Cultural Encounters: A Journal For The Theology Of Culture Volume 11 Number 1 (Winter 2015) - Page 22

GOSPEL WITNESS - Smith Parent Union. Shiela Warren: if you don’t know her name, you need to get to know her name. She is very active in the public schools, very knowledgeable of the public schools. So, if you ever need an advocate, she is a dynamic advocate. We had issues last year. It was a horrific year for my family and my youngest son. Things had been going on for probably about three years, and we trusted the school, incorrectly. And we learned very quickly not to trust them. So things progressed, and by the time he got to third grade, they were ready; they were done. “It’s time for him to go; we’re done with him.” They labeled him with ADHD. They said he was a behavior problem. We took him to get him tested. None of those things were true. So, they’re quick to put labels because they just need to get rid of the problem. And so Sheila Warren is doing dynamic work in this area, and if you need an advocate in the school systems or for students with disabilities, any of that kind of stuff, she is just an awesome advocate. She knows these regulations. She knows these administrators. They know her. We took her into the meeting with us. She is willing to do that kind of thing. She came in with us, and I don’t know how we would have fared without her there. So, she’s a wonderful advocate. If you need her information, please see me. I will be happy to give it to you. She’ll be happy to do whatever she can to help you. Smith: Thanks for sharing that. And, again, that’s another organizing thing that can always be done. We can always organize to share that information with each other; be advocates for each other. A lot of times, the parent who’s been through this knows it better than anybody else. So sharing makes it more likely that you will get less screwed over. So knowledge is power in these kinds of things, and that’s something we can organize to share, that kind of collective power; so these are all things that are possible. Any other thoughts? Woman #5: I have a question, a little off the line that you’re on right now, but it’s regarding Native Americans, or First Nations, and this has multiple levels. I’m wondering if the statistics that you showed on Minnesota (or Michigan?) were of city dwellers as opposed to reservation dwellers, if you in your studies have run across statistics that showed that at least there were some better statistics with Native Americans, or First Nations, remaining within their own culture while they’re being educated, and if so, if you found that they were more positive. Smith: Well, the statistics were not divided between urban and reservation bases. What was the rest of the question? I missed part two . . . Woman #5: That actually answers it . . . 21