Take heart,
be smart,
don’t mope,
keep hope:
Through the
Darkness
each night,
shines an
exceedingly
Bright Light:
Glad Tiding,
ever abiding.
Remember:
The Light
shines in
me, us, you---
calling us
to the
the Perfect,
the Good,
the True.
And thus we
shall overcome
autocratic visions,
malevolent decisions
rendered from the tower,
unleashing the majesty of
People Power:
Civic participation
constitutes
Salvation
of a
Democratic Nation.
GMD
Christmas 2024
The
Compatibility of Citizen Organizations Focused on the Exigencies of the Trump
Tribulation and My Long-Term Answer in the Overhaul of K-12 Education
I
continue to give a great amount of thought to the matters of recent discussion
focused on the worthiness of the pursuit of Perfection; and the elation that comes from participatory
citizenship.
For me, these two foci of thought and action are closely related, and indeed every moment of my life holds before me that vision of Perfection as I determine how best to apply my considerable energies for most effective action in the moment or over the long term.
The matter of effective participatory citizenship is constantly humming in my brain each day, with much attention given to pertinent journalistic articles, discussions and coverage on NPR/MPR, and situations unfolding before me on my daily trek.
I am heartened that so many others are moved to action in countering the expected policies of the second Trump presidency.
I have long had very great respect for the ground-level work of the organization Indivisible, and I observe that venerable organizations such as the American Civil Liberties Union, Sierra Club, and Planned Parenthood are primed for action to meet the exigencies of this moment. Although abortion is a conflicted issue for me, I am glad that organizations such as EMILYs List, National Women’s Law Center, and Reproductive Freedom for All are around to press the case for individual decisions made in response to problematic pregnancies. I am equally heartened that more foresightful use of contraceptives and vasectomies reportedly is on the rise: Abortion as delayed birth control is unsavory.
Newer organizations working for ground-level change and counter-action to the Trump Tribulation have also caught my attention: EarthJustice (climate change, environmental concerns); and three organizations---- Center for Common Ground, Communities United, and the Green Grassroots Emergency Election Coalition that came together to produce two documents: The People’s Guide to Grassroots Organizing 2024 and Saving American Democracy, 2024.
All of
this heartens me in knowing that so many organizations are primed to meet the
most proximate issues of the current challenge as I mainly focus on the
long-term answer to the dilemma of low information base citizenry: the overhaul of K-12 education.
………………………………………………………………………..
In that regard, I feel so very blessed to be able to work with my bevy of students each day, with their astounding variety of needs, from those who are cognitively challenged in some way, to those who have been extremely abused academically over multiple years, to those who have now settled academically under my guidance and are primed for advanced college preparatory endeavors.
Blessed am I also to have my blog; my academic journal, Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota; my book, Understanding the Minneapolis Public Schools: Current Condition, Future Prospect (now advancing in production of the second edition in anticipation of formal publication); and my advocacy in Public Comments and prominent presence at various meetings of the Minneapolis Public Schools (MPS) Board of Education.
I am now directing much attention to MPS Superintendent Lisa Sayles-Adams’s dissertation, a gossamer work of just over a hundred pages that somehow gained acceptance as a doctoral thesis, and then again no great surprise and even standard fare in the murky world of education professors and the education doctorate (Ed. D.).
I have downloaded and perused Sayles-Adams’s dissertation, expect to be able to read this flimsy document in approximately an hour, and will be giving a critical review of this insubstantial and yet salient example of what passes as doctoral work in the universe inhabited by education professors and their unfortunate acolytes.
In a Democracy, Citizens Dominate When They Exercise Their Power
The result of the Tuesday, 5 November 2024, presidential election is bracing but upon reflection so clearly exposes the flaws in our society--- while offering the opportunity to acknowledge those flaws and get to work addressing them--- that I am energized by the chance that we now have to draw upon the enormous institutional resources provided by the genius of our constitutional democracy and put democratic principles to work.
Thus did I awake on the morning of Wednesday, 6 November, with an odd sense of elation as to the prospects for advancing citizenship and the relevance of my K-12 Revolutionary activism to that advancement.
