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Forest Hills School District Approves New ‘Ban Anti-Racism’ Resolution


PEOPLE ARE GOING OUT AFTER THIS DECISION. YES, MIKE AND CHERIE, THIS RINGING OF DISAPPOINTMENT HAS ROWED US IN THIS ROOM WHEN THE RESULTS WERE ON THIS VOTE AND THE WORK TWO NOSE AND THREE YES NOW DURING THIS MEETING BEFORE THE PUBLIC COMMENT PART OF THIS MEETING IS WHERE YOU HAVE SEEN AND HEARD THE EMOTION OF PARENTS, STUDENTS AND EVEN TEACHERS THE MAJORITY AGAINST THE BAN ON ANTI-RACISM TEACHINGS NOW THE RESOLUTION THAT HAS BEEN PROPOSED HAS BEEN DUBBED THE KINDNESS RESOLUTION WHERE IT WAS REFERRED TO THAT THE DISTRICT DECLARES AN OPPOSITION TO THE USE BASED ON RACE AND OR IDENTITY TRAINING AND CURRICULUM AND SUBJECTS THAT ARE RELATED TO CRITICAL RACE THEORY NOW SAYS THESE TEACHINGS HAVE NO POSITIVE SIDE IS WHY THEY DON’T WANT TO BE TEACHED. OF MORE THAN FOUR NEIGHBORHOOD STUDENTS IS CONCERNED ABOUT NOT JUST BEING A MINORITY PARENT BUT RAISE OF BIRACIAL CHILDREN AND THIS NEW ENVIRONMENT. I DON’T WANT MY CHILDREN TO GO TO SCHOOL WHERE THEIR TEACHERS CAN’T TALK ABOUT WHO THEY ARE AND COME FROM THEIR OWN PERSPECTIVE AND BRING THEIR OWN IDENTITY AND IT’S AMAZING TO ME WE SEE WHEN YOU TALK TO YOUR GRAND- PARENTS YOU KNOW YOU ASK THEM ABOUT THEIR EXPERIENCES AND TRY TO UNDERSTAND WHERE THEY COME FROM. YOU DON’T JUST DISCUSS THE THINGS YOU HAVE IN COMMON HOW CRAZY IT IS. THIS IS A CHANCE TO UNDERSTAND THESE HARMFUL ACTIONS OF THE PAST AND TO LEARN TO RESPECT THOSE WHO ARE DIFFERENT FROM US WHILE WORKING TOWARDS A MORE INCLUSIVE FUTURE. NOW WHEN IT WAS TIME TO DECIDE ON THIS DIVERSITY VOTE DAY, RETURN WAS ALSO TALKED UP. BUT THIS MOTION WAS REJECTED LI

Forest Hills School District Approves New ‘Ban Anti-Racism’ Resolution

The Forest Hills School Board approved legislation that will ban “anti-racism training and teaching” at a meeting on Wednesday evening. Titled “Resolution to Create a Culture of Kindness and Equal Opportunity for All Students and Staff”, the resolution seeks to “declare its official opposition to the use of training, programs and methodology based on race and/or identity in public education.” During the meeting, a student explained why it is important to know and study the opposing theories. “It’s a chance to understand these harmful actions of the past and learn to respect those who are different from us while working towards a more inclusive future,” said student Collin Owens. A mother of four from the district said she was concerned about not only being a minority parent, but also raising biracial children in the “new environment”. “I don’t want my kids to go to a school where they can’t talk about who they are and come from their own perspective and bring their own identity and that’s amazing to me,” parent Geneva Green said. . “When you talk to your grandparents, you ask them about their experiences and you try to understand where they came from, you don’t just discuss the things you have in common.” In a press release announcing the meeting, the school district said, “FHSD will not use critical race theory, intersectionality, identity, or anti-racism curriculum for student education or any training in the With this statement, FHSD reiterates that: , gender, ethnicity, or culture as a consideration when hiring or administering academic programs or assessment systems. instructors or guest speakers should not engage the student in class or perform assignments that require, guide, or challenge the student to consider their race, socioeconomic class, religion, gender identity, sex, sexual preference, ethnicity, or culture as a disability or label to stereotype the student as having certain biases, prejudices, or other moral characteristics or unsavory beliefs based on these characteristics immutable istics. ● Schools should not apply different disciplines on the basis of race, socio-economic class, religion, gender identity, sex, sexual preference, ethnic origin or nationality. culture. ● Schools should not engage in stereotyping based on race, socio-economic class, religion, gender identity, sex, sexual preference, ethnic origin or culture, including the attribution of traits of character, values, moral and ethical codes, privileges, status or beliefs. or “confront” their identities based on race, socioeconomic class, religion, gender identity, sex, sexual preference, ethnicity, or culture. “The proposed resolution comes less than a month after the district’s Diversity Day was canceled, to which students responded with an organized walkout. Wednesday’s meeting will be at 6:30 p.m. at Nagle Middle School (1500 Nagel Road ).

The Forest Hills School Board approved legislation that will ban “anti-racism training and teaching” at a meeting on Wednesday evening.

Titled “Resolution to Create a Culture of Kindness and Equal Opportunity for All Students and Staff,” the resolution seeks FHSD to “declare its official opposition to the use of training, programs and methodology based on race and/or identity in public instruction.”

During the meeting, a student explained why it is important to know and study the opposing theories.

“It’s a chance to understand these harmful actions of the past and learn to respect those who are different from us while working towards a more inclusive future,” said student Collin Owens.

A mother of four from the district said she was concerned about not only being a minority parent, but also raising biracial children in the “new environment”.

“I don’t want my kids to go to a school where they can’t talk about who they are and come from their own perspective and bring their own identity and that’s amazing to me,” parent Geneva Green said. . “When you talk to your grandparents, you ask them about their experiences and you try to understand where they came from, you don’t just discuss the things you have in common.”

In a press release announcing the reunion, the school district said:

“FHSD will not use critical race theory, intersectionality, identity, or anti-racism curriculum for student education or any staff training. With this statement, FHSD reiterates that:

● Schools may not use race, socioeconomic class, religion, gender identity, sex, ethnicity, or culture as a consideration when hiring or administering academic programs or rating systems.
● Neither schools nor instructors or guest lecturers should engage students in classes or perform assignments that require, guide, or pressure the student to consider their race, socio-economic class, religion, gender identity, sex, sexual preference, ethnicity, or culture as a disability or label to stereotype the student as having certain biases, prejudices, or other moral characteristics or unsavory beliefs based on those unchanging characteristics.
● Schools should not discipline differently on the basis of race, socio-economic class, religion, gender identity, sex, sexual preference, ethnic origin or culture .
● Schools should not engage in stereotyping based on race, socio-economic class, religion, gender identity, sex, sexual preference, ethnicity or culture, including attribution of character traits, values, moral and ethical codes, privileges, status or beliefs.
● Schools should not force individuals to admit privilege or oppression, or to ‘reflect’, ‘deconstruct’ or ‘confront’ their identities based on race, socio-economic class, religion, their gender identity, sex, sexual preferences, ethnic origin or culture. “

The proposed resolution comes less than a month after the district’s Diversity Day was canceled, to which students responded with an organized walkout.

Wednesday’s meeting will be at 6:30 p.m. at Nagle Middle School (1500 Nagel Road).

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