LCPS To Provide Equity Comfort if Trump Wins 2020 Election

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What in the hell is wrong with LCPS. I can’t say that I’m surprised BUT LCPS is supposed to maintain a neutral position when it comes to politics not a neutered position. I very much hope that once the election is past us, that more parents, students and ordinary citizens join P.A.C.T. in the fight against this vile garbage that is a full blown infestation in LCPS, the County, State and Country.

Below are the resources teachers can provide to their little snowflakes on 11/4/2020:

Stories are flooding social media from parents whose children are afraid of what the 2016 presidential election results might mean:

  • Tell them that we demand justice and equality and we will keep on fighting for those rights.
  • Tell them that we have democratic processes in the U.S. that make it impossible for one mean person to do too much damage
  • The objectives of the discussion should be to let students express their concerns and voice their thoughts and feelings, gain feelings of empowerment and hope, and feel safe and respected.
  • Ask students to speak one at a time and validate their feelings by saying things like, “What you are saying is valid,” or “I hear you,” “I support you and I understand you.” Let them speak, guide the discussion, and use a talking piece if necessary.
  • Offer students hope and empowerment. Offer them opportunities to uplift themselves and their communities. Ask them what they would like to do or express. Can we come up with a plan to uplift our school community?
  • Tomorrow and every day must be a day of empowerment, hope and justice.

  • We know that on Wednesday, there will be educators and administrators who champion silence, saying schools aren’t the place for politics. This is untrue—and poor pedagogy. Our students are affected by—and participants in—this diverse democracy. They deserve opportunities to talk about how the election affects them. 
  • In 2016, we saw immediate consequences of the election results. In schools across the country, President Trump’s rhetoric emboldened more students to commit acts of bullying, harassment, vandalism and intimidation. Schools saw increased anxiety and decreased attendance among those who felt most threatened by proposed policies, including Black students and students with undocumented family members.
  • In 2016, too many schools met such a moment with stunned or scared silence—and that lack of preparedness led to harm. Fears went unacknowledged. Questions went unaddressed. And, in many cases, the opportunity for a courageous recommitment to the values of inclusion went by the wayside.
  • This isn’t just about how your students feel in your class. Many students could wake up on Wednesday less sure where they fit within their country, their community or their school.

  • In 2016, the Virginia Center for Inclusive Communities was overwhelmed with urgent requests from schools after incidents of bias, bullying, and discrimination. A significant number of these incidents were connected to the 2016 Presidential election cycle: students repeating statements they had heard from politicians, educators and parents not knowing how to respond to major events in the news, and a pressing concern about the decline of civility in public discourse. An important lesson from four years ago was the importance of intentional, proactive planning.
  • while educators have a responsibility to not be partisan, they similarly have an obligation to communicate their classroom and school values on an ongoing basis. Doing so early on can help to prevent incidents of bias, bullying, and discrimination. And, if those do occur, relying on a strong foundation can help a classroom and school learn, heal, and move forward together.

  • Elections can raise many emotions and not everyone will be satisfied with the outcomes. We can still work together on the many issues facing our community, nation, and world, even if our candidate or political party is not in power. Voting in elections is one of many ways people can participate in and influence decision-making.
  • Reflect on your own identity, biases, and prejudices and be willing to authentically share how it influenced your perceptions of or reactions to the election.
  • As a child, were you around people who were engaged in politics through their participation and/or conversations? If so, what memories do you have about being engaged in politics? If not, did anyone ever speak about why they were not more active?
  • When did you first become aware of having political opinions? What do you think shaped them? Have your political opinions changed during this election cycle? Why/why not?
  • How do you think the events we’re living through this year may be affecting your political beliefs? Why?
  • How would you feel about the election if you had a different identity?
  • Resource: Gender and Intersectional Effects on Candidate Evaluation, Center for American Women and Politics, Rutgers University
  • Resource: Voter Attitudes About Race and Gender Are More Divided than 2016, Pew Research Center.

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