room for improvement), its the outside support that is lacking.
This was my original point. If all of the families who lived here just enrolled their kids in these school it would benefit EVERYONE. Like I said , a rising tide lifts all boats. Instead, we send our kids outside the district where they can take classes on social justice rather than, you know, actually interact with black people.
It's real hypocrisy and it's a goddamn shame.
117
@ 116, I'm no fan of school choice, but this much is true: if people were limited to sending their kids to neighborhood schools, then they would congregate and segregate on their own, just as they had for centuries. The poor schools would not rise in you scenario.
It's kind of funny - Brown v. Board of Education and Central High School in Little Rock were about school choice. The parents of those kids recognized that their schools sucked and wanted the kids to go to a better place. They weren't trying to end Jim Crow for the sake of ending Jim Crow.
It's kind of funny - Brown v. Board of Education and Central High School in Little Rock were about school choice. The parents of those kids recognized that their schools sucked and wanted the kids to go to a better place. They weren't trying to end Jim Crow for the sake of ending Jim Crow.
118
@117 Well I disagree. But one of us may be proven right in the near future. Being one of the last areas in the city with affordable housing, the south end is filling up with young, white couples starting families. If (and that is a big if) they start sending their kids to their neighborhood schools in increasing numbers we will see some change, for better or for worse.
119
@116, Rotten666 wrote: "If all of the families who lived here just enrolled their kids in these school it would benefit EVERYONE. Like I said , a rising tide lifts all boats."
Where is the data that supports the belief that having prepared, supported, and motivated students in the school benefits the un-prepared, un-supported, and un-motivated students in the school?
How does it help the low-income students at Washington or Garfield, for example, to have APP there? Are they even in classes together? In a six period day, with four classes taken up with core curriculum and the motivated students taking music and academic electives like world languages, when do the high performing and low performing students even cross paths?
Do the high performing students serve as models for the low performers? Wouldn't it be just as likely that the low performing students serve as models for the high performers? Doesn't the influence run in both directions? Is there any evidence that supports this belief? Have we seen it at Washington or Garfield? Did we see it at Lowell?
Do the involved families do things that help all students in the school? The efforts of involved families at Madrona K-8 were spurned by the school leadership. There are already over 100 adults working at Rainier Beach High School (check the staff page of their web site). Yes, about a 1:4 adult:student ratio. Does that school really need more adults in it? Is it the next ten who will really make the difference?
How, exactly, would it benefit anyone for these families to enroll their children at this school? How would it benefit the students now there?
Where is the data that supports the belief that having prepared, supported, and motivated students in the school benefits the un-prepared, un-supported, and un-motivated students in the school?
How does it help the low-income students at Washington or Garfield, for example, to have APP there? Are they even in classes together? In a six period day, with four classes taken up with core curriculum and the motivated students taking music and academic electives like world languages, when do the high performing and low performing students even cross paths?
Do the high performing students serve as models for the low performers? Wouldn't it be just as likely that the low performing students serve as models for the high performers? Doesn't the influence run in both directions? Is there any evidence that supports this belief? Have we seen it at Washington or Garfield? Did we see it at Lowell?
Do the involved families do things that help all students in the school? The efforts of involved families at Madrona K-8 were spurned by the school leadership. There are already over 100 adults working at Rainier Beach High School (check the staff page of their web site). Yes, about a 1:4 adult:student ratio. Does that school really need more adults in it? Is it the next ten who will really make the difference?
How, exactly, would it benefit anyone for these families to enroll their children at this school? How would it benefit the students now there?
121
Anna,
My wife and I are the parents who filed the complaint you referenced in this article. I'd like to clear up a couple of misconceptions and misdirections here.
First, our complaint was filed against Mr. Greenberg for his personal actions in the classroom, not against the curriculum. We couldn't care less whether the Center School has a teaching unit on race and gender or not. That was not the issue in the complaint, as we made explicitly clear not only to Mr. Greenberg in our original meetings with him, but also with the District when we filed the complaint, and later with the investigators who handled the case.
This is about the highly-inappropriate behavior of a teacher in the classroom, not the content of the class he is teaching. The result of the District's investigation was that all of the claims we stipulated in our complaint were substantiated. As you note, Mr. Greenberg was found to have created a hostile, intimidating learning environment in his classroom. This was not just for one student as you imply.
The District undertook a review of the curriculum as a matter of policy, and I expect they will probably allow it to continue. I would like to point out that District claims that we, as the complainants, have been part of the curriculum review or its committee are false. We have not been part of any such process and have not been made privy to its deliberations.
Our objection, on the other hand, was to Mr. Greenberg's behavior. The District has not seen fit to discipline him appropriately for this, which we soon hope to remedy.
In the meantime, media exposure such as this and the KIRO piece are simply allowing the pattern of intimidating behavior to continue by proxy. We would appreciate it if you would refrain from pursuing stories like this without first determining what is at issue.
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My wife and I are the parents who filed the complaint you referenced in this article. I'd like to clear up a couple of misconceptions and misdirections here.
First, our complaint was filed against Mr. Greenberg for his personal actions in the classroom, not against the curriculum. We couldn't care less whether the Center School has a teaching unit on race and gender or not. That was not the issue in the complaint, as we made explicitly clear not only to Mr. Greenberg in our original meetings with him, but also with the District when we filed the complaint, and later with the investigators who handled the case.
This is about the highly-inappropriate behavior of a teacher in the classroom, not the content of the class he is teaching. The result of the District's investigation was that all of the claims we stipulated in our complaint were substantiated. As you note, Mr. Greenberg was found to have created a hostile, intimidating learning environment in his classroom. This was not just for one student as you imply.
The District undertook a review of the curriculum as a matter of policy, and I expect they will probably allow it to continue. I would like to point out that District claims that we, as the complainants, have been part of the curriculum review or its committee are false. We have not been part of any such process and have not been made privy to its deliberations.
Our objection, on the other hand, was to Mr. Greenberg's behavior. The District has not seen fit to discipline him appropriately for this, which we soon hope to remedy.
