Even though the school was started as a LGBTQ+ safe space they had to remove anything affirming the LGBTQ+ people. The goal of the republican right is to erase LGBTQ+ people from the public society. They don’t want us seen, they do not want us talked about. They especially don’t want kids to understand they can be themselves if they are not straight or cis. They want kids to feel they must fit the mold of straight and cis only. If you feel differently you must hide it and live miserably to make the snowflake Christian nationalist right feel comfortable. This will backfire on them. Just as the LGBTQ+ overcame the full force of the right’s bigotry once we can do it again. We have moved far too toward equality to let them push us from society again. The young people will not accept it nor tolerate the regression of freedoms to make a few bigots feel comfortable with the world around them. They also know that intolerant maga driven my the cult of tRump won’t last forever. Hugs
“We have had rainbows in our building because we are affirming to all people, and at some point our mission statement included a segment that said ‘We are affirming to LGBTQ people,’ but we have taken that out.”
Before the vote Wednesday, she said the school painted over rainbow colors and designs and replaced maps with ones that had a “Gulf of America” label. They revised the logo and reviewed textbooks and other documents.
Months after its contract was threatened over a rainbow mural and a map labeling the Gulf of Mexico, an Alabama charter school will stay open.
The state charter commission voted Wednesday to renew Magic City Acceptance Academy’s contract, allowing the school to operate for five more years. The school and its leaders came under fire this spring for allegedly violating aspects of Alabama’s new anti-DEI law, which prohibits so-called “divisive concepts” and other diversity and inclusion programming in public schools and colleges.
“I’ll say the thing that we’re all thinking,” said Karen Musgrove, the school’s CEO, after being pressed by one commissioner to address the “monster in the room.”
“We have had rainbows in our building because we are affirming to all people, and at some point our mission statement included a segment that said ‘We are affirming to LGBTQ people,’ but we have taken that out.”
“We’re affirming to all people. We’re affirming to our Black students. We’re affirming to our Hispanic students. We’re affirming to our LGBTQ students, which are in every school in the state.”
Magic City Acceptance Academy opened in 2021 in an effort to provide a supportive learning environment for LGBTQ students and other at-risk populations. Students and staff say they built a welcoming community in the Birmingham-area school, despite a firestorm of political backlash over the years.
In a plea to commissioners, one parent said “everything changed” for her son after enrolling at MCAA. He stopped skipping class, vaping and fighting, and he’s now excelling in college-level courses.
“Renewing Magic City’s charter means continuing to change lives like my son’s,” she said. “It means giving more kids the chance to discover their potential and their purpose.”
After a brief debate, the commission ultimately renewed the charter – on the condition that it agreed to maintain “strict adherence throughout its shorter term to Alabama laws, specifically including, without limitation, Alabama Code 41190,” the state’s “divisive concepts” law. If it fails to comply, Magic City could be subject to sanctions, said Lane Knight, the commission’s lawyer.
“They’ve got the financial support, they’ve got a good program, they’ve got the leadership,” said commission member Charles Knight. “And again, we all agree that we’re trying to create environments where students are educated, and obviously they’re doing a good job of that.”
Recent changes
According to emails obtained by AL.com, school officials contacted the charter commission in early 2025, just days after 1819 News ran an article claiming the school was violating the law by hosting a “radical LGBTQ+ anti-America author” and promoting diversity, equity and inclusion in its handbook.
Musgrove reached out to the commission’s director, Logan Searcy, for advice on January 24. She sent Searcy changes to the school’s mission statement a week later.
Between February and March, 1819 published a handful of articles about the school. Republican lawmakers threatened its funding and called for a state investigation.
In early February, the commission paid the school another visit.
“The goal here is to report our diligence in monitoring the school to hopefully alleviate concerns at renewal time,” the commission’s financial specialist, Douglas Riley, wrote to Principal Patton Furman on Feb. 4. “I suspect you will see much more attention from the Commission this spring with that goal in mind. Please understand the spirit in which these efforts are intended, we want to identify and fix problems before they grow into something serious.”
He wrote to school leaders again after the visit: “Y’all are making some strong moves and I hope we can put the recent press behind us and have a smooth renewal process later this year.”
That same day, the commission sent the school a letter, noting that it had received “various reports” that the school’s curricula and programming violated the new law.
Searcy visited the school, along with commission member Cynthia McCarty, on Feb. 20, according to emails.
On March 6, Musgrove issued a lengthy response to the commission’s letter, claiming that leaders had already taken steps to make changes to decor and programming, and that they had not received any negative feedback after members’ visits to the school.
Before the vote Wednesday, she said the school painted over rainbow colors and designs and replaced maps with ones that had a “Gulf of America” label. They revised the logo and reviewed textbooks and other documents.
“We don’t see ourselves as being divisive,” she said. “Because we did exactly what was asked of us.”
A new outlook
It is rare for an Alabama charter school to close down after its initial contract is granted. If the commission has any concerns about a school’s viability, they may issue a shortened two- or three-year contract.