I put in some significant door-knocking time for both Kamala Harris and a couple of Minneapolis Public Schools Board of Education candidates, with nary a victory among them. Harris was my favored candidate in the 2020 Democratic primaries; thus was I delighted at the Fates for providing the vice-presidential opportunity to Harris and the 2024 candidacy upon Biden's withdrawal.
I followed the polling data closely in the seven swing states and optimistically envisioned a Harris victory; but Trump's win cannot be put in the category of "shocker," given the state of the electorate.
My read on the election is significantly different from most analysts >>>>>
I am aware of the demographic groups in which Kamala lost ground and the perceptions that so many had of the state of the economy, never mind in the latter case that Biden-Harris actually managed the economy very well after dealing with the Covid mess left by Trump, and that at present GDP growth is just under 3 percent, inflation is a bit over 2%, job growth is strong, and the United States economy the envy of the highly developed nations of the world.
But people want to pay lower prices anyhow, in the supermarket, for houses, for gasoline (which should actually be taxed for investment in electric vehicle production and green energy sources). And because people, especially in the lower middle class, are feeling economic and overhyped border anxiety, they are willing to vote for a sexual predator, multi-count/multi-case criminal, pathological liar, and nasty human being with visions of autocracy.
Thus my own read >>>>>
The low information base and questionable ethics of the American public has been exposed.
People spend more time on social media than reading nonfiction books on government, economics, international affairs, and ethics--- or even seeking out quality online articles pertinent to such subject areas.
People know little of the behaviorist principles of psychology that would allow them to understand the social and physical environmental determinants of their own whims.
Until we create knowledge-intensive, skill-replete public education, full of opportunities to discuss and debate societal issues and ethical decision-making that sends people into the world prepared as citizens who grasp that decisions made for the good of all will actually result in a better life for the individual--- the body politic will be ever susceptible to lies and misrepresentations that induce decisions in search of evanescent personal advantage, rather than the public good.
But I am not weighed down by the immediate circumstance of Trump's election.
We still have a democracy.
In a democracy the people are the government.
This is time for personal activism in behalf of the issues important to the creation of a promising future for the generations to come.
Trump and his policies cannot prevail if people at the local and state levels counter with policies consonant with the public good.
Such activism undergirds my life, in my teaching of 45 students of all ages each week, and on my various platforms for advocacy as to the necessary overhaul of public education, all under the aegis of the New Salem Educational Initiative.
I feel so enormously lucky to have made the decision that I made 53 years ago to become a teacher of young people living at the urban core.
And, while as a matter of personal preference, I would rather use all of my considerable energies in teaching those students and engaging in research and advocacy pertinent to Taiwan, and in the many applications of my research and interviews concerning African America and the North Minneapolis African American community in particular, I also feel blessed to have ten years ago observed my obligation to conduct an intensive investigation into the inner workings of the Minneapolis Public Schools.
That investigation and the examination of a salient example of the urban school district in the United States puts me in a position to advocate for the overhaul of public education and thus the production of a more enlightened citizenry.
Not everyone is positioned for active citizenship of the sort needed at present. But for those of us extroverts, ambiverts, and introverts able to thrust themselves in the public arena, the opportunities are abundant to fulfill the promise of democracy.
I am heartened by those across the United States--- lawyers dedicated to challenging Trump’s extralegal attempts, governors vowing to challenge any Trump draconian actions pertinent to social welfare or immigration, environmentalists and climate change advocates declaring themselves willing to do the necessary work to ensure the human future on planet Earth, feminists and LBGTQ activists steeling themselves for carrying forth their work in opposition to toxic masculinity--- who are ready for the struggle.
The genius of the American political system is the federalist distribution of shared power and the legal protections of the Bill of Rights that relegate the presidency to just one locus of power.
We cannot lose a democracy unless we fail to act.
So as citizens we must exercise our right and our obligation to act.
I am honored and blessed to have multiple opportunities to exercise my talents for citizenship and I urge others to identify their own talents and arenas of action.
