FROLITICKS

Satirical commentary on Canadian and American current political issues

Apr 24

When It Comes to Treating LGBTQ in American Schools, What Happened to Their Parental Rights

by bcurry

On March 28, 2022, Florida’s Republican Gov. Ron DeSantis signed into the Parental Rights in Education bill into law.  The Act now bars instruction on sexual orientation and gender identity in kindergarten through the third grade.  Critics had dubbed it the “Don’t Say Gay” bill which in turn suddenly sparked a national war of words, particularly among the LGBTQ community.  On top of which, the legislation created opposition by Florida’s Disney World against Governor DeSantis.  This has led to the Florida legislature to vote to undo the special district that Disney operates in, potentially affecting Disney’s ability to build new attractions, creating potential hiccups in transitioning to many of its current public services and increased expenses for Disney — which could mean higher prices at the gate.  The resulting economic impact could be massive.

What is even more important is the impact on the rights of LGBTQ parents and gay or transgender students.  Much of the justification put forward for such laws is that it protects the rights of parents, who by all concerned are non-LGBTQ parents.  Those opposed to the law argue that the Act centers around whether it would prohibit the “instruction” or “discussion” of sexual orientation.  Critics of the law say its language “classroom instruction,” “age appropriate” and “developmentally appropriate” is overly broad and subject to broad interpretation.  Consequently, teachers might opt to avoid the subjects entirely at all grade levels for fear of being sued by parents as now permitted under the law.  Opponents of the law also say that banning lessons about gender identity and sexual orientation marginalizes LGBTQ people and their presence in society.  DeSantis appears to love playing with smoke and mirrors.  Andrew Spar, president of the Florida Education Association, said the law is nothing more than a political wedge issue for Republicans.  He notes that elementary schools, especially in kindergarten through third grade, currently don’t even teach these subjects, much like “critical race theory”.

Moreover, there is little recourse left open to LGBTQ parents or students other than filing complaints with federal officials when they believe they are experiencing discrimination in school.  Subsequent to the bill’s passage, U.S. Secretary of Education Miguel Cardona said that his agency “will be monitoring this law upon implementation to evaluate whether it violates federal civil rights law.”  However, as everyone knows, such processes can often take years to implement, leaving LGBTQ parents and students in the lurch and prone to harassment.

Florida is not the only state that considered such a law, as a number of other conservative states have moved in a similar direction.  Take for example Alabama.  There you have the second openly gay lawmaker, Neil Rafferty, sitting in the state legislature.  As a Democrat, he has spent much of his current term in the Alabama Legislature working to prevent new restrictions on gay and transgender young people.  Mr. Rafferty appealed to his colleagues and constituents with Republican proponents on the basis of their conservatism, arguing that they had no business involving themselves in the decisions of parents, doctors and children.  “Where’s the freedom in that?” he asked. “Where’s small government in that?”

Indeed, there appears to be a fair amount of hypocrisy in the current legislative push by Republicans aimed at protecting some parents’ rights, to the detriment of other parents with different values and circumstances.  It’s obvious that this sudden obsession with eliminating any instruction on sexual orientation — including the LGBTQ history in American — and the banning of related reading materials from libraries is nothing more than a political ploy aimed at securing votes from the social conservative rank and file.  But at whose expense and which freedoms?

With so many more important issues to be concerned about today, does one really need to be sidetracked in this manner?  The mental wellbeing of all students, including LGBTQ students, needs to be addressed, especially in light of the negative impact of the pandemic on their education.  Surely, legislators have better things to do than to play politics with children’s lives and those of their parents!

Education in U.S. US US Politics

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Apr 16

Tackling Systemic Racism Which Continues to Exist in American and Canadian Schools

by bcurry

School segregation in the U.S. is defined as the separation of students based on their race to the extent that an institution can be racially predominant by black students or white students.  Currently more than half of all students in the U.S. attend school distracts with high racial concentration.  Racial segregation in schools has a long history that leads up to modern times.  Although enforced racial segregation is now illegal, American schools are more racially segregated now than in the late 1960s, especially in the Northeast U.S.  Much of de facto segregation between Black, Hispanic and White students is the result of where public schools are located and their respective tax base in support of the schools, often referred to as ‘residential segregation’.  Many of the underlying problems of segregation haven’t been solved, even if it’s no longer legal.