The commission originally suggested a three-year contract for Magic City, but voted to approve a standard five-year one after some pushback.
With the greenlight from the commission, school officials plan to start work immediately on a new building, which will feature a large theater, band room and expanded mental health resources.
It plans to eventually serve up to 500 students.
“We are going to make you proud,” Musgrove told the commission. “We’re doing amazing things, and we want you to be a part of that relationship.”
The commission also approved a five-year extension for LEAD Academy in Montgomery and a three-year extension for Breakthrough Academy in Perry County.
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Rebecca Griesbach
Rebecca Griesbach is a data reporter at AL.com, covering education and other issues across the state. She joined the newsroom in 2021 as a founding member of the Alabama Education Lab and a Report for America… more
Senior managing editor and logophile Andy Hollandbeck reveals the sometimes surprising roots of common English words and phrases. Remember: Etymology tells us where a word comes from, but not what it means today.
On October 16, 1758, Noah Webster and his wife Mercy Steel Webster welcomed a new son into their lives. They named him after his father. Noah Sr. was a farmer and weaver, and Mercy was a homemaker, and by all outward appearances, they lived a rather normal life in the West Division of Hartford — what would become West Hartford, Connecticut.
Though the elder Webster had never attended college himself, he placed great value on education, so from an early age, Mercy taught the younger Noah what she could of spelling, mathematics, music, and other subjects. At age 6, he began attending a one-room schoolhouse; later in life, he described his untrained teachers there as the “dregs of humanity.”
Regardless, Noah took to learning like a fish to water, eventually outgrowing the educational opportunities of his hometown. When he was 16, Noah Sr. mortgaged the family farm so that they could afford to send the younger Noah to Yale University to continue his studies; he graduated four years later in 1778, in the midst of the American Revolution.
After Yale, Noah wanted to study law, but his family couldn’t afford it. Remembering the deficiencies and horrors of his grade school days, he recognized that education might be a better place to make his mark. So he became a teacher.
Most of the books used in American classrooms at the time still came from England — some even included pledges to King George. There was also the matter of patriotism. There was a scarcity of American textbooks for American children, and Noah Webster decided he could help.
So in 1783, he published his own textbook, A Grammatical Institute of the English Language. Because it was printed with blue covers, it was known colloquially as the Blue-Backed Speller, and it became one of the most popular American books of the late 18th century, helping teach children to read, spell, and pronounce words.
But the words themselves were still anchored in Great Britain, and the lexicography coming out of England didn’t encompass the American experience. This realization set Webster on a course that would change the language. In 1801, he began collecting words and their definitions with the aim of creating an American dictionary.
His first edition, published in 1806, was called A Compendious Dictionary of the English Language, and it contained the spellings and brief definitions of 37,000 English words, including thousands of new words that originated on the left side of the Atlantic, words like skunk and raccoon and moccasin (entered as “Moccason or Moggason”).
Webster wasn’t the first to refer to his word hoard as a dictionary. That word had been used in English to describe a reference work at least since the early 16th century, including in the titles of Henry Cockeram’s The English Dictionarie (1623), Thomas Blount’s Glossographia; or, a dictionary interpreting the hard words of whatsoever language, now used in our refined English tongue (1656), Samuel Johnson’s Dictionary of the English Language (1755), and Francis Grove’s A Classical Dictionary of the Vulgar Tongue (1788).
The word was apparently coined by John of Garland, a 13th-century English teacher, from the Latin dictio “speech, word.” There are quite a few dict words in English from the same source, such as edict (“to speak out”), contradict (“to speak against”), and benediction (“to speak well”). The adjectival form of dictio is dictionarius, meaning “of words.” In Medieval Latin, a book containing an ordered list of words was called a dictionarium (which might be a shortening of dictionarius liber), whence the English dictionary sprang.
Compendious is an interesting word. It traces to the Latin preposition com “with, together” and pendere “to hang, to weigh.” Compendium is literally “that which is weighed together,” but in Latin it meant “a shortening, a shortcut.” A compendium is a concise summary of a larger work or, more generally, a compilation of related things. The adjective compendious, then, was chosen to indicate Webster’s attempt to be both comprehensive but also brief.
And brief is a good word to describe the entries in Webster’s Compendious Dictionary, especially when compared with all the information found in dictionary entries today. The vast majority of entries are a single line on pages arranged in two columns. And while they are technically accurate definitions, they don’t always help the reader understand how to use the word. For example:
Definite, n. a thing defined or explained
Sailing, n. the act or art of sailing
Stoic, n. a philosopher of the sect of Zeno
Webster continued to collect, define, and compile words, and in 1828, at the age of 70, he published what is considered his magnum opus: An American Dictionary of the English Language, containing definitions for about 70,000 words. That the word American replaced Compendious in the title says a lot about his motivations. He was working toward a new edition when he died in 1843.
