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by AMY PHILIPP
When asked why it is important to understand and embrace diversity, one Charlotte Latin student’s response best answered the question:
“The world is diverse.”
When questioned about how they define diversity, other Latin students’ answers were equally timely, insightful, and progressive. Among their replies were:
“Diversity is a variety of ethnic groups and interests.”
“Diversity is different skin colors, as well as beliefs or family values.”
“Diversity is different things mixed together, such as clothing, cars, food, and people.”
“Diversity is different types of cultures intermingling.”
Just what defines diversity in the 21st Century, and why has it become such an integral educational component? While “diversity” may often be a buzz word, not only in schools, but in congregations, civic organizations, and corporations, Latin’s students seem to grasp the many facets of diversity, which is an appropriate starting point for the promotion of greater understanding and involvement, both locally and globally. The Internet, email, competitive travel rates, and the global economy rapidly expose the majority of Americans to a variety of cultures, beliefs, and practices. Because we are all a part of a more easily accessible world, the integration of diversity initiatives into education has become a critical factor in the development of a well-rounded child who will be prepared for adulthood.
Upper School history teacher Karen Glenn explains why she values the integration of diversity lessons into her classes. “With more exposure to different beliefs, experiences, and people comes a greater opportunity to explain one’s own beliefs, and thus is a way to gain a greater understanding of oneself. Promoting diversity initiatives is a beneficial way to provide students with exposure to other cultures and ways of life that they may not have an opportunity to experience in other aspects of their lives.”
In response to the students’ changing needs, the Charlotte Latin community has increased its efforts to provide them with unique opportunities in which the broad concept of diversity is tangibly defined and experienced. Students who participate in Latin’s Study Abroad Program, for example, travel abroad with faculty members, study at one of the School’s sister schools, and live with host families. Currently, Latin has sister school relationships in Argentina, Italy, Germany, China, Spain, and France.
The School’s International Exchange Program completes the cultural exchange by inviting students from the sister schools to study at Latin and live with Latin host families. In addition to learning about other countries, Latin’s students have forged many international friendships through the exchange program.
The Parents’ Council’s Global Partners Committee supports the School’s international programs and promotes its goals in a variety of ways. The volunteers have hosted dinners for visiting international students and their teachers, and have organized events such as the opening program for the fall Book Fair, in which Indian dancing and cuisine were featured. They also worked with other Parents’ Council volunteers to promote May Day Play Day’s theme, “Explore the World at Latin,” by inviting dance troupes representing China, Argentina, Ireland, Africa, and Brazil to perform on the center stage throughout the day.
Commenting on the choice of “Explore the World” as its annual theme, May Day Play Day Co-Chair Cindy Wilson shares, “We chose to focus on the international theme as a way of highlighting the foreign studies that Latin offers and the music department’s trip to Russia over spring break. We thought that these opportunities were unique and valuable, and that many Latin families may not be aware of them. We came up with the idea after hearing about Mr. McIntosh’s trip to China and hearing at a Parents’ Council meeting about the different groups of visiting students that we host each year. We decided to integrate a ‘passport’ concept throughout May Day Play Day by setting up craft stations representing various countries. The children were given passports and were encouraged to visit as many international craft stations as possible. As an incentive, each child who visited at least six stations received an inflatable globe.” Wilson believes the “global” approach was successful. “At one point, we ran out of globes and had to get more.”
The Diversity Committee, which was created in 2003 by Headmaster Arch McIntosh, includes parents, faculty, and staff as members. Among the committee’s goals are promoting an awareness of issues affecting diversity in the School and community, and collaborating with area resources in sponsoring cultural events, diversity workshops, and outreach programs. Diversity Coordinator Greg Everett says, “We want to strive for balance, and reach out to people of color. We want to inform them of opportunities at independent schools. Basically, we want to provide ‘inreach’ to the faculty and staff and outreach to the community in an effort to encourage people to embrace diversity ideals.”
As a component of Latin’s celebration of Black History Month, the committee invited Joe Rogers, former Lieutenant Governor of Colorado, to present his Dream Alive program to students in each of the three divisions. Rogers’ message increased student awareness of the many contributions that Dr. Martin Luther King, Jr. made to the American Civil Rights movement, and it highlighted the timelessness of his vision. Dr. King’s contributions were also commemorated by a presentation of the music of the Civil Rights era by Latin music theory teacher and accompanist Anna Brock.
To complement the School’s Black History Month activities, Curriculum Coordinator Mary Beth Harris and Upper School English teacher Jackie Fishman invited Andy Baxter, Executive Director of Mecklenburg Ministries, to facilitate a discussion of a PBS documentary entitled, Race: The Power of Illusion. Presented in three sessions to faculty, staff, parents, and a handful of persons from the community, each session generated productive dialogue among participants regarding the historical, biological, and economic factors behind the issue of race and how it affects us today.
