Letter: Look for Facts in Bias Incidents

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To the Editor:

The May 13, 2024, article entitled "'The Roof is Caving In': Mount Greylock School Committee Hears Details of Bias Incidents." If reported accurately, and if I interpreted the article correctly, Mr. Dravis brought to light some extremely troublesome issues. If prejudice is occurring routinely in our schools and elsewhere in town, especially in those institutions under the auspice of town governance, a clearly reasoned plan must be created and implemented.

Also troubling in the article was "… the meeting also features some of the most frank commentary to date from district administrators about the shortcomings of the preK-12 district's efforts to address the problem." There are other quotes from the district leadership that indicated that as Superintendent McCandless said, "We are really just trying to find mechanisms that actually work. We have invested a great deal of money into this work, and as evidenced tonight by the things people didn't want to be saying because they're living in pain at home-the things we're doing aren't working."

Was any conclusion reached that indicated the next step? It seemed that some believed adding additional DEI efforts were in order. It seemed that others believed we should rethink the whole DEI movement.

Might the next step in addressing the prejudice "crisis" be to look for facts? Narratives are extremely important, and should be taken very seriously, but a closer investigation that values the facts of the alleged incidents might reveal different and/or additional perspectives.



Is there anyone who can argue that DEI is not a controversial approach to combatting intolerance? Is there anyone who can argue it has not furthered divisions in our community? It is difficult to judge because so many people are silent. How do we know what the community thinks? What they value?

Might we use our current confusion and frustration to revisit how DEI was introduced to the town? Was there an attempt to calmly encourage discussion with townspeople who questioned (not even challenged) the principles and strategies inherent in DEI before those principles were put into place ? Were there clearly stated MEASURABLE goals shared with townsfolk that could serve as a basis now as to how we should go forward? Taxpayers are, after all, are expected to pay the bills.

No question that mistakes have been made and by many people on all sides of the tolerance issue. Let us try to correct those mistakes and move on to create a tolerant and flourishing community.

Donna Wied
Williamstown, Mass.

 

 

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9/11 Now Part of Broader Conversation in Classrooms

By Stephen DravisiBerkshires Staff
WILLIAMSTOWN, Mass. — When talking about teaching the greatest American tragedy of the 21st century in today's classrooms, teachers draw a parallel to how they were taught about one of the defining moments of the 21st century.
 
"Oddly now, it is kind of like when my World War II relatives and teachers talked about the Depression or Pearl Harbor," Mount Greylock Regional School history teacher Jeffrey Welch said recently. "The kids [today] are generally interested in personal and social history, and so, for that reason alone, they are curious.
 
"But 9/11 is also a 21st century icon. Local families lost loved ones, some of whom are still connected to the school community. Also, so many have connections to NYC and have been to Ground Zero and the museum. It is poignant, I think, but far less visceral for the students to study with the passage of time."
 
As the nation prepares to commemorate the 25th anniversary of the September 11 terrorist attacks on Friday, the nation's classrooms are the place where the events of 9/11 and its repercussions are being taught to a generation that lacks the emotional grounding in the events at Ground Zero that high school students may have had as recently as a dozen years ago.
 
At Wahconah Regional High School, Bryan Patton, who was reached separately for this story, made the same historical reference when asked about teaching 9/11 25 years after the fact.
 
"It's interesting because the way we have covered 9/11 has evolved over the years," Patton said. "It definitely used to get students' attention as a current or recent event years ago. For many students now, it's the way Pearl Harbor or Vietnam was when I was a student in the '90s.
 
"It was actually a difficult thing for my colleagues and I to grasp as they didn't live through it. It was before they were born so to them it's just an historical event. They ask questions. They care. But it's not the visceral response it used to be."
 
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