politics in the
classroom
T
he morning after the Jan. 6 insurrection at the Capitol Building, Principal Myron Graber sent an email to staff asking them to not “influence, polarize or disrupt” the classroom with personal opinions. Some teachers disagreed with the message and, despite the email, many continued to hold classwide discussions. “While I respect where Mr. Graber was coming from and the difficult job he faces if community members are upset with what happens in the classrooms, I was uncomfortable at the request of ‘remaining neutral,’” French teacher Karen Gipson said. Like many other teachers, Gipson feels discussions about important current events can be extremely beneficial, so long as they are kept civil. “Everyone’s voice is to be heard, everyone’s voice is respected, everyone’s humanity is recognized, but opinions do not have to be respected,” Gipson said. “There is a difference between respecting people; honoring their right
pages by Emily Zeller story by Zanna Ingram illustrations by Gus Cordova
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to an opinion and respecting an opinion itself.” Gipson believes students deserve a place to discuss their opinions, especially during a time where students might feel as if their voices aren’t being heard. “If I can provide a safe place where even just a few students are able to process, reflect [or] voice their hurt and anger, then I owe it to them,” Gipson said. “Education is so much deeper than isolated contents and, even though I value world language, there are times when I need to put my lesson plans on the back-burner.” Social Studies teacher Blake Swenson agrees
“If I can provide a safe place where even just a few students are able to process, reflect, voice their hurt and anger, then I owe it to them,”
-Karen Gipson, world language
