In Public Secondary Schools

The Problem:

The transition between middle school and high school can be a very strenuous time for students. At the height of their emotional, mental, and physical development, youth are more vulnerable to low self-esteem and a negative self-image. Societal ills such as racism, sexism, classism, able-ism, and heterosexism become more prevalent as their identity forms. It is essential for a space to be created in which students can safely address such issues. In the current school system, there does not exist a strong network of students and faculty that can provide the emotional support, understanding and dialogue that is so vital during these difficult and unsettling times.

The Solution:

A program in which students are given the tools necessary to explore these issues and begin a continuing dialogue.

Setting:

Implementation of this program will occur in the 9th grade in St. Paul public schools. Initially, it will be most effective in neighborhood high schools where students and the community have easy access to interaction. Schools should have block scheduling where students are allocated at least two hours, two days per week for these programs.

Goals and Aims:

- Encourage leadership and social activism

- Mobilizes students to work towards dismantling racism

- Create a learning environment where students gain a sense of security and trust

- Discuss societal ills that affect the lives of the students such as racism, sexism, classism, able-ism, and heterosexism.

- Support the needs of students to be understood and valued

- Develop a supportive network for student activism

Overview:

Initial Preparation:

At the end of their 8th grade year, students will be required to fill a description sheet that identifies what their interests are, what they like in a classroom setting, and how much they know about social oppressions. A programming board will take these description sheets and create homeroom classes based on the common interests of students. Different high school teachers will act as the homeroom mentors for this program. They will be assigned according to interests, with ten students in each class. Racial, ethnic, and social background will also be taken into account when creating homerooms with an attempt to make each class as diverse as possible.

All ninth-grade homeroom teachers will be required to participate in an in-service training program run by People’s Institute for Survival and Beyond, focusing on anti-racism, anti-sexism, anti-heterosexism, anti-ableism, and anti-classism. Methods will include group-work, discussion, internal reflection, and history of the issues. From this training they will obtain the knowledge and skills necessary to support the students in their year-long exploration. Teachers will meet bi-weekly to share their experiences in the classroom and give each other support and creative feedback. They will also discuss the methods acquired from the training and their success or failure in implementation. At the end of the first semester, the teachers will participate in a re-cap session, an opportunity to discuss the process they have undergone and support each other’s triumphs and difficulties.

Implementation:

This program will be a requirement for all 9th grade students, lasting all year long and being divided into two semesters. A different social oppression will be discussed for each of the two semesters (e.g. racism, classism, sexism, etc.).

Temperature Check: The first thing that will occur in the classroom is a “temperature check” where students will have the space to discuss issues that have been on their minds. This term refers to checking in with students to see their mental and emotional progress. It should be a time for students to get acquainted with the people in their group. The space should be declared a 'safe space,' where students can say anything they want. The class also has to clarify that what is said in the room must stay in the room. Teachers help facilitate the conversation, but she/he should make it clear at the beginning that these are difficult subjects and she/he does not know all the answers. It is here that the teacher will have to act more as a counselor than a teacher. There is no time limit on this; teachers and students will decide when they are ready to move on once they feel they have a better understanding or have reached a sense of closure.

Methods: The first hour will be used for discussion of reading material, experiences, questions, etc. Discussion will take place in small groups, pairs, and as a larger class, led by the teacher. This is also a time for prepared lecture by the teacher if she/he so wishes. The second hour will be used for learning skills such as: researching techniques, how to use the library, how to write different types of papers, etc. At this time, students will research or do experiential projects depending on what the class is working on. They are required to keep a journal every day, where they write their feelings (i.e. an examination of their identity, emotions, etc.) and their goals (i.e. what they hope to accomplish that day, week, year, etc.). At the end of the semester there will be a class project which students will spend a large portion of their time on. This collaboration is another method of barrier-breaking and will give students a sense of ownership of the outcomes and conclusions of the class. Students will decide on this project together as a class and it will eventually be presented to the other homerooms. The students and teacher will collaborate to create the syllabus for the latter portion of the final semester to accommodate their project while maintaining the format of the classroom.

Into the Community: Throughout the semester, homerooms will do projects in the community such as: interviewing people in the community, going to the community centers, and sitting-in on anti-oppression organizations, activities, performances, etc. Community service is an important and integral part of the program. Homerooms will have funding to go on one class trip; each class will decide together on where they will go, making sure it is related to their topic. There will also be a workshop led by trained anti-oppression groups on the third weekend of the year.

Conclusion:

At the end of the year, students and teachers will be asked to evaluate their experiences and make suggestions for improvement of the initiative. The students who have gone through the program will have a foundation for dialogue among their peers about issues previously too uncomfortable to mention. This will hopefully spread into the community through parents and family members. Students who wish to continue discussion of these issues will find themselves in an environment supportive of their efforts towards reform. If this program continues, a framework will be provided to allow for a student organization focusing on multiculturalism and community reform.

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