We, the Equity, Inclusion and Action Committee, would also like to acknowledge that horrific tragedies this summer have highlighted violence and inequities along multiple intersecting identities that we, as educators, researchers, and community members, feel a deep responsibility to acknowledge and address. The massacre at the Pulse nightclub in Orlando, Florida, is a devastating loss that we continue to grieve even as it is a reminder of the continued risk and homophobia experienced by our LGBTIQ communities. Schools and educational leaders also play a central role in the next generation’s un-learning of hatred, bigotry, homophobia and heterosexism.
These losses and their implications raise important and challenging questions for all of us. Our earlier blog post focused on race-related violence did not intend to exclude mention of the Pulse murders, and we appreciate those who brought the omission to our attention. We recognize the relatedness of such acts of violence against marginalized communities given the larger systemic inequities that these communities face. We also challenge ourselves and Division A to consider a number of pressing questions, and invite others to add to the conversation at this critical moment in time. How might we build critical solidarities across communities to acknowledge and address the inequities and violence faced by different communities? How might we ensure that Black lives matter and disrupt the insidious ways that schools reinforce prejudice towards LGBTIQ students, families and communities? How do we remain hopeful and actively and positively reverse the negative trend towards violence and bigotry, while dealing with the reality that hate and systemic inequities targeting individuals because of race, religion, nativity, sexual orientation, gender identity, or some other form of difference will likely continue? How do we go about ensuring that our school leaders are willing and able to take a stand in their schools by teaching their students social justice principles and creating a culture that allows their students to learn from the recent events, and to be part of the solution rather than adding fuel to this fire?
These losses and their implications raise important and challenging questions for all of us. Our earlier blog post focused on race-related violence did not intend to exclude mention of the Pulse murders, and we appreciate those who brought the omission to our attention. We recognize the relatedness of such acts of violence against marginalized communities given the larger systemic inequities that these communities face. We also challenge ourselves and Division A to consider a number of pressing questions, and invite others to add to the conversation at this critical moment in time. How might we build critical solidarities across communities to acknowledge and address the inequities and violence faced by different communities? How might we ensure that Black lives matter and disrupt the insidious ways that schools reinforce prejudice towards LGBTIQ students, families and communities? How do we remain hopeful and actively and positively reverse the negative trend towards violence and bigotry, while dealing with the reality that hate and systemic inequities targeting individuals because of race, religion, nativity, sexual orientation, gender identity, or some other form of difference will likely continue? How do we go about ensuring that our school leaders are willing and able to take a stand in their schools by teaching their students social justice principles and creating a culture that allows their students to learn from the recent events, and to be part of the solution rather than adding fuel to this fire?