Case Study Reflections:
Unmasking Hallowe’en
Philosophy Lens
In this case, Kim Petrowski, who is a parent at the school, is outraged by the staff’s decision to have classes not participate in Halloween celebrations and events. Classes are instead going on field trips related to topics the students have been working on in their classes. Jennifer Middleboro, the school’s principal, received a phone call from the superintendent’s office, where she was told that Kim had filed complaints about this decision and was threatening to go to the media. Kim believes the school is depriving the kids of costume parties and celebrations, being a “fundamental part of the Canadian experience.” After the discussions with the superintendent, he asks Jennifer to “handle it.” Left frustrated, Jennifer must decide how to make a compromise to address the parents’ concerns.
From a philosophical perspective, I believe Middleboro’s attempts to be more inclusive of cultural minorities were thoughtful and respectful, as they took the time to recognize there was a heavy immigrant population within the school and community. This was also supported by the teachers at the school and agreed upon by the staff. I also understand where Kim was coming from, but I did not like how she and the superintendent went about handling it. Based on the information in the case, Kim believes that the school is “Banning Halloween.” I do not believe that to be true. The teachers chose to do alternative, more curriculum-based activities rather than classroom parties and parades. There was no mention of teachers or the school still doing some traditional Halloween activities. They could have been doing Halloween-themed activities all week. It was mainly just Kim’s wants and beliefs about how the day should look.
Inclusivity seems to be something that Jennifer and the staff genuinely care about, which is a great philosophy to have, regardless of the curriculum. Although I believe that, before making any decisions, Jennifer and the staff could have included the parent council in discussions to gauge their views, as there might have been a better way to reach a compromise.
Implications for Practice: Imagine you teach in a school that has decided on alternative activities to traditional holiday celebrations. What kinds of activities might you plan that would be pedagogically defensible yet appealing to students?
If I taught at a school that had decided on alternative activities, I think I would take the time to understand the students and the community’s cultural perspectives and have different days of celebration. For example, in this case study, the school has a heavy immigrant population with a majority being from India and the Philippines. In the Philippines, All Saints’ Day falls one day after Halloween, a day that honours loved ones who have passed on. You could plan activities after Halloween to help students embrace and learn about this, possibly giving these students opportunities to teach their classmates about the importance of this day. Diwali (Festival of Lights), which usually occurs in Oct/Nov, is a 5-day festival that celebrates the victory of light over darkness.
A teacher could create a week-long festival-type activity, with each day having its own significance. Another example I like is what the school I had for my practicum did. They allowed students to dress up, but if you didn’t want to, you didn’t have to. They also had a Halloween dance and costume contest. The school gave students the choice of attending the dance or staying in the classrooms to watch movies or play on the Chromebooks. From my own observations, I think the biggest takeaway from these things is giving them the choice. Students who stayed behind didn’t seem to feel left out, but were happy they were given the choice regardless of their cultural background. Creating an environment where students feel safe and can express their cultures and worldviews is essential to fostering a healthy learning environment that appreciates everyone, regardless of background.