Webster famously simplified (corrected is the word he used) the common spellings of some entries based primarily on pronunciation, creating the separation between British English and American English that exists today. For example, his dictionary dropped the u from words like colour and honour. He also favored -ize over -ise in words like crystalize and emphasize, though he wasn’t wholly consistent.
Though Webster’s dictionary was widely popular in the United States, not everything he included was universally welcomed or adopted. Some of his spelling reforms simply didn’t take: For instance, he entered the word bedclothes into his dictionary as bedcloaths, sleigh as sley, and tongue as tung. He also included words that some found objectionable. In the December 27, 1828, issue of The Saturday Evening Post can be found this bit of snark:
Webster’s Dictionary has been issued from the press of Mr. Converse, the publisher. It is contained in two large quarto volumes, and is executed in a manner highly creditable to the press of our country. He introduces into his new dictionary as legitimate, the word lengthy. We should like to know whether his reasons for so doing are breadthy and strengthy.
Regardless of the criticisms, Webster’s lexical toils set the foundation for American dictionary scholarship that extends into modern times; the dictionaries of Merriam-Webster are the direct descendants of Noah Webster’s An American Dictionary of the English Language.
And that’s why October 16 — the anniversary of Noah Webster’s birth — is today celebrated by lexicographers, linguists, and logophiles as National Dictionary Day.
I am not trans even though I have been asked because of my super strong support of trans people. I have lost friends who wouldn’t accept trans people using a public bathroom with them even though all private functions happen in enclosed little stalls. I do have distant family members who are trans and fully supported by family. More important I can clearly see the same negative vile things said about trans people are the same things pushed against gay people when I was a struggling gay teen being pushed by the same groups on the same ideas of victimhood. They were mostly driven by hyper Christian Nationalist religious groups and those who demanded that traditions along with society never change from when they were young and happy. These same groups and feelings are in play against trans people. They are simply the homosexual aids scare of the 1980s. Just as I as a young gay person needed allies and support so do trans people today. Please give as much vocal and upfront support for trans people you can. It is easier to make progress as a society if we don’t have to undo hateful laws outlawing our very existence. Hugs
Following public outcry, the Department of Education has reversed its decision to cut funding for students who have both hearing and vision loss, opting instead to reroute grants to an organization that will provide funding to these students.
Following public outcry, the U.S. Department of Education has restored funding for students who have both hearing and vision loss, about a month after cutting it.
But rather than sending the money directly to the four programs that are part of a national network helping students who are deaf and blind, a condition known as deafblindness, the department has instead rerouted the grants to a different organization that will provide funding for those vulnerable students.
The Trump administration targeted the programs in its attacks on diversity, equity and inclusion; a department spokesperson had cited concerns about “divisive concepts” and “fairness” in explaining the decision to withhold the funding.
ProPublica and other news organizations reported last month on the canceled grants to agencies that serve these students in Oregon, Washington and Wisconsin, as well as in five states that are part of a New England consortium.
Programs then appealed to the Education Department to retain their funding, but the appeals were denied. Last week, the National Center on Deafblindness, the parent organization of the agencies that were denied, told the four programs that the Education Department had provided it with additional grant money and the center was passing it on to them.
“This will enable families, schools, and early intervention programs to continue to … meet the unique needs of children who are deafblind,” according to the letter from the organization to the agencies, which was provided to ProPublica. Education Department officials did not respond to questions from ProPublica; automatic email replies cited the government shutdown. (snip-MORE)
This is the same Bari Weiss that is rabidly anti-trans and a religious racist bigot. She is often used as a warrior to get the crimes against trans kids out, and Teldeb that used to come here and spew Weiss’s lies. No matter who many times I debunked and showed that everything Weiss had reported was lies and misinformation rabid trans haters like Teldeb kept pushing her lies. Because the truth doesn’t matter to them, making sure no child can be who they really are or fit the mold they demand children fit in. Now it is trans kids but as we have seen in the US they are coming for every not straight cis kid demanding they fit into the regressive world they demand everyone live in. Weiss is also a Jewish person who is an Islamophobe. She supports the genocide in Gaza. Hugs
As back-to-school season is in full swing, many teachers are on edge. There were 277 anti-LGBTQ bills introduced in 2025 that were meant to restrict student and educator rights. These include trans-exclusionary pronoun laws and so-called “Don’t Say Gay” laws, which disallow teachers from educating students about sexual orientation or gender identity. And in June, the Supreme Court ruled in favor of parents who wanted to opt their children out of classes that featured books with LGBTQ characters.
In addition, there have been numerousfalse claims that teachers are grooming their students by discussing LGBTQ issues in the classroom. Vice President JD Vance has said that childless teachers are “trying to brainwash the minds of our children,” and President Donald Trump has repeatedly made the false claim that children are undergoing transgender surgery at school.
We wanted to understand how queer and ally teachers are navigating the political climate. So we called up six of them from various red and blue states to get their take on teaching in America in 2025.
Watch the video or read the transcript below.