In the meantime, media exposure such as this and the KIRO piece are simply allowing the pattern of intimidating behavior to continue by proxy. We would appreciate it if you would refrain from pursuing stories like this without first determining what is at issue.
124
@121
Big deal. I took that class. I spent a lot of my time annoyed with my teacher not just because I had disagreements at certain intersections, but because of the somewhat overbearing tendency to create a charged atmosphere that yes, a student mind find intimidating if they excepted their feelings to be handled like glass. A student expecting to go on to university, where professors often operate on a mandate whereby they do not have to care at all about the feelings of their students.
Jon Greenberg has a powerfully, aggressively, loud mouthed, obnoxious, hyperactive and slightly maniacal tendency towards the emphatic, and the reason for this, so far as I have been able to tell, is not to underscore a dominant paradigm or make students fearful of questioning authority, it is a technique that is employed with the aim of creating a theatre of ideas. And also because the man is just high energy- and to my mind, it functions. The ideas and concepts are retained, the imprint is lasting, and you may have discovered you've stirred a nest of snakes in the form of former students, not all of whom saw eye to eye with Mr. G, but all of whom have a passionate vibrant example on which to base their objections. If your student wasn't so mollycoddled by "concerned parents", as is apparent, maybe they would learn that the issue at hand is not being intimidated by loud noises, but learning that loud noises are permitted, should be permitted, encouraged, and expressed.
This is a lesson your kid needs to learn now: not all teachers are easy to get along with, not all teachers are nice, not all of them are personable, tranquil or calm in their demeanor, or academically equitable- but your kid is old enough to have a job, to be forced to tolerate an obnoxious employer on a minimum wage job (are you going to show up there, and tell that kid's boss they need to be nicer?) old enough to probably move out and try and make a go of it in a pretty intimidating world, so if your kid can't make the proactive effort to communicate their insecurities with their teacher in an equitable setting with out the bureaucracy, if that kid needs you to hold their hand, then you can hardly expect them to ever gain the tools to confront life's challenges.
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Big deal. I took that class. I spent a lot of my time annoyed with my teacher not just because I had disagreements at certain intersections, but because of the somewhat overbearing tendency to create a charged atmosphere that yes, a student mind find intimidating if they excepted their feelings to be handled like glass. A student expecting to go on to university, where professors often operate on a mandate whereby they do not have to care at all about the feelings of their students.
Jon Greenberg has a powerfully, aggressively, loud mouthed, obnoxious, hyperactive and slightly maniacal tendency towards the emphatic, and the reason for this, so far as I have been able to tell, is not to underscore a dominant paradigm or make students fearful of questioning authority, it is a technique that is employed with the aim of creating a theatre of ideas. And also because the man is just high energy- and to my mind, it functions. The ideas and concepts are retained, the imprint is lasting, and you may have discovered you've stirred a nest of snakes in the form of former students, not all of whom saw eye to eye with Mr. G, but all of whom have a passionate vibrant example on which to base their objections. If your student wasn't so mollycoddled by "concerned parents", as is apparent, maybe they would learn that the issue at hand is not being intimidated by loud noises, but learning that loud noises are permitted, should be permitted, encouraged, and expressed.
This is a lesson your kid needs to learn now: not all teachers are easy to get along with, not all teachers are nice, not all of them are personable, tranquil or calm in their demeanor, or academically equitable- but your kid is old enough to have a job, to be forced to tolerate an obnoxious employer on a minimum wage job (are you going to show up there, and tell that kid's boss they need to be nicer?) old enough to probably move out and try and make a go of it in a pretty intimidating world, so if your kid can't make the proactive effort to communicate their insecurities with their teacher in an equitable setting with out the bureaucracy, if that kid needs you to hold their hand, then you can hardly expect them to ever gain the tools to confront life's challenges.
125
@121 Hi there. Please feel free to contact me if you'd like to talk further. My e-mail address is anna@thestranger.com. I've had no way to contact you so far, since your identity is private.
126
@121
I can't respond to your child's situation specifically since I graduated 3 years ago, but when I took Greenbergs unit there was one student who had views that were very much against the grain of the class. Greenberg never forced him to talk in relation to his views on racism or sexism (in fact he made it very clear at the start that it could be a deeply personal topic and no one would be singled out or berated for their views) and when the student said things that were very unpopular, to say the least, Greenberg always defended his opinion and kept the discussion civil (definitely loud, but always reasonable). I don't know what personal interactions you are referring to but I can say that I have never seen him harass or intimidate students. I was pretty shy back then and rarely spoke, yet I never felt like I was personally being attacked. And yes, it was an uncomfortable class for me, but that was because other students were sharing stories that were difficult to deal with, not because of teacher intimidation.
I dont know what appropriate discipline for Greenberg is in your mind, and while I understand your reluctance to tell us exactly what this "highly-inappropriate behavior" was it does seem very disproportionate to call for retribution against this "pattern of intimidating behavior" when nobody who has taken this class understands exactly what this pattern is. The worst charge from my classmates that I've heard against him was that they didn't like his style, but he was and continues to be a highly respected teacher. If there are grounds for these accusations I'd be completely open to hearing them, but I think a lot of his students (past and present) are wondering what prompted this.
I can't respond to your child's situation specifically since I graduated 3 years ago, but when I took Greenbergs unit there was one student who had views that were very much against the grain of the class. Greenberg never forced him to talk in relation to his views on racism or sexism (in fact he made it very clear at the start that it could be a deeply personal topic and no one would be singled out or berated for their views) and when the student said things that were very unpopular, to say the least, Greenberg always defended his opinion and kept the discussion civil (definitely loud, but always reasonable). I don't know what personal interactions you are referring to but I can say that I have never seen him harass or intimidate students. I was pretty shy back then and rarely spoke, yet I never felt like I was personally being attacked. And yes, it was an uncomfortable class for me, but that was because other students were sharing stories that were difficult to deal with, not because of teacher intimidation.
