School boards often face unwarranted criticism, but it’s important to recognize when a district responds appropriately to parental concerns. Recently, there were complaints in Galway, located west of Saratoga Springs, about two books in the curriculum. “The 57 Bus,” a true story about violence against a transgender student in California, has been part of the English curriculum for 10th graders and honors program ninth graders. “Ink Knows No Borders: Poems of the Immigrant and Refugee Experience” was newly assigned as summer reading for incoming ninth graders.
It’s worth noting that each book received only one complaint, so it wasn’t a widespread opposition from parents. Furthermore, no student is compelled to read either title. In the Galway Central School District, students whose families objected to the books were provided with alternatives. The crucial question was whether to remove either book from the curriculum for everyone, even though the majority of parents, as evidenced by the approximately 100 people attending a recent board meeting, either supported the books or recognized their educational value.
According to Kathleen Moore, an education reporter for the Times Union, numerous speakers expressed that they had no issue with a parent deciding that their child wasn’t ready for a particular book. However, they believed it was unreasonable for a single parent to decide for all families in the district. This is a highly reasonable stance, one that received support from the school board members with a 6-1 vote.
The process followed by Galway was commendable. For each complaint, a review committee composed of teachers and administrators was convened within the district, which has around 800 students. Superintendent Brita Donovan personally read the books and made the final decision. The committee and Ms. Donovan agreed that both titles should remain in the curriculum.
The two individuals who lodged complaints then appealed to the school board, leading to a broader discussion within the community and the subsequent vote against removing either book. Neither complainant can claim that their concerns were ignored or dismissed. Their concerns were taken seriously, openly debated, and a well-organized process was followed. Ultimately, their requests were denied.
This debate in Galway occurred amidst a larger national conversation about classroom curriculums, parental rights, community standards, and so-called book bans. In certain districts, parents feel their concerns are being disregarded and disrespected. In other cases, there are concerns about censorship or a small number of complainants having disproportionate influence over the reading material for all students. Many parents and teachers remain dissatisfied or even angered by districts that fail to meet expectations.
In this broader context, the process adopted by Galway should be seen as a model for how to respect and accommodate differing opinions, listen to community concerns and desires, and foster open debate and discussion. It demonstrates to students and the wider community how democracy can effectively operate.
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