Therein is my cause for elation, an elation that I blissfully witness in others, and that I urge upon everyone capable of exercising the opportunity for citizenship.
The Irresponsible Lack of Data on the Minneapolis Public Schools
Website for Data Report Card--- and the Lack of Updated Data for Public Data
Dashboard--
November 11, 2024
Sarah & Kate---
As of 1:15 PM on this afternoon of 11 November 2024, the Minneapolis Public Schools Data Report Card is still not functional for the provision of Minnesota Comprehensive Assessment (MCA), Graduation, or Behavior & Discipline data, nor is the following message and link responsive >>>>>
>>>>>
If you have any questions about the data shown here, please
contact our data visualization team at REATableauSupport@mpls.k12.mn.us.
<<<<<
Bad enough has been the unavailability of any data at all on the Data Report Card site for September and October in this 2024-2025 academic year; even while the site is being updated during these months in most academic years, the prevailing data (extending from academic years ending in 2014 forward) has been available.
Further, the most recent data given for all manner of categories on the Public Data Dashboard is for the 2022-2023 academic year (academic year before last).
You must provide not just me but the public an explanation on the Minneapolis Public Schools website; in a context in which much verbiage is spent with regard to such bromides as "transparency" and "accountability," the lack of ready availability for the data of reference is irresponsible in the extreme.
Please respond to this email immediately.
If I do not get a response today, I am going to enter this as an open communication to the two of you on my blog, which has up to 50,000 readers each month, from the United States to Germany, Israel, Singapore, and many such international locations. And I am increasingly likely to include this matter for discussion in the second edition of Understanding the Minneapolis Public Schools: Current Condition, Future Prospect.
With best regards--
Gary
Gary Marvin Davison, Ph.D.
Director, New Salem Educational Initiative
2507 Bryant Ave North
Minneapolis MN 55411
http://www.newsalemeducation.blogspot.com
Author,
Understanding the Minneapolis Public Schools: Current Condition, Future Prospect (New Salem Educational Initiative, second edition, 2024)
Foundations of an Excellent Liberal Arts Education (New
Salem Educational Initiative, 2022)
A Concise History of African America (Seaburn,
2004)
The State of African Americans in Minnesota 2004 (Minneapolis
Urban League, 2008)
The State of African Americans in Minnesota 2008 (Minneapolis
Urban League, 2004)
Tales from the Taiwanese (Libraries
Unlimited, 2004)
A Short History of Taiwan: The Case for Independence (Praeger,
2003)
Culture and Customs of Taiwan ([with
Barbara E. Reed] (Greenwood, 1998)
A World History: Links Across Time and Place ([with
six other authors] (McDougal Littell, 1988)
My read on the election is significantly different from most analysts. I am aware of the demographic groups in which Kamala Harris lost ground and the perceptions that so many had of the state of the economy, never mind in the latter case that Biden-Harris actually managed the economy very well after dealing with the Covid mess left by Trump, and that at present GDP growth is just under 3 percent, inflation is a bit over 2%, job growth is strong, and the United States economy is the envy of the highly developed nations of the world.
But people want to pay lower prices anyhow, in the supermarket, for houses, for gasoline (which should actually be taxed for investment in electric vehicle production and green energy sources). And because people, especially in the lower middle class, are feeling economic and overhyped border anxiety, they are willing to vote for a sexual predator, multi-count/multi-case criminal, pathological liar, and nasty human being with visions of autocracy.
Thus my own read >>>>>
The low information base and questionable ethics of the American public has been exposed. People spend more time on social media than reading nonfiction books on government, economics, international affairs, and ethics--- or even seeking out quality online articles pertinent to such subject areas. People know little of the behaviorist principles of psychology that would allow them to understand the social and physical environmental determinants of their own whims.
Until we create knowledge-intensive, skill-replete public education, full of opportunities to discuss and debate societal issues and ethical decision-making that sends people into the world prepared as citizens who grasp that decisions made for the good of all will actually result in a better life for the individual--- the body politic will be ever susceptible to lies and misrepresentations that induce decisions in search of evanescent personal advantage, rather than the public good.
