• Dr. Lizette Goodloe, Northside ISD Parent • Knowledge is Power • October 13, 2021 •

It is important for my son to learn the truth about history from multiple perspectives. I want him to grow and develop into a critical thinker, critical reader and a person who challenges the status quo based on the events of history that have shaped our people. I don’t want my child to learn one version or a portion of history that has been whitewashed and deemed appropriate by people who are not teaching the youth of our country.

As a parent, it is my responsibility to share in the educational landscape by providing resources, support and information to educators who need assistance. These resources vary based on the needs of the teacher, school or district but are not limited to books, music or classroom décor.

Serving the needs of our students by exposing them to different cultures is necessary for their development as informed, inquisitive and empathetic people. This is an essential aspect of education that prepares our children for life after high school.

It takes a village to raise a child. In many states, the system is attempting to dilute, eliminate and destroy our children’s education even further. As parents, community members and concerned citizens, it is our obligation to stand united and demand that all aspects of history be included in curriculum. Simply sharing one version of history is detrimental to our future leaders and scholars.

Our expectation is that children continue learning from the obstacles our ancestors encountered and gain a deeper appreciation for the struggles overcome by many people throughout history.

As a parent, former educator and member of the TEACH coalition, I stand in solidarity with the students in Texas who desire for the truth to be taught in their schools.

[©2021, IDRA. This article originally appeared in the October 13, 2021, edition of Knowledge is Power by the Intercultural Development Research Association. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]

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