PETITION IN SUPPORT OF

FAIR DIVERSITY AND INCLUSION INITIATIVES

IN PINE LAKE PREPARATORY SCHOOL’S

CURRICULUM, TRAINING, AND POLICIES

 

We, the parents and community members of Pine Lake Preparatory, declare our full support for Goal # 6 of the strategic plan, “create an environment that develops an appreciation for differences in perspective, privilege, background, culture, and identity.”  We believe that all students, regardless of race, must be treated equally – offered equal opportunity – and taught to strive for the best they can accomplish in all aspects of school life. We affirm the individuality and dignity of every person regardless of their race, background, or capabilities. Where racism is identified, we will stand with the school and community to fight against it.

In light of our commitment to the above principles, this petition expresses concern about the course of Pine Lake Prep and, specifically, the choice of curriculum, the use of the Learning for Justice/Teaching Tolerance organization and club as a teaching tool, and the diversity and inclusion initiatives supported by the Board.

CURRICULUM

The North Carolina Board of Education approved new social studies standards for the state’s K-12th grades that emphasize the study of more diverse perspectives on history.  The standards define what students are expected to know, understand, and do by the end of each grade and course. Textbooks, digital tools, and other curricula are the means to teach the standards. Local school leaders make decisions about the comprehensive curriculum that is determined to be delivered to students to meet the expectations of the content standards for every grade and subject.

We, the parents and community members of Pine Lake Preparatory, require a curriculum that does not inhibit unity by segregating students into groups based on race and skin color. The thought process of segregating students into groups based on race and skin color conveys the idea that heredity is a curse. Because of this heredity curse, the perceived oppressors deserve to be told that their “race” has had an advantage over others in the past. In turn, we are devaluing the perceived oppressors based on the color of their skin to give that advantage to someone else.

Curriculum that advocates assigning levels of “privilege” and “oppression” to individuals/students create animosity from the perceived oppressors and a false sense of entitlement from the oppressed. Therefore, we, the undersigned, ask our Pine Lake Preparatory School Board to oppose the adoption of any curriculum, policies, or programs which promote the following: 

1. One race or sex is inherently superior to another race or sex.
2. An individual, solely by virtue of his or her race or sex, is inherently racist, sexist, or oppressive, whether consciously or unconsciously.
3. An individual should be discriminated against or receive adverse treatment solely or partly because of his or her race or sex.
4. An individual’s moral character is necessarily determined by his or her race or sex.
5. An individual, solely by virtue of his or her race or sex, bears responsibility for actions committed in the past by other members of the same race or sex.
6. Any individual, solely by virtue of his or her race or sex, should feel discomfort, guilt, anguish, or any other form of psychological distress.
7. That the belief that the United States is a meritocracy is an inherently racist or sexist belief, or that the United States was created by members of a particular race or sex for the purpose of oppressing members of another race or sex.

LEARNING FOR JUSTICE / TEACHING TOLERANCE CLUB

Unfortunately, without knowledge or authorization from parents or input from the Pine Lake Preparatory community, lessons about “assigning levels of “privilege” and “oppression” to individuals/students” is already in Pine Lake Preparatory classrooms. The Learning for Justice Club, also called Teaching Tolerance, taught two or three lessons per year in every classroom for the last two or three years.  Teaching Tolerance’s national mission is to “dismantle white-supremacy,” as detailed on the group’s webpage. Introducing the Learning for Justice/Teaching Tolerance curriculum to our children through student-run lessons without the consent, sanctity, or authority to do so violates several school policies, including but not limited to the following: 

1. Violation of Student Club Policy # 6160: Instructional Time
2. Violation of Student Club Policy # 6160: Misrepresentation of Club as School Sponsored
3. Violation of Board’s Statement of Affirmation:
4. Violation of Bullying Policy # 1130
5. Violation of Goal 6 of the Strategic Plan
6. The club is not a formal Pine Lake Prep Club
7. Violation of Policy 1140 Conflict of Interest

DIVERSITY AND INCLUSION INITIATIVES

During the September 2020 Board meeting, the Board approved engagement with MACLEANS Inclusive Leadership to “support Diversity and Inclusion Initiatives at Pine Lake Preparatory.” The school has not formally publicized the specific diversity and inclusion initiatives that require a consultant.  In fact, from June 2018 to September 2020, the Board meeting minutes did not mention the term “diversity.”

Pine Lake Preparatory must provide the public with the following: 

1. Descriptions of the diversity and inclusion initiatives and their financial costs,
2. Regular updates and easily accessible deliverables, showing the financial cost and progress made towards accomplishing these diversity initiatives and other goals.

