“I’m no longer accepting the things I cannot change… I’m changing the things I cannot accept.” Angela Davis
At Ensworth’s core, the school, “must actively strive to be a diverse and inclusive community of learners that engages collectively In Search of Truth,” according to the school’s Diversity, Equity, and Inclusion Statement. However, institutional approaches to diversity and inclusion are changing with a vastly different student population. “The diversity of Nashville is changing, and Ensworth reflects that. Ask the Red Gables teachers. Their kindergarten classes look far more diverse than they did 10 years ago,” remarks Director of Community Engagement and Inclusion, David Whitfield. Furthermore, institutional diversity is not restricted to students alone. Paying parents also look different from past norms: “A great place to see diversity here is the Parent Diversity Board. We have a same sex couple, a Moroccan person, and parents of all different races” (Whitfield). With the demographics of Ensworth changing, the needs of its students shift in turn. But how to grow with change–as an institution–is the question. As an academic family, both right- and left-leaning Ensworthians can agree that building a welcoming community is key to the school’s mission. However, the best approach to such an end goal varies and contains fragile nuances that can be drowned out by the boisterous discourse of America’s wider political context. In an effort to open up a dialogue between administration and students about how to address Diversity, Equity, and Inclusion at The Ensworth School, this journalist spoke with students, teachers, and administrators about the why behind current policy and culture and the how around plans of action for equity for a modern Ensworth High School.
In regards to why Ensworth chooses to stand in a decidedly neutral position, some believe it promotes healthy growth. Others do not. “The left talking to the left doesn't help anything. The right talking to the right doesn't help. You gotta get both sides talking. It’s a heart thing, connecting with people,” concludes Whit, leaning forward in thoughtful contemplation. Long time English teacher, Mr. Miller agrees, “It's really important that the students in my class feel safe to share their opinions, even when they may be the only one in the room who feels that way. We have to continue to be able to talk to each other. It’s necessary. It’s democratic,” (Miller). Ensworth organizations like Tearing Down the Walls and Project TALK further promote student discussion on either side of the isle. Speaking of healthy civil discourse–a hallmark of the Ensworth school–some profoundly disagree. Regarding the discourse around pronoun usage, one source says, “It feels frustrating to sit in spaces where my pronouns are up for debate and I have to fight tooth and nail for an ounce of human respect. The fact that people make respect ‘up for debate’ is just an excuse for homophobia” (Anonymous Student 1). Another key factor in creating the most welcoming school environment possible is assessing what education is optional and what is obligatory for all. There are no current administrative plans on making pronoun education or sex education an obligatory component of the school curriculum. Furthermore, students who use the gender neutral restroom find that it takes much more time to arrive/quickly use the bathroom than their gender confirming counterparts. If so, “Why isn’t there extra leniency on tardiness if I have higher barriers to being on time?” asks a second Anonymous student. Moreover, some students find it frustrating that the name/pronoun change process is by parent approval first instead of being student choice. Especially for people for whom school is their only space to be themselves, being forced to come out to their parents first is not an easy and safe option. "It feels discouraging and frustrating" (Anonymous Student 3). Sophomore teacher Dr. Kevin Brown, who worked as a college professor at Lee University previously, finds exposure to be the most effective mechanism of change and inclusivity: “The greatest way to open minds is through story. If people have never interacted with a certain group of people before, introducing them to different voices might help them to be tolerant and understanding to others in the future” (Brown).
Wrought with nuance, investigating the responsibilities of institutions to their people and people to change their own minds has been like unraveling an onion: peeling back slick, furtive layers that beget only more questions. In the end, it’s an absent, unanswerable core. In the words of Ensworth’s motto, “In Search of Truth,” the work lies in continuing to have tough conversations that challenge our assumptions and, for those who remember Plato’s Allegory of the Cave, force us to look truth and injustice square in the face. However, the path forward looks like a mixture of discourse, activism, and thoughtful introspection–a job that belongs to all of us.
- Parker Stack, Editor