PORT ORCHARD — Recent confusion over Washington state Senate Bill 5044 has led some community members to be concerned that “critical race theory” would become, or was already, a part of the education curriculum in the South Kitsap School District.
The bill in question, however, never mentions “critical race theory,” or even curriculum.
Instead, it mandates school district staff to participate in training on cultural competency, equity or inclusion. This training will occur at the end of August for SKSD employees, district officials said.
The term “critical race theory” that had community members standing in support or disapproval at the June 16 meeting of the district’s board of directors, has no statewide definition, Superintendent Tim Winter said.
According to Encyclopedia Britannica, “critical race theory” posits that race is not a biological feature but instead a social construct invented with the purpose of oppressing people of color.
The controversy over the term is manufactured, South Kitsap Education Association President John Richardson said. Richardson said the “critical race theory” has to do with how racism intersects with the law, something he said we know to be true in America. He said the theory is “good stuff” but that it’s not happening in schools.
A resolution written by school board director John Berg condemning concepts relating to “critical race theory” being taught in South Kitsap schools was voted down at the board meeting. Berg proposed the resolution to state that the theory was not being taught in schools, and that the board disagreed with statements that he found are related to the theory.
The resolution failed 3-2 with board members Berg and Jeff Daily in favor and Rebecca Diehl, Eric Gattenby and Liz Sebren opposed.
Richardson said that he has heard from some Washington Education Association members calling the resolution the “most racist document they have seen from a school board.”
Daily said these concerns by taxpayers and parents should not be dismissed, saying, “We need to keep in mind that perception is reality,” referring to people’s perception of the theory and their concerns about it being taught.
But Richardson said the concerns aren’t a huge issue, saying only 15 people showed up at the board meeting to discuss this. The controversy is being stirred up by Daily, Richardson said, and he said district staff are frustrated by it.
“It’s exhausting having people on the board who aren’t out for what’s right for students and staff,” Richardson said.
Winter said that no one at the district was dismissing concerns, but instead were trying to clarify them, pushing back on Daily’s “perception is reality” statement:
“I think perception is perception. Our job is to make sure people know what reality is,” Winter said.
The superintendent said “critical race theory” is not included in the curriculum and community concerns with it being taught in schools are opinions based on what individuals may think the theory entails.
Prior to the resolution vote, Sebren acknowledged the concern was a non-issue, saying “critical race theory” is not being taught in South Kitsap’s schools.
The resolution would have also validated that ideology, she said, which in Berg’s opinion is connected to “critical race theory,” and would have prohibited it from being taught in district schools. Because it failed to garner enough votes to pass, Berg said he will consider other means to communicate that message, including introducing amendments to SKSD instruction policies.
Ultimately, the bill passed by Gov. Jay Inslee states that the legislation addresses “equity, cultural competency and dismantling institutional racism in public schools.”
Richardson said most people want diversity, equity and inclusivity in schools and that South Kitsap could do a better job at this, stating that some history books are whitewashed and inaccurate.
During the public comment period, Amy Masten, who teaches a cultural geography class at South Kitsap High School, addressed what she said is one of the misconceptions of teaching equity, cultural competency and about systemic racism in schools.
Matsen said she has never had students blame themselves or their families when learning about events related to colonization or conquests around the world. She said students have instead seen it as “a path to understanding the people and cultures they currently interact with and may interact with in the future.”
Matsen read comments from students in her class who mentioned her class instruction changed their perspectives and helped them understand the dangers of a single story being accepted as fact and cultural stereotyping.