Unlike in the U.S., the vast majority of Canadian public schools are financially supported by the provinces, given that each province is responsible for education under the constitution.  While property taxes do support a portion of funding for schools, the province guarantees that additional funding is allocated based on the number of students.  This reinforces the need to ensure adequate funding intended to provide equal access, teaching and curriculum in each school district.  However, this does not preclude the issue of systemic discrimination occurring in schools where visible minorities, including Black students, are in attendance.  Most boards of education don’t deny there is systemic racism in their schools, and have introduced measures in the last few years aimed at dealing with it.  In Ontario, the Ministry of Education conducted a recent review that showed a disproportionate number of Black students are streamed into applied courses — meant for students seeking to go to college instead of university — regardless of academic performance.  This is referred to as ‘streaming for students’ which led to implicit biases whereby a disproportionate number of Black students were prevented from going to university instead of community colleges.  As in the U.S., the review also disclosed that many more Black students received suspensions than White students relative to their proportion of the student population.

Many American schools are segregated by ethnicity and poverty, and for some minority students — particularly the soaring Latino population — the segregation is also by language.  As a result, even the highest-achieving Black and Hispanic students are often denied access to advanced math and science courses in the later grades, although such access is more commonplace for their White peers.  In Canada, the same can be said for new immigrants in particular who, because of their presumed ability in English and their accents, are often forced into remedial classes despite good academic capabilities. Thus, they are being unfairly held back.

Some students believe a key solution is to hire more Black and other teachers representing visible minorities in both countries.  As the population becomes more diverse, it seems only too obvious that such teachers would be in a better position to understand and appreciate the daily challenges that non-White students face on a daily basis.  For example, in a 2016 census of teaching staff, one Ontario school board showed seven percent of staff members identified as Black, while 67 percent identified as White.  That’s in contrast to a student census, which showed 10 percent of its students were Black, while 13 percent were White.  The lack of ethnic diversity among teaching staffs can do nothing but accentuate the prevalence of systemic racism in the eyes of Black, Hispanic and other visible minority students.

While things have improved somewhat in both American and Canadian schools, a lot more needs to be done to deal with systemic racism in the education systems.  In order to ensure equal opportunities for all young people, more funding and resources are needed to raise the standards for public education in each country.  There is an evident need to ensure that school board members, administrative and teaching staffs are sufficiently educated themselves about systemic discrimination and its resulting effects on the future of these young people.  No issue could be more important as there will be even greater population diversity in the coming years.

Canada Education Education in U.S. Race Relations Racism Racism US

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Dec 19

As We Deal With Another COVID Wave, Impact on Young People May Be Worst

by bcurry

North Americans, like many others globally, are now having to cope with yet another COVID wave — this one involving the more highly contagious Omicron variant.  Once again, increased restrictive measures are being implemented to reduce peoples’ contact, especially where crowds and groups are involved.  However, what is of particular concern are those measures which are shutting down our schools, whether primary, secondary or post-secondary, due to outbreaks.  It has become evident that young people are great spreaders simply because of their exposure in schools and in communities, especially where they have yet to be vaccinated as in the case of most children under eleven years old.  Many young people unfortunately are having to revert to on-line learning, deemed a poor substitute for in-class learning.What is most disconcerting is what these measures are doing to the mental health and wellbeing of young people. 

Without the structure and routine of attending classes, researchers and teachers have noticed a significant change in behavioural patterns of young people.  Violent and inappropriate behaviours are more prevalent among primary and high school students in particular.  This has become notably visible at high school sports events, where inappropriate sexist and racist remarks have been made with respect to minority participants.  In some reported incidents, physical violence has even broken out.  Teachers have reported a noticeable increase in verbal and physical abuse towards them by students.  Promoting discipline has become a greater part of a teacher’s time in the classroom and of school administrators.