I dont know what appropriate discipline for Greenberg is in your mind, and while I understand your reluctance to tell us exactly what this "highly-inappropriate behavior" was it does seem very disproportionate to call for retribution against this "pattern of intimidating behavior" when nobody who has taken this class understands exactly what this pattern is. The worst charge from my classmates that I've heard against him was that they didn't like his style, but he was and continues to be a highly respected teacher. If there are grounds for these accusations I'd be completely open to hearing them, but I think a lot of his students (past and present) are wondering what prompted this.
127
@126 Exactly. It's an underhanded attempt to manipulate the conversation by premising an argument with "he did this really bad thing that was so bad that we're not even going to tell you what it was." Apparently their representation cautioned them against being explicit, but not against attempting to push their agenda by trying to elicit sympathy on slog, of all places. Which makes me think that it is more of a personally motivated, emotional objection rather than a qualitative, legitimate complaint. And causes me to severely question the legitimacy of their motivations, given they've just stepped outside the bounds of professional discourse into the court of character assassination and rumour mongering that is this here forum.
What exactly did they hope to gain by trying to impress a private agency with their need to have their views honoured in an admittedly biased setting? They brought this controversy on themselves by not choosing to privately and in a communal setting address what they consider to be a problem, instead of making a big public whiny deal about it.
What exactly did they hope to gain by trying to impress a private agency with their need to have their views honoured in an admittedly biased setting? They brought this controversy on themselves by not choosing to privately and in a communal setting address what they consider to be a problem, instead of making a big public whiny deal about it.
128
Racism and sexism are intimidating...Not Jon Greenberg. Current and past students started this fight thinking they were defending their right to discuss these hard topics. Now that the focus of the arguments are being changed to the manner in which Jon Greenberg teaches this class, it must be said that all current and past students rallied behind fighting for their curriculum BECAUSE of the way Greenberg teaches. If he had been only an adequate teacher, we would not be so fired up. We rallied for his class, his way of teaching these subjects, and we still fight for him. This man is incredible. He is strong and intense and that is what I want most in my educators.
However, I cannot help but also believe this complaint still stems from the subject matters of the class because, if this was only about Greenberg's style of teaching, then the not yet introduced sexism unit would still be happening and the letter from the Superintendent of Schools would have demanded a change in Greenberg’s teaching while they investigated. The parents are simply attempting to find ground footing on their side of the issue while we rip the carpet out from under them. They likely never imagined they would face an army of students fighting for these issues and their teacher because they do not understand that this class taught us all to be engaged and motivated adults. They woke the sleeping dogs in their inane attempt to thwart our education.
However, I cannot help but also believe this complaint still stems from the subject matters of the class because, if this was only about Greenberg's style of teaching, then the not yet introduced sexism unit would still be happening and the letter from the Superintendent of Schools would have demanded a change in Greenberg’s teaching while they investigated. The parents are simply attempting to find ground footing on their side of the issue while we rip the carpet out from under them. They likely never imagined they would face an army of students fighting for these issues and their teacher because they do not understand that this class taught us all to be engaged and motivated adults. They woke the sleeping dogs in their inane attempt to thwart our education.
129
Racism and sexism are intimidating...Not Jon Greenberg.
Current and past students started this fight thinking they were defending their right to discuss these hard topics. Now that the focus of the arguments are being changed to the manner in which Jon Greenberg teaches this class, it must be said that all current and past students rallied behind fighting for their curriculum BECAUSE of the way Greenberg teaches. If he had been only an adequate teacher, we would not be so fired up. We rallied for his class, his way of teaching these subjects, and we still fight for him. This man is incredible. He is strong and intense and that is what I want most in my educators.
However, I cannot help but also believe this complaint still stems from the subject matters of the class because, if this was only about Greenberg's style of teaching, then the not yet introduced sexism unit would still be happening and the letter from the Superintendent of Schools would have demanded a change in Greenberg’s teaching while they investigated. The parents are simply attempting to find ground footing on their side of the issue while we rip the carpet out from under them. They likely never imagined they would face an army of students fighting for these issues and their teacher because they do not understand that this class taught us all to be engaged and motivated adults. They woke the sleeping dogs in their inane attempt to thwart our education.
Current and past students started this fight thinking they were defending their right to discuss these hard topics. Now that the focus of the arguments are being changed to the manner in which Jon Greenberg teaches this class, it must be said that all current and past students rallied behind fighting for their curriculum BECAUSE of the way Greenberg teaches. If he had been only an adequate teacher, we would not be so fired up. We rallied for his class, his way of teaching these subjects, and we still fight for him. This man is incredible. He is strong and intense and that is what I want most in my educators.
However, I cannot help but also believe this complaint still stems from the subject matters of the class because, if this was only about Greenberg's style of teaching, then the not yet introduced sexism unit would still be happening and the letter from the Superintendent of Schools would have demanded a change in Greenberg’s teaching while they investigated. The parents are simply attempting to find ground footing on their side of the issue while we rip the carpet out from under them. They likely never imagined they would face an army of students fighting for these issues and their teacher because they do not understand that this class taught us all to be engaged and motivated adults. They woke the sleeping dogs in their inane attempt to thwart our education.
130
Never owned a slave. Never bashed a gay. Don't feel I should be punished in lieu of those who did.
133
VAWA: Because only women are abused by their partners. Abused men just suck it up. Or are pussies. Equality at last!
(This snarky sardonism was brought to you by people who support gender equali-- er, I mean, scumbag rape-culture misogynists.)
(This snarky sardonism was brought to you by people who support gender equali-- er, I mean, scumbag rape-culture misogynists.)
134
My kid will go to private school for smaller class sizes and more individual attention. I'm also an educator, and it is not true that adding a few "privileged" kids will help all the others. While race, class, and money are extremely tangled in our society, my choice for my kid has nothing to do with wanting her to just be with white kids (and why is rottentomatoes acting like everyone is either white or black? Other races/multiracial people exist!) but everything to do with wanting my kid to love learning.
135
Hey @ 133, if you think you didn't get that job or opportunity or whatever because of anti-male gender discrimination, you are mistaken. It was because you gave the impression that you are an asshole.
136
@121, Can you please clarify your position?
You write "We would appreciate it if you would refrain from pursuing stories like this without first determining what is at issue." but you refuse to tell people what, if anything, is at issue. So you are setting an impossible standard for reporters to meet.
