By Julie McCay Turner
Superintendent of Schools Jon Sills shared reflections on matters of race with the Bedford School Committee on Tuesday, November 27 and in a subsequent email exchange with The Bedford Citizen. His remarks came after a pair of letters were sent to parents and subsequently posted in The Bedford Citizen on November 12 and on November 19.
The first letter was in response to a charge of racism by a Bedford High School student, and the second added information from Lane School where students of color have experienced “otherness” through offensive, hurtful, racially provocative, and in some cases, racist comments by their peers, according to Sills.
In speaking with Sills last week, The Citizen learned that “Another round of conversation has begun, which has been, overall, positive. But [it] has also been challenging.” Sills went on to say that even within the context of the anti-racism work already in place, the work of changing the schools’ culture is not complete. He explained that the goal that “every child is seen, heard, and taught effectively” has long been the focus of the district’s Equity and Diversity Committee and since last year, of the Interracial Parent Advisory Council.
“Each new incidence of prejudice pushes us to dig deeper and recognize areas of work in need of greater attention,” noted Sills. He feels “recent events have clarified how important it is to give ‘voice’ to students, along with opportunities to be heard so that they can be effective advocates for change, and to help White students to become upstanders when their peers are racially offended.”
Sills is committed to Bedford schools as anti-racist institutions, welcoming and supportive for all students.
A deeper understanding of cultural proficiencies is crucial, Sills noted during the School Committee meeting. Suggestions for further work might include student/faculty/parent panels to share stories and information, or perhaps working sessions with a consultant.
During the November 27 meeting, one of the School Committee’s student observers added that building greater understanding among the school community is crucial, especially when a casual comment can be easily misunderstood. Sills added that effective conversation is important –talking ‘with’ each other instead of ‘to’ one another.
Another student observer pointed out that although a particular initiative may be in place, unless a student experiences its impact the work is invisible. Measuring the collective impact of programs, in place and yet to come, may be more important than simply adding more programs.
During the meeting Sills remarked that much of the schools’ diversity work to date has been about equity and opportunity, to be sure that academic excellence is available to all students. Perhaps even more important, future work needs to lead to changing behavior and attitudes.
Committee members commented that the Bedford schools can’t necessarily resolve difficult societal issues prevalent in the larger community, but that they must engage in the work, agreeing that changing long-held behaviors is difficult. “We are swimming upstream,” concluded School Committee chair Dan Brosgol.
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