It’s not that we and especially parents are not aware of the issue, it’s just that we are having a harder time dealing with the impact of COVID and health measures.  On the one hand, there is a clear and growing physical threat to young people, with many more likely to end up being hospitalized then before.  On the other hand, there are the lockdown measures that mainly affect young people and their normal interaction with their peers.  The entire normal ‘socialization’ process has been turned upside down.  Regardless of when we return to some state of so-called ‘normalcy’, eventually the impact of COVID could be irreversible when it comes to young people, their mental health and their futures in society.

In the past, there has been a significant lack of mental health services available for and accessible to young people in most communities.  One does not have to look far for the evidence.  All one has to do is check the waiting lists for those seeking mental health services for their children.  The impact of COVID has significantly increased the urgent need for such services.  Similar to what we now have in expanded available resources in the form of ‘grief counselling’, we will need to greatly expand mental health services given the traumatic impact of the pandemic on our youth.  Governments need to begin to more fully resource these services today.  We cannot afford to wait until the pandemic is considered to be finally under some form of control.  The impact on mental health is already here!

Canada Coronavirus COVID-19 Education Education in U.S. US

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Dec 9

Freedom of Ideas and Information and the Role of School Boards

by bcurry

When I was in high-school so many years ago, I was a slightly above-average student.  However, I particularly was interested in learning about history and those who made it.  Let’s face it, it was not long after the end of World War II, the middle of the Cold War, the emergence of the Soviet Union as a world power, and the height of the Civil Rights movement in the U.S.  I remember reading “Das Kapital” by Karl Marx to better understand the thinking behind Communism.  I also read “Mein Kampf” to better understand the thinking behind Nazi Party leader Adolf Hitler.  As you may have guessed, I never became either a Communist or a neo-Nazi.  I also read books about slavery and race relations in the U.S. to better appreciate the history behind the American civil rights movement.  Unfortunately, we did not have much material in our school library about the history of indigenous peoples of North America, and their treatment in society.  Unlike today, there were no materials what-so-ever on matters dealing with sexual orientation.

In recent months, I have become concerned about the pressure on school boards by members and parents alike regarding what is being allegedly taught in schools and what books are available to be read.  In some counties in the U.S., certain parent groups have been in full attack mode over such topics as colonialism, Zionism, Maoism, slavery, freedom, sexual orientation, the Holocaust, and something referred to as “critical race theory”.   According to those who track book censorship, conservative rallying cries of “parental rights” have helped fuel a new wave of challenges and legal threats over even the most celebrated of titles.  Teachers’ heads have even been put on the chopping block if they dare discuss the history of race relations in America.  A spokesperson for the American Library Association’s Office for Intellectual Freedom noted that it is profoundly disturbing that we’re accepting so easily the idea that books should be banned and burned and taken away.  In Canada, school boards are having to answer to criticism about anything that might be considered as “anti-semitic”, even that which involves the history of Israel and the Palestinians. 

The fact is that young people need to know about the history and current events that have shaped the world to become what is today’s reality.  They need to be able to research and intelligently discuss the historical basis for the thinking and principles behind our development as societies, whether good or bad.  No one intends to put our youth on some kind of “guilt trip”, but it makes no sense to deliberately attempt to hide from them certain historical truths.  Democracies thrive on the ability of informed citizens to debate issues in an open and free manner, without fear of threats and punishment.  Yes, one recognizes that social media and modern avenues of communication unfortunately can advocate hate and promote misinformation.  However, the best way to counter hate advocates and conspiracists is by encouraging the availability of informed sources and reliable education.  This approach is the one that school boards, trustees and parents groups should be supporting, rather than attempting to dictate what social issues can or cannot be taught in schools based on their version of “right thinking” and political correctness.