You have made a cloaked reference to something Mr. Greenberg did which you characterize as "highly-inappropriate behavior" but won't say what it was. You say - and the District agreed - that it constituted violations of the District's policies against intimidation and discrimination. That's your truth - and it has been confirmed by District officials - so I won't deny it. But I'm sure that you'll understand how confusing it is for others that, somehow, the other students in the class didn't notice the intimidation or discrimination. No one else seems to know what triggered the complaint. What makes this particularly odd is that it occurred in a class that was supposed to heighten awareness of exactly this sort of thing. I'm sure you'll acknowledge that it's a curiosity.
You write: "I would like to point out that District claims that we, as the complainants, have been part of the curriculum review or its committee are false." but I don't see any claims by the district that indicate your participation in the curriculum review. Where are these false claims made?
Again, you made a complaint based on your view and the District upheld the complaint, so your view clearly has some merit - at least in their eyes. The rest of us, however, don't have your view and only want to be able to see what you see. Right now, we're not seeing it.
You write "We would appreciate it if you would refrain from pursuing stories like this without first determining what is at issue." but you refuse to tell people what, if anything, is at issue. So you are setting an impossible standard for reporters to meet.
You have made a cloaked reference to something Mr. Greenberg did which you characterize as "highly-inappropriate behavior" but won't say what it was. You say - and the District agreed - that it constituted violations of the District's policies against intimidation and discrimination. That's your truth - and it has been confirmed by District officials - so I won't deny it. But I'm sure that you'll understand how confusing it is for others that, somehow, the other students in the class didn't notice the intimidation or discrimination. No one else seems to know what triggered the complaint. What makes this particularly odd is that it occurred in a class that was supposed to heighten awareness of exactly this sort of thing. I'm sure you'll acknowledge that it's a curiosity.
You write: "I would like to point out that District claims that we, as the complainants, have been part of the curriculum review or its committee are false." but I don't see any claims by the district that indicate your participation in the curriculum review. Where are these false claims made?
Again, you made a complaint based on your view and the District upheld the complaint, so your view clearly has some merit - at least in their eyes. The rest of us, however, don't have your view and only want to be able to see what you see. Right now, we're not seeing it.
138
Just got this in my electo-post-office-box:
Dear concerned Center School community and those who value education as a vehicle for social change:
As of last Friday, I am unmuzzled and I am unhappy.
Throughout all the events that have unfolded since January, I, despite the host of aggressive accusations and campaign by exactly one white family, have been forced to stifle my perspective from the public. No longer.
But I need to start with this: let us spend zero of our energies on the identity of the student who filed the complaint. This student has every right to dissent. Let us measure ourselves by how we treat the dissenting voices in the classroom, which needs to be a sanctuary for all students. My heart goes out to this student, though I fear any words of comfort would only exacerbate the situation.
This student’s parents are another matter. They are the primary architects who leave students without a conclusion to the Race Unit and a beginning to the Feminism Unit, a unit of study only included in Citizenship and Social Justice as a result of student activism back in 2003. After all, could one student ever have navigated the system so deftly and achieved such startling results—the suspension of not one but two curricula based on only one complaint? The following is what you do not know because I was silenced by Human Resources during the investigation of these parents’ accusations:
· I never once in class singled out or called out the complainant. I only ever called on this student when this person chose to participate by raising a hand. Throughout the first few weeks of the Race Unit, this student (whose identity we still aren’t concerned with please) always seemed engaged, interested, and participatory. It was only after the parents demanded a meeting that this dynamic started to change. Until I received this very hostile email, I had no reason to believe that this student was struggling.
· I met with these parents to try to problem solve the student’s experience in the classroom. The parents continually diverted the discussion from the student so that we couldn’t even discuss possible accommodations. Instead, they tag-teamed a litany of yes-or-no questions in a manner akin to a courtroom cross examination in hopes, I believe, that I would say something to incriminate myself of violating some policy or law. They recorded the meeting (leading me to follow suit). I repeatedly tried to focus on the well-being of the student and they repeatedly rebuffed my efforts. I offered curricular materials to them and they left them on the table.
· In the recorded meeting, these parents expressed that they did not see the merit in asking students to analyze their race-based prejudices and biases, despite sending their child to a school adorned with “Ways to Be an Ally Against Racism” posters encouraging our community to do exactly that. They explicitly advocated a colorblind approach to race, even though the color of many students is core to their identities. They seemed to imply that racial labels, such as “white,” are inherently discriminatory. In short, it was evident from this meeting that the parents do not believe that open dialogue on race is appropriate for a school setting.
· In the investigation with Human Resources, I was questioned about at least one lesson that didn’t even directly involve the complainant. Rather, the experience of another student was offered as evidence of a hostile classroom environment, but this student has been openly supportive of the curriculum and, when I later questioned him about that specific lesson, did not support the complainant’s interpretation. To my knowledge, Human Resources did not interview any other senior as a direct witness to the lessons in question. The current principal, Oksana Britsova, was interviewed but she did not directly witness anything I was asked about during the investigation, with the exception of that contentious parent meeting.
While this set of parents may be framing their campaign as protecting their student from some radical teacher (who has never received a word of critical feedback in principal evaluations, by the way), I simply don’t see how the current situation is at all in the best interest of their child: enraged, empowered classmates fighting to save the curriculum on one side and entitled, privileged parents fighting to kill it on the other—an impossible position. These lessons have been transforming lives since 2002, when our current crop of seniors was 6-8 years old. I am surprised that this family with so many means didn’t better research the school to which they sent their child.
While I’ve been accused of facilitating lessons on race that disrupt the learning environment, I’ve never seen the Center School learning environment more disrupted in its 12-year history than it has been in the wake of Superintendent José Banda’s letter ordering me to cease the race and gender units while the curriculum is under review.
While this white family is claiming that the student felt intolerable discomfort, students of color leave the Center School every year, often citing that our school culture is both isolating and alienating to them because of their race. Many of those who stick it out do so despite the racial discomfort felt on a daily basis. But I see no complaint filed on the behalf of these students. And would it be taken seriously if it were?
