America’s culture wars are driving great teachers out of the classroom, exacerbating a shortage that has reached critical levels in most states. The story of Willie Carver, Kentucky's Teacher of the Year for 2022, is especially tragic. He was honored at the White House along with 49 other outstanding teachers this past spring. He was beloved by his students and colleagues. But Carver was also an openly gay teacher and became weary (and fearful) of the unrelenting hostility toward LGBTQ educators and students at his school.

In this episode, Carver explains the conditions that led to his painful decision to leave Montgomery County High School. Carver said he became a teacher so that every student could believe in their own worth and potential, a mission his students say he successfully achieved and one he still hopes to promote outside of the classroom.

On one side of this issue are those who believe discussions about gender and sexual identity shouldn’t take place in the classroom.

On the other side are those who believe that as students learn about diversity and respect for others in school, they must learn about differences in gender and sexual identity. Many also argue that LGBTQ students must have a safe and supportive learning environment, especially given the high number who suffer emotionally and socially as a result of bullying and prejudice.

The central questions guiding this Courageous Conversation are this: What role should schools play regarding policies, instruction, and classroom discussions related to sexual and gender identity? How can schools respect the rights of parents while also ensuring that students are well-supported and have a safe place to learn?

High school students on Kentucky’s Student Voice Team discuss findings and recommendations in a report they produced called, Race to Learn. Their findings and recommendations reflect survey responses from nearly 11,000 fellow middle and high school students about how they want their schools to deal with race and racism. At least one of the students’ recommendations cannot be implemented because of restrictions in new state laws.

Educators, parents, students, policy makers, and concerned citizens have become deeply divided about how history, current events, and controversial issues should be discussed in our public schools. At the center of these debates are questions about race and racism – what exactly students should learn about these concepts, how the concepts should be taught, and what the outcomes should be. These and a few related questions guide our conversation.

Education board rooms across the country have recently become battlegrounds over mask and vaccine mandates, how history should be taught, and how race and racism should be studied. Amidst these contentious debates are concerns among some that too many educators are indoctrinating their students with partisan viewpoints. But what does it really mean to indoctrinate and is it always undesirable or undemocratic?