Spencer Macnaughton: Hi everyone, I’m Spencer Macnaughton. Today I am here with a set of teachers from across the United States, LGBTQ teachers and allies alike, and we want to get their perspective on what it’s like to be a teacher in America, as we’re in the throes of back-to-school season. Everyone, thanks so much for speaking with me and Uncloseted Media today.
Daniel Greenspan: Great to be here.
SM: So I feel like I’d be remiss if I didn’t start right away with the events that happened last week with the assassination of Charlie Kirk. How do you approach a subject like this that is so complicated for adults to discuss with your students, if at all?
DG: I’m in a much more rural area and I definitely got asked about it. I’m kind of on edge about the whole topic because several teachers in my district have been fired just over the last week. I try not to discuss it if possible. It’s a shame that we can’t discuss controversial topics, but you know, they are kids and they’re prone to misinterpret things, and the second a parent gets wind of it, you’ll be very quickly removed.
SM: I feel like if I had kids, I’d want my kids to be learning about tough topics from their teachers, but you’re saying that you’re worried that you could get fired if you talked about that. Is that a sentiment that’s felt across the board here?
Mardy Burleson: Absolutely. Absolutely.
SM: Mardy, tell us more about that.
MB: Well, I have been on the receiving end of a group of parents, community members, for just being an ally. And it’s been pretty horrific, and to the point where it’s now a lawsuit that I initiated because it got so threatening that I had no choice.
SM: And Mardy, just for folks and people listening who don’t know your story, you essentially gave a worksheet to your students that asked them what their pronouns were, and that got out to some of the parents in your class, and you were subsequently doxed, called a groomer, and really harassed online for many, many months to the point where you were afraid to walk down aisles in the grocery store. Is that all accurate?
MB:That is accurate. Yes, that is accurate. I was on paid admin leave for my own safety. I mean all the teachers in here knows what they are, they’re just get-to-know you questionnaires at the beginning of the year and there was an optional question on there: What are your preferred pronouns? And, it got crazy online, it was like threats [on] my life.
SM: When you go through that at school, getting doxed by parents in the community because you’re trying to teach about pronouns, tell me what that does to you personally from a mental health perspective.
MB: Well, I mean, it’s exhausting. It’s exhausting, the amount of weight of the worry, of the guilt, the shame, and you know, to be honest, the biggest toll aside from my family that it took out on them having to deal with the backlash of me being an ally, was my kids that I teach. At that point, I was teaching middle school, and they pulled me out the very next day after this story was written about me. They, the district, pulled me out, put me on paid admin leave immediately. And there were at least two kids that were gender neutral in a different class than this one, where this parent was. One of them, every day—I wasn’t allowed to communicate with them at all—none of my students previously—and every day she would go to my bestie’s room and be like, “Ms. King, is Ms. B coming back?” Every single day. My friend would be like, “I’m sorry, I can’t talk about it.”
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SM:It’s such a balance too that the LGBTQ community has become so politicized and, you know, there’s been dozens and dozens of anti-LGBTQ bills from book bans, to don’t say gay laws, to so many rules about can you use pronouns? Can you not use this? Particularly in red states. I’m curious as allies or as queer teachers, how has it inhibited you or stifled your ability to teach what you want as it relates to LGBTQ studies?
AJ Pound: Something that really sticks out to me is that at my first—at the suburban school that I was subsequently bullied out of by a series of parents and then a new principal who just didn’t want to take the flak, I guess. We did like a poem-a-day type of thing. And one poem, one of them, was by a non-binary poet. I mentioned it in class, and a parent sent me a nasty email. That kind of thing really, especially when you’re a new teacher, sticks with you, and it just makes you afraid to touch, to even get close. That was a total non-invasive way, I think, of just bringing in a queer voice, and the response from just that attempt really put me off. It’s one of those things, though, where you just have to accept that at school, unfortunately, you have to be on and performing 100% of the time already. So it’s just adding that little extra bit of hiding.
J. Everett Irwin: I had had over a decade into the district that I was teaching at when I started using gender neutral names and they/them pronouns in story problems for math. I thought I was in a safe position, and it came back again.
DG:There’s definitely a degree of detraction from the lessons. I couldn’t read something by James Baldwin and not mention how his sexuality influenced the work. That’s incredibly disrespectful. There’s a degree of shame almost in not standing up for this stuff. To think this stuff doesn’t trickle down to the kids is naive.
SM:You said a word there that I thought was striking is “shame.” You feel shame, some shame when you can’t teach that.
DG: You know, why are we doing this? Why are we doing this job? It’s to help kids grow and become better human beings. Everyone’s so quick to jump on, we have an agenda, but really my only agenda is helping kids out. There are easier and better ways to make money if I wanted. I want to be able to teach this stuff and it feels shameful not to allow myself to kind of live in that fearful state.