I am writing this statement not just as a defense but also as a call to action.
The committee reviewing the curriculum will make its recommendation on Monday to Shauna Heath, Executive Director of Curriculum and Instruction. According to the process outlined in the Instructional Materials Complaint Procedure (http://www.seattleschools.org/modules/gr…), Shauna Heath’s decision is final and cannot be appealed. While she has up to 10 days to decide, she could do it as early as Monday. I encourage you to direct your thoughts and opinions about the curriculum and process to her by Monday. The time to act is now:
slheath@seattleschools.org
In your communication, I also encourage you to carbon copy (cc) a host of others, all of whom I believe would greatly benefit from the pressure you apply:
José Banda
Superintendent of Seattle Public Schools
superintendent@seattleschools.org
Michael Tolley
Assistant Superintendent of Teaching and Learning
mftolley@seattleschools.org
Marni Campbell
Executive Director of Schools—Northwest Region
macampbell@seattleschools.org
Oksana Britsova
Current Principal of Center School
oabritsova@seattleschools.org
I urge you to send them any feedback you have time to offer. If you have already communicated with the Oksana Britsova or Marni Campbell, I urge you to forward that communication to Shauna Heath.
I also urge you to take your thoughts and opinions to the School Board members, who may not be aware of all that has transpired, including Superintendent José Banda’s decision to cease current and future curricula while they are under review. A number of Center School staff members, primarily through the dedication of Gerardine Carroll, have repeatedly asked building and district leadership for documentation that the superintendent indeed has this power to cease curricula and circumvent the Instructional Materials Complaint Procedure, but we have yet to receive such evidence. Also know that Human Resources personnel reported to me that the parents are not satisfied with Superintendent José Banda’s action—he did not go far enough in their eyes—and they will be elevating their complaint to the next level: The School Board. Thus, the pressure we must now urgently apply to Shauna Heath must be extended to the School Board.
Many students have discussed signing up to testify at next Wednesday’s School Board meeting on March 6th. Started at 5:00 pm, the School Board hears 20 two-minute testimonies on any topic that affects our schools; if you are interested in testifying, you must call (206) 252-0040 at 8:00 am on Monday morning, March 4th. In my experience, the 20 slots fill up fast, so you should call as close to 8:00 am as you can. I know I will.
Thanks so much to all who have who have mobilized this past week. When this is over—and this does not end with Shauna Heath’s decision—I am looking forward to writing many heartfelt thank-you letters, regardless of the outcome. And, depending on that outcome, I am considering selling the rights to this story in hopes of making millions (and that was verbal irony).
Peace,
Jon Timins Greenberg
March 3, 2013
More...
Dear concerned Center School community and those who value education as a vehicle for social change:
As of last Friday, I am unmuzzled and I am unhappy.
Throughout all the events that have unfolded since January, I, despite the host of aggressive accusations and campaign by exactly one white family, have been forced to stifle my perspective from the public. No longer.
But I need to start with this: let us spend zero of our energies on the identity of the student who filed the complaint. This student has every right to dissent. Let us measure ourselves by how we treat the dissenting voices in the classroom, which needs to be a sanctuary for all students. My heart goes out to this student, though I fear any words of comfort would only exacerbate the situation.
This student’s parents are another matter. They are the primary architects who leave students without a conclusion to the Race Unit and a beginning to the Feminism Unit, a unit of study only included in Citizenship and Social Justice as a result of student activism back in 2003. After all, could one student ever have navigated the system so deftly and achieved such startling results—the suspension of not one but two curricula based on only one complaint? The following is what you do not know because I was silenced by Human Resources during the investigation of these parents’ accusations:
· I never once in class singled out or called out the complainant. I only ever called on this student when this person chose to participate by raising a hand. Throughout the first few weeks of the Race Unit, this student (whose identity we still aren’t concerned with please) always seemed engaged, interested, and participatory. It was only after the parents demanded a meeting that this dynamic started to change. Until I received this very hostile email, I had no reason to believe that this student was struggling.
· I met with these parents to try to problem solve the student’s experience in the classroom. The parents continually diverted the discussion from the student so that we couldn’t even discuss possible accommodations. Instead, they tag-teamed a litany of yes-or-no questions in a manner akin to a courtroom cross examination in hopes, I believe, that I would say something to incriminate myself of violating some policy or law. They recorded the meeting (leading me to follow suit). I repeatedly tried to focus on the well-being of the student and they repeatedly rebuffed my efforts. I offered curricular materials to them and they left them on the table.
· In the recorded meeting, these parents expressed that they did not see the merit in asking students to analyze their race-based prejudices and biases, despite sending their child to a school adorned with “Ways to Be an Ally Against Racism” posters encouraging our community to do exactly that. They explicitly advocated a colorblind approach to race, even though the color of many students is core to their identities. They seemed to imply that racial labels, such as “white,” are inherently discriminatory. In short, it was evident from this meeting that the parents do not believe that open dialogue on race is appropriate for a school setting.
· In the investigation with Human Resources, I was questioned about at least one lesson that didn’t even directly involve the complainant. Rather, the experience of another student was offered as evidence of a hostile classroom environment, but this student has been openly supportive of the curriculum and, when I later questioned him about that specific lesson, did not support the complainant’s interpretation. To my knowledge, Human Resources did not interview any other senior as a direct witness to the lessons in question. The current principal, Oksana Britsova, was interviewed but she did not directly witness anything I was asked about during the investigation, with the exception of that contentious parent meeting.
While this set of parents may be framing their campaign as protecting their student from some radical teacher (who has never received a word of critical feedback in principal evaluations, by the way), I simply don’t see how the current situation is at all in the best interest of their child: enraged, empowered classmates fighting to save the curriculum on one side and entitled, privileged parents fighting to kill it on the other—an impossible position. These lessons have been transforming lives since 2002, when our current crop of seniors was 6-8 years old. I am surprised that this family with so many means didn’t better research the school to which they sent their child.
