Last night Ethan’s third grade class put on an Earth Day celebration, a “Prairie Home Companion” styled radio show, that was packed full of epic recorder songs and appeals to their parents to recycle and consume water and electricity in more responsible ways. Even though it was relatively standard in the school recital sense, what piqued my interest were the really slick rhetorical appeals, the kinds of environmental appeals about the health of the planet and its inhabitants that probably had all the Republican climate-change-naysayer parents in the audience squirming. For one, the aesthetic of the show was classically hippie. Between the twee recorders, marimbas and bongo drums, and the “We *Heart* Earth” posters with a heart-shaped Planet Earth in the middle, the musical and visual stylings of the show definitely borrowed the optimism from the early days of the environmental, one earth movement.
But what I thought was really slick and cool was the appeal for all of us to value and respect the rights of all “air-breathing, water-drinking earthlings,” an appeal repeated through the whole of the radio show, that was remarkably inclusive without being schlocky. The language of the show included all peoples, animals, and plants, all life on earth, as beings with inherent value and rights that should be protected. Talking with E after the show, it appeared that not only had their teachers put all the work into this complicated, rhythmic performance, but that the kids also had numerous lessons about the importance of maintaining ecological balance as a moral issue and reducing our footprint on the planet and its resources. But the language of inclusiveness — to me, that was so subtle and so amazing.
It’s not the first time I’ve seen this kind of subtlety employed in Ethan’s classrooms — he learns more and more about the U.S. civil rights movement every February, not only about Martin Luther King but Malcolm X, and they’ve begun to discuss the conflicts in the Thanksgiving narratives every November. I wonder, though, if part of it is that although he’s in a public school he’s in a very ethnically, racially, and religiously diverse public school, a rich school, with parents involved and vocal enough to devote time and energy to making sure their histories aren’t erased from the curriculum. I mean, I have friends and coworkers who were in school in the 70s and 80s who fondly remember their white teachers showing up at school in blackface to teach black American history. This year, when E’s teachers invited the kids to dress up as black leaders on Martin Luther King Day, I held my breath. I had a headache about it for two days, imagining the possibilities, the conversations I was going to have to have, but I cut out a little mustache, goatee, and bow tie from construction paper so E could dress like W.E.B. DuBois and teach his classmates about The Souls of Black Folk, a book I’d studied in college for a whole semester. I was ready to storm the school if a parent sent in a kid in blackface, but nobody did.
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