High school students on Kentucky’s Student Voice Team discuss findings and recommendations in their report, "Race to Learn." But many of these students are frustrated because some of their recommendations cannot be implemented because of restrictions in new state laws.

High School Students Weigh in on Race. Are their Elected Officials Listening?

SInce 2022 the number of new bills affecting LGBTQ students and how teachers are allowed to talk and teach about issues related to gender and sexual identity have skyrocketed. 

These bills and the larger question of the school’s role regarding to gender and sexual identity have generated considerable controversy among educators, parents, and the public at large. On one side are those who believe discussions about gender and sexual identity shouldn’t take place in the classroom. This sentiment was reflected in a statement by one of our guests, Meg Kilgannon, who said, “Let equipped parents have these conversations with their children.”

On the other side are those who believe that as students learn about diversity and respect for others in school, they must learn about differences in gender and sexual identity. Many also argue that LGBTQ students must have a safe and supportive learning environment, especially given the high number who suffer emotionally and socially as a result of bullying and prejudice. As long-time educator, David Thomas expressed, “Parents give us the best that they have, but… for a lot of students who are gay, their first bullies are their parents.”

The central questions guiding this Courageous Conversation are this: What role should schools play regarding policies, instruction, and classroom discussions related to sexual and gender identity? How can schools respect the rights of parents while also ensuring that students are well-supported and have a safe place to learn? 

Even though many of our guests didn’t always see eye to eye, they all agreed that more respectful conversations about topics like this need to continue.

Gender and Sexual Identity in Schools: A Battle at the Epicenter of the Culture Wars

Remember the classroom discussions of current events and controversial topics? They were opportunities to learn what was happening in the world, hear opposing perspectives, and formulate our own opinions. Recently, however, several states have passed laws restricting these discussions. In some cases, teachers are forbidden from discussing any issue that might cause students to feel anguish or discomfort. According to a 2022 study by Rand Corporation, “14 states had enacted some kind of state-level restriction on teachers’ ability to engage in classroom conversations about race, racism, and other forms of bias.” That study also found that a significant number of teachers oppose these restrictions and are experiencing high levels of stress over the meaning of these new laws because of fear of what might happen if they do not comply.

In this fascinating conversation, a politically diverse panel discusses the place current events and controversial topics should have in the curriculum. Panelists also weigh in on two related questions: Who should determine what’s taught in public schools, and what role should parents play?

Forbidden Topics: Are Schools Hiding the Truth from Students?

Weston Brown was homeschooled in Dallas, Texas and had limited access to the internet, books, television, and the outside world. At age 24, he mustered the courage to tell his parents that he was gay. Their reaction was not unexpected, he said. “They thought that I was mentally ill or demonically possessed.” 

Brown had no intentions of battling his parents over their anti-LGBTQ views -- until, that is, he viewed a viral video of his mother demanding that a local school board in Texas remove library books that she considered pornographic or that promoted LGBTQ themes. She also urged the Board to have a local pastor decide which books should remain in the schools’ libraries.   

In this episode, Brown describes the painful estrangement from his parents and siblings and why he decided to speak out against his mother’s efforts to ban books in public school libraries.

Weston Brown's Story: A Family and School Tragedy

In the end, nobody wins the culture wars, says journalist Monica Guzman. The surprising key to overcoming these conflicts is to become curious rather than confrontational — to reframe the us/them confusion with complexity. Guzman also urges us to reject the easy answers — the sense of certainty many of us feel that we have all of the answers and they don’t. 

Becoming curious means, we must become better listeners. Real listening, Guzman says, demonstrates that we understand and care about what others are thinking. Too often, we’re only interested in conveying what we believe and trying to win arguments. When we listen, people begin to open up and take risks, and that’s when real progress is made. Tune in to hear more of what Guzman thinks will enable us to escape the toxic divides over our schools.

Calming the Culture Wars in our Schools with Journalist Monica Guzman

In 2021-22, 138 school districts in 32 states banned more than 2500 books, affecting close to 4 million students. according to EdWeek. In some cases, books are removed because they are deemed by some to be pornographic. In other cases, book bans were prompted by themes considered inappropriate by local decision-makers. Forty-one percent of the books removed from school libraries last year contained LGBTQ characters. Books with prominent characters of color accounted for 40% of the books banned by local school boards. 

Can people with opposing views on this highly contentious issue listen to one another, have a civil conversation, and even find some common ground? Listen in and find out.

Book Bans Exposed: Who Decides What Students Can Read?

