AHA Session 78
Saturday, January 4, 2025: 8:30 AM-10:00 AM
Chelsea (Sheraton New York, Lower Level)
Alan Singer, Hofstra University
Mitch Bickman, Oceanside Public Schools
Patrick Clarke, Wheatley School
John Staudt, Hofstra University
Adeola Tella-Williams, Uniondale Public Schools District
Session Abstract: Since 2016, Long Island’s public schools have experienced, at an increasing rate, of parental interference regarding teaching controversial topics like race, religion and ethnicity. This new mob-like mentality is in large part a byproduct of the echo-chamber rhetoric accelerated via social media and the rampant fear mongering of ultra-right politicians. Despite school districts publicly announced mission statements, which generally state that schools encourage respect for individual human worth and acceptance of difference; community groups have begun to demand “Parental Transparency Protocols.” These demands argue that their children are secretly being taught controversial topics and that certain teachers are "covertly" instructed to develop curriculum that supports diversity, equity and inclusion (DEI). In many ways, these claims are absolutely true except for the covert part as teachers are mandated by the NYSED to include DEI in our classroom discussion.There are two particular groups, Moms for Liberty and Long Island Loud Majority, who are the most organized and vocal throughout the region. (Long Island Loud Majority is being monitored by the Southern Poverty Law Center as a potential extremist group known for hate speech). Another group is a journalism enterprise called Project Veritas, an ultra-conservative group that has gained notoriety for recording undercover videos and releasing edited versions of them online.
All teachers in this panel have created and direct programs committed to the teaching of social justice issues in the face of far-right opposition. In the New York Regional Studies program at The Wheatley School, teachers use historical figures, places and events tied to Long Island’s local communities. Instructors are able to broaden student awareness of controversial issues by placing local history into a national context. As a result, students are able to understand issues of diversity, equity and inclusion on a much-deeper and more familiar level.
In Wheatley’s School Within a School program, in addition to students engaging in running their own democratic program, teachers are afforded a unique opportunity to craft electives that focus on issues of social justice and race.
In the multi-district Bridges Program (Oceanside/Uniondale School Districts) an array of opportunities is offered to students to address the growing racial, religious, and ethnic divide on Long Island, where communities remain isolated despite often being very close to one another.This unique and innovative program is designed to grow in all students a stronger awareness and understanding of issues facing our communities and our nation. The Bridges program fosters empathy, and collaboration amongst students. It is our belief that engaging students in the evaluation of contemporary issues related to race, economics, and politics will lead to well-rounded, active, and engaged citizens.