By John Flowers/Addison Independent and Mountain Times staff
The leadership of the Rutland Area NAACP raised concern over recent developments in neighboring Addison County related to the actions of two Mary Hogan Elementary School parents/guardians who have challenged gender-related instructional materials to educate kindergarten students at the Middlebury school.
According to sources, the complaints relate to source material that includes the books “They He She Me: Free to Be!” by Maya Christina Gonzales and Matthew Smith Gonzales, “Bodies are Cool” by Tyler Feder, “It Feels Good to Be Yourself” by Theresa Thorn, “Julián is A Mermaid” by Jessica Love, “Introducing Teddy” by Jessica Walton, “Sparkle Boy” by Leslea Newman, and “Fred Gets Dressed” by Peter Brown.
“A few parents are trying to ban books and are resorting to personal attacks against an elementary school teacher to do it,” wrote MiddPride on Instagram.
The Addison Independent was told of a case of a parent requesting their child go to a different room when gender studies education is being taught among their peers.
Emily Blistein, director of communications and engagement for the Addison Central School District, confirmed the parents’ challenge of “instructional materials in our classrooms” through a Dec. 9 email exchange with the Independent.
“Challenges to books and other instructional materials come along periodically and are processed carefully,” she wrote.
The challenge of Mary Hogan’s gender studies material has unleashed bitter arguments and insults hurled primarily through social media.
One of those opposing the school’s program is resident Kimberly Richards, a parent who, in a Nov. 28 Facebook post, stated, “My daughter started kindergarten this year at Mary Hogan Elementary School. I was nervous, as most parents are, but I had no idea that we would become part of an underground hidden agenda type of curriculum at the kindergarten level. Fast-forward to today where I feel absolutely sick about what I have uncovered going on at this school.”
Some of her subsequent posts feature memes, including one depicting a child holding a sign reading, “I’m not old enough to drink, let alone choose my sexuality or gender. How about you let me enjoy being a child and leave me alone?”
Richards’ Facebook wall also includes numerous posts of a photo of Mary Hogan kindergarten teacher Franny Gould, with a derogatory message superimposed over it.
On the other side, some members of the Mary Hogan community received a Dec. 6 email from resident Amanda Reinhardt, who encouraged parents to “rally against a small group of parents… spreading misinformation and making hurtful, defamatory statements about the teacher, Franny Gould. They have also misrepresented the school principal, Jen Kravitz.”
Reinhardt encouraged parents to write letters to district officials supporting Mary Hogan educators and to “defend this curriculum” by attending one of the ACSD board’s meetings (one held on Monday, Dec. 9, and an upcoming meeting on Monday, Dec. 16, at 6:30 p.m.) at the Middlebury Union High School library.
Representatives of the local group Midd Pride confirmed plans to attend the Dec. 9 ACSD meeting.
In an Instagram post, the group stated, “We’re navigating a book ban attempt in our local schools… A few parents are trying to ban books and are resorting to personal attacks against an elementary school teacher to do it. The principal supported the teacher and the books (yay!) and now the decision is being appealed to the superintendent. We expect the decision to ultimately go to the Addison Central School District (ACSD) school board. MiddPride is against book bans and entirely in support of educators teaching kids to read. We love books. Let’s show each other and the school board how many of us are in support of safe and affirming classrooms.”
Where is the appeal of the gender curriculum materials headed?
Blistein confirmed this to ACSD Superintendent Wendy Baker. It’s the third rung on a five-step appeals ladder that challengers can negotiate to try to get material pulled.
“Our approach to selecting materials and considering the removal of materials is guided by evidence-based instructional practices, national and Vermont educational standards, and ACSD Board Policy D23 and its supporting procedure,” Blistein said.
According to its policy, the district will entertain “reconsideration of inclusion of instructional resources” based on a process calling for:
An initial meeting between the complainant(s) and the classroom teacher, teaching team, and/or department.
If the issue isn’t resolved that way, the school principal will present the complaint with a “request for reconsideration of instructional materials form.” If there are concerns about multiple items, a separate form must be completed for each item. The complainant has two weeks to complete and submit the form, or “the matter shall be considered closed.”
Upon receiving the completed reconsideration form, the principal must convene a four-person (minimum) committee to consider the complaint. The committee has up to 30 days to discuss the complaint and suggest ways of remedying it.
If the complainant isn’t satisfied with the committee outcome, they can appeal to the superintendent, who will undertake a review — including an appeal hearing — and issue a decision.
If the complainant is still dissatisfied, they can appeal to the school board — in public session.
Meanwhile, the “questioned items will remain in classroom instruction during the reconsideration process,” reads the policy.