But I am not weighed down by the immediate circumstance of Trump's election.
We still have a democracy.
In a democracy the people are the government.
This is time for personal activism in behalf of the issues important to the creation of a promising future for the generations to come.
Trump and his policies cannot prevail if people at the local and state levels counter with policies consonant with the public good.
One must have a firm
spiritual and ethical system of values
and a firmly developed,
abiding identity making the
individual capable of
self-love and self-compassion
before one can feel that level of compassion
that leads to empathy
(compassion and deep understanding of the emotional state of others).
But arriving at necessary self-love is not sufficient:
That which gives life meaning is the ability to live for the benefit of others.
The ability to strive for the Perfect of necessity leads to action for the benefit of others, consciously, consistently, and courageously pursued.
Striving for the Perfect
is to strive for an identity with
Divinity, Ultimate Truth, the Good---
to seek synch with the Dao;
the Perfect implies Universal Love,
an earthly sojourn lived according to one’s highest morality;
the ethical development of one’s own identity and best interests,
leads to Life
lived for others,
the definition of
Meaning.
In the aftermath of the resignation of Faheema Feerayarre from the Minneapolis Board of Education District 3 seat, the Board will appoint a director to fill the position for the remainder of the term, which ends after 4 January 2027.
Board members are scheduled to interview four (4) finalists,
selected from an original six (6) applicants, today (7 November 2024) from 6:30
until 8:30 PM, at Seward Montessori Elementary School, located at 2309
28th Ave S, Minneapolis MN 55406), with members of the public encouraged
to attend.
The finalists are as follows
>>>>>
>>>>>
Finalists
·
Lucie Skjefte
·
Fatimah Hussein
·
Michael Dueñes
·
Christin Crabtree
<<<<<
Board members will ask the four interviewees three (3) questions, as
follows >>>>>
>>>>>
1) Our strategic plan has
four primary goals. The Superintendent was hired to manage our day-to-day
operations. Can you share your vision
for how the School Board should govern in support of the strategic plan and its
goals?
2) How would you work to
engage students, families, and community and ensure all voices are heard?
3) Hard decisions will need
to be made given our budget crisis. Do you have any innovative ideas to address
this? How will you determine what gets
prioritized?
<<<<<
All applicants verified that the following statements are
accurate:
● I will be at least 21 years old prior to day of
appointment
● I am an eligible voter in the State of Minnesota
● I reside within MPS election district 3 and will do
so for the duration of the term
● I am not a sex offender convicted of an offense for
which registration is required under MN statute section 243.166
● I understand the duties of this office and be willing
and able to follow all applicable laws, policies, regulations, and reporting
requirements
Below, readers will find responses given by the dour finalists to
the three questions given on the application >>>>>
Christin Crabtree
What experiences and skills would you bring to the School Board?
Over the past 24 years I have had the privilege to be part of the
Minneapolis Public Schools community in a multitude of ways: as an
educator, parent, and an organizer. Since 2000, I’ve had the
opportunity to spend time in many of our schools across the city, shadowing
educators, spending consistent time volunteering, and engaging in
advocacy. Our family has attended a range of MPS
schools--- magnet, community, and alternative schools. I
began organizing in the district as my eldest child entered kindergarten, and
have been able to be part of a range of activities, such as serving in
leadership roles with school-based PTA/PTO’s, grant writing to bring
supplementary social emotional learning and art activities into our schools,
and conducting supply drives to supplement MPS contract alternative high
schools with educational materials and period products.
These experiences, coupled with an interest in education policy
and deep belief that public education is foundational to strong communities and
a functioning democracy, led me to advocacy on a systemic level. In
2023, I joined alongside other parents to found Minneapolis Families for Public
Schools (MFPS), a grassroots group with a mission to engage Minneapolis
families in collective and collaborative action to create the public schools
that our children, educators, and city both needs and deserves. Our
approach is to work to strengthen our schools and work together with our
educators to bring to fruition a vison of fully funded and well-resourced
Minneapolis Public Schools that meet the diverse needs of our students,
supports and respects our educators, and is publicly funded, governed, and
accountable.
