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.

History can teach us countless lessons that remain relevant our entire lives.  While you may not remember precisely all of the dates presented to you in your World History or Western Civilization courses, the hope is that the ideas and concepts helped you make connections to current events.

Here at Episcopal, history is much more than reading a textbook and memorizing facts.  The six faculty members want to make history come alive for their students.  Recently, students had the opportunity to take a history-inspired field trip to the World War II museum in New Orleans to do just that.  Students spent the day surrounded by the artifacts and stories of this pivotal period.  The experience was made even more powerful when students had the opportunity to meet with veterans of the war, who shared first-hand knowledge of a time these teenagers usually only read about in books.

Dear Episcopal Family,
 
Wow! Our first-ever Give Day was a success thanks to you! Despite the unexpected internet outage and swift staff relocation, an amazing 153 Episcopal community members donated $36,926 to The eFund. Of those donors, 20% were alumni and so many parents, grandparents and friends gave not only one, but multiple gifts to help us reach our goal.
 
Congratulations to the entire 4th grade and Pre-K 4 who reached 100% parent participation, as well Ms. Bilskie’s 3rd grade class and Mr. Lemoine’s 1st grade class.
 
While we did not meet our goal of 222 gifts, it was an incredible 24 hours of enthusiasm and engagement by our Episcopal community. Thank you for your support.
 
Go Knights!

“Throw kindness around like confetti.”
This message is displayed prominently in the bright, welcoming halls of the Lower School building this month. Throughout the year, students have been challenged to “make the world a better place.”  Projects like Pinwheels for Peace, December’s Advent Challenge, and partnerships with local organizations, such as Melrose School and the Volunteers of America Laundry Center, have encouraged our Lower School students to spread joy and kindness not only into the Episcopal community, but into their own homes and the local community as well.

Some of our smallest Knights took on a big task this month. On the 100th day of school, the PreK-4 classes were challenged to collectively complete 100 acts of kindness by Valentine’s Day. Parents assisted by capturing these moments in photographs and e-mailing stories to the teachers. In just two weeks, the students not only met their goal, but exceeded it, with 104 acts of kindness reported.

No act of kindness was considered too small. From folding towels and hanging up their clothes, to cleaning up their rooms, kindness was spread throughout the students homes. Many students shared their Mardi Gras spoils with others. Ace Williams even gave away his coveted Zulu coconut to a stranger “just because.” The kindness spread into the classroom as well. Students stopped to pick up things their classmates had dropped, offered them hugs of encouragement and picked up litter that was left behind.

The overall response from parents, students and faculty has been positive. Chelsie Smith, mother of Mazie (’31) writes, “This has been the sweetest month of her learning about kindness.  She is so into it and eager to 'do kindness' all the time!” Without even thinking about recognition, this kindness becomes an everyday part of who our students are. Just like a single spark can ignite a fire, it only takes a simple act of kindness, to make the world a better place.

Indoor Track and Field:
Congratulations to the boys’ indoor track and field team who are the 2017 State Champs!  This is the third year in a row that the Knights’ team has finished on top.  In addition to earning the title, several members also broke school records at the state meet.

Congratulations to the following:

Caden Dickinson leaped for a time of 8.43 seconds in the 60 meter hurdles.

Kenny Schafer came in under the 10 minute mark in the 3200 meter run with a 9:49.07.

The 4X4 team of Trevor Babcock (52.0), Graham Frazier (52.4), Todd McInnis (54.6) and Caden Dickinson (51.0) broke the previous school record by 4 seconds with a 3:30.96.

The combined team score of 86 also topped the previous high point state meet score of 78.5.

Know of a former Episcopal athlete who has excelled since leaving high school? Show them how much they’re appreciated by nominating them for the Episcopal Athletic Hall of Fame. Nominations can be submitted by clicking here or by going to episcopalbr.org under the Athletic Hall of Fame tab. The deadline to submit a nomination is March 25.

Nominees may fall under one of four categories:
1. Athlete

• The individual lettered in a varsity sport at Episcopal High School and graduated from Episcopal.  The time period since he/she graduated must be at least five years.

2. Alumni

• The individual has made an outstanding contribution or offered extraordinary service to Episcopal High School athletics while a student or since leaving the school.  The time period since he/she graduated must be at least five years.

3. Other

• The individual did not attend Episcopal High School but has made significant contributions to Episcopal High School athletics and has not been employed by the institution for a period of at least five years.  This category may include but is not limited to: administrators, coaches, faculty, trainers and contributors.

4. Posthumous

• Deceased candidates shall be given equal consideration.  (The waiting period may be waived.)

Every year, I take a moment to ask my 9th grade Honors Biology classes: “Why do we have to learn all this biology, anyway?” It was a question posed by a former student, and I’ve found it an important one to explore each year. Often student responses revolve around ideas such as: “we need to know biology if we want to go into medicine or science” or “because we have to take it to get into college.”

At that point, I counter these arguments by reminding them that not everyone goes into medicine, and certainly there are many people who make a great living without going to college… so why do we “make” them all take biology? For those who are still stumped, I broaden the question to ask: why do we need to learn any science, or history, or languages and culture, or mathematics? Why do we learn anything in school?

Eventually, they come to realize that they have to learn all of these subjects because it is important to understand the world around them. Through our discussion, they realize that one day they will be asked to make important decisions - medical decisions, financial decisions, decisions that affect our broader community. They will need to be able to take the information they have, analyze it, and draw their own conclusions. They come to realize that the courses they are taking now give them both the context and the skills to prepare them for that future. The context, the facts, taught in courses are important, and those facts are often what we remember learning when we think back on our own time in school. However, the critical thinking skills developed are just as important, if often less obvious.