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AP: As a young teacher, I came out when I was student teaching. My first day at this school, as a brand new first-year teacher, was my first classroom. I was so excited. I had my rainbow planner sitting on my desk. After school that day, my principal told me that a parent called in and was crying in tears on the phone, worried about her daughter and how I was going to corrupt her daughter because of my rainbow planner. So there were too many things going on at once where it was like, I felt shamed that I had upset a parent, that this indicated that I was bad at my job or I wasn’t a safe teacher. I felt shamed that people were threatened by my identity. I felt shamed that a student in my classroom was upset. Then I also felt shame that I was shamed because I was like, wait, no, I’m proud, I’m out, right? I’m over this. But I think there’s something that happens when you’re raised in a society that tells you constantly to [be] quiet and squash it down. There are kids in my classroom right now who feel the way I do or feel worse than I do because the world they’re entering is not safe for them.
Kaitlynn Pelletier:My first three years of teaching were in Maine, and I was teaching in a really tiny, tiny, tiny small town. A student, a transgender student, came up to me and asked me to start a [Gay-Straight Alliance] GSA. And I was like, yeah, I’m down. Then I went forward with the principal, trying to see if I could do that. He kind of made it impossible to do. He was telling me it couldn’t be anything to do with rainbows, the name had to be something completely not related to pride. Anytime a student came out, I would have to report that to the parents. I feel like he just kept putting things in my way to get it so that I couldn’t ever start this, and then COVID happened, and then I couldn’t anyways. So I feel so bad for that student because I know she was very much bullied there.
Alyssa Hamilton: For me, I’m very grateful that I work in a building that, I think our administrators, as well as a majority of the staff, we understand that when we’re building a curriculum, a curriculum should look like a mirror to our students and not necessarily them looking through a window.We try to incorporate all of our students’ lived experiences to make our pedagogy culturally relevant and responsive. We’re really lucky to work in school districts in New York City that allow us to have that kind of onus in our curriculum. Because I think if I was in another school district where I felt like any of my students’ voices were being stifled or their lived experience wasn’t being shown within the classroom, just from the curriculum standpoint, you start to see lack of engagement. If I’m a student who I totally cannot relate to what you’re presenting to me and you don’t try in any way to make it relatable, then there is no context. If there’s no context, then there’s no question that I’m going to want to answer. I want the creativity and the experiences and the cultures, the socioeconomics, the gender identities, the sexualities of my students to be present within what I’m doing in the classroom so that they feel like even though we might be reading Chaucer, there’s some point in the lesson where they can identify as themselves within that piece of the curriculum. That all happens when you have the classroom community and culture built in from day one of the school year.
SM: That’s awesome.
MB: Wow! Just wow.
SM: Mardy, how is what Alyssa described to you that she’s up to in New York City differ from what you’re up to in South Carolina?
MB: It is the polar opposite. I am not allowed to incorporate other voices. So I’m teaching entrepreneurship right now, and even as we’re going through entrepreneurial traits and then the behaviors of entrepreneurs and stuff, there’s major traits in there, of a true entrepreneur, include compassion and understanding world cultures and all of this. And I had to water all my stuff down intentionally, including different faces and different pronouns, and I had to go back and well, I don’t want to say whitewash, but in South Carolina, that’s exactly what it is. Our department, our superintendent, has adapted the Prager University as a statewide acceptable curriculum base.
SM: And PragerU, for those listening, is a designated anti-LGBTQ hate group by many civil rights groups and extremely far right in its ideology and has been, to Mardy’s point, adopted in many school districts across the U.S. Sorry, go ahead.
DG: It’s unbelievable.
MB:Yeah, the whole state of South Carolina. It’s not even an LGBTQ plus, it’s brown and black skinned people and kids. It is… I mean, we’re the home of Nancy Mace.
AP: It’s awful. I definitely struggle with anxiety and depression. It feels like everything I do in the classroom is under a microscope lens. I was the emotional support teacher, they literally called me that, for this group of kids in my middle school. These are real children who really needed an adult who would listen to them. Just listen. That’s all I did. They came into my classroom while I was grading things at the end of the day, and then they left when they were comfortable leaving. That was it. But that’s exactly where those parents that didn’t like me, that principal that didn’t like me, wanted to take it. They were like, well, that’s suspicious, or what have you.
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SM: Playing into the conspiracy that queer teachers are pedophiles.
AP: Correct. When you’re a queer teacher, you have to be perfect. Any mistake that you make becomes blown up. Whereas somebody who isn’t in the minority group gets the benefit of the doubt, that doesn’t exist when you’re queer as a teacher. It just gets stripped from you so fast. Every conversation about queer teachers has this weird undertone of, well, you’re in it for the wrong reasons. I just want to help kids. Like that’s the most innocent and most like, I don’t know, most moral—in my opinion anyways—most moral possible motivations in the world is I want to help the next generation have a better time than I did. I want kids, like me, who suffered in school, like me, to not have to suffer. So then the mental health piece of that is that you have to carry the weight of that constantly. It’s not something you can put down. It’s not like I come home and I’m like, wow, I don’t have to worry about my gay kids anymore. They’re not fine. Now they’re in worse places. Cause at least when they’re in my classroom, I know they’re safe. I know for a fact, some of them aren’t safe when they go home, and I can’t do anything about that.
