On Being Members of A Community

Recently, I heard a radio interview with an author who charted the decline of community support for public education. He put together a persuasive case. Americans, the commentator invoked, are more devoted than ever to nurturing the potential of their own children. But the commitment to the children of others, as measured through failed bond referenda, decline in support for public after-school programs, and low approval ratings in polls about public schools, has weakened. The dreary conclusion is that we may be turning into a society of self-seeking clans.

But, when I think about the devoted NCTE members that I am privileged to know, I see the limits of the speaker’s dismal premise. We are a community of thousands of educators who care deeply about every student and child—not just our own. And like any true community, when we see suffering, we respond.

Last week, as the destruction wrought by Hurricane Katrina wrecked the traditional start of the school year, I received emails from members across the country. What can we do for the teachers, students, and families in the devastated area? Where can we send money, clothing, books, school supplies—anything to restore a semblance of the safety and security required for students to have a chance to learn and succeed?

These were earnest questions for which we had no immediate answers. As we get better information in the weeks ahead, we will be inviting members to help meet the greatest needs of literacy educators and their students in the afflicted areas. And members will respond. But before we do what we can to support the serious business of educating children in great need, we must remember to be hopeful—about the fate of all of our students, our schools, and our professional community.

While the circumstances are very different, the outpouring of energy and goodwill from NCTE members reminds me of the days following the September 11th tragedy. Concerned teachers crafted special lesson plans, sent school supplies, organized class projects—all in an effort to help students think clearly about how their worlds were changing, and take ownership through their writing and other expressive work. Our professional community always responds with concern for what matters most—students, their teachers, their families, and their schools. Perhaps some in our society do neglect community values. NCTE members do not.