While I’ve been accused of facilitating lessons on race that disrupt the learning environment, I’ve never seen the Center School learning environment more disrupted in its 12-year history than it has been in the wake of Superintendent José Banda’s letter ordering me to cease the race and gender units while the curriculum is under review.
While this white family is claiming that the student felt intolerable discomfort, students of color leave the Center School every year, often citing that our school culture is both isolating and alienating to them because of their race. Many of those who stick it out do so despite the racial discomfort felt on a daily basis. But I see no complaint filed on the behalf of these students. And would it be taken seriously if it were?
I am writing this statement not just as a defense but also as a call to action.
The committee reviewing the curriculum will make its recommendation on Monday to Shauna Heath, Executive Director of Curriculum and Instruction. According to the process outlined in the Instructional Materials Complaint Procedure (http://www.seattleschools.org/modules/gr…), Shauna Heath’s decision is final and cannot be appealed. While she has up to 10 days to decide, she could do it as early as Monday. I encourage you to direct your thoughts and opinions about the curriculum and process to her by Monday. The time to act is now:
slheath@seattleschools.org
In your communication, I also encourage you to carbon copy (cc) a host of others, all of whom I believe would greatly benefit from the pressure you apply:
José Banda
Superintendent of Seattle Public Schools
superintendent@seattleschools.org
Michael Tolley
Assistant Superintendent of Teaching and Learning
mftolley@seattleschools.org
Marni Campbell
Executive Director of Schools—Northwest Region
macampbell@seattleschools.org
Oksana Britsova
Current Principal of Center School
oabritsova@seattleschools.org
I urge you to send them any feedback you have time to offer. If you have already communicated with the Oksana Britsova or Marni Campbell, I urge you to forward that communication to Shauna Heath.
I also urge you to take your thoughts and opinions to the School Board members, who may not be aware of all that has transpired, including Superintendent José Banda’s decision to cease current and future curricula while they are under review. A number of Center School staff members, primarily through the dedication of Gerardine Carroll, have repeatedly asked building and district leadership for documentation that the superintendent indeed has this power to cease curricula and circumvent the Instructional Materials Complaint Procedure, but we have yet to receive such evidence. Also know that Human Resources personnel reported to me that the parents are not satisfied with Superintendent José Banda’s action—he did not go far enough in their eyes—and they will be elevating their complaint to the next level: The School Board. Thus, the pressure we must now urgently apply to Shauna Heath must be extended to the School Board.
Many students have discussed signing up to testify at next Wednesday’s School Board meeting on March 6th. Started at 5:00 pm, the School Board hears 20 two-minute testimonies on any topic that affects our schools; if you are interested in testifying, you must call (206) 252-0040 at 8:00 am on Monday morning, March 4th. In my experience, the 20 slots fill up fast, so you should call as close to 8:00 am as you can. I know I will.
Thanks so much to all who have who have mobilized this past week. When this is over—and this does not end with Shauna Heath’s decision—I am looking forward to writing many heartfelt thank-you letters, regardless of the outcome. And, depending on that outcome, I am considering selling the rights to this story in hopes of making millions (and that was verbal irony).
Peace,
Jon Timins Greenberg
March 3, 2013
139
Well,dumb-down comes to Seattle. Next stop, Texas - a return visit. How said. We cannot be a thriving democracy if people can't visit issues that make them uncomfortable. Hell, everything makes someone uncomfortable. If I had been in charge, I'd have told them to move to Texas . . . or Mississippi . . . or even Idaho. Mmmmm. . . eastern WA perhaps?
140
I just read the parents response to this thread. They seem to think they're the only ones who know what is right. Given the testimony of all the kids who have had that class, perhaps you - dear parents - need to sit down and think about your actions. "Intimidation" comes in many forms. As a teacher myself, I'm not always sweet and fuzzy. Getting kids to think demands difficult strategies. "Discomfort" is a sign that learning is happening and attitudes are being questioned. I'm sorry you don't get that when so many others do. You are perpetuating the unfortunate attitude that so many in our society have who cannot come to terms with the hostility faced by several generations of people earlier in our history. Antonin Scalia being the most notorious and current. Those who dismiss history or choose to forget or ignore it (because it is uncomfortable) are doomed to repeat it. That so many students have found it life-changing that they've actually become advocates for societal change and understanding is all the proof I need about your agenda.
I have no sympathy for you nor do I have any respect for your need to put asunder what so many people have found to be life-changing for them. But then, they came to learn. And learning is change. If you don't like what your child learned or how that may have changed them, then you are the problem. You are society's problem. You are the kind of people who perpetuate the hate.
I recall a teacher of first graders many years ago who divided her class between the blue-eyes and the brown-eyes. Imagine the discomfort those kids faced as they became angry and hurt because they were treated unfairly. That was a time when parents wanted children to understand the injustice that so many have endured for so long. Golly gee, that teacher would be on the bench if she were around today. Because you don't want your child to endure a single moment of soul searching or discomfort. Well, discomfort is part of growing and learning and opening your mind. I'm disgusted that people like you always seem to win these days. In the end, we all lose.
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I have no sympathy for you nor do I have any respect for your need to put asunder what so many people have found to be life-changing for them. But then, they came to learn. And learning is change. If you don't like what your child learned or how that may have changed them, then you are the problem. You are society's problem. You are the kind of people who perpetuate the hate.
I recall a teacher of first graders many years ago who divided her class between the blue-eyes and the brown-eyes. Imagine the discomfort those kids faced as they became angry and hurt because they were treated unfairly. That was a time when parents wanted children to understand the injustice that so many have endured for so long. Golly gee, that teacher would be on the bench if she were around today. Because you don't want your child to endure a single moment of soul searching or discomfort. Well, discomfort is part of growing and learning and opening your mind. I'm disgusted that people like you always seem to win these days. In the end, we all lose.
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I recall a teacher of first graders many years ago who divided her class between the blue-eyes and the brown-eyes. Imagine the discomfort those kids faced as they became angry and hurt because they were treated unfairly. That was a time when parents wanted children to understand the injustice that so many have endured for so long. Golly gee, that teacher would be on the bench if she were around today. Because you don't want your child to endure a single moment of soul searching or discomfort. Well, discomfort is part of growing and learning and opening your mind. I'm disgusted that people like you always seem to win these days. In the end, we all lose.