SM: I’m so sorry you had to go through that. I wanna go back to PragerU. Just for the people watching this who don’t know, PragerU’s videos and lesson plans are approved as supplemental educational resources in at least eight states. Some key points about what they’ve done with LGBTQ issues: They released a 21-minute film called Detrans, which promotes the idea that gender-affirming care is dangerous, and the film and the campaign faced strong criticism from LGBTQ advocacy groups. The human rights campaign called the content “hate-filled propaganda.” You, Daniel, said that it was unbelievable when we mentioned PragerU in some of the schools. Tell us more about why you said that.
DG:I’m just astonished. I’ve never ever seen that. They’re not a university. They call themselves Prager University. They’re not, it’s a YouTube channel. And a lot of it’s inaccurate, historically or otherwise. I can’t believe that they would allow that.
SM: How frustrating is it for you as a teacher when you’re like, this is historically inaccurate, this is coming after marginalized groups, and now it’s being implemented in many states where I’m expected or encouraged to teach this?
AH: I’m in a very, very lucky position to be in New York City, while all of the things are happening in the world. Like I know that our chancellor’s regulations in New York City, they supersede whatever’s happening federally. It’s heartbreaking to hear that there’s like stifling that’s happening with that because at the core of a teacher, we’re there to help children. In my building, we have a Christian club that the kids go to. We also have, you know, a Muslim club where the kids who are Muslim, they get to go and speak and be heard and they’re around like-minded children and teachers who share the same values. We have our GSA. We have a African-American studies club. There’s so much diversity within the building. I think a lot of times people speak about teachers, and they think teachers have the ability to indoctrinate children with whatever their stance is. I think that if non-educators took a step into the classroom, they’d realize that teachers are not actually indoctrinating kids with any type of view. In fact, we’re there to teach them how to have, at least in my school, how to have conversations and discussions where you might not agree with a person, but you have to respect where they come from. We’re there to teach respect. We’re there to teach diversity.
SM:And, Alyssa, I know you obviously. I know you’re yourself a devout Christian, right? How do you think the government and school districts are weaponizing Christianity as it relates to curriculums in schools?
AH: My students don’t know my religious beliefs. My students don’t know my political beliefs. That’s not my place. It’s not my place to say—as the role model in the room—it’s not my place to say, “Oh, well I’m a Christian and you guys should be praying every night.” No, now there are discussions where race or sexuality or religion come into play. I allow my students to lead those conversations and those discussions with each other under parameters, like I said, of respect and rapport, and there are going to be different religions in the room. I tell our kids the very first day, implicit bias and explicit bias stops at this door. When you come in and you’re working with your peers, my expectation to you as my students is that you’re able to articulate yourself respectfully. You’re going to have a rapport in this classroom community with people who are different than you are and that is okay. I feel like our world would be a lot better if people kind of stood in the, it’s okay, let them be. Let people be. Let people be Christian, let people be Muslim, let people be gay, let people be straight, let people identify how they want, let them be. The more we understand the concept of “let them be” in this world, I feel the less division there will be.
SM: That was really nice. I do want to talk about our president, Donald Trump. Trump has attacked many different groups, but also teachers. He said that promoting woke gender ideology, which he says teachers are doing in many cases, is nothing less than child abuse. He has said that schools are now almost exclusively teaching kids how to be transgender. When you have a president who’s setting the tone for the country, supposedly, saying rhetoric like this about teachers, what is the effect for you guys on the ground there?
AH: There’s so much division because of the rhetoric that’s coming directly from politicians, and it’s trickling into the classroom. It is heartbreaking to see or have children leave anybody’s classroom for me. The kids are walking out, and you see rejection written on their faces. You see sadness, you see kids who don’t—I’m getting goosebumps. You have kids who are afraid to say something because they don’t want the teacher to get in trouble because they’re afraid of retaliation. That is what you’re seeing.
KP: That’s what I always echo back to my students, is that at this school we’re all important, we’re all valid. So it wouldn’t be nice to exclude somebody because what if it was you?
AP:Everything that we’re trying to do that is good doesn’t matter because it has this perception from this very large crowd, this very loud crowd, of being dangerous. No matter of facts, no matter of truth can get through to them, because they’ve picked their own version of reality that they wish to impose upon all of the rest of us, regardless of what real damage it does.
JEI: It’s wild to me how the “facts don’t care about your feelings” crowd absolutely care about how their feelings might or might not be affected by that.
SM: This has been obviously a heavy conversation in many ways. I want to know though, from you guys as teachers, what’s giving you hope with the next generation?
DG: We were having just a quick conversation about what a stereotype was. One kid started talking about his gay brother, and a girl, you know, she didn’t know what she was saying, but she used a slur by accident. The reaction from the class was pretty overwhelmingly, “Hey, you can’t say that.” I was kind of ready to shut it down and we moved on after that, but I didn’t really need to correct them, I didn’t need to do anything myself. That made me really proud.