It is unacceptable that the most recent information regarding diversity and inclusion for the past two years is the approval to engage a consultant. Additionally, there is no information regarding staff training, which we presume is a part of the school’s diversity initiatives. The school must provide this information to the community.

According to Mr. Moceri, the “goal of DEI work at PLP is ultimately to facilitate an environment that embraces diverse viewpoints and fosters a sense of belonging for everyone in the PLP community.” May 2nd email. To do so, we believe the community must be involved in the “DEI work.”  Currently, the communities’ inclusion in “DEI work” at Pine Lake Preparatory remains inaccessible to parents, teachers, and students.   The Board News page lists the Board Committees, their descriptions, and subsequent meeting dates. https://www.pinelakeprep.org/board-of-directors/news  The page states, “Inquiry, interest or attendance at a committee meeting is welcomed.”  However, the Development and Community Outreach Committee, which is tasked with Diversity and Inclusion initiatives, description is incomplete, and the meeting times are nonexistent. 

The Development and Community Outreach Committee description does not refer to its diversity mission.  It conceals the important diversity, equity, and inclusion tasks and goals for the committee. As such, members do not have an opportunity to express their viewpoints.  Of the four listed committees, the Development and Community Outreach committee is the only committee without a scheduled meeting date.  The incomplete description and lack of planned meetings do not offer viewers an opportunity to be heard and involved in the diversity, equity, and inclusion discussion.  This gives the perception of concealing the committee’s true mission and discouraging community involvement in the “DEI work.”  We oppose the concealment of the diversity and inclusion initiatives of the Development and Community Outreach Committee in violation of the Board’s policy of stakeholder inclusion in committees.  The Community Outreach Committee needs to meet regularly with membership and input from parents, teachers, staff, and administrators.

CONCLUSION

Therefore, we, the undersigned, ask Pine Lake Preparatory School Board to:

A.)  Oppose adoption of any curriculum, policies, or programs which promote the following: 

1. One race or sex is inherently superior to another race or sex.
2. An individual, solely by virtue of his or her race or sex, is inherently racist, sexist, or oppressive, whether consciously or unconsciously.
3. An individual should be discriminated against or receive adverse treatment solely or partly because of his or her race or sex.
4. An individual’s moral character is necessarily determined by his or her race or sex.
5. An individual, solely by virtue of his or her race or sex, bears responsibility for actions committed in the past by other members of the same race or sex.
6. Any individual, solely by virtue of his or her race or sex, should feel discomfort, guilt, anguish, or any other form of psychological distress.
7. That the belief that the United States is a meritocracy is an inherently racist or sexist belief, or that the United States was created by members of a particular race or sex for the purpose of oppressing members of another race or sex.

B.)  Restrict the Diversity and Global Awareness, Teaching Tolerance, Learning for Justice, or any other non-school sponsored club from entering the classrooms during instructional time.

C.)  Prohibit the implementation of the Teaching Tolerance and/or Learning for Justice Curriculum in the classroom.

D.)  Remove Teaching Tolerance’s web pages from Pine Lake Prep’s website.

E.)  Align the Board’s priorities and resources with the community’s priorities as follows:

1. Identify the community’s priorities by surveying the Pine Lake Preparatory community seeking input regarding the community’s priorities and the community’s opinion on diversity and inclusion initiatives, curriculums, and philosophies.
2. Once the Board identifies the community’s priorities, revise the strategic plan goals to align with the community’s priorities.

F.)  Increase Board and Board committee transparency as follows:

1. Record board meetings and post said meeting recordings on the website as done in the past.
2. Create a DEI committee made up of board members, teachers, parents, and students of different opinions and philosophies to integrate the DEI goals required by the Board and Department of Public Instruction.
3. Foster diversity of thought within the Board by seeking members with different opinions and viewpoints.
4. Provide information to the community about any proposed new curriculum and being open to community feedback and participation.

G.)  Accountability to restore confidence, trust, and balance between the Board and the community:

1. Conduct the annual membership meeting as required by the Bylaws.
2. Amend the conflict of interest policy as follows:

•   Prohibit qualitative conflicts of interest.  Qualitative conflicts of interest are of such a kind that it would be reasonable to believe that the private interest could improperly influence an official’s performance of their official duties (for example, family or parental responsibilities, religious belief, professional or political affiliation, personal assets or investments, debts, etc.).  Currently, the conflict of interest policy only refers to quantitative or financial conflicts.
• Recognize the potential for conflict of interest to arise from expectations placed on individual public officials by their immediate family, or by their community, including religious or ethnic communities, especially in a multicultural context.
• Recognize the potential for conflict of interest to arise from the employment or business activities of other members of an official’s immediate family.
• Define the circumstances under which an official may undertake a concurrent appointment on the Board or controlling body of an outside organization or body.