Ultimately, the only way that we can better inform and satisfy the learning needs of our young people is to provide compelling reading materials and discussions that are relevant and available to all kinds of students.  As a society, we place our children in the care of trained and educated administrators and teachers, complemented by researched guidance for the development of meaningful curricula.  Sensitivities aside, parents have to let educators do their jobs.  Parents are accountable for the well-being of their own children and have a right to deal with specific issues concerning their children when in school.  Banning or burning books is not something that people in a democracy should be advocating, whether by parents or administrators.  School boards should be standing up for freedom of expression and informed debate.  Oversight is needed, but micro-management is not.  Let’s give our school principals, librarians and teachers the benefit of the doubt when it comes to classroom learning.  Each school population is different and the curriculum needs to be adjusted accordingly.

Canada Education in U.S. US

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Oct 16

When It Comes to Schools, A Latent American Parents’ Movement Emerged Partly Due to COVID

by bcurry

There appears to be a powerful frustration among American conservative mothers, who feel increasingly sidelined by school administrators and teachers.  Their targets tend to be sprawling — not only mask mandates but also curricula that touch on LGTBQ rights, race and discrimination, and even the way schools define a scientific fact.  Unlike in Canada, there has been more opposition against mask mandates in schools among certain American groups.  This despite the fact that a Washington Post-ABC News poll released in early September found that two-thirds of Americans support mask mandates in schools.  One of the parents’ groups that emerged recently is calling themselves “Moms for Liberty”.  According to the organization’s founders, in 10 months the Moms for Liberty grew to 135 chapters in 35 states, with over 56,000 members and supporters.

Like many American protest movements, Moms for Liberty believe they don’t co-parent with the government.  Restrictions implemented by school boards because of COVID-19, such as mandated masking in schools, brought such latent groups before the boards in protest, often using very outspoken tactics. They closely scrutinize the curriculum and textbooks used to educate students. They particularly attack any semblance of teaching related to “critical race theory” — an academic framework for examining systemic racism — which school boards have flatly stated is not part of any curriculum.  Needless-to-say, the Republicans quickly aligned themselves with such movements, hoping to garner political support for the GOP.  In Florida, for example, they are closely allied with Republican Governor Ron DeSantis. 

What I find interesting is that, if parents are dissatisfied with the teaching in public schools, there is always the option of “homeschooling”.  Indeed, according to the most recent federal data, 3 to 4 percent of the school-going population in the U.S. is currently homeschooled.  Homeschooling is the practice of educating a child at home without enrolling him/her into a formal school.  Homeschooling is also permitted in Canada, but only about .7 percent of Canadian students are currently homeschooled.  There are a number of organizations in both countries that assist parents in setting up homeschooling for their children.  There are a whole slew of reasons why parents choose to homeschool their children, including the provision of a safe environment, a need for individual attention, crowded schools and religious/morality beliefs.  One study indicated that some 25 percent of homeschooling parents surveyed felt that schools simply did not meet the needs of the children.

While homeschooling may not be advisable for every family, particularly where both parents are working and there are monetary costs involved, the choice is there.  In the U.S., some states even offer tax breaks for homeschooling families.  COVID-19 actually forced more parents to take a greater interest in their kids schooling, particularly where the students were forced to undertake on-line learning as a result of school closures.  However, the vast majority of parents really wanted their kids to return to in-person learning, often for mental health reasons and the benefits of socialization in a school environment.  School boards have done a lot to ensure the health and safety of the students and staff, including masking, mandated vaccination for the staff and physical distancing measures.  A great deal of credit needs to be given to the boards, school administrators and teachers for their roles in continuing to educate our children under very extraordinary and difficult circumstances.

Instead, we find groups such as “Moms for Liberty” attempting to politicize the teaching of children and adolescents for all the wrong reasons.  Instead of trying to undermine the critical role of schools in our society, disenchanted parents are free to turn to homeschooling as a legitimate alternative.  After all, one can’t please all of the parents all of the time!

Canada Education in U.S. US

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Aug 9

Should You Send Your Child Back to School in the U.S.? — Probably Not!

by bcurry

With over 5 million confirmed cases of coronavirus and almost 165,000 related fatalities in the U.S., the nation now stands out statistically as the leading country for the consequences of the disease. What is most alarming however is the increasing number of younger people, including children, who have tested positive for COVID-19 and have been hospitalized.  To date, of the millions of cases reported in the U.S., about 265,000 were in children 17 and under — almost 5%. Unlike what President Trump asserts, children are not “virtually immune” to the virus.