Together we have worked to bring together policy makers across
jurisdictions, supported organizing around the Gender Inclusion Policy, and
built partnerships with other groups across the city (such as COPAL, Colectiva
Bilingue, New Justice Project, and TakeAction MN).
My professional background includes working as an Education
Support Professional and teacher in elementary Special Education, as well as
teaching high school social studies. I began my career as an educator in a
charter school, so I bring firsthand experience both with serving families who
left traditional public school districts--- and with bringing them
back to MPS. I understand the impact of the privatization movement
upon education. These experiences have driven my desire to bring to
light and further educate our community about what privatization means and why
it is so important for education (as well as other public goods such as
libraries and parks) to remain public.
In addition to my background in education, I bring successful
leadership experience to MPS. My professional expertise includes
working in community-based organizing, the nonprofit sector, and corporate
roles. I have experience with government relations, communications,
compliance, and supply chain, bringing a unique combination of skills to
Minneapolis Public Schools that are well-suited to serve our families, Board,
and District in this moment. In my career, I have collaborated on
award winning initiatives to improve quality, efficiency, and agility,
successfully spearheading continuous improvement projects resulting in
measurable cost and time savings.
For six years I served on the Board of Directors with the Domestic
Abuse Project, where I held a variety of roles including Vice Chair of the
Board and Chair of the Development Committee. Other roles I have
held include serving on the Board of the StepUP Program at Augsburg University
(a program for students in recovery from substance use disorders), where I
worked with key legislators in the state of MN and US Congress members to
allocate funding for the Augsburg College Capital Campaign. I am
committed to transforming conditions away from scarcity, strategic exclusion,
and disinvestment, and towards building life-affirming investment with our
communities. Most recently, I have been serving as an organizer with
Nenookaasi, a collective of city residents dedicated to presence and care with
Minneapolis's most vulnerable unhoused populations by facilitating access to
services, affirming cultural practices, and relationship
building. In the past year we have been able to
● Maintain connections between government and nonprofit outreach
service providers and unhoused residents by facilitating access and
communications
● Bring peer recovery support specialists to serve our neighbors
on a daily basis
● Facilitate access to healthcare, treatment, detox, housing,
community support, and mental health services
● Build a responsive, organized, and dynamic ecosystem of care and
services through collective efforts of existing nonprofit partners and mutual
aid groups
● Through our work, we have been able to assist over 200
individuals to access housing, and an additional 70 people to access
treatment/recovery services.
>>>>> Why
do you want to be appointed to the School Board?
When I learned that there was a vacancy on the school board, I
felt called to apply. I bring a unique range of skills, talents, and
experiences that can bring constructive perspective to our Board in this
critical moment in Minneapolis. Minneapolis Public Schools are on
the forefront of a moment of transition; the unknown can create
fear, but it is also an opportunity to build the world we envision. My passion
for public education is rooted in a deep commitment to build the kind of
community we are all worthy of--- one that affirms, uplifts, and
empowers. Through collaborative and collective work with families,
educators, students, staff, and policymakers across jurisdictions, we can
stabilize Minneapolis Public Schools, retain families and educators in our
district, and bring the 42% of eligible students in our city who are currently
choosing schools outside of our district back to Minneapolis Public Schools.
I am excited to bring accountability and transparency to the
district, to deep dive into our finances, and to actively engage with our
community. Public education is the foundation of a thriving
democracy, and as such, schools should be fully resourced and publicly funded,
controlled, and accountable. Every child has a right to a
high-quality public education; a strong public school system is both
a liberatory and antiracist project. It is through a well-rounded
and accessible education system that Minneapolis develops informed, engaged,
and responsible citizens with the knowledge and critical thinking skills
necessary to make informed decisions.
The significance of public education extends far beyond individual
achievement; it is central to the fabric of our communities, serving
as a cornerstone for social interaction and mutual understanding. Schools are
the hubs around which community life revolves, bringing together students,
parents, teachers, and local residents. They provide a space where
diverse groups can converge, engage in constructive dialogue, and foster a
sense of belonging and shared purpose. Public education supports
community development by offering resources and opportunities that extend
beyond the classroom. From adult education programs to community events hosted
at school facilities, public education plays a vital role in lifelong learning
and community engagement.
