Education Week - October 19, 2022 - 20

Teachers Can't Afford to Stay Silent
It's time to contact our lawmakers
By Monte F. Bourjaily
H
ow many teachers are disheartened
and even scared by the restrictive
legislation involving school curriculum
and materials like books appearing
in states across the country? In
its latest report, " America's Censored
Classrooms, " PEN America warns
of the spread of " educational gag orders " that restrict how, and
even whether, we can teach contentious topics at the heart of
American democracy like those about race, gender, and identity.
While the educators most affected are those teaching social
studies, literature, and the social sciences, a policy stance
that imposes bans is a threat to us all. The clear message that
politicians in Florida, Tennessee, Texas, Virginia, and other
states are sending for teachers with these laws is " we don't
trust you. " They don't trust us to teach in pedagogically and
age-appropriate ways. This distrust and punitive legislation is
even pushing some teachers to leave restrictive states or the
profession entirely.
Do legislators know how hard educators work to master the
content, understand the curriculum, plan lessons, and cultivate
within students the intellectual independence necessary to
participate in our self-governing society? Restrictive legislation
misunderstands both the purpose and the value of public
education. Its consequences threaten lasting harm to students.
It also offers a " teachable moment " for educators willing to
teach policymakers and the public what we do that inspires trust
from our students, their parents, and the communities we serve.
I want to make a practical appeal to my fellow teachers:
Could you take an hour to write as few as 250 words
to your state legislators that open the door to
your classroom, to share the important work
you do, why you do it, and what concerns you
as a constituent? Think of it like Back to School
Night for legislators, only without the stress
of staying late and meeting with students'
families.
When you address your legislators, begin with a clear
request. For example, ask them to support or oppose specific
legislation or ask for money for an educational need like Wi-Fi
access or a building repair. Share the powerful connections
with students that you made and how much they value your
commitment to them. These connections probably echo in
your memory, from your students' goodbyes and cards at the
end of the year.
I want my representatives to know what's at risk from laws
aimed at undermining my professional judgment of how
and what to teach my students. If they were to drop by my
classroom at the start of the year, they'd get to see some of the
cool things my kids worked on to build familiarity with content
and skills. In Advanced Placement U.S. History, they'd discover
a combined class, as my English 11 teaching partner and I
brought our English and history students together to introduce
our question for the year: " What constitutes American
identity? " Our guests might even be drawn to participate
as students begin exploring this question by analyzing and
comparing Emma Lazarus' " The New Colossus " and Langston
Hughes' " Let America Be America Again. "
If they'd come to my law and society class, they might see
students grapple with the constraints of the First Amendment.
They would see my students evaluating legal scholar Martha
Minow's regulatory solutions to address the crash in public
confidence in media caused by the proliferation of information
through internet platforms.
Later in the week, they'd see my AP English Language
colleague and me guide our seniors through the close reading
process with a nonfiction essay and a political treatise and teach
them the timeless treasure of the " precis " for clear and concise
writing.
How many people outside the classroom realize
that this kind of engaging work-tailored to the
specific students in a specific classroom-is the
norm in public schools across the country? Through
lessons like these, teachers develop relationships
with their students that communicate respect.
Restrictive legislation is a threat because it reflects
20 | EDUCATION WEEK | October 19, 2022 | www.edweek.org/opinion
distrust of the creativity and professional care teachers take to
develop these lessons. The restrictions are not even clear about
the problem they are intended to solve. Do legislators think that
students can't handle certain ideas and material when we offer
it in pedagogically and age-appropriate ways? Is there empirical
evidence to support this concern?
You may reasonably ask whether your legislator will listen
when you reach out to oppose legislation restricting your
ability to teach. My answer is a qualified " yes. " Your politics
and your position matter, but your message matters more.
Too few people pay attention to state and local politics. Few
vote and fewer communicate with their elected officials.
This means that on some issues you might be one of very few
expressing a constituent position. In fact, your message could
be the only message.
If your message doesn't trigger a reply, follow up with
another email or telephone call. We all miss individual emails
and calls. When you do reach back out, remind your elected
officials of your request. Ask for a response. That way you know
they are listening, even if it is to disagree or, more likely, deflect
(politicians don't like to tell voters " no " ).
If you are worried that contacting your lawmakers conflicts
with your position as a government employee, remember,
you are also a citizen with all the rights conferred by the Bill of
Rights, including the right to free speech and to petition the
government.
I can't promise that in our current political environment you
are safe from attacks. This is part of the problem. Some see
teachers and education as easy targets. Others may count on
our silence. In our democracy, however, civic participation is
essential. We must model effective citizenship for our students,
as well as ensure that education is the policy priority our
democracy demands.
BOURJAILY teaches AP U.S. Government, AP U.S. History,
and law and society at Thomas Jefferson High School for
Science and Technology in Fairfax County, Va. The opinions
expressed in this essay are his personal views and do not
reflect the views of his employer.
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Education Week - October 19, 2022

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