Co-Chairs of Haldane PTA's Equity, Diversity, & Inclusion Committee Discuss Social Justice for Kids
In response to the intensity of political events this month, including the deadly insurrection on the capitol by trump supporters and white supremacists, the ongoing coronavirus pandemic, and the historic inauguration of President Joe Biden and Vice-President Kamala Harris, CSCA was curious how our students were interacting with and digesting the news. Additionally, we were curious how and if our community was equipped to support children who look not only to parents but to teachers, administrators, and even each other to comprehend current events.
The following questions were posed to Robyn Moreno and Bernard Bunye, the co-chairs of Haldane PTA's Equity, Diversity, & Inclusion (EDI) committee, to get a sense of how our local school is addressing these pressing issues.
Both Moreno and Bunye have been residents of Cold Spring for about six years and are active members of the community.
Robyn and her husband Sven are the parents of two girls (Olive, 8, Freja, 6,) who are both students at Haldane. Moreno is a ‘proud Tex-Mexican’ and Latinx Leader.
Moreno is a multi-talented life coach, podcast and TV host, and has recently led a resilience workshop at the Omega Institute in Rhinebeck, NY.
Bernard Bunye and his wife Tracy Prout Bunye are the parents of two young children, Alice, a first-grader at Haldane and Urban, who will be starting kindergarten this upcoming fall.
Bunye represents actors and is a co-founder of the talent management company Forte Artist Management which he began in 2019.
1. What exactly is the EDI committee and what is its role in Haldane?
Founded two years ago, our mission is to foster a school climate that values diversity, inclusion, and kindness. As part of the PTA, we work with the school, staff, and community at large to support, educate, and advocate for equity, diversity, and inclusivity which we do via community conversations, social media resources, and parental support.
2. How does this committee fit into the culture of Haldane and work with the rest of the PTA, principals, and teachers?
As a relatively new committee (we are in our 2nd year now) we are working with Dr. Benante as well as the three principals to be mindful of our mission as well as lend guidance when necessary. All Haldane faculty are invited to our monthly meetings and we feel like our committee’s voice is new—and is being heard.
3. Do you think children can digest heavy political information such as the Black Lives Matter protests and the Capitol riots?
Because our school is from K-12, kids' understanding varies by age. Via our social feeds, we try our best to offer thoughtful and inclusive information and resources for parents so they feel prepared and comfortable (as possible) having those tough—but needed—conversations around race, discrimination, and social justice.
4. How would you talk to children age 6 about the capital riots versus children age 11, for instance? Is there a varied approach?
A lot of the response has to be guided by your kid. Each child will respond differently to different information. As parents we want to make them aware of what is happening and also own the fact that we don’t have all the answers. The important thing is not to wait for them to ask questions but instead to be proactive. Children today grow up in a digital age and can sense when something is happening in the world (through social media or newspapers or even classmates).
5. How can we model our responses and actions to the social climate in America and even in our own community to raise socially conscious children?
Everything starts at home. Affirming our own children while also checking our own inherent privileges and bias, as well questioning what our own families taught us about race, ethnicity, gender, religion can help a family decide what values and paradigms need to be strengthened and which need to be left behind. This stuff isn’t easy, but if we can move with courage and curiosity instead of fear, and begin to have these conversations with ourselves, our children, and our community, then based on our familial and collective values, we and our children can move in the world with kindness and more awareness when unjust things happen, and feel more prepared and be willing to stand up—both for ourselves and others.
6. When I was a student at Haldane, I had history teachers tell me things about immigrants and black people that were clearly skewed by their personal biases against them. I had to unlearn some of those lessons.
How can we implement an anti-racist approach to teaching across the school as a standard we set for ourselves?
Dr. Benante and Principal Julia Sniffen have spoken to us about a pilot program that the high school is testing out this year called Facing History and Ourselves. https://www.facinghistory.org/ We feel like this is a good start to a larger conversation about racism & diversity and how it is taught at Haldane. We also sponsor community reads and support the principals by offering diverse & inclusive reading lists, so that we can help fill each classroom with books that celebrate diversity in all forms and address racism and bias. Our work is just getting started but we feel like we have a good direction as to how to start helping build a more well-rounded and inclusive approach.
7. What is your best piece of advice for parents who are just beginning to talk about social justice and recent history with their children?
Bernard: I think it starts with reading books. We try to read a lot of books that cover a lot of topics in regards to social justice (I have a 4 and 6-year-old). And even at those ages, there are great books to just introduce lots of history. We also talk about recent events when we’re all together. I think when my kids are asking questions, it’s a good thing so I try to teach so that it feels more collaborative than just me lecturing.
Robyn: Question, question, question, and listen, listen, listen. Like you, Cassie, as an adult and also a BIPOC, I had to relearn and reclaim a lot of history. Feeling strengthened, I pass on that pride and cultural awareness to my own children so they are confident in who they are, but also compassionate to all. I echo Bernard in learning as a collective. Though I have kids who are just 6 and 8, they are wildly smart, so I want to hear from them. I can learn a lot from them. I also ask how their day was, lessons and social wise and I listen. Our children give us clues about the world they are navigating, we have to listen, then act as needed.