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Notes to the Narwhal Nation

Gratitude and Thanksgiving Misgivings


Dear Families,

As we head into Thanksgiving break together, I want to personally wish each and every one of you a safe and healthy break. I am so thankful for our community and the work we do together. This week, we spent time talking with students about the idea that “happiness is the only thing that multiplies when you share it”. Our school community is focusing on our values of connection, inspiration, potential, and equity. Within that, it is important to stop, look around, and share our gratitude with one another. THANK YOU for all the love and support you give to our staff each day- we could not be growing and improving the way that we are if it was not for each of you also giving of yourselves to this community. For that, I am deeply thankful.

Being thankful is not complicated, but the holiday of Thanksgiving is complicated. When reflecting on our equity core value, I am called to consider the historical context of this upcoming holiday. I was doing some reading on this website and reminded that, “Thanksgiving is a tricky holiday. While it provides us much needed time to focus on themes of family and gratitude, it also surfaces many problematic narratives related to our history and particularly our treatment of Native American/American Indian people”. Please take some time to talk with your children about the rich and important history regarding this national holiday. Our children are so capable of thinking critically about our nation’s history while also enjoying current traditions with friends and family. Have a look at this resource from NPR or this one from Teaching Tolerance.

As adults, we are often concerned that our children can’t “handle” the true stories of our nation (and world’s) history. Based on my 20 years working with children of all ages, nothing can be further from the truth. The children in our school community attend a diverse school and interact with people of different racial, ethnic, religious, and ideological backgrounds everyday. They already know through their relationships with one another and their learning that inequity exists. Understanding how this came to be, historically and understanding their role in changing this for the future allows students to live into their full potential as whole humans. On that note, make sure that your children know that Native American/American Indian people are STILL HERE, and live and work in our community today. Understanding this and how to connect with and respect the history and traditions of our Native friends and community members is essential to changing the narrative for the future.

Finally, I am struck and challenged by the words of educator Vera Stenhouse, from her article “Rethinking Thanksgiving: Myths and Misgivings”. Ms. Stenhouse writes, “We still have the enduring uncritical portrayal of the first Thanksgiving. I believe a connection exists between the unwillingness to “give up” the beneficent 1621 Thanksgiving story and the ongoing appropriation of the imagery, spirituality, ceremonies, sovereign rights, and identity of this country’s Indigenous peoples. Students from all racial and cultural backgrounds learn early that it is OK to play Indian. They learn that Indians wear “costumes,” feathers define cultural features for all Indians, and sacred cultural artifacts are crafts to be made from brown paper bags, paper towel rolls, paper plates, and construction paper. And after Thanksgiving, crafts and all, the “Natives” disappear back onto the shelf.
Confronting racism, injustice, prejudice, and stereotypes through a consciousness-raising education is a far cry from the fun-filled, feel-good activities characteristic of how schools approach holidays. With respect to Indigenous peoples, I want my students to acknowledge the diverse and unique traditions among Native American cultures and to explore the historic and contemporary legacy of colonial intrusion, brutality, and cultural ignorance…I want my students to recognize that the histories of Indigenous peoples have been subverted, silenced, and misrepresented in the curriculum. Equally important: I want my students to recognize that we can do something about it
.” And, for the future I know our students will write for us, as result of their education based on relationships, with their families and their teachers, I feel truly thankful

With gratitude,
Lisa Heyne

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Columbus Day

Dear Families,

We have finished our first full month of school and we are on to October!  It is a very exciting time at GRCDC- many classes have enjoyed field trips to ArtPrize, 3rd Grade attended Immerse at the Public Museum, and the whole school has started our Community Morning Meetings every other Monday.  Our school is truly a vibrant and bustling place to be right now!

 

With October, comes the federal holiday of Columbus Day.  This day is commemorated the second Monday of each October and many schools and businesses may be closed.  Along with being a federal holiday, Columbus Day is considered a holiday in many states and municipalities.  On the flip side, many communities have marked the second Monday in October as Indigenous Peoples Day. Indigenous Peoples Day is meant to be a counter-celebration of Native American peoples and their history and culture and was first changed in South Dakota in 1989.

 

Our school community has committed to the Image of being whole, in relationship, and diverse.  Part of honoring our diverse community is ensuring that our children feel valued and represented in their identities. Part of the role of schools is to teach history and social studies. Christopher Columbus, like many historical figures, has a mythology about him, as well historical facts.  Children are able to wrestle with complicated ideas, but in this case, it isn’t just about ideas. We have children in our community and at our school who identify as Native, and it is important that they feel safe and seen and know that we do not celebrate a holiday that represents the violent colonization of Indigenous Peoples in the Western Hemisphere.  Instead, we, as a learning community, can consider the complicated history and symbolism of Christopher Columbus.

 

Here are some resources for thinking and talking about Columbus’ legacy with your children:

Teaching Christopher Columbus: Mythbusters– National History Education Clearinghouse

9 Resources for Teaching the Truth about Columbus– Indian Country Today

Reconsider Columbus Day– Teaching Tolerance

The Columbus Day Problem– Harvard Graduate School of Education

How to Talk to Kids about America Before Columbus- Time Magazine

 

Part of our educational philosophy as a Reggio-inspired school is approaching children as strong, rich in potential, and powerful.  Our children are more than capable of understanding the “real” stories within history, as opposed to those many of us learned in school.  We just have to have the courage and the knowledge to do so.

