Lessons from My Kindergarten Classroom on the True Stakes of “Mahmoud v. Taylor”
As the Supreme Court prepares to rule on the case of Mahmoud v. Taylor, I find myself reflecting on a formative experience from over two decades ago-lessons learned from the young students I once taught that continue to resonate today about the importance of representation and inclusion in education.
Early Childhood Education and the Power of Representation
Twenty-five years ago, I was teaching kindergarten in Wisconsin, during a unit dedicated to exploring families. As any early childhood educator knows, selecting books that resonate with each child’s personal experience is crucial-every child should see their family reflected in the stories they read. This approach transforms books into tools that serve as both mirrors, affirming children’s identities, and windows, offering glimpses into lives different from their own.
That particular year remains vivid in my memory, not only because it was my last before advancing into educational leadership and academia, but also because of the profound impact of the family unit theme. We curated a collection of stories representing diverse family structures: multiracial families, adoptive families, households with grandparents, divorced parents, single parents, and co-parenting arrangements. The goal was to foster understanding and acceptance among young learners.
A Personal Story of Inclusion and Reflection
One young girl, Madi (short for Madison), made a lasting impression on me. Her parents, both proud of her love for reading, were navigating a significant transition-they had recently come out as a same-sex couple. Despite their concerns, they wanted Madi to see her family reflected in the classroom library. We included books that depicted families like hers, celebrating love and diversity.
Books, with their magic of storytelling, can profoundly affirm children’s identities. During quiet reading time, Madi eagerly selected a book from her special shelf. Was it coincidence, or was it the magic of representation at work? We’ll never know. She asked, “Mr. T, will you read this to me?”-a nostalgic nod to the 1980s, when being called “Mr. T” in class was a badge of honor. We read Three Days on the River in a Crimson Canoe, a gentle story about a girl camping with her mother and a woman named “Aunt Rosie,” whose role was lovingly portrayed without explicit labels, emphasizing familial bonds.
As we finished, Madi proudly shared her own story with the class: her mother and her mother’s partner had gone camping. Her joy was palpable, and her reflection in the story was genuine. Decades later, I still remember her radiant smile and the sense of belonging she felt-an experience that underscores the importance of inclusive storytelling in early education.
The Broader Context: Education and the Ongoing Legal Battle
My thoughts are now drawn to the ongoing legal battle surrounding Mahmoud v. Taylor. The case centers on whether parents should have the right to opt their children out of curriculum content they find conflicting with their religious beliefs-particularly concerning books featuring LGBTQ+ characters and themes. While the specific books involved differ from the stories Madi saw, the core issue remains the same: the importance of representation and the potential consequences of excluding certain narratives from public education.
In 2022, the Montgomery County School District in Maryland incorporated LGBTQ+ inclusive books into its curriculum after a comprehensive process involving community input and public hearings. Megan Stack of The New York Times noted that this addition was made quietly, without significant controversy, reflecting a broader trend of integrating diverse stories into standard curricula. Unlike sex education or health classes, these books were part of core language arts instruction, emphasizing their role in fostering understanding and empathy.
Parental Rights and Religious Objections in Education
However, this move has sparked resistance from some families who argue that such content conflicts with their religious convictions. The plaintiffs, representing Catholic, Muslim, and Orthodox Christian communities, contend they should be able to opt their children out of lessons involving LGBTQ+ characters and themes. This raises fundamental questions about the balance between parental rights and the rights of other students to an inclusive education.
Justice Sonia Sotomayor highlighted the core issue during oral arguments: whether schools should allow parents to opt out of curriculum content based on religious objections. She pointed out the potential for such exemptions to extend beyond LGBTQ+ topics to other areas, such as interfaith relationships or interracial couples, raising concerns about where the line should be drawn.
The Slippery Slope of Religious Exemptions
Legal scholars like Leah Litman from the University of Michigan have warned that permitting broad opt-out rights could undermine the principle of equal access to education. Allowing exemptions based solely on religious beliefs risks creating a patchwork curriculum tailored to individual objections, which could erode the foundational principle of public schools as inclusive spaces for all children.
Implications for LGBTQ+ Youth and Religious Communities
Supporters of inclusive education argue that denying children the opportunity to learn about diverse family structures and identities stigmatizes LGBTQ+ youth and perpetuates discrimination. Conversely, some religious groups maintain that their beliefs should take precedence, asserting that their faith is incompatible with certain lessons. This tension underscores the broader societal debate about the role of religion in public education and the importance of protecting both religious liberty and the rights of marginalized groups.
Reflecting on the Future of Inclusive Education
From my perspective, the core issue extends beyond legal technicalities. It’s about the kind of society we aspire to build-one that values diversity, promotes understanding, and ensures that every child feels seen and respected. As a veteran educator, I believe that a meaningful curriculum cannot be tailored to individual religious objections without risking the exclusion of vital stories that reflect the rich tapestry of our society.
History shows us that attempts to restrict access to certain narratives often lead to marginalization and discrimination. The case of Mahmoud v. Taylor is a pivotal moment-one that tests whether we will uphold the principles of inclusivity and equality or allow religious objections to diminish the educational experiences of all children.
Personal Reflections and Broader Lessons
Looking back at my kindergarten classroom, I see how stories like Three Days on the River in a Crimson Canoe and lessons about diverse families helped shape young minds. These stories fostered empathy and understanding, laying the groundwork for a more inclusive society. As we navigate this legal challenge, I hope we remember that education is a mirror and a window-an opportunity for children to see themselves and others, fostering a future rooted in respect and acceptance.
George Theoharis
Dr. George Theoharis is a professor specializing in Educational Leadership and Inclusive Education at Syracuse University. With a background as a school principal and teacher, he has held roles such as division chair, associate dean, and director of community relations. His work focuses on advancing educational equity and inclusion, