"We are created to be models of God’s love and grace. We are created to serve God in Christ in all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”
Friday, October 16, 2020
An Update from the Episcopal Diversity, Equity and Inclusion Task Force
Dear Episcopal Community,
In June of 2020, an appeal was made to Episcopal School of Baton Rouge by our alumni, parents, faculty, and staff to look inwardly and honestly about the history and future diversity, equity and inclusion within our community.
The administration, alongside our Board, heard the concerns and decided that a Diversity, Equity and Inclusion Task Force consisting of the Episcopal school community along with a Board committee was needed to address them. Board Chair Chris Kiesel outlines the intent. “The Board has formed a Diversity, Equity and Inclusion (DEI) Committee in order to ensure that Episcopal’s policies and procedures in this area are fully aligned with the school’s Mission & Ministry Statement (to develop the whole child – spiritually, intellectually, morally, physically and artistically) and the Episcopal Church’s Baptismal Covenant (to ‘strive for justice and peace among all people and to respect the dignity of every human being’). We have a responsibility to our students, faculty and administrators who learn, teach and lead at Episcopal, to support their participation in a vibrant, compassionate and safe community that supports one another’s differences, embraces each other’s commonalities, and strengthens every community member’s ability to learn from each other, even when we are challenged to grow and think differently. Valuing inclusion and fostering a sense of belonging enhances our students’ experiences and better prepares them to contribute in meaningful ways to their communities beyond Episcopal. The DEI Committee’s established goals will guide our work in this regard.”
To effectively steer our efforts, Episcopal welcomes New Roads native Dr. Katrice Albert to help lead this work with our community of teachers, students, parents and alumni. Dr. Albert brings a wealth of experience in this area, combined with knowledge of our local community. She previously served as the Vice Provost for Equity, Diversity and Community Outreach at LSU. She has also worked with Episcopal in the past as a guest speaker with the Cornerstones program that preceded the Center for Service Learning. In addition, she has served in executive capacities with national organizations such as the NCAA and the University of Minnesota System. Dr. Albert is the founder and managing member of Third Eye Consulting Group.
Dr. Albert graduated magna cum laude from Xavier University of Louisiana with a bachelor of science in psychology. She earned her master of science in counseling psychology from the University of Southern Mississippi. She completed her doctoral degree in counseling psychology from Auburn University and completed her clinical internship in psychology at Boston Medical School’s Center for Multicultural Training. We look forward to partnering with Dr. Albert.
The efforts of the Diversity, Equity and Inclusion Task Force will fall under the umbrella of the Episcopal Quest for Peace Program. In 2018, Episcopal introduced the program with the goal of helping students of all ages make connections between academics, everyday life and their moral obligation to make the world a better place. This year the theme of our work will be "Enriching Lives, Widening Circles."
As we move forward with Dr. Albert, we will continue to identify meaningful learning opportunities for our teachers and students. This year, as we have done in the past, we will send an Episcopal contingent to the National Association of Independent Schools’ People of Color Conference and Student Diversity Leadership Conference.
Episcopal School of Baton Rouge is committed to this work. We are a Christian community whose mission integrates spiritual formation into all aspects of the educational experience in a graceful and inclusive way. Episcopal schools have been established, however, not solely as communities for Christians, like a parish church, but as diverse institutions of educational and human development for people of all faiths and backgrounds. Episcopal schools are populated by a rich variety of human beings, from increasingly diverse religious, cultural, and economic backgrounds. Even the most diverse of Episcopal schools are created to be communities that honor, celebrate and worship God as the center of life.
We thank the Task Force members for their commitment to this work and to ensuring that Episcopal is a diverse, equitable, and inclusive community. We are also grateful to families who have inquired about supporting Episcopal’s DEI initiatives. Those interested can choose to direct their eFund gift by selecting “Spirituality and Service Learning” and then stating the desire to designate a gift to “DEI” in the comments section.
The Episcopal community can expect future updates from Dr. Albert and the Task Force as we move forward with this effort.
There are a variety of exciting, new courses for Episcopal students this school year. One such course is Ethics, Economics, and Cultural Impacts of Sport in the Hispanosphere. The course uses an examination of popular sports to engage students in discussions on ethics, economics and Spanish culture. Upper School Spanish teacher Sergio Ramos is happy to teach the course and provides more details on what students are learning.
The Global Studies Department saw the need to develop a cross-disciplinary curriculum that could enrich the learning experience of the 21st century student. The Ethics, Economics, and Cultural Impacts of Sport in the Hispanosphere developed from that call. This new course focuses on the rich and exciting culture of several Spanish-speaking countries through a wide variety of sports and leisure activities. The cultural and economic impacts of these industries, as well as many ethical questions related to these activities are explored. Films also have a key role in this course. Students watch at least two movies per quarter and analyze a variety of cultural aspects through class discussion.
Through this course, students are able to expand their cultural horizons by identifying the contributions of Hispanic athletes in the world. In other words, this subject encourages the students to deepen their understanding of the rich culture of Hispanic countries through sports while targeting its economic and social impact in a global society. Class work includes individual and group projects. In addition, students have the opportunity for hands-on experiences involving these activities.
Ethics, Economics, and Cultural Impacts of Sport in the Hispanosphere is taught in English and is open to all students. The course would be particularly interesting for any student with a passion for sports in general but especially any student who wants to expand their global citizenship and critical thinking skills through a deeper study and understanding of the role of sports in the Hispanic world and in society in general.
Discussions that Expand Cultural Horizons
In this class, we discuss the different philosophies of the biggest soccer teams in Spain. For instance, we learn about La Masía (F.C. Barcelona’s training facility) and the values that the young players from all over the world acquire if they are talented enough to be part of F.C. Barcelona. These values (sportsmanship, leadership, commitment, perseverance, etc.) make people refer to F.C. Barcelona as Más que un club (More than a club).
We discuss ethical matters such as whether players under the age of sixteen from other parts of the world should join powerful soccer teams from Europe. FIFA (French for International Federation of Association Football) prohibits this practice to protect kids from leaving their families so prematurely. However, FIFA does not take into consideration the fact that in many cases the parents are willing to move to Europe to realize their child’s dream of playing the sport.
We also discuss the legacy of golfer Severiano Ballesteros in Spain, not only in terms of the sport of golf but in terms of economic impact in the second most visited country in the world. Before Seve, golf was very unpopular in Spain. After his great accomplishments (two Masters championships among other majors) the Spanish golf industry developed in such a way that it is now part of the 13-billion-euro industry in Europe. I believe that, without the role of Seve in Spain’s golf and in golf worldwide, we would not recognize José María Olazábal, Sergio García and many other great Spanish golf players nowadays.
What I like the most about this class is that the students are given the chance to be more active in their participation and involvement in class compared with more traditional class environments. In fact, there are no tests or exams. This is because the students are graded based on the presentations, projects, and discussions that take place in the classroom. Furthermore, students’ suggestions are addressed, provided that they are feasible. For instance, while discussing the legacy of golfer Severiano Ballesteros, the students suggested going to TopGolf. I thought that this was a great idea that would exemplify along with the hands-on experiences mentioned in the course description.
Sergio Ramos was born and raised in the Canary Islands, Spain and is a native Spanish speaker. He graduated from the University of Las Palmas de Gran Canaria, Spain, with a bachelor's in English philology (this field is mainly focused on the teaching of English as a second language in Spain). He also has a master's degree in education awarded by the Complutense University of Madrid, Spain. He has experience teaching in the Spanish public school system and has been teaching Spanish at Episcopal High School since 2005. He has taught almost every level in the Middle and Upper School.
One day earlier this fall, Addie came across “The Pulsera Project” online. She approached us about engaging with the project for the AP-WE service aspect of our AP Spanish class. We immediately were interested and thought that the project would be a great service project for the Episcopal community; a project which would help raise awareness and money for some of the prevalent issues in the Central American communities of Nicaragua and Guatemala. However, we had no idea how much teamwork, planning, brainstorming, and problem-solving would go into the execution of the project here on campus. We are greatly appreciative of all who have helped us on every step of the way, especially Dr. Alvarez who has shown us constant support and help. Looking back on the day when Addie came across the project makes us laugh, but it also inspires feelings of pride and excitement. Every day since September we have pushed ourselves in ways which we have never been pushed and have put together a project which is so much more meaningful and full of community than we ever would have imagined. And it has been totally worth it.
To give a little background on the project, El Proyecto Pulsera or the Pulsera project is a non-profit organization that partners with student-led groups around the US to sell Pulseras (AKA bracelets) made by artists in Nicaragua and Guatemala. The project allows for students in the US and families in Central America to become a part of an empowering experience. We chose to make this project more than just “selling” bracelets and more about sharing the values of the project to encourage global citizenship. A few of the values that we decided to focus on are poverty in Latin America, Solidarity v. Charity, the importance of Fair Trade, and awareness of global issues.
Soon after meeting with Mrs. Spencer and Father Skully we knew that we needed to make the project about more than just selling the Pulseras one day at lunch and then sending back the money. We needed to make the project meaningful, not only for us but also for the entire student body and faculty. We did some research on the Pulsera Project website and searched through their list of values and picked out a few of our favorites. We made it our goal to dive into the four values which we felt represented the project and what it stands for. We felt that these values would be beneficial and educational to share with the rest of the student body. On Monday, March 18, we presented to the upper school during our assembly time about each of the values and more about the project in hopes of not only promoting the sale but also sharing our passion about the foundational values with the student body. We also presented to the middle school during their morning meeting on Tuesday, March 19. Our goal was to demonstrate that the bracelets represent the values and the artists’ individual stories; they are not just a bracelet that one could buy anywhere.
Additionally, we wanted to involve all three divisions and turn what was first just going to be a sale, into what we decided to call “Pulsera Weeks.” Leading up to these weeks which are taking place right now on campus, until April 1st, we needed to get teachers and other students excited. We presented at the middle and upper school faculty meetings about the Pulsera Project and its values and proposed three tiers of involvement. The first level was the Pulsera Fan, a teacher who simply wanted to help promote the project verbally or by putting flyers up in their classroom or writing reminders on the board. The second level was the Pulsera Influencer, a teacher who was interested in teaching a short lesson which incorporated the values of the project. We helped the teachers who signed up to be Influencers by sending them suggestions for lessons which we handpicked from the Pulsera Project website. The highest level of involvement was the Pulsera Agent of Change, a teacher who was interested in doing a long term project or was interested in getting involved directly with the project and organization. We had 27 middle and upper school teachers sign up to get involved. We then made our priority to contact these teachers directly about their next steps. As teachers begin to teach their lessons covering a wide range of subjects and values, we are excited to see how the project continues to spread throughout the community.
Once we realized this was going to be an extensive project that involved almost everyone on campus, we knew that we had to do something in the advisories. Thomas thought of the letter writing activity and planned it out. The activity was completed by students on March 21st. The advisory was given a bio of an artist in either Nicaragua or Guatemala. The artist’s bios were translated into English as a supplement to the Spanish bios so that all of the students and advisors could engage in the activity regardless of their fluency in Spanish. However, the students who understood Spanish were encouraged to help write the advisory’s letter in Spanish which provided an opportunity for Episcopal students that speak Spanish to take the lead of the advisory activity. Students then wrote a letter in either English or Spanish to the artist that they recently read about. Student letters ranged from questions to encouragement to life comparisons between the US and Central America. Each letter will be sent to the artist along with a picture of the advisory and advisor. We hope that this advisory activity will help further illustrate the positive aspects of collaboration so that we may get to know the culture and lifestyles of people living in these Central American communities, with the goal of helping them gain the resources they need to live better lives and creating awareness about global issues in schools around the United States.
Both the middle and lower school have been an integral part of the Pulsera Project success at Episcopal. We divided and conquered and Maia and Christine got in touch with Mrs. Smith and Mrs. Henderson about involving the lower and middle school in the sharing of the project’s values and also in the sale. Mrs. Smith mentioned to us that Mrs. St. George, the eighth grade World Geography teacher was interested in incorporating the project somehow in her classes and Mrs. Henderson told us to talk to Mrs. Boudreaux and the fifth grade teachers, since we came to the conclusion that many of the topics from the project may be too mature for lower school students below fifth grade to grasp. We formulated a plan with both Mrs. St. George and Mrs. Boudreaux to involve the lower divisions in the project. With Mrs. St. George’s eighth grade classes, we planned a lesson that taught and created awareness about schooling in Nicaragua and how many families cannot afford to send their children to school because they need to work during the day, or cannot afford the uniforms required for school. We centered the lesson around larger discussion questions which inspire thinking such as whether or not education is a natural right, or if there were any possible solutions to make education more readily available and affordable for these Nicaraguan families. The entire Pulsera Team went and taught the lesson for one block and Mrs. St. George continued the lesson with the rest of her blocks. Additionally, we went and spoke to the fifth graders about the values and the project. We were pleased when a group of fifth grade students came forward after our presentation and showed interest in being part of a fifth grade team of representatives for the Pulsera Project. Our hope is to meet with these students and collaborate with them so they can act as leaders and promoters of the project and its values in the lower school. The fifth grade has already bought 200 Pulseras and will be selling them in their Global Market this April.
The Pulsera sale started Monday the 18th and will continue through April 1. We will have 2 more sales for upper school in front of the clock tower in the quad during lunch on Tuesday, March 26 and Friday, March 29. We will also be having a middle school sale on Tuesday, March 26 in the rain garden during their morning break. Our goal is to inspire members of the student body to spread awareness and help others. Economic aid is just one part of the mutual exchange from The Pulsera Project which also includes the sharing of knowledge, ideas, and life experiences for the benefit of all. On top of the impact abroad, pulsera sales change the lives of students in the U.S. as well, educating them about life in Central America while cultivating student leadership and awareness of global social issues. Each bracelet represents the values of the project and the hard work and creativity that was put into each work of art.
Please consider coming out and purchasing a Pulsera for $5 or asking us a question about any aspect of the project and its values! Thank you for all of your support already. We are looking forward to hopefully selling all of the 600 Pulseras that were sent to us and possibly another entire shipment which we have requested. Our collective support at Episcopal will go towards empowering nearly 200 Central American artists by providing fair trade jobs, housing programs, scholarships, healthcare, and more!
In honor of Black History Month, Episcopal English teacher Lisa Pritchard reflected on single-story stereotypes. She recently encouraged Upper School students in Chapel to create their own life story despite what the world expects from them. She also left them with a charge to tell the story of others and eliminate these preconceived notions. Read more.
When the African Heritage Club first approached me to do a chapel talk on the topic of single-story stereotypes during Black History Month, I was, to say the least, a bit, well, confused. I mean, besides the obvious: not only am I white, but I come from a relatively privileged, middle-class, background. Sure, I’m female, which has resulted in some discrimination over the years, but I haven’t really encountered many instances in my life in which I have been on the receiving end of a negative stereotype. What did I have to contribute to this conversation?
I asked Lauren Reed, co-president of the African Heritage Club what her thought process was and she said that she thought I could be pretty objective – okay, true – and creative – I like to think so. Still, that’s a lot of pressure. The more I thought about it, though, the more I realized that my background as an English teacher is what could serve me here since, as we have learned, it is the prevalence of stories that can be so powerful. And I know stories.
So, I got to thinking. And, while I was initially intimidated and thought I had to come up with this big, powerful piece that covered all of these important angles while also ringing true and allowing you to take away a message that sticks…I couldn’t get it right. Nothing felt authentic. Ultimately, I chose to go with something that is very me. I hope it does justice to the topic and to Black History Month and that the African Heritage Club doesn’t feel I’m being too flippant or that they’ve made a mistake and, if that does happen, it’s not their fault – it’s entirely mine. Either way, I can assure you that I’m being genuine.
In a Ted Talk that we watched in advisory, this statement by Chimamanda Ngozi Adichie (she’s an amazing author, by the way, you should definitely go read her books) stood out to me: “So that is how to create a single story, show a people as one thing, as only one thing, over and over again, and that is what they become.” So, here is the story of the “one thing” or one story that has been told to me over and over again about myself and what I chose to do about it.
Let me begin with one particular story. I went to Centenary College of Louisiana in Shreveport. One of the graduation requirements is to participate in a May “Module,” usually during your junior or senior year, where you focus intensely for three weeks on a topic outside of your major field of study. I was lucky enough to be able to go on the “Greek and Roman Odyssey” module. During the trip, my fellow students and I had a night off to roam around the plaka in Athens when we encountered an elderly Greek gentleman. He was about five feet high and somewhat hunched over. He stared me up and down – twice – and then asked the question that I have been unable to escape since I was around eight years old. In a thick Greek accent came the single word, “Basketball?”
I shook my head, no, and smiled. He returned the smile and we parted ways.
It never fails. At least fifty percent of the time that I meet someone new, the question inevitably arises, Have I played basketball? No. I’m not very good at it, actually. Well, let me back up. I probably could be good at it if I tried, I’ve just never tried. Why? Because everyone assumes I should be playing basketball just because I’m tall. And that’s why I’ve always chaffed against it. Even when I had the chance to try, I refused. Whether it was to prove everyone wrong or because I wanted to be separate from that image they had created of me in their minds, I don’t know, but basketball just wasn’t ever in the cards for me.
I’ve always been tall. I was the little kid who was too tall for the small rides, but not quite big enough for the adult rides. Who people thought was older than she actually was. Who always had trouble finding pants that were long enough and attractive shoes in my size (still do, sometimes). Who was a head taller in group photographs in the yearbook. Who was always at the back of the line or the back of the class. And who was always pushed to play basketball because I would “obviously be good at it.”
Being tall is not only unavoidable for me, but it is also a part of my identity that I am constantly being reminded about. In high school, by the time I was a sophomore, I was already 5’10” and thought I had stopped growing (I hadn’t – for those of you who don’t know, I’m 6’1”.) I and a handful of students had gone on an arts trip to New York City in February. We had split up at one point and were supposed to meet back at a certain location within half an hour. As we were nearing the rendez-vous point I heard – from a city block away, mind you – “I see Lisa’s head!” Apparently, because my head was above the crowd, it served as a good landmark for the rest of the group.
My friends always yelled at me when I wore heels because I was “tall enough already.” I had trouble finding dates who weren’t intimidated by my height. Once, when I was standing on the small team bus to head to a volleyball game, the back of my neck pressed against the ceiling, my friend Blythe – who was and still is 4’9” – exclaimed, “Seriously? You’re that tall? How is that fair? My entire family can be killed by airbags!”
You can imagine that this type of thing can get old pretty fast. But, as I matured, I slowly learned that the “single-story” of my height that everyone seemed determined to throw in my face could actually become an asset. When I had to give up on ballet because I was too tall for the costumes and had to specially order pointe shoes because they didn’t make them in my size, I regrouped and applied those skills to excelling at sports. When I was nervous giving a speech in front of the school or performing in a play, I looked naturally confident and poised because of my height and soon learned to actually adopt that confidence. And, when many women had to fight to be heard in a crowd of men, I was able to look those men in the eye and command their respect.
Most importantly, though, I learned that I have the ability to change the story. I don’t have to listen to and adapt to the story that is being told to me about me – I can make other people listen to the story I have to tell them about myself. And, once I learned that I could shape that story, I realized I could help shape other people’s stories. Because as someone with that privilege and power, it is my responsibility to speak up for the people who don’t have a voice against the single-story stereotype. I am the one who has to say, “Maybe that’s not true” or “Have you asked that person if that story applies to them?” or “Have you considered this alternative instead?”
So, if you take away nothing else, I want you to remember two things: first, don’t let the story you’re told about yourself limit you. Don’t let the world tell you that because you got that one bad grade on a test you’re a failure or because you came from a different background than everyone else around you, you can’t succeed: write your own story and make everyone else listen to you. Because you matter. Your story matters.
And second, once you’re comfortable with telling your own story, start telling other people’s stories and make sure their perspectives are heard. And this is the part where I am going to get cheesy and preachy, but it’s genuinely how I feel. For those of us who are at an advantage there is an obligation to help those less privileged. We need to be raising each other up, not tearing each other down to make ourselves feel better. Listen to people’s stories and tell them. Spread the word. Eliminate the single-story stereotype. Or, at the very least, make people think about it once in a while. And whether you have to whisper it or yell it or write it or use humor, keep telling it and maybe someone, somewhere will hear it and understand it and they will start to do the same.
When Lt. General Jay Silveria spoke to U.S. Air Force Academy cadets and staff on September 28, 2017, he used the phrase “power of diversity” to embolden the Academy to treat everyone with dignity and respect no matter their background, gender, skin color, or race. Silveria referenced his comments against the backdrop of high-profile racial tensions across the country and reminded the cadets about the Academy’s diversity where people come from all backgrounds, races, upbringings, genders, walks of life, and parts of the country. “The power of that diversity comes together and makes us that much more powerful,” Silveria said.
This speech about diversity resonates with my experience in attending different kinds of elementary and secondary schools. I have been a white student in a mostly African American school district in Jackson, Mississippi, and I have also attended mostly white Episcopal schools in Baton Rouge, Louisiana. Having studied the long struggles of desegregation, my experiences in these various schools cause me to question why there is such a divide in our education system for equal educational opportunity, regardless of race, ethnicity, socioeconomic standing, sex, gender, and academic ability.
Why do we hear of the values of diversity? What are the many educational benefits to learning in diverse classrooms? A report from The Century Foundation by Amy Stuart Wells, Lauren Fox, and Diana Cordova-Cobo reveals, “Students who attend colleges and universities with more racially and ethnically diverse student bodies are said to be exposed to a wider array of experiences, outlooks, and ideas that can potentially enhance the education of all students.” At all levels of education, from preschool to doctoral studies, diverse classrooms produce academic benefits, such as learning how to work cooperatively with people from different backgrounds, encouraging creativity, and promoting deeper learning with critical thinking and problem-solving skills.
Beyond cognitive benefits, there are also civic and socio-emotional benefits to racially and socioeconomically diverse schools, according to research by The Century Foundation. When peers are exposed to different backgrounds, students are more likely to engage in cross-cultural dialogue leading to deeper understanding about other races and cultures. Outside the classroom, diverse educational environments prepare students to function in the real world to become global citizens. Eileen Kugler writes, “Our nation's workforce is becoming more diverse and will continue to do so. Our students must learn how to interact with people different from them--whether as leader, staff, seller, or buyer.” Diversity is important in preparing students for future successes as well as allowing students to better understand the people, places, and events both near and far away from them.
Learning more about the importance of diversity in education can create openings for people to make individual choices to build relationships with others. The challenges of achieving diversity in schools are difficult, but the rewards are numerous. By allowing students to experience diversity through education, they too will learn about the power of diversity.
Mary Emerson Owen
Mary Emerson Owen is an Honors Diploma candidate at the Episcopal School of Baton Rouge. She is a high school senior who enjoys running on her school’s cross country team, visual art, and spending time with friends and family. Her thesis revolves around the importance of diversity in education, also referencing how diversity has grown and changed in her personal life, the Episcopal School of Baton Rouge, and the city of Baton Rouge through a historical perspective.
The greatness of a community is most accurately measured by the compassionate actions of its members.
Because I’m a trained scientist, and more specifically an environmental scientist, when I hear the word ‘community’ I think of an ecological community. In an ecological community, living species are interacting with each other both with like species and different species. For example, in a grasslands community, grasses and shrubs provide food for the grasshopper and the rabbit. However, these animals move around and take only what they need to ensure that the grasses can survive. These species are also interacting with nonliving things like the water, air, and soil. All in all, this community is bound together by the network of influences that species have on one another. They live in this perfect balance, so that everyone can thrive. I want to focus on just that, how we are ‘bound together’ in this network and how our actions influence other species and affect this balance. In other words, what we put into our community, and what we take out of our community.
What we take out of our community:
Growing up, I was a part of a small tight-knit community in the center of San Antonio, Texas. My area was called Alamo Heights (Heights for short). It was here where I learned to ride a bike, throw a softball, and make mistakes, tons of mistakes. Heights was a safe place where I was never afraid to be myself. Alamo Heights created this environment of love and support for everyone, so I never felt like it wasn’t okay to be me. It’s important to know, also, that 90% of the students I started school with when I was four years old in kindergarten, I eventually graduated with senior year. So everyone knew everyone. And everyone’s parents knew everyone. Which is sometimes a good thing, and sometimes a bad thing. However, over the years, my family grew from just five people, to a hundred. My friends’ parents became my parents, their brothers became my brothers, and I could go to them for comfort, love and support.
Sometimes, though, our community isn’t always like this. Sometimes a community can be seen as a place of discrimination and hate. Last year, as I was reading news articles and browsing social media, I came across an article about a student who had been bullied at Alamo Heights. He was a sophomore at the time, and the bullying became so bad, that he ended up taking his own life. When I read this, and heard of what the other students were doing to this kid, I was appalled. All I could think was, this is NOT the community I grew up in. This is not a community of comfort, love, and support. And this is certainly NOT a safe place anymore. Hearing this news made me really sad, and I even took that from my community, I took sadness.
What we put into our community:
This brings me to what we put into our community, because what we put into our community determines what we are able to take out. If no grass grows, there is no food for a grasshopper. Likewise, if no love and support is given in a community; no love or support can be taken from it.
In my group of friends, there were people from whole families, divorced families, kids from the “rich part of town” and kids from the other side of the tracks. We had artists, athletes, brainiacs, and even the Jack of all trades. Some of us were goofballs while others were super serious about life and our future, and we are all still this way. But we all became friends and stayed friends because our community (and us) created this space that supported diversity. Each one of us was diverse (whether that be color of our skin, where we came from, social status) but we came to support that and welcomed the diversity. We made it okay to be different, and encouraged it.
An example of this was from our talent show. Our talent show my senior year was actually one of the highlights of high school (yes, not winning district or going to the state semi-finals, but the talent show). Several of my friends were performing, but we didn’t know what they were doing for their performance, they were keeping it a surprise. Now, these friends were not known for their dancing or singing abilities, and it was a random group of guys, so everyone was kind of confused as to why they were even performing. When the curtains opened up, there were four treadmills on the stage. A popular song at the time “Here It Goes Again” by OK-GO came on. As the music started to play, the guys replicated the same exact moves that the band does in the music video. The whole time during the talent show, I thought to myself, wow I wish I was brave enough to do something like that. These guys took a huge risk, their senior year in high school, and could have made complete fools of themselves. They weren’t afraid to do it big. To them it was go big and rock it OR go big and fail magnificently. Either way, they were going.
These guys did something completely out of the box, and completely unexpected, and the only reason they were able to do this and not chicken out was because of our community. They knew they were in a place where you could fall flat on your face and still be loved. They could have gotten off sync and the crowd still would have given them a standing ‘O.’ It could have been a total disaster, but everyone would have told them how cool it was and that they did a good job. However their performance turned out, they had family and friends there to give them love and support. The dance was perfect. They stepped from treadmill to treadmill at the exact right time, and had the dance moves down pat. The crowd cheered, and my friends became famous on YouTube.
So ask yourself, what do I put into this community? Is it something that I would want to take out?
Emily Beckwith teaches Upper School Science at Episcopal. She is an environmental scientist with a Bachelor of Science in Renewable Natural Resources from Texas A&M University and a Master of Science in Environmental Science from Louisiana State University. After graduate school, Emily spent two years with a global environmental consulting firm where she worked on oil and gas remediation projects. After traveling the country for two years completing different projects and getting married, Emily decided to make a change in careers and pursue her passion for teaching the sciences.
With Rosh Hashanah and Yom Kippur - the High Holy Days - upon us, we celebrate the religious and cultural diversity of our Episcopal School community. This is just one example of the many beliefs on campus.
In the words of the National Association of Episcopal Schools, “An Episcopal school is comprehensive and inclusive.” NAES goes on to say that: “Our church encourages respect for the other person’s beliefs. An Episcopal school may be expected not to discriminate on the basis of race, creed, or national origin, and actively seek out faculty and students of diverse backgrounds and traditions in the belief that they bring something to be valued and respected, and because we would like to be broadly inclusive of the community we serve.”
Today’s world is diverse and our school should reflect that. In our Chapel and classrooms every day students sit side-by-side with others of differing faiths, beliefs and backgrounds. Because everyone is invited and valued, everyone should feel welcome.
Our Episcopal identity says that Episcopal schools have been established not solely as communities for Christians, like a parish church, but as diverse institutions of educational and human development for people of all faiths and backgrounds. Episcopal schools are populated by a rich variety of human beings, from increasingly diverse religious, cultural, and economic backgrounds.
Our Episcopal identity recognizes what a wonderful thing it is to learn together no matter the religion, culture or background. Students functioning together in a diverse setting, such as the one here at Episcopal, is great preparation for living future purposeful lives in a diverse world.
The Rev. Kirkland "Skully" Knight
The Rev. Kirkland “Skully” Knight has served in Episcopal schools for 24 years. The first ten were spent as a teacher and coach with the last thirteen as a teacher and chaplain. Skully has been at the Episcopal School of Baton Rouge since 2011 and serves as the Senior Chaplain and Associate Head of School for Service Learning. Skully earned his bachelor’s degree from Louisiana State University and his M. Div. from The University of the South at Sewanee. He has been married to his wife, Mary Sue, for 23 years and they have two daughters, Emily who is a senior and Katie who is in 9th grade.
In many ways, girls and women are doing better than ever:
While girls are flourishing, they also face many challenges:
While this is concerning, there are things we can do to buffer the impact of these negative influences on our girls:
Bauman, K. & Ryan, C. (2015). Women now at the head of the class, lead men in college attainment. Retrieved from http://blogs.census.gov/2015/10/07/women-now-at-the-head-of-the-class-lead-men-in-college-attainment/?cid=RS23
Choate, L. H. (2008). Girls’ and women’s wellness: Contemporary counseling issues and interventions. Alexandria, VA: American Counseling Association.
Dangerfield, W. (2012). Before and after title IX: Women in sports. The New York Times. Retrieved from http://www.nytimes.com/interactive/2012/06/17/opinion/sunday/sundayreview-titleix-timeline.html?_r=0#/#time12_265
Voyer, D. & Voyer, S. D. (2014) Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140 (4), 1174-1204.
Yong, E. (2017). 6-year-old girls already have gendered beliefs about intelligence. The Atlantic. Retrieved from https://www.theatlantic.com/science/archive/2017/01/six-year-old-girls-already-have-gendered-beliefs-about-intelligence/514340/
Jodi is Nationally Certified Counselor (NCC) and is currently serving as the Upper School Counselor at Episcopal School of Baton Rouge. She has a Master’s of Education with a concentration in Mental Health and a Certificate of Education Specialist with a concentration in School Counseling from Louisiana State University. Prior to working as a school counselor, she worked in various clinical settings, including a community-based family clinic, a university mental health clinic, and a substance abuse detox facility. Jodi’s areas of focus and experience include school counseling, adolescent and family counseling, individual and group counseling, identity development, girls’ and women’s wellness, military personnel and veterans, academic and career counseling, and substance abuse treatment.
Most of you know I am French. Some of you know that my mom is German. My grand-parents were born in Germany during World War I, and they survived WWII. My grand-father was an officer in the Wehrmacht, the regular German army, during WWII. He had to serve his country like all the men of his age. I tried to speak with my grand-parents about their life in Germany during the war. But they never wanted to tell me much about it. My mom was born in Germany in 1949, 4 years after the end of WWII. As a student in school, she had to learn about the 3rd Reich and the rise of Adolf Hitler. She had to study how her country declared war on Europe and then the world, and about the millions of Jewish people who were exterminated during the Holocaust. As a student in Germany nowadays, you keep learning about the 3rd Reich. This is not meant to make you feel guilty. It is to be learned as a cautionary tale, so people remember that a dictatorship can arise in any country anytime and, if we are not careful, History can repeat itself.
During my years in France, we also learned about our History, about the great and dark times of our country. Starting in the 19th century and continuing in the 20th century, my country, along with other European countries, colonized most of Africa. And it is important to remember that European countries started the Atlantic slave trade in the 15th century, until the 19th century. Therefore, Europe shares a great responsibility for slavery, along with the United States.
In 1954, only 63 years ago, the French Army was sent to the North African country of Algeria, which was a colony of France, when the Algerian people stood up to claim their independence from France. At the time, the government and media in France referred to the military operation in Algeria as a law enforcement operation. In Algeria, the French Army was engaged in combat against the Algerian people who fought for their independence. A lot of combatants but also civilians were killed. The French Secret Services arrested and tortured combatants and civilians. It was one of the darkest pages of French History, when my country oppressed the people from another country because they were asking for their independence. It is only in 1999, 17 years ago, that the French government officially recognized that the events in Algeria were actually a war, and that we officially called these events the War of Algeria. It was an important day in France because the government recognized, in the name of the French people, that we did something terribly wrong. If you want to improve, recognizing that you have a problem is the first step. We are now at peace with Algeria but we must never forget our History.
Every country has written great pages and dark pages in History. For the United States, slavery and the Civil War that brought an end to it were definitely some of the darkest pages. And we must never forget.
History is not supposed to make you feel good or bad. History is your best defense against ignorance. Every time you learn about History, you are improving your defense and you are increasing your chances to have a bright future. When you know your History, you are less likely to get manipulated and to get lied to. Educated citizens are essential if we want a healthy democracy. Democracy can be hijacked and replaced by a dictatorship anytime anywhere if we close our eyes and we forget about our History. Don’t ever take anything for granted, keep learning.
We have made progress in this country since the end of the Civil War, thanks to citizen initiatives like the Civil Rights Movement in the 60s. We just had the 1st African-American president for 8 years, which is something that would have been unthinkable just 60 years ago. We have made progress but there is still much more work to do until we live in a society where all people have the same chances of success in life.
So, may we all learn this month about our History so we may never repeat our mistakes and we may all together build a brighter future. #StrongeruKnighted
[I]t is not those differences between us that are separating us. It is rather our refusal to recognize those differences, and to examine the distortions that result from our misnaming them...
The 2014 team performing “Fences.”
Gabrielle Bienasz ’16, Bria Johnson ’14, Chloe Matthews ’14, and Julia Powell ’16
As the poets take the stage, I can see their nervous energy. It is finals night for the ALL CITY Teen Poetry Slam Festival at the Manship Theatre, and they have spent all afternoon, and every free moment they could find in the last week, rehearsing the poem that they wrote together and are about to perform. The four poets station themselves across the stage with deliberate stiffness, standing rigidly and holding hands with the people next to them at an angle that creates what I know is the outline of a picket fence. Beginning together, “We fences, we see everything,” the poets in turn describe the views in their neighborhoods: what a fence might witness that the people might not see or want to see. The fences are chain link or wood, perfectly manicured or in disrepair, and they stretch all over town, both connecting and dividing the city. But in each case these fences “see” people performing and pretending: children pretending to be adults or to be dutiful carriers of parents’ ideologies, parents holding up facades of perfection that mask deep divisions, children playing pretend with the adult world, the adult world also pretending to be something else. As the poets weave their individual stories and observations together, they make layered and complex critiques of their worlds, but the strength of their performance evaporates my concerns that their ideas won’t be clear to the audience.
As the nods, snaps, and sighs of the audience turn to applause and we wait for the judges’ response, I watch with new amazement and pride, even though I’ve seen this many times, and even as I worry that they’ve broken the time limit or that they’ll be too hard on themselves over a missed line or misspoken word and won’t see that they nailed it. I repeat to myself the slam poetry mantra, “The points are not the point; the poetry is the point,” as if I could remind my team telepathically.
As a teacher and coach, I love the entire process of working with my poetry team on a group piece, from their first conversations to this final performance. With up to four poets collaborating to write, choreograph, and perform a poem together, these pieces offer a powerful challenge to a team. Each year, when my students begin the process of brainstorming, they quickly realize that they need to find a topic that matters to all of them, but that they each have something different to say about. As they decide on their topic and begin to map out on my whiteboard what each poet will contribute, they find that their different identities, perspectives, and experiences are a source of strength. Building on each other’s ideas, the poets work to find the common ground that will bring their piece together and the distinct individual voices that will make it their own, thinking carefully about how their stories will connect and how they will differ. For example, as this process unfolded for “Fences," co-author Chloe Matthews ’14 notes that despite her concerns about how poets’ differences might ultimately link together, "The singular fence was a metaphor we were able to use to firmly imply that, while our different perspectives mattered individually, none were any more or less significant in the grand scheme of it all.” Though I hope to support them with a well-timed question or a push to sharpen an image or explore an idea a bit further, but my role at this stage is mostly as a witness to their creation. And as a witness, appropriately, I find something poetic in the ways that they honor each others’ stories, the connections that they create across race, gender, religion, class, and sexuality that value their differences without minimizing or polarizing.
Because they are adolescents, all of the students I teach are in a critical stage of understanding how their identities are shaped by but exceed these identity markers. Because I teach English, the tools I have to support that endeavor are reading and writing, and they can be powerful tools. I work to pose questions and introduce my students to texts that help them to consider how their own stories intersect with and diverge from the stories of others, that ask them to explore how history and culture shape all of our stories, and that call for them to engage with information that often challenges their beliefs and understandings. We discuss Chimamanda Ngozi Adichie’s claim that “how [stories] are told, who tells them, when they are told, [and] how many stories are told, are really dependent on power,” and we consider stories’ power "to dispossess and to malign,” but also “to empower and to humanize” by reading and responding to literature that represents identity and difference in many different ways. The results of that work are highly individual: while some students take firm steps toward seeing identity in a critical historical and social context, others dismiss what they see as a political agenda, and many simply build their ability to consider others’ perspectives and extend the range of perspectives they have examined.
I know I share with all my colleagues a commitment to teaching for community, social justice, and respecting the dignity of every person. In my classroom and beyond it, that commitment means recognizing and honoring our differences and our many stories.
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