What role should schools play when it comes to gender and sexuality? What books should students have access to? What topics should teachers and students be able to discuss?  What kind of support should LGBTQ students be able to expect from their schools? 

These questions have become the focus of intense debate among parents, educators, students, and policy makers. Not surprisingly, conversations among those who disagree are seldom civil or productive. Board meetings have devolved into war zones, and battle lines are being drawn as parents are being told their rights are being violated. As the culture wars rage on, it is hard to imagine how anyone (save the few who simply relish conflict) would think the toxic conflicts playing out in our schools are a good thing for our students or our country. 

I wanted to find out if the use of some depolarizing strategies might make it possible to host a civil conversation about schools, gender, and sexuality with political opposites and even to find some common ground.  

My first guest, Willie Carver, is an openly gay, veteran high school teacher who was selected as Teacher of the Year for the state of Kentucky in 2021. Mr. Carver (whom I interviewed in October 2022) quit because of the harassment he and some of his colleagues received from a small group of parents. 

My second guest, Dov Fischer, is a law professor, an orthodox Jewish rabbi, and a political conservative. In a 2022 editorial in California’s Orange County Register, Fischer spoke out against policies that allow students to designate their gender identities. In Fischer’s view, this is yet another effort by the government to divide families, and he thinks parents, not educators, should be the ones to mentor children on matters of gender. 

Tune in to find out what happens.

Political Opposites Square Off on Schools, Gender, and Sexuality

As the 2023 Grammy Award-winning Music Educator of the Year, Pamela Dawson has made it her mission to harness the power of music to connect students with diverse backgrounds and skill levels. With over 27 years of experience in teaching, Dawson has learned to create a safe and nurturing environment for her students, fostering a strong sense of community and belonging. "I think the most important thing is relationships...The students have to buy into you before you can give them anything," Dawson says. "My goal has never been to make performers. It's to change lives." 

Dawson's innovative approach focuses on kinesthetic learning, a deep understanding of lyrics, and cultivating the relationship between music and the human experience. 

In this episode, you will: 1) Discover the impact of music education for learning, connections with stories, and personal growth; 2) hear from two of Dawson's former students; and, 3) enjoy listening to the powerful and soulful singing of her student choirs.

A Conversation with Pamela Dawson - 2023 Music Educator of the Year

Host Ken Futernick and his guests strive for civil dialogue around a contentious debate playing out across the country: What rights should parents of public school students have when it comes to what’s taught, the books students have access to, and the policies educators must follow? 

Ken’s guests, which include parents, a high school student, and two school board members, discuss their views on these related questions: What rights do students have and what if they conflict with parents’ rights? What rights do the people of a state (or of our nation) have when it comes to the education students receive in our public schools?

Tune in and see what happens when we turn down the volume and people agree to listen to one another on these complex questions. "

The Latest Culture War Dustup: Balancing Parent Rights With Student Rights

This story is about a high school teacher's extraordinary efforts to support her students and her belief that relationships must come first. It's about a parent who takes the time to acknowledge this teacher's commitment to her son. And it's a story about mental heath and the struggles so many young people face today – struggles that affect their schoolwork, their relationships with friends and family, and the quality of their own lives.

In the 10 years leading up to the pandemic, feelings of persistent sadness and hopelessness—as well as suicidal thoughts and behaviors—increased by about 40% among young people, according to the Centers for Disease Control and Prevention’s (CDC) Youth Risk Behavior Surveillance System.

The pandemic, of course, only made thing worse. During the pandemic, 29% of U.S. high school students had a parent or caregiver who lost their job, 55% were emotionally abused by a parent or caregiver, and 11% were physically abused, according to the CDC.

Numerous other factors like online shaming and bullying have also contributed to the crisis. The good news is that there are steps schools can take to help address the problem. One, they can increase the number of professionals who are trained to recognize and treat students suffering from mental health issues. Too many schools across the country have virtually none of these professionals. Another step is for schools to incorporate social and emotional learning programs at all levels of the system – the kind of programs that can dramatically reduce bullying for instance. Unfortunately widespread efforts to promote these programs have been thwarted because social emotional learning programs have become a new target in the culture wars in education. But if parents are able to cut through the noise they will see the true, sometimes life-saving, benefits of these programs for their children.

Relationships First: How One Teacher Becomes a Lifeline for a Student's Mental Health

I am hosting civil conversations with parents, educators, students about today's most contentious issues facing our schools.

Book Bans Exposed: Who Decides What Students Can Read?

Courageous Conversations about our Schools

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