MPS creates a network of support that benefits not only students
but also families and the wider community. Ultimately, public
education is a communal investment in the collective well-being, and I am
passionate both to build and maintain MPS as a public good in
Minneapolis. MPS strengthens social bonds, promotes economic
development, and enhances the quality of life for all members of the
community. As such, maintaining robust public education systems is
essential for fostering connected, vibrant, and resilient communities capable
of facing future challenges together.
>>>>> Do
you plan to run for the seat in the 2026 election?
Undecided
Michael Dueñes
>>>>> What
experiences and skills would you bring to the School Board?
I am a policy expert with many years of experience creating,
implementing, and working with complex budgets. I understand how to
write, read, interpret, and explain budgets to people. I have worked
as a student organizer, professor, and college dean who is collaborative,
maintains clear lines of communication, and involves all stakeholders in
decision-making.
I also have a successful track record of greatly reducing racial
educational disparities in my work in higher education. As a third
generation Mexican American, I have never forgotten my own or my parents
struggles in education. My father has an 8th grade education and my
mother, who attended Minneapolis public schools in District 3, was unable to
graduate from high school. I graduated from Harding High School on
St. Paul’s Eastside. I was the first person in my family to earn a
four-year college degree and did so at Macalester College. I also
earned a Ph.D. in political science from The University of Michigan.
My parents deeply value education, but they had nobody to advocate
for them in the system when they were K-12 students. MPS students,
families, and educators need a board member who wants to build relationships
with them and advocate for them. I am invested in doing this as well
as making MPS a district that families flock to, rather than
leave. In addition to my experience in complex budgets, I am a
Spanish-speaking Latino parent who invested in MPS by having my own child
attend District 3 MPS K-12 schools. Last year, he graduated from
South High and is now a freshman in college.
Students from Latin America are increasing enrollment across
MPS. They have a multitude of complex needs. It is a
priority for me to work collaboratively with families and educators so that
they stay in MPS. In addition, I would like to work with, and
advocate for, all of the diverse communities that make up District 3 and I have
a track record of doing this successfully and collaboratively in my work.
>>>>> Why
do you want to be appointed to the School Board?
Currently, 42% of children residing in Minneapolis attend schools
somewhere other than MPS. This is unconscionable. I know
that there are complex reasons for this and I believe that it is vital that we
work in the short and long term to keep our current students, bring back
students who have left, and attract new students to our schools in every
neighborhood in Minneapolis. This is a major reason why I ran for school board
in 2020 and it continues to be a major priority for me. I have not
given up on MPS and know that we can be successful in this.
I have also been frustrated with the lack of cohesive
representation from District 3 for many years on the school
board. This has led to a lack of community outreach and engagement
with the many diverse communities in District 3’s schools and neighborhoods. I
would like to build consistent representation and relationships in this
District, as this is a community I am deeply a part of and care
about. Because of this, I am committed to put in the work by showing
up to board meetings regularly as well as working with and for my constituents.
Do you plan to run for the seat in the 2026 election?
Yes.
Fatimah Hussein
>>>>> What
experiences and skills would you bring to the School Board?
My name is Fatimah Hussein, and I am a proud graduate of
Minneapolis Public Schools and a current parent in the district. My
educational journey through Minneapolis Public Schools has profoundly shaped my
life, and I am deeply thankful for the great education and invaluable
experiences I received.
After graduating from Roosevelt High School, I pursued higher
education, earning a Bachelor's degree and a Master's in Health and Human
Service Administration from Saint Mary’s University. As a Licensed
Graduate Social Worker (LGSW), I have cultivated a diverse background serving
our community across both nonprofit and government sectors. I have
dedicated my professional career to community service, focusing on improving
educational access and social equity.
