DEB Newsletter
Volume 4
February 2021
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February is Black History Month, an annual observance originating in the United States, where it is also known as African-American History Month. It has received official recognition from governments in the United States and Canada (observed in February) and more recently has been observed in Ireland, the Netherlands, and the United Kingdom (observed in October). It began as a way of remembering important people and events in the history of the African diaspora.
From its inception, the primary emphasis was placed on encouraging the coordinated teaching of the history of black Americans in the nation's public schools. In the years since it has become a focus beyond schools. The Wall Street Journal describes it as "a time when the culture and contributions of African Americans take center stage" in a variety of cultural institutions including theaters, libraries, and museums. It is also widely commemorated across the US business community. (Source: Black History Month)
In the newsletter this month, we work to highlight some coverage of and resources about Black History Month as well as some of the great work our kids are doing on this topic. We will also introduce a new DEB newsletter feature, Three Quick Questions, where we will spotlight a brief Q&A with a luminary in the field of diversity, equity, and belonging.
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We Are Learning: Student Spotlight |
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Seventh Grade Students Reflect on Slavery and the Middle Passage
We are excited to highlight some of the artwork created by seventh-grade social studies students reflecting on their study of the Middle Passage, the harrowing Trans-Atlantic voyage of enslaved Africans to the Americas and West Indies. Students began their unit by reading Sugar Changed the World by Marc Aronson and Marina Budhos. They next examined this tragic period in American history from a slave’s perspective through the writings of Olaudah Equiano. Students’ moving tributes to the struggles of slaves, including their resistance to the inhumanity of their plight, offers a powerful collective statement by the Sears Class of 2022!
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We Are Speaking Out
Colorblind: Reflections from Sears Alumna Ellie Lyman
“The phrase, “I don’t see color,” ...works to disregard racial issues by pretending they do not exist in the first place, limiting what can and should be said about race.” Read the full essay in Notre Dame Magazine.
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The Joseph Sears School community has been reading the first One School, One Book selection: Martin Rising: A Requiem for a King, written by Andrea Davis Pinkney and illustrated by Brian Pinkney. As part of the experience, the Moving Forward art display has been created by all students during Creative Arts.
Through this art display, students will showcase their efforts to move equity forward in themselves, our school, and our community. If you are unable to attend our Moving Forward projector art display, grade-level videos will be sent out to families after the event.
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To ensure we are able to observe social distancing and manage the event, we will ask families to line up on Abbotsford Road, six feet apart. Before the grade-level show begins, families lined up on Abbotsford Road will be directed to the back of the school to view the show on the blacktop. While one show is playing, the next grade-level families will begin to line up on Abbotsford Road and wait for their grade-level show to begin. It is important that families are on time for the grade-level showing and if waiting to watch another show, they remain socially-distanced and avoid creating a large gathering.
To attend this outdoor, socially distanced event, please bundle-up, wear a mask, and follow the schedule below. Moving Forward Schedule
Did you miss the FAN interview featuring the Pinkneys?
The Joseph Sears School, in partnership with FAN (Family Action Network), co-sponsored a community virtual interview with Andrea Davis Pinkney and Brian Pinkney.
You can review the recording of that interview on the FAN YouTube channel here. |
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We Are Listening
Imagine Neighborhood: A Podcast Review by Brittany and Cece Gottschall
During quarantine this summer, we discovered the Committee for Children’s Imagine Neighborhood podcast. It features short, funny stories with hilarious characters to help kids—and their grown-ups—manage big emotions, empathize, solve problems, and improve emotional intelligence. In January, the podcast launched six episodes on race, justice, and equity.
We enjoy listening to the episodes before bedtime—it’s a nice way to end the day with reflective R&R for conversations about real challenges.
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This is a great time to learn more about Black history and celebrate Black History Month through reading. Given the plethora of options, we’ve found this curated list for you as a starting point featuring books about race and racism, non-fiction and Black history books, as well as other books by Black authors. It also highlights several movies, podcasts, and documentaries if that is your preferred medium. Here is the list!
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The Alvin Ailey American Dance Theater is highlighting a free encore showing of Resident Choreographer Jamar Roberts’ Morani/Mungu (Black Warrior/Black God), presented by New York City Center. Watch it here and check out some of their other work as well!
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Three Quick Questions for Lizzy Appleby
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Each month, the DEB newsletter will spotlight a brief Q&A with a luminary in the field of diversity, equity, and belonging. We are calling this new feature, Three Quick Questions. This month, DEB Communications Committee Member Marjorie Bransfield interviewed Lizzy Appleby. Lizzy, a licensed social worker and Pride/Share Director of the Glenview-based nonprofit Youth Services, helps local communities examine questions of identity. She led two parent programs at Sears in February and will be working with school staff this spring. Here are excerpts from our conversation with Lizzy; you can read the full interview on the DEB website. |
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The Power Flower Identity Chart |
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How do we support our children as they embrace their growing identities? What are the how-to's?
So, step one is that we as parents come from a place of embracing their authentic identities and valuing their identity exploration. On the flip side of that is the need for us to embrace our own identities and model what it feels like to live our own truths.
How has the pandemic impacted our kids in their identity journeys? Has it contracted or expanded those journeys?
For some young people, the pandemic has actually expanded the possibilities that might not have been there otherwise. ... It can feel easier to do that when you're not spending as much time around other people, you're protected and insulated from people who might pass judgment or say unkind things. In some ways, the pandemic has given kids—who feel like home is a supportive space for them—license to explore their identities with almost more opportunities to do that because they have less fear of judgment from peers from whom they are remote. On the flip side, being isolated and missing out on afterschool activities like athletics, hobbies, and clubs has restricted journeys too because it is from these activities that a lot of kids derive their identities.
What are the greatest obstacles to identity work with North Shore parents who may feel no reason to examine their own identity?
I think one of the most challenging things about doing identity work on the North Shore is that it requires vulnerability. And vulnerability is hard for all people, but (speaking as a person who grew up in the culture of the North Shore) there is a very strong social norm here about not sharing too much. So what's hard about doing identity work in our communities is that in order to do identity work well, we have to be willing to risk being wrong, we have to be willing to risk sharing something about our authentic selves with people—which could potentially be received poorly and I think that's what's really hard.
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In February 2019, members of the JSSPVA met with the Joseph Sears School Administration to encourage richer dialogues and augmented programming around diversity, equity, and belonging in our school community. In response to this request, the JSSPVA and the administration co-created the DEB committee in August 2019 with monthly meetings beginning in November 2019. The committee is made up of parents, faculty, administration, socio-emotional learning team leads, and a school board member representative. This unique collaboration amongst school and community stakeholders allows for diverse perspectives on the committee and in the school house. |
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The Joseph Sears School DEB Committee
Faculty/Staff Committee Members
Nancy Economou, Social Worker
Hilary Harvey, Social-Emotional Learning Facilitator
Jennifer Arra, Fourth-Grade Teacher
Myra Love, Student Services
Laura Romisher, Eighth-Grade Math Teacher
Toula Sideris, Third-Grade Teacher
Parent Committee Members:
Kathy Ambrosino, Shawn Bard, Marjorie Bransfield, Tanya Brown, Sarah Czepiel, Analia Elizalde,
Steve Fifita, Allison Fitzgerald, Brittany Gottschall, Joe Guarino, Stephanie Joyce, Omar Khalaf,
Radhika Maheshwari, Anaga Maira, Sumita Mehta, Vanessa Menton, Steve Mugg,
Amisha Muthialu, Joanna Naftali, Kyra Nelson, Douw O'Kelly, Erin Paul
Kristin Pilant, Anne Ryan, Claire Serpi, Janet Scholl, Meredith Sullivan
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Interested in joining the DEB Committee? Please fill out the following form and a committee chairperson will reach out with more information. |
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The Joseph Sears School Diversity, Equity, Belonging Committee
542 Abbotsford Road, Kenilworth, IL, 60043
School Office: 847-256-5006
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