Indeed, according to a recent study by the Centers for Disease Control and Prevention (CDC), 570 kids who tested positive were diagnosed with a rare condition, which CDC calls multisystem inflammatory syndrome. Ten of the children died as a result of the condition. What is more troubling, the CDC reported that Hispanic children were hospitalized at a rate eight times higher than white kids, and Black children were hospitalized at a rate five times higher. Some of this is attributable to children living in poverty and a lack of access to regular health-care. To date, the experts have concluded that genetics appears to have nothing to do with why some racial and ethnic groups are more likely to be infected by the virus, get seriously sick from it or die from it.

What does this all mean for the average American family? Simply put, with thousands of new confirmed cases being reported daily in the several states from California to Florida, the thought that communities are ready to send kids back to school is scary. To date, where kids have started high school for example, coronavirus outbreaks have occurred all too often.  Anecdotal evidence shared through social media has displayed a lack of physical distancing being practiced by students and school staff, no masks being worn and inappropriate group activities being carried out.  Coronavirus-related problems have also popped up in kids’ summer camps, again raising red flags.

Let us not forget that while kids are considered generally less likely to have serious symptoms when they’re infected, they can in turn transmit the coronavirus within the community at large. In some cases, transmission can occur with respect to vulnerable populations, whether at home or within the community. Given the science to date and resulting studies, Americans should pause about opening schools until the overall number of community cases begin to decline and the so-called curve is flattened. More resources have to be provided urgently to implement the necessary precautions and health-care, particularly in poorer school districts. Yes, it is certainly desirable from a mental health and socialization perspective to have children back in schools. However, community leaders should understand that they are potentially talking about putting children in unsafe situations.

Coronavirus Education in U.S. US

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Jul 19

To Go to School or Not to Go?

by bcurry

As we approach the beginning of another school year, there are still a lot of questions about the health and safety of staff and students during the pandemic. At this time the pros and cons are pretty evenly divided.  There are those who want to delay the return and continue home schooling.  There are those, possibly a majority of parents, who want their children to attend school five days a week.  Then there are those who support a modified school week, perhaps with students going two days a week, and doing on-line learning during the other two days.  Schools would do deep cleaning during the fifth day.  Transportation to and from the schools will have to be reviewed and restrictions implemented to protect school-bus drivers and commuting students alike.

Then one has the psychologists who believe that children should return to full school weeks with the applicable safety measures in place in the classroom and on the school grounds. This would include physical distancing (e.g. desks 6 feet apart) and teachers wearing personal protective equipment (e.g. masks, gloves, hand sanitizers).  The psychologists argue that being in school will improve a child’s mental health and socialization.  Educators also now believe that on-learning learning is no substitute for classroom instruction, as demonstrated by their experience during the last few months.

Next, we have the working parents who want to return to work and have no child-care alternatives available, particularly in light of the cost and lack of appropriate child-care nationally. If any further reopening of the economy is to effectively proceed, working parents need to have their children in school for five days at least.  In addition, children with special needs have greatly been affected by the lost of in-school services and learning assistance.  Most parents cannot afford to provide private assistance to children with learning disabilities.

Finally, there are the concerns of associations representing teachers and staff in the schools. All are concerned that sufficient health and safety measure will be in place, including much needed PPE and physical distancing measures. In order to implement such measures effectively, some teachers’ unions are proposing that additional teachers and staff be hired.  Those teachers with underlying health issues may even refuse to return to school, despite applicable preventative measures being implemented.  This reluctance is especially understandable if the coronavirus infection rates do not level off as was hoped by public health officials.

There is little time left for school authorities to decide one way or another about reopening the schools. Pressures are emerging from everywhere and the issues are complicated, especially in anticipation of a potential second wave of COVID-19 in the fall.  Local, county, state and provincial school authorities will soon have to disclose their final decisions in order to allow parents and students to prepare for the reopening.  Simply stating that schools should be reopened is not enough!

Canada Coronavirus COVID-19 Education Education in U.S. US

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