 

Most sincerely,

Lisa

 

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School Culture

Dear Families,

Can you believe that we only have 13 school days (after today) left to the 2018-2019 school year?  We have many special activities and events happening over the next couple of weeks, so make sure to check the school calendar and mark your family calendar accordingly.  When I look at the school calendar for the next few weeks and also being to plan the calendar for next year, I can’t help thinking about one of our school’s focus topics: School Culture.

 

School Culture defines our ways of being in relationship together- how it feels, sounds, and looks for all of us to be “at school”.  School Culture describes the relationships between staff members, families and students along different points of contact. What makes up the School Culture at Grand Rapids Child Discovery Center?  What works for us? What doesn’t? What are we each bringing to the experience?

 

One way to think of the culture of a school is through thinking about our routines, rituals, and relationships/role models.  These three aspects of culture are essential to build a collective identity and collective responsibility, as well as act as the “glue” that makes school cohesive for students.  Let’s take a look at each of these, and as we do, I invite you to think about this closing school year and next year and how you might want to be involved with any of these aspects of school culture:

 

  • Routines:  Routines are daily.  The purpose of rountines is for efficiency, safety, and consistency for all.  Routines are essential to a strong culture because they ensure flow and predictability, saving personalized attention for higher level needs.  Examples of Routines at GRCDC: Drop off/School Arrival, Pick Up/School Dismissal, Visitor Check Ins, the Link Letter, and Lunch/Recess.

 

  • Rituals:  Rituals are regular expressions of values and beliefs.  They bring meaning and connection to the school year throughout the days and weeks.  Examples of Rituals at GRCDC: Afternoon Meeting, Portfolio Day, EOY Celebration, 5th grade graduation, Fall/Winter Celebration, Summer Park Meet-Ups.

 

  • Relationships/Role Modeling:  Students having strong relationships with adults and each other, as well as specific role modeling of healthy relationships, is an important part of social and emotional development.  Our school places a special priority here. Examples of Relationship/Role Modeling at GRCDC: staying with the same teachers for 2 years, partners in different classes (reading buddies, etc.), increased recess time, Safeties program, Mr. Trevor’s Family Liaison role, special guests in the classroom (Grandparent day, visiting weatherman, etc.).

 

All three of these aspects of a healthy culture should be seen and felt school-wide, as well as in each classroom, within the context of clear expectations for students and a plan for how we respond when things go wrong.  As we move into next year, we are really focusing on working on our school-wide culture- understanding what it means to be a student at GRCDC, the responsibility and privilege each of us have to culture here, and how to ensure that “Education Based on Relationships” results in our student have strong, flexible, and sophisticated social and emotional skills that will allow them to be successful wherever and whatever they would like to do!  If you have thoughts you would like to share on this, please let me know: heynel@childdiscoverycenter.org, 616-459-0330, OR find me at the front gate most mornings!  Thank you!

 

Sincerely,

Lisa

 

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Diversity

Dear Families,
2017 is winding to a close and we are all looking forward to our Holiday Break and the beginning of a whole new year! The new year pushes us to think about the past, feel the present, and plan for the future. Many of us may do this on a personal level, or even a family level. At GRCDC, the team and I are thinking about this on a school level and a community level.

As I look around to take stock of the past, present and future, I think most specifically about what we are trying to grow and who we are trying to be at Grand Rapids Child Discovery Center. Many of us heard about the police detainment of an 11 year old girl of color in our community last week. Being 11, this young girl is the age of many of the students at GRCDC, causing me to wonder, “what if she had been our student? What would our school community be saying?” Further, this has been in the local news, but also covered by national media. If you have friends and family around the country, you may have had folks reach out to you and say, “what’s going on over there in Grand Rapids?” What IS going on over here in Grand Rapids and specifically at the Grand Rapids Child Discovery Center? How do race and class impact the life of our community and our school? How do we avoid situations like this happening in the future?

One of my guiding philosophies in life and in education is that relationships matter. Proximity, personal relationship, trust and care can overcome many obstacles- including divides based on race and class. Our school community believes this as well, which is why we proudly state, “Education Based On Relationships.” However, to be in relationship with one another we must be WITH one another. That is one of the elements that makes GRCDC so special. Consider these statistics* regarding local school districts:

What do you notice about GRCDC’s racial and socioecomonic demographics compared to other areas schools? What do you think this means for us, as a school community? What responsibility do we hold as one of the truly diverse community centers in Grand Rapids? I believe it means that we are trying to do something that very few other places (communities and schools) have done well. I believe it means that if we truly harness and lean into our socioeconomic and racial diversity in an intentional and thoughtful way, we can show our children (and other adults in our community) what IS possible in relationship with one another. This doesn’t happen by magic. It doesn’t happen by accident. It requires hard work. It requires being willing to have difficult conversations. It requires being IN RELATIONSHIP with one another. In 2018, I invite each of you to think about our special role in the community and what it means to be in a truly integrated school in such a segregated city. What will it take to create the change necessary to ensure that all of the children in our community have the opportunity to be children? It starts here at the GRCDC. The future is ours.

To 2018,

Lisa
*statistics taken from niche.com and not necessarily the up to the moment statistics, but can be considered fairly representative of current reality
**if you are interested in reading about why integrated schools can be better for everyone, check out the articles found here and here.

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