My experience as a social worker has equipped me with skills in
advocacy, conflict resolution, and crisis management, all of which are
important for a role on the Minneapolis Public Schools School
Board. I have worked closely with families and children from various
backgrounds, listening to their needs and addressing systemic barriers that
hinder educational success.
As a coach, I am a firm believer in the power of sports to unite
our community. I have seen firsthand how being part of a team can foster teamwork,
leadership, and resilience among young people. My initiative to start an
all-girls open gym at the Brian Coyle Community Center in South Minneapolis has
provided a safe and loving community for girls and women of all ages to build
confidence and pursue their passion for sports. This program not
only helps girls and women from our communities prepare for school sports but
also respects their religious beliefs, showing that inclusivity is possible in
athletics. Recognizing the unique challenges faced by young Muslim
girls in sports, I co-founded the Asiya Sport Hijab. This initiative
was born out of the need for culturally appropriate sportswear, empowering our
girls to participate in physical activities without compromising their identities.
Through ASIYA, a social impact initiative I helped create, we have
educated the community about the importance of sports hijabs, which led to
increased awareness and options for young Muslim athletes. Partnering with
major sports companies to introduce sports hijabs to the U.S. market not only
addressed a critical need but also provided young girls with greater
opportunities to compete.
My background in Health and Human Service Administration has given
me insight into policy analysis, program development, and resource
management. I understand how to design and implement effective
programs that cater to the needs of students and their families. My
experience in navigating complex systems, whether in government or non-profit
sectors, equips me to advocate for policies that foster educational equity,
mental health support, and community engagement. I am a strong
proponent of collaboration. I believe that effective change comes
from working together with students, parents, educators, and community
members. I have experience building coalitions that bring together
diverse stakeholders to tackle pressing issues in our schools. My
ability to facilitate dialogue and foster partnerships ensures that all voices
are heard, promoting a collaborative approach to problem-solving.
>>>>> Why
do you want to be appointed to the School Board?
I am seeking an appointment to the Minneapolis Public Schools
School Board because I love Minneapolis Public Schools and am passionate about
advancing student achievement and addressing the opportunity gap in our
schools. My commitment to ensuring that every child in our community
receives a high-quality education is rooted in my belief that education
empowers individuals to excel and shape their futures. In today’s
rapidly changing world, our students need unwavering support, strong advocacy,
and the assurance that their community stands firmly behind them, committed to
their success. If given the opportunity, I will serve our community with joy
and a commitment to ensure that all students--- regardless of their
backgrounds--- have equal access to opportunities that will enable
them to succeed. This belief is not merely a goal; it is
a core value that guides my vision for our schools.
I am motivated by the need to close the opportunity gap and create
an educational community where every child can thrive. This requires
intentional action, effective policies, and a collaborative approach that
involves students, educators, families, and community
stakeholders. Growing up, my parents instilled in me the importance
of knowledge through a Somali proverb: “Aqoon l'aani waa iftiin
la'aani,” which translates to "To be without knowledge is to be without light." This
powerful saying underscores my belief that education is the bedrock upon which
our students build their futures. It reminds me that we must strive
to create an individualized path for every student, providing them with the
knowledge and skills they need to navigate the complexities of life. Education
is not just a personal value; it is a communal responsibility. I am
dedicated to serving as a voice for all students, families, educators, and the
broader community.
I believe it is necessary for our children to have advocates who
listen to their needs, support their aspirations, and empower them to express
themselves. As a member of the School Board, I would work tirelessly
to ensure that every student feels valued and heard. I am incredibly
passionate about community engagement and strongly believe that quality
education requires the inclusion of diverse voices in conversations and
decision-making processes. The perspectives of students, families,
educators, and community members are vital in shaping policies that truly
reflect the needs of our students. I envision a School Board that
fosters genuine and impactful conversations, where community ownership is not
just a phrase but a practice. By involving parents, students, and
local organizations in the decision-making process, we can cultivate stronger,
more resilient communities and schools. I am committed to building
partnerships that will enrich our educational programs and create a support
network that uplifts our students.
