Case Study and short response

(Photo: Fairfield University)

The following question is presented for an academic response. While the situation might be real in some school districts, this example was created for academic leadership to think, then write about the direction of crisis communication they would use in these cases. 

Case Study #1

Todd is taking an Honors World History class at Sherburne High School in Central Minnesota. Todd's parents were shocked to find that his history book has a chapter called "The Rise of Islam in the Middle East." They were horrified to see that a section of the chapter had the title "The Elements of Islamic Belief."  They immediately called you - the principal – with a threat to sue the school board, superintendent, and you personally "for teaching Muslimism." The district superintendent is golfing with the school's attorney this afternoon, and neither can be reached. Based on this week’s readings, how will you respond to the parents’ complaints?

Response by Don Allen, M. A. Ed./MAT

Sunday, November 20, 2022

Keywords: First Amendment, Cultural Proficiency, Curriculum, Individualism, Other, Critical Race Theory, News Consumption, Rural, Conservatism, Muslimism, Academic Freedom

     This is a very important topic. I had a similar situation with a parent who did not want his daughter to read anything by James Baldwin; we were reading "Invisible Man."  Looking at this through the lens of the Law, we know the First Amendment gives Americans five basic freedoms: Freedom of speech, press, petition, assembly, and religion. The blind spot, in my limited (but rising) legal opinions that "Todd's" example does not lean heavily into the First Amendment but skews more in the area of "Academic Freedom" and district and school site policies. Academic Freedom involves the "freedom to engage in the entire range of activities involved in the production of knowledge, including choosing a research focus, determining what to teach in the classroom, presenting research findings to colleagues, and publishing research findings" OAH Committee on Academic Freedom, 2022). 

     I need to speculate that "Todd" from Sherburne High School in Central Minnesota is a white male that comes from a rural family, is mostly Conservative, stands by political talking points about Critical Race Theory from a right-leaning point of view, and is ready to defend its culture against the tyranny of "The Rise of Islam in the Middle East," and Muslimism. 

     As a principal or superintendent of this district, your conversation with this family and community must be honest and factual. First, I would ask the parents if there are other parents who feel like they do about the book and the current history class curriculum (this might be just a needed tweak in the curriculum). Secondly, after talking with them in person, I would invite them (and the broader community) to a town hall formatted meeting available online and in person. My focus for this meeting would not be on the book, "The Rise of Islam in the Middle East," and Muslimism, but a focus and intentional to look at the curriculum for the rest of the academic school year to have the much-needed engagement with the parents in regards to their student's education. The reason why I feel this is so important is that school sites in rural and inner-city districts - especially with high poverty rates have become disconnected from parents, and parents are disconnected from their children's education.  

     Minnesota State 120A defines the direction in the mission of public education in Minnesota as a lifelong learning system, ensuring individual academic achievement, an informed citizenry, and a highly productive workforce. “This state's public schools shall serve the student's needs by cooperating with the students' parents and legal guardians to develop the student's intellectual capabilities and lifework skills in a safe and positive environment” (MN Statute 120-full text).  

    Thirdly, I would plan on having community curriculum meetings with my office twice a year and ask that my school site departments engage parents separately from planned conferences (quarterly) in presentations about curriculum, courses, and yearly reading expectations. 

     This particular Honors World History class in Central Minnesota might need a non-punitive review also. At the end of the day, it's about communication, how we talk, teach, and strategize our individual and collective lives. I get it. A white family on a farm in Central Minnesota might consume and deconstruct the news they consume in a different way than a family on the West Side of St. Paul or North Minneapolis. Misunderstanding and not knowing are sometimes labeled as Racism and ignorance when humans must dig deeper and ask how our social stance can be greater than someone outside of the inner city. Todd and his family believe what their culture believes. You (we) believe what your culture believes because that’s where we all live, interact, and work. We must remember that culture trumps strategy, and in this case study, there are no easy fixes but more of a process of having good conversations that must start, continue, and evolve.