After the loss of 18 American soldiers in a 1993 raid on Mogadishu, the United States withdrew its troops from Somalia. Refugees lost their homes, saw their people tortured and killed at the hands of corrupt warlords, suffered deprivation and empty promises of protection.
In the genocide that followed, a generation of men was slaughtered, and women and children were raped or brutalized as they fled war-torn east Africa – some escaping on foot across the desert, others squeezing into makeshift boats. To its credit, the U.S. government brought thousands to this country. Many came to San Diego in search of safety, freedom, a decent education and a better life.
Initially, some of the children of these refugee families attended a local charter school, which had attempted to recreate their Somali culture. But their school was failing. At a school board meeting, I recall the moment when several parents, with their children in tow, asked us to renew their school's charter, despite concerns about its serious problems.
It would have been the easiest thing in the world for the school district to grant them a new charter and send them on their way. But was it wise or fair to condemn these children to cultural isolation, cut off from the community, unable to assimilate into America's culture and economy? Was this best for these families? Was this best for the school district, best for San Diego, best for the United States? We asked these and other searching questions.
Many of these refugees are Muslims. We wondered if the continued isolation of people with an unfamiliar language, culture and religion had a downside for a nation that has stood for respecting freedom and accepting differences for 231 years. Attempting to assimilate these children into a regular American school would present steep challenges. But it would build valuable skills, broaden cultural awareness, teach American values and give children a chance and a future.
We were committed not to abandon them. We decided to take a chance and enroll them in a good school with academic rigor and learning going on every day. But meeting the needs of these youngsters at Carver Elementary School presented unique challenges and some controversy.
For starters: language. The children spoke Somali and some English. Their parents also wanted them to learn Arabic. Arabic is now taught at more U.S. colleges and universities than ever before. So we offered an elective in Arabic language instruction for the same reasons we provide French and Spanish magnet programs: to give parents throughout the district another good choice, especially one that has excellent career possibilities for international business and international relations.
Arabic is one of our responses to the call of the United States to offer “critical needs” languages. The State Department, as part of the National Security Language Initiative, encourages schools to offer Arabic. Contrary to rumors, Carver teachers do not use the Koran for Arabic instruction. Public schools may not require the devotional reading of any sacred text, and we do not.
We respect all faiths. We permit what the law requires without promoting or prohibiting any particular religion. The issue of voluntary student prayer in public schools has raised some questions that involve clear rules that our schools – including Carver – abide by.
While it's not always well understood, students in every public school have a right to participate in voluntary, student-initiated, student-led prayer on school grounds, particularly during lunch or recess time. They cannot disrupt education or pressure other students to participate, but religious freedom is guaranteed by law. At our schools, students may wear crosses and stars of David, ashes on their foreheads and yarmulkes on their heads. They are allowed to pray, to join Bible study clubs. The U.S. Supreme Court has ruled that they have as much right to these activities as students who join chess clubs, political clubs and service clubs.
At Carver, we provide afternoon recess for students to play, pray, talk, study or just have a break. Some Muslim students use this time for a prayer that, according to their faith, must be prayed during a specific time window each afternoon. That occurs at recess. Students of other faiths are free to pray or not pray, as they wish, but teachers and staff are prohibited from encouraging or discouraging prayer or from praying with students.
Carver students are growing daily in their understanding of and respect for America. Each morning they salute the flag and participate in patriotic exercises. A few weeks ago, they sent postcards to our troops in Iraq and made posters thanking them for keeping America safe.
All San Diegans should be proud that this community, without fear or prejudice, opened its arms to these refugee children from a different land, language, culture and religion, and in typical American fashion, gave them the great gifts of education, freedom and hope.
I am proud of Carver for its courage to do the right thing for all its students and families. This district saw a need and answered the call. We will not abandon these children. These children and all children deserve the opportunity to learn, believe and live in peace.
Cohn is superintendent of the San Diego Unified School District.