Advocacy is at the heart of my mission. I believe in
standing up for the rights of our students and ensuring they have access to
resources that promote their academic and personal growth. This
includes advocating for mental health services, equitable funding, and
comprehensive support systems that address the unique challenges faced by our
diverse student population. Through my work as a Licensed Graduate
Social Worker (LGSW), I have developed skills in advocacy, policy development,
and program implementation. I have seen the direct impact of
supportive interventions on student outcomes, and I am committed to translating
this knowledge into actionable strategies on the School Board. My
experience in both non-profit and government sectors has equipped me with the
tools needed to navigate complex systems and effect meaningful change.
Education is a powerful tool for social change, and I hold a
strong conviction that it is key to uplifting everyone in our
community. By providing our children with the best education
possible, we are effectively preparing them to become engaged citizens and
future leaders. This commitment extends beyond the
classroom; it encompasses the social, emotional, and cultural
dimensions of education that contribute to a holistic learning
experience. I believe that our schools should reflect the diversity
of our community and provide culturally relevant curricula that resonate with
all students. It is essential that our education system not only
acknowledges but celebrates the rich tapestry of experiences and backgrounds
that our students bring. By fostering an inclusive environment, we
can empower all students to excel academically and develop a strong sense of
identity.
As I seek this appointment to the School Board in District 3, I do
so with a deep sense of responsibility and a clear vision for our educational
future. I am dedicated to contributing my skills and experiences to
enhance our education system, ensuring that every student has access to
high-quality learning opportunities. In this role, I will work
tirelessly to advocate for the needs of our [End of Submission]
>>>>> Do
you plan to run for the seat in the 2026 election?
Undecided.
Lucie Skjefte
>>>>> What
experiences and skills would you bring to the School Board?
I bring a wealth of experience and skills to the Minneapolis
Public School Board, including
1. Educational Background: With degrees in
Advertising, Graphic Design, and WebInteractive Media, I have a strong
foundation in communication and design that supports effective outreach and
advocacy.
2. Leadership Experience: With over 5 years
experience as the Chair of the American Indian Parent Advisory Committee
(AIPAC), I have demonstrated my ability to lead, collaborate, and make informed
decisions that enhance the educational environment for Minneapolis students.
3. Cultural Advocacy: I am committed to
integrating diverse perspectives into education, ensuring cultural
representation and inclusivity so that Minneapolis students feel valued and
supported.
4. Community Engagement: My experience in
fostering collaboration among parents, educators, and community leaders
showcases my ability to build partnerships that enhance student success and
well-being.
5. Focus on Mental Health and Discipline: I
advocate for culturally competent mental health services and restorative
disciplinary practices, reflecting my understanding of the unique challenges
faced by many Minneapolis students.
6. Vision for the Future: I emphasize the
need for a long-term strategic plan that incorporates cultural knowledge into
curricula and prioritizes language revitalization and relevant STEM programs to
align education with future needs.
7. Design and Communication Skills: My
design background enables me to identify creative solutions that raise
awareness and drive change, which is essential for effective advocacy. Overall,
my blend of leadership, cultural advocacy, and community-focused approach
positions me as a strong candidate for the Minneapolis Public School Board,
ready to advocate for all students and enhance educational equity.
>>>>> Why
do you want to be appointed to the School Board?
I believe I should be part of the Minneapolis School Board because
I bring a unique combination of experience, skills, and a deep commitment to
educational equity, particularly for American Indian students. As
Chair of the American Indian Parent Advisory Committee, I have effectively
advocated for marginalized communities and created inclusive educational
environments. I focus on integrating Indigenous perspectives into
the curriculum to promote cultural relevance and a sense of belonging among
students. My commitment to mental health support and restorative
discipline reflects my understanding of the challenges students face, ensuring
that their emotional and academic needs are prioritized.
Additionally, my background in design enhances my ability to
communicate and engage with diverse stakeholders, fostering community
partnerships that are crucial for student success. With a vision for
long-term educational improvements, I am dedicated to culturally competent
practices and would be a valuable asset to the Minneapolis School Board,
advocating for a brighter future for all students.
>>>>> Do
you plan to run for this seat in the 2026 election?
Yes.