Blistein lamented the manner in which the instructional materials dispute has been playing out in social media.
“We are aware that community members have made derogatory personal attacks toward individual ACSD employees on social media over assumptions made about books read as part of a unit in kindergarten,” she said. “We understand and expect differing viewpoints in our community. Even highly emotional disagreements can and should occur respectfully without contributing to an environment that feels personally threatening to our employees.”
Blistein confirmed a public records request for information related to the appeals process, which was expected to yield results by Wednesday, Dec 11.
The Mary Hogan gender curriculum matter was not listed on the board’s Dec. 9 meeting agenda, though the panel holds public comment periods at the beginning and end of each gathering.
What’s in the books?
What follows is a brief description of each book that has been part of Mary Hogan’s “mini gender” curriculum:
“They He She Me: Free to Be!” is considered to be one of the first children’s picture books to use a gender-neutral pronoun.
“Bodies are Cool” is described by Penguin Random House as a “picture book [that’s] a pure celebration of all the different human bodies that exist in the world. Highlighting the various skin tones, body shapes, and hair types.”
“It Feels Good to Be Yourself” is a picture book “that introduces the concept of gender identity to the youngest reader,” according to Macmilliam Publishers.
“Julián is A Mermaid” is a picture book telling the story of a boy who wants to become a mermaid and participate in the Coney Island Mermaid Parade.
“While riding the subway home from the pool with his abuela one day, Julián notices three women spectacularly dressed up. Their hair billows in brilliant hues, their dresses end in fishtails, and their joy fills the train car. When Julián gets home, daydreaming of the magic he’s seen, all he can think about is dressing up in his own fabulous mermaid costume: a butter-yellow curtain for his tail, the fronds of a potted fern for his headdress. But what will Abuela think about the mess he makes — and even more importantly, what will she think about how Julián sees himself?” reads a Penguin Random House description of the book.
“Introducing Teddy,” features Errol and his teddy, Thomas.
“One sunny day, Errol finds that Thomas is sad, even when they are playing in their favorite ways,” reads a description of the book. “Errol can’t figure out why, until Thomas finally tells Errol what the teddy has been afraid to say: ‘In my heart, I’ve always known that I’m a girl teddy, not a boy teddy. I wish my name was Tilly, not Thomas.’ And Errol says, “I don’t care if you’re a girl teddy or a boy teddy! What matters is that you are my friend.’”
“Sparkle Boy,” according to a “Social Justice Books” description of the story, “starts with a common sibling interaction: Casey wants something his older sister has. In this case, it is a sparkly skirt. It becomes a pattern, with Casey drawing inspiration from his sister Jessie’s skirts, nail polish, and jewelry. Each time, Jessie is upset because she believes that these aren’t things that boys should wear or like, but she is reminded by her parents and grandmother that although Casey’s style may be unconventional, it is in no way unacceptable. Finally, at the end of the book, Jessie and Casey’s mother take them to the library, where Casey is mistaken for a girl and made fun of for dressing the way he does. Jessie stands up for him, echoing what her parents told her when she was unsure about Casey’s choices.”
The book “Fred Gets Dressed” is based on author Peter Brown’s childhood memory of going through his mother’s makeup one day and smearing some of it across his cheek. Rather than admonish the child, she showed him how to apply it.
“I love that I felt free to explore and experiment. I love that my mom joined me and encouraged my curiosity,” the author said. “That might be my favorite childhood memory, and I wanted to tell a version of that story in a picture book.”
A patron of the Oakley Public Library in Topeka, Kansas, tried to get “Fred Gets Dressed” banned last year. The library board voted unanimously to keep it.
In a statement released by the Rutland Area NAACP, Mia Schultz, the chapter president, said, “The leadership of the Rutland Area NAACP is troubled to learn of an attempt to ban books in the ACSD school district. The NAACP strongly condemns any attempt to ban books, especially for elementary students, as it undermines students’ fundamental right to access diverse ideas and perspectives. Throughout history, book bans have been used to silence marginalized voices, restrict intellectual freedom, and control the narratives surrounding race, identity, and history. These efforts are a direct attack on the educational system’s mission to foster critical thinking, creativity, and an appreciation for diversity.”
The statement reiterated NAACP’s concerns over the damaging history of book banning, from the Jim Crow South to authoritarian regimes, which serve to erase uncomfortable truths, especially regarding identity and equality.
“The Rutland Area NAACP believes that every child deserves an education that embraces diverse voices and encourages the exploration of ideas that empower them to become informed, compassionate, and thoughtful citizens. We strongly urge the Superintendent and the school board to deny this request and make clear their support for a diverse and welcoming learning environment for all students,” said Schultz in her statement.