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@121: I understand that you do not want your kid to feel intimidated and why the recent media involvement would worry you. I am a current student at the center school and would like you to know that none of this is an attempt to harm or scare your child, in fact, the vast majority of the students have agreed not to turn this into a "witch hunt," so to speak, or seek out the identity of your child. We are simply trying to do the same as you, fight for what we believe in, and those fighting, petitioning, and showing support believe that both Greenberg and the class are important to center and center students.
As for the class itself, I am a white student and have, yes, felt uncomfortable at times in our discussions, however, that discomfort never came from Greenberg or even the class, it came from what was unearthed within myself. Something Greenberg always reminded us, "let the truth come out how it wants to come out..." and it would, sometimes in outbursts during discussions, sometimes in small voices reading an essay or poem, my point is, most of what effects students in that class is neither forced nor planned or ever could be. Hearing a stranger on a screen talk about racism in daily life is one thing, but to have someone you've known for 3-4 years stand up and share their feelings strikes you to the bone. What Greenberg does is try to start the ball rolling, get us talking, analyzing, questioning our surroundings, questioning ourselves. If the class was ever an intimidating environment, to me, Greenberg is not the cause.
As for the class itself, I am a white student and have, yes, felt uncomfortable at times in our discussions, however, that discomfort never came from Greenberg or even the class, it came from what was unearthed within myself. Something Greenberg always reminded us, "let the truth come out how it wants to come out..." and it would, sometimes in outbursts during discussions, sometimes in small voices reading an essay or poem, my point is, most of what effects students in that class is neither forced nor planned or ever could be. Hearing a stranger on a screen talk about racism in daily life is one thing, but to have someone you've known for 3-4 years stand up and share their feelings strikes you to the bone. What Greenberg does is try to start the ball rolling, get us talking, analyzing, questioning our surroundings, questioning ourselves. If the class was ever an intimidating environment, to me, Greenberg is not the cause.
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@121: I understand that you do not want your kid to feel intimidated and why the recent media involvement would worry you. I am a current student at the center school and would like you to know that none of this is an attempt to harm or scare your child, in fact, the vast majority of the students have agreed not to turn this into a "witch hunt," so to speak, or seek out the identity of your child. We are simply trying to do the same as you, fight for what we believe in, and those fighting, petitioning, and showing support believe that both Greenberg and the class are important to center and center students.
As for the class itself, I am a white student and have, yes, felt uncomfortable at times in our discussions, however, that discomfort never came from Greenberg or even the class, it came from what was unearthed within myself. Something Greenberg always reminded us, "let the truth come out how it wants to come out..." and it would, sometimes in outbursts during discussions, sometimes in small voices reading an essay or poem, my point is, most of what effects students in that class is neither forced nor planned or ever could be. Hearing a stranger on a screen talk about racism in daily life is one thing, but to have someone you've known for 3-4 years stand up and share their feelings strikes you to the bone. What Greenberg does is try to start the ball rolling, get us talking, analyzing, questioning our surroundings, questioning ourselves. If the class was ever an intimidating environment, to me, Greenberg is not the cause.
As for the class itself, I am a white student and have, yes, felt uncomfortable at times in our discussions, however, that discomfort never came from Greenberg or even the class, it came from what was unearthed within myself. Something Greenberg always reminded us, "let the truth come out how it wants to come out..." and it would, sometimes in outbursts during discussions, sometimes in small voices reading an essay or poem, my point is, most of what effects students in that class is neither forced nor planned or ever could be. Hearing a stranger on a screen talk about racism in daily life is one thing, but to have someone you've known for 3-4 years stand up and share their feelings strikes you to the bone. What Greenberg does is try to start the ball rolling, get us talking, analyzing, questioning our surroundings, questioning ourselves. If the class was ever an intimidating environment, to me, Greenberg is not the cause.
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As a parent of a student in the class I have taken an interest in the issue. I have talked to my student, several other students and their parents, Mr. Greenberg, the Principal and read the @121's comments. Ironically, as best I can tell is it is what Mr. Greenberg didn't do as what he did do that "created a hostile, intimidating learning environment in his classroom." As best I can tell the "intimidation" came during a discussion between student, where non-white student were opening up about intimidation they felt frequently in their lives. Mr. Greenberg didn't intercede. It is very interesting that no one I have talked to and nothing I have read, including @121, has said that Mr. Greenberg made threats, raised his voice, berated the student or was directly involved in anyway. There are many misconnects in this issue. If nothing else, the Superintendent should reinstate the curriculum immediately. The senior class who are scheduled graduate in 14 weeks are the greatest victims in the mishandling of this affair.
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@144
I have to disagree. I was a student of Greenberg's around 2005, and the real subtext in that class is to prepare you to confront injustice in your real life. This is, while on one hand a pretty pathetic excuse to try and extend the bureaucratic nose into the affairs of education on the part of the School Board members (who are not following standard procedures according to their own policy, so there's a lot of attempts at ass covering going on) but it presents a pretty exceptional opportunity for Greenberg's students, past and present, to make a difference in a small but meaningful way.
It gives them a chance to participate in advocacy on their own behalf and to address what is not only an issue of manipulation by parents who expect to be treated like customers- and indeed, without recognizing that a public school is accountable to the public- but what appears, as we go deeper into the District's own rule book to be a systemic abuse of authority. They are not supposed to suspend programs until after a review is complete- and then, only in cases where they are reviewing education content, which the board and the parents vehemently denied.
They ostensibly found on the side of the complainants that Greenberg created a "hostile" environment but failed to post an observer in the classroom, or consult the rest of the students on their feelings- whereby we can only conclude they are basing all of these actions on the complaints of a single family. They are emphasizing that the contention is not about the issues or content of the curriculum but rather the attitudes of the teacher, but the policies they are following are intended to reflect the a complaint about the former rather than the latter.
