teachers. “If students have input, it will be compelling. When we share our cultures, then leave the classroom and meet on the street, we get along in a much different way.” Herron encourages parents to ask questions about what holidays schools choose to celebrate, and Price adds to find out whether the voices of marginalized communities are being amplified. If students are expected to celebrate Columbus Day or the Land Run, Herron says it’s important to ask “who is being harmed by this day?” With questions about curriculum, Williams suggests parents start with the classroom teacher. Parents can request the standards being taught in a particular subject and it’s always appropriate to ask if there are opportunities for student voice and choice in a class or unit. “Not only does this help you as a parent gather information, but it gets that teacher thinking, too, about how to present the lesson and what changes they could make,” said Williams. Daughty credits his wife Danielle, a second grade teacher in Edmond Public Schools,
with engaging in tough conversations in her classroom, and, with parent permission, teaching that Christopher Columbus was not a hero but a murderer. When Daughty was in the classroom, he shared that George Washington’s famous dentures were made from the teeth of his slaves. As a fourth grade teacher, Daughty invited students to bring their grandparents and parents to the classroom to talk about their experiences during the Civil Rights Movement. “Integrating what is happening in the real world with curriculum brings a deeper connection to every student,” said Daughty. “Having people who understand history and culture and familiarizing that with personal experiences gives students empathy, understanding and much more knowledge.” McCoy is exploring opportunities to partner with Indigenous parents and community members to encourage and support Native pride throughout her district, including the creation of hands-on materials to explore Native dress and customs and the launch of a Native American club. She’s intent on updating the reading lists for elementary and secondary students, which currently feature
nearly all white, middle-class protagonists and authors. “Our children need to see themselves reflected in literature,” said McCoy. “That’s a very tangible thing we can do to start to shift the mindset.” Discipline and development When it comes to inequities in discipline and achievement, State Superintendent of Public Instruction Joy Hofmeister encourages parents to get involved in advocating for transparency and change. “Families can advocate for their districts to review the Oklahoma School Report Card to see how site and district data can unmask achievement gaps that may be occurring due to systemic racism,” said Hofmeister. “In addition, parents can encourage districts to examine how the number of students of color identified as gifted and talented and accessing postsecondary opportunities reflect site and district demographics.”
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