An opinion column that appeared in The New York Times yesterday by Jessica Gross adds evidence to what many of us have long suspected about the ongoing war over history education.
"What percentage of parents initiated contact with teachers over the past ten years out of concern over what is being taught in the classroom? How many formal complaints were made specifically in reference to history? What percentage of parents, who have spoken out in public over the past few years, have ever contacted a teacher to discuss classroom practices?"
In my personal experience - zero. And I don't pull punches when it comes to racial dynamics. When I teach slavery, Jim Crow, Civil Rights, etc. - I touch on beliefs of white supremacy. I talk about the causes of the Civil War, utilizing the secession documents and the cornerstone address. Point being, nothing is sugar coated. I've never received a complaint from parents because of it. I taught the Black Lives Matter Movement in a Contemporary Issues class and never received a complaint. Have I heard about teachers receiving complaints or that one parent attempting to cause issues, yes. But those are anecdotal cases. Much like your personal experience with parent interaction, I rarely heard from parents even on open house.
"The result is legislation that has seriously hampered the ability of teachers to teach, but it also has taken a psychological toll. Between the Covid pandemic and being cast as subversive, teachers are burned out. We are likely going to see a steady stream of teachers leaving the profession with even fewer considering a career in education."
You hit the nail on the head. I just left education. Sure, there are a couple of more issues as to why I felt the need to move on to something new - but I would be lying if I said a good portion of it is because of how mentally exhausted I am.
Great to hear from you, Rob. Thanks for sharing your experience. I am sorry that you have decided to leave the classroom, but I completely understand and I know you will continue to do good work. All the best.
Like you, I spent my teaching career in a private school, and my experience there echoes yours. One example I'll pass on. While I was head of the History Department, a parent complained about one of my teachers and would accept no other "solution" than that he should meet with the teacher and, if I insisted, with the department head. I did insist, and I also arranged for the meeting to be held in the principal's office, with the principal present. I went loaded for bear, but--and I'm betting you're ahead of me here--the meeting quickly turned into a fascinating discussion of differences in pedagogy and teaching styles. The parent left satisfied that he'd been heard, and he also admitted that he'd heard some things he had been unaware of. And he was smiling as he did so.
In the end, as they say, it's up to the parents to know what their children learn. If that is different from the parent's opinion of the subject is, then a debate needs to follow. That's how people learn.
I couldn't disagree with you more. What goes into a history curriculum should not be determined by whether a parent agrees or disagrees with a specific decision. They are not experts in the subject area or pedagogy.
OK Kevin, just for the sake of discussion, suppose you have a parent who has a degree in history and has even published in an academic journal or has even written a book. Does that person's opinion have any more weight than a factory worker who may have never gone to college? While I agree with you that a history curriculum isn't determined by a parent's like or dislike, and never should be, they still pay the teacher's salary through their tax dollars so their opinion, right or wrong, should be taken into consideration. This "I'm the expert and you're not" attitude, while sometimes understandable, does more to move teachers and parents further apart. I had a doctor who once told me "go to medical school if you want to question my diagnosis." I replied, "the cemetery is full of people who should have questioned you." A degree and a license to teach doesn't make one a teacher. It only gives them permission to go into the classroom. There is much more to it than credentials.
Hi Rob. Thanks for the comment. I didn't suggest that parents should not partner with teachers and they certainly should be permitted to voice their concern about what is being taught, but that alone doesn't qualify them to determine what is or isn't taught.
"What percentage of parents initiated contact with teachers over the past ten years out of concern over what is being taught in the classroom? How many formal complaints were made specifically in reference to history? What percentage of parents, who have spoken out in public over the past few years, have ever contacted a teacher to discuss classroom practices?"
In my personal experience - zero. And I don't pull punches when it comes to racial dynamics. When I teach slavery, Jim Crow, Civil Rights, etc. - I touch on beliefs of white supremacy. I talk about the causes of the Civil War, utilizing the secession documents and the cornerstone address. Point being, nothing is sugar coated. I've never received a complaint from parents because of it. I taught the Black Lives Matter Movement in a Contemporary Issues class and never received a complaint. Have I heard about teachers receiving complaints or that one parent attempting to cause issues, yes. But those are anecdotal cases. Much like your personal experience with parent interaction, I rarely heard from parents even on open house.
"The result is legislation that has seriously hampered the ability of teachers to teach, but it also has taken a psychological toll. Between the Covid pandemic and being cast as subversive, teachers are burned out. We are likely going to see a steady stream of teachers leaving the profession with even fewer considering a career in education."
You hit the nail on the head. I just left education. Sure, there are a couple of more issues as to why I felt the need to move on to something new - but I would be lying if I said a good portion of it is because of how mentally exhausted I am.
Baker
Great to hear from you, Rob. Thanks for sharing your experience. I am sorry that you have decided to leave the classroom, but I completely understand and I know you will continue to do good work. All the best.
Like you, I spent my teaching career in a private school, and my experience there echoes yours. One example I'll pass on. While I was head of the History Department, a parent complained about one of my teachers and would accept no other "solution" than that he should meet with the teacher and, if I insisted, with the department head. I did insist, and I also arranged for the meeting to be held in the principal's office, with the principal present. I went loaded for bear, but--and I'm betting you're ahead of me here--the meeting quickly turned into a fascinating discussion of differences in pedagogy and teaching styles. The parent left satisfied that he'd been heard, and he also admitted that he'd heard some things he had been unaware of. And he was smiling as he did so.
George Lamplugh
Hi George. Thanks for sharing your experience.
In the end, as they say, it's up to the parents to know what their children learn. If that is different from the parent's opinion of the subject is, then a debate needs to follow. That's how people learn.
I couldn't disagree with you more. What goes into a history curriculum should not be determined by whether a parent agrees or disagrees with a specific decision. They are not experts in the subject area or pedagogy.
OK Kevin, just for the sake of discussion, suppose you have a parent who has a degree in history and has even published in an academic journal or has even written a book. Does that person's opinion have any more weight than a factory worker who may have never gone to college? While I agree with you that a history curriculum isn't determined by a parent's like or dislike, and never should be, they still pay the teacher's salary through their tax dollars so their opinion, right or wrong, should be taken into consideration. This "I'm the expert and you're not" attitude, while sometimes understandable, does more to move teachers and parents further apart. I had a doctor who once told me "go to medical school if you want to question my diagnosis." I replied, "the cemetery is full of people who should have questioned you." A degree and a license to teach doesn't make one a teacher. It only gives them permission to go into the classroom. There is much more to it than credentials.
Best
Rob
Hi Rob. Thanks for the comment. I didn't suggest that parents should not partner with teachers and they certainly should be permitted to voice their concern about what is being taught, but that alone doesn't qualify them to determine what is or isn't taught.