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What has changed in our relatively recent technological developments is the
ability for our foundational ideologies to be reinforced with carefully curated
social media feeds and algorithms that expose us to only political elites and
memes that solidify our preferential bedrock. (T7)
Social media are harmful when they limit actual free exchange of ideas. The job of
the teacher is to create literate people who analyze and interpret information. Using
this information, they are able to make decisions. “My goal remains the same: to
help my students become independent thinkers who are able to critically evaluate
sources, analyze complex situations, and ultimately
contribute to problem solving” (T7).
T7 further asserted that problem identification
and solution are key skills of a citizen in a democracy. Teachers need to recognize
Discussion of ideas has long been an important idea in the delicate balance between
democracy. “Unlocking our kids’ potential to engage
in thoughtful discussion is particularly difficult with free speech as guaranteed
a backdrop of what seems to be at least two parallel
universes operating in the same space but with an under the First Amendment
inability to cooperate” (T7). In a discussion, two or and school control.
more parties cooperate. The first needs to listen while
the other speaks, and then the second needs to listen
while the other party speaks. “Training my students to
source information in the traditional manner does not work anymore” (T7). Students
use biased sources to reinforce their biases. The attempt to create knowledge is thus
short circuited if students do not know how to find and use good information. “The
widening polarization of our country has a tribal tinge, and our children are picking
up on it” (T7). Tribalism occurs when people view the world as “us” and “them.”
The “other” is demonized, and the “us” is the only position of both comfort and
truth. Polarization does not enhance the democratic process.
Teachers also wrote editorials about race, including two articles about Black
Lives Matter, one on the public display of Confederate flags, and two on removal of
Confederate monuments. Race was on their mind, but they knew it was also a topic
of interest to their students. The teachers realized they needed to be ready to provide
informed commentary on the topic.
In the letters, no toleration of hate was permitted. The participants favored a
complete ban on an emblem that was too offensive to be permitted. In his/her article
about Confederate flag displays, T1 stated that “. . . the emblem was too offensive
to remain.” As an emblem of slavery and the repression of civil rights, the flag
needed to go. Furthermore, students needed to embrace this ban in their personal
attire. “Students enter our school buildings almost daily wearing Confederate flag
shirts, belts, and buckles and somehow most of us seem to never bat an eye” (T1).
The author decried the unwritten code of invisibility in the school. Other students
noticed and saw the emblem, and a minority found it offensive. “Our job is to
provide an environment where ALL students feel respected, valued, loved, safe and
equal” (T1). This participant observed that the emblem did not support a welcoming
education environment. It also was hypocritical to say diversity was valued while
students were continuing to wear the emblem. The double standard of enforcing
clothing bans for suggestive or drug-inspired apparel while not seeing Confederate
images on clothing seemed hypocritical.

Educators’ Choice 51