No, I think the child of these parents are the biggest loser. He's going to be marked after this experience, devalued in the minds of his fellow students even if he decides to try and stick it out. Teenagers do not always make sound judgments, and they are not always wise in expressing confidences, but I think I'd be very much mistaken if this student doesn't regret taking a different path (or having his feelings appropriated by his overzealous, self-important parents) in dealing with this problem.
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I have to disagree. I was a student of Greenberg's around 2005, and the real subtext in that class is to prepare you to confront injustice in your real life. This is, while on one hand a pretty pathetic excuse to try and extend the bureaucratic nose into the affairs of education on the part of the School Board members (who are not following standard procedures according to their own policy, so there's a lot of attempts at ass covering going on) but it presents a pretty exceptional opportunity for Greenberg's students, past and present, to make a difference in a small but meaningful way.
It gives them a chance to participate in advocacy on their own behalf and to address what is not only an issue of manipulation by parents who expect to be treated like customers- and indeed, without recognizing that a public school is accountable to the public- but what appears, as we go deeper into the District's own rule book to be a systemic abuse of authority. They are not supposed to suspend programs until after a review is complete- and then, only in cases where they are reviewing education content, which the board and the parents vehemently denied.
They ostensibly found on the side of the complainants that Greenberg created a "hostile" environment but failed to post an observer in the classroom, or consult the rest of the students on their feelings- whereby we can only conclude they are basing all of these actions on the complaints of a single family. They are emphasizing that the contention is not about the issues or content of the curriculum but rather the attitudes of the teacher, but the policies they are following are intended to reflect the a complaint about the former rather than the latter.
No, I think the child of these parents are the biggest loser. He's going to be marked after this experience, devalued in the minds of his fellow students even if he decides to try and stick it out. Teenagers do not always make sound judgments, and they are not always wise in expressing confidences, but I think I'd be very much mistaken if this student doesn't regret taking a different path (or having his feelings appropriated by his overzealous, self-important parents) in dealing with this problem.
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Additionally- I think it's a hopeful sign that at least this group of students has and will go on to be superior members of society than the members who are currently shaping it.
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First of all, this is not reporting. Ms. Minard wears her bias on her sleeve - proudly and quite naively. Shame on the Stranger to let its standards slip like this. And what a poor reflection on the Center School she is. @121, I cannot let you hang out there alone. This school is one hot mess. And Jon Greenberg reigns over it. I am writing because I read his indirect statement that this is the first complaint lodged against him. Not true. In the 2010-2011 school year, our child and we complained about Jon Greenberg. He is an intellectual bully. The fact that he has whipped the student body and alums into this frenzy - when none has the full story - is evidence of this. I gave up with the school district. Our child moved on (i.e. dropped out). Of course it is dangerous to complain about Jon Greenberg if you are a current student in his class a parent of that student. College next year? Not if Mr. Greenberg does not support you. A significant point I have not seen highlighted here: this school in many ways reflects the Seattle population: white, over-fed, and liberal. The curriculum in Greenberg's class ? Yawn. He and the school have more vanity over it than it deserves. You can find something spicier on any page of The Stranger or listening on the # 7 bus for more than 3 minutes. The curriculum is NOT the problem. Greenberg and the fact that there is no check on Greenberg at this school are the problems. "Greenberg," as the students call him, is a white male wielding power in the traditional way. With hubris, intellectual insecurity and bullying. None of us knows what the parents complained about. But I am here to tell you, those parents are not alone.
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I'm a 50 year old African American, male that spent most of my professional career living and working in Seattle. Several years ago, the City of Seattle had the audacity to embark on a Race & Social Initiative that would eliminate racism in its city. In short, the initiative empowers each city employee to understand the impact of their decisions in multicultural communities, as well as, the workplace. Also, there is an element of education and training that is voluntary. A posting earlier whereas these conversations are suncomfortable, its what I have unearthed within myself that is uncomfortable. Since then, I have quit smoking entirely, become a better parent to my kids and have a better understanding of myself as a simple man in multicultural society. I just wished that I had this kinda of instruction many years ago.
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@25 @23 @22 @20 @19
I just want to let you know that @4 is not the parent that filed the complaint, but is the parent of another Center School student who HAS complained about Greenberg in the past. This has gone overlooked by all of the "reporters" and has been omitted by Greenberg himself. The complaint is not about the curriculum, because we agree it is valuable. What seems to be looked over is that the issue is GREENBERG not what he is teaching. It is his methods. Greenberg made my last quarter of highschool so miserable that I ended up switching schools before graduation. I filed a complaint and was bamboozled into signing a former that relinquished my position at the center school in an effort to protect their significantly high drop out right. I was still in highschool and was not aware of what was being signed.
I also would look at your responses and see how unintelligent you look... Swearing and telling somebody's to shut up? You seem like you think you know everything and have all the answers to this situation but the truth is you don't really know half of the things going on behind closes doors.
You are either the most uncouth parents I have ever met or students that are so far over their heads you don't know which way is up.
Maybe if you hadn't gone to The Center School you could have gone to a college and learned how to make a valid point. I fully intend to let my opinions be known in the highest forum available.
I just want to let you know that @4 is not the parent that filed the complaint, but is the parent of another Center School student who HAS complained about Greenberg in the past. This has gone overlooked by all of the "reporters" and has been omitted by Greenberg himself. The complaint is not about the curriculum, because we agree it is valuable. What seems to be looked over is that the issue is GREENBERG not what he is teaching. It is his methods. Greenberg made my last quarter of highschool so miserable that I ended up switching schools before graduation. I filed a complaint and was bamboozled into signing a former that relinquished my position at the center school in an effort to protect their significantly high drop out right. I was still in highschool and was not aware of what was being signed.
I also would look at your responses and see how unintelligent you look... Swearing and telling somebody's to shut up? You seem like you think you know everything and have all the answers to this situation but the truth is you don't really know half of the things going on behind closes doors.
You are either the most uncouth parents I have ever met or students that are so far over their heads you don't know which way is up.
Maybe if you hadn't gone to The Center School you could have gone to a college and learned how to make a valid point. I fully intend to let my opinions be known in the highest forum available.
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