KP: I really love students’ rejection of authority. Which also, it makes my life miserable a lot, it makes classroom management very difficult. But I love that they don’t just follow whoever the most powerful person in the room. I love that they question everything. I think that’s really important, and I think they’re so strong-willed, and I think that’s exactly what we need from the next generation.
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MB:Of all these community members that we have, I’ve taught more than one of their kids now. And there are a few that are still, not still, but they’ve been indoctrinated at home for hate. And there’s a few of them. But what I’ve seen more overwhelmingly is a lot of colorblind, a lot of gender blind, it’s like no big deal to them.
SM: Just to underscore for the audience, you’re essentially in the Bible belt, where you’re saying that it’s overwhelmingly no big deal. I mean, that’s another major marker to me of progress.
MB: Yeah, it’s crazy to see the evidence of it. I have a lot of hope.
SM: I do think there’s a lot of parents who might be misinformed about LGBTQ issues and maybe not inherently hateful, but just afraid for their kids. What would your message to those parents be?
AP: If you would just sit in a room with me, and we could have a cup of coffee, and we could get to know each other a little bit, I’m not trying to harm anyone. I get fear. Like fear is real. It’s something that you have to combat. But it’s hard and so like, if you need somebody to hold your hands, I’ll hold your hand. I’m totally here for that. I just wish that when your hand was reaching out, it would not sharpen your claws, right? Put those away. So if, you know, if you come to me and you have an honest question, I’ll hear any kind of… The phrasing doesn’t matter to me. It can be as offensive-sounding. As long as I know that your intention is good, I don’t care if you use the right terms. I want you to know that your child is safe with me and I want you to know that every child in my classroom is safe with me, regardless of what parentage they’re coming from. Regardless of what situation they’re in. When I say my classroom is a safe space, I don’t mean it’s safe just for queer people. I mean that it’s safe for everyone, and that’s what I want those parents to know.
AH: If parents understood that by understanding each other’s identities, we end up building stronger connections, it creates trust within the household, and it builds that bridge between school and home so that we’re supporting every single student in a meaningful way. Not looking at it as we’re standing across from each other, but like we all want the best for your child. So, let’s stand side by side so that we can make sure that that learner, that little light, can actually shine.
JEI: As the parent of four adult children, my youngest turns 18 in a couple of months. They have all become their own unique people. If you have children and you’re sending them to me or anywhere else, they’re going to be who they’re going to be. You can either try to change that and possibly do incredible damage, or you can be supportive and help them figure out how to be safe through that.
SM: I love it.
JEI: And that’s what I’m here for.
SM: Thank you, I think that’s a wonderful place to end. You guys are absolutely fantastic and saints of society to educate the next generation. Caitlin, Daniel, Everett, AJ, Mardy and Alyssa, thank you all so much for speaking with me and Uncloseted today. We learned a lot.
Additional reporting by Hope Pisoni
Editor’s note: In the video, Mardy Burleson’s name is misspelled. Her first name is spelled M-A-R-D-Y, and Kaitlynn is spelled K-A-I-T-L-Y-N-N.
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In case we’ve forgotten him, former OK Schools Supt. Ryan Walters did a lot of really expensive, very crazy stuff in the schools, later getting caught watching porn on school property; he was caught while chairing a meeting with Board members. I promised Scottie that I’d post whenever I found something about Ryan Walters. I read thishere, where there is plenty more news.
Alexia Aston, The Oklahoman Thu, October 2, 2025 at 9:17 AM CDT
Attorney General Gentner Drummond has called for an investigative audit into the Oklahoma State Department of Education following the resignation of Ryan Walters as the state’s top education official.
In a letter sent Wednesday, Oct. 1, to Oklahoma State Auditor and Inspector Cindy Byrd, Drummond ordered an audit covering Walters’ tenure from January 2023 to September 2025. The attorney general said several current and past state education employees had raised concerns about spending practices under Walters’ leadership, adding that the former superintendent has a “history of mishandling tax dollars.”
A spokesman for Byrd confirmed her office had received Drummond’s letter.
Walters, the controversial former state schools superintendent, resigned Tuesday to lead a new professional organization that touts itself as “an alternative to union membership” for teachers. The former education leader drew national attention Oklahoma through ultra-conservative, Christianity-focused initiatives. During his tenure, he ordered public schools to teach from the Bible, honor Kirk with a moment of silence and show students a video of him praying for President Donald Trump.
Madison Cercy, spokeswoman for the Department of Education, did not respond to a request for comment.
Grand jury findings blamed Ryan Walters for misspending COVID funds
Drummond, a Republican who’s running for governor, cited the state’s multicounty grand jury findings in 2024, which blamed Walters for misspending pandemic relief funds.
“You are well aware that the former superintendent has a documented history of mismanaging tax dollars, as it was your office that exposed Mr. Walters for granting ‘blanket approval’ for families to purchase non-educational items like Xboxes and refrigerators,” Drummond wrote in the letter to Byrd.
At the time, grand jurors did not issue any indictments, saying they found insufficient evidence to establish, beyond a reasonable doubt, that a crime was committed.
The grand jury specifically blamed Walters for the misspending of federal funds in a program called Bridge the Gap. The program fell underneath the Governor’s Emergency Education Relief Fund. Bridge the Gap’s purpose was to help children get supplies to learn at home during the pandemic. Some parents used funds from the program to buy things for themselves.
Walters has faulted ClassWallet, the out-of-state company hired to help disburse the federal funds.
Democratic lawmaker files ethics complaint against Walters
Drummond isn’t the only elected official requesting a state agency to investigate Walters’ oversight.
State Rep. Ellen Pogemiller, D-Oklahoma City, filed a formal complaint with the Oklahoma Ethics Commission on Sept. 29, saying Walters’ hiring as chief executive officer of the Teacher Freedom Alliance – which he announced during an appearance on Fox News Sept. 24 – raises ethics concerns. Walters repeatedly touted the organization in the months leading up to his hiring.
“This development strongly suggests that his prior actions were motivated by personal financial or professional gain, further underscoring the need for investigation,” Pogemiller wrote in her complaint, which was addressed to Lee Anne Bruce Boone, the Ethics Commission’s executive director.
Though neurodivergent people tend to love the world of academia and absorbing information, the systems and structure of higher education is often antithetical to the needs of differently abled people, both mentally and physically. Author Courtney Floyd expands on this in the Big Idea for her newest novel, Higher Magic, as she recounts her experience with earning her PhD and seeing how the world of education wasn’t designed with inclusivity and accessibility in mind.
COURTNEY FLOYD:
When I first sat down to write the first draft of Higher Magic, I was two years out of my PhD program and still trying to balance the sum of my time there. My sense of the possible had shifted profoundly as I studied literature, learned to research, traveled to conferences and archives, and honed my analytical and interpretive skills. My life had changed for the better. But I was still discovering the many ways my program had taught me to ignore my body and push through exhaustion and anxiety, no matter the cost.
In higher education, you’re supposed to act as though you’re nothing but a floating brain. Oh, nobody ever says that outright. Especially not when you’re a first generation student who slid sideways into the academy and, to everyone’s bewilderment, stuck around. But the expectation is there. Lurking.
I learned to see it sidelong, in the way I was expected to write without using the first person and also in the lack of understanding some professors showed when I couldn’t attend office hours or study groups because I was juggling several jobs to pay my tuition. It reared its head in my mentor’s office, when she snapped impatiently at me because I got jury duty, and couldn’t defer it. It showed up with the brain fog and intense hand cramps after two-hour midterms in which I had to handwrite entire essays.
I came to see it even more clearly as an instructor, in the way boilerplate attendance policies penalized students who were late because of health issues or irregular bus schedules. It haunted me, one term, when one of my students––a veteran who’d recently undergone major surgery––apologized for every single essay he turned in, not because it was late but because he was worried his medication had made him incoherent.
By the end of my time in grad school, I saw the floating brain edict at work every day. In the exam prep or the job search eating up my own and my peers’ lives, turning us into bleary-eyed shadows. In the exhausted way my officemate staggered back from her two week maternity leave, which we’d gone on strike only a year earlier to get. In the student in my cohort who weighed the cost on her mental health and withdrew from the program.
Mind over matter is a brutal either/or.
Either you’re smart enough to figure it out, or you’ll drop out. Either you’ll burn your candle at both ends, or you’ll snuff yourself out trying.
In her book Teaching to Transgress, Black feminist scholar and educator, bell hooks, writes that in classrooms and other institutionalized spaces, “the person who is the most powerful has the privilege of denying their body,” of becoming the invisible default. The cog at the center of the complicated machine. But, as we’ve seen in the past couple of years, when our bodies become too inconvenient–too vocal or visible or vexing–the people in power (in and beyond the ivory tower) can decide to deny our bodies, too. Or make them disappear.
In SFF, we love a good literalized metaphor. When I first had the idea for Higher Magic, graduate students weren’t being literally disappeared for protesting, but students were being quietly pushed out of the academy for needing access and inclusion. For needing systems built to support white, male, nondisabled scholars to change, just a little, so that others could participate.
Fresh out of PhD school in 2019, I knew I wanted to write about that kind of disappearing. Because bell hooks didn’t just pinpoint a problem, she shared a solution, too: “Once we start talking in the classroom about the body, and about how we live in our bodies, we’re automatically changing the way power orchestrate[s] itself.”
Enter Dorothe Bartleby, a first-generation, neurodivergent grad student who is trying her best to be a floating brain at the start of Higher Magic. She quickly learns it’s not sustainable, and spends the rest of the book slowly figuring out how to be a body and a brain at the same time. While tracking down her disappearing students. And getting ready for her last attempt at passing her qualifying exam. (snip-go finish the rest on the page!)
rgriesbach@al.com
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