Harris adds, “Charlotte Latin also had the good fortune this year to be included in the Echo Foundation’s Gathering of Nobel Laureates program.” In February, Dr. Anders Barany, Executive Secretary of the Nobel Museum, visited the School and met with students. He was joined in Charlotte by five Nobel Laureates, who individually visited area schools to engage in an interactive dialogue about scientific and global humanitarian issues. (The Echo Foundation was founded in 1997 by former Latin counselor Stephanie Ansaldo to carry on the message that Nobel Peace Prize Winner Elie Wiesel brought to Charlotte Latin that year at the invitation of Headmaster Emeritus Edward J. Fox, Jr. Wiesel’s message was a call for human dignity, justice, and moral courage. Two Latin parents, John Papadopulos and Tom Pollan, serve on the Echo Foundation’s Board of Directors.)
Latin’s teachers have also been instrumental in promoting diversity initiatives for students in their classrooms. Upper School teachers Karen Glenn and Maria Klein have worked collaboratively to incorporate global human rights issues into their curriculum. This year, Glenn selected a book entitled, Escape from Slavery, to complement the content of her “Human Rights” elective class, which covers topics such as genocide, 21st Century slavery, and eugenics. Written by Francis Bok, a former Sudanese slave, the book exposes the reality of slavery’s continued existence in the world today.
Through collegial discussion, Klein determined that the beautifully-written book would be a valuable form of literature to use in her sophomore English classes, where composition and different forms of writing are a curricular focus. Klein plans for her classes to study the book as “an essay of definition,” and will develop writing assignments that address the broader definition of slavery, as well as other human rights issues. Among the other forms of composition that Klein’s students will discuss are amnesty letters and editorials. Klein intends for her students to understand how to compose such letters, as well as appreciate the inspiration behind them. She states, “I want my students to understand the power of the written word and how it can be used to effect change. I hope to encourage my students to challenge themselves, think deeply, and make a difference.”
Klein would also like to use the Facing History and Ourselves program as a model for creating curriculum. The interdisciplinary program allows students to examine the connection between historical events and the moral choices they face in their own lives. Jackie Fishman, who has attended several Facing History and Ourselves programs and workshops, co-facilitated a Facing History and Ourselves Institute for Latin teachers on campus this summer.
Perhaps the most exciting diversity initiative at Latin is the energetic involvement of the students, who have eagerly promoted diversity ideals in the life of the School. As a result of learning about genocide in Darfur in her history class, Upper School student Kathleen Powers and other members of the ninth grade Student Council were motivated to support the cause, and sold green “Not on My Watch/Save Darfur” wristbands. The bracelets were obtained by fellow freshman Harrison Pollan and his mother, Susan, from the Save Darfur Coalition. The students earned more than $100 to support the cause. Powers looks forward to Francis Bok’s visit to Latin in the fall, and says, “I would like to generate more student body interest and discussion next year.”
Kike Aluko ’05 founded a student Diversity Committee at Latin after attending a county-wide diversity summit for high school students. Partly a result of her work in establishing the committee, Aluko received the National Conference for Community and Justice’s (NCCJ) Youth Humanitarian Award in 2004. One of the committee’s main initiatives is sponsoring “Mix it Up” lunches, where students with different interests are encouraged to sit together at lunch. Aluko says that the first year the committee learned a lot, as they more or less mandated lunchtime seating to less than enthusiastic students. The next year, tables were set aside in a designated area of Founders’ Hall. At each of the tables, students could choose from among six ethical topics to discuss, and the freedom of selection and participation increased involvement.
A member of the NCCJ’s Youth Empowerment Council, Aluko brought more awareness to the organization’s summer program, Anytown, which teaches and encourages students to promote social justice in their schools and communities. Several Upper School students attended the NCCJ’s Diversity Summit at Berry High School this past spring with students from all over the city, while others attended the Anytown program this summer. At the summit, they attended workshops that addressed the stereotypes and perceptions associated with race, gender, and religion, as well as learned strategies for developing successful ways in which to increase the understanding of such issues at their own schools.
Aluko also invited Dorothy Counts Scoggins to campus in February to share her educational experience as one of four black students who initially integrated an all-white high school in Charlotte. Aluko, who graduated in June, says, “I’d like to see more student dialogues in the future, perhaps during lunches in the Forum, and college tours that promote historical black colleges as educational options.”
Aluko and the other members of the Class of 2005 also made history themselves as the first Charlotte Latin class to hold their Baccalaureate service at a Jewish Temple. The service at Temple Beth El was designed to honor the many faith traditions represented in the School community and beyond.
In reviewing how the School community has incorporated such meaningful and relevant diversity experiences into School life, it is clear that education has never looked more exciting. It has been said that the United States is an example of the world’s first multicultural society, and though there have been tough lessons to learn, it is encouraging to know that Charlotte Latin is ensuring that the next generation understands history, and as Glenn says, “other peoples’ histories,” so that the citizens of the future don’t repeat past mistakes. As the concept of diversity has evolved from a 1960’s perspective, so have the ways in which Latin’s teachers are educating their students about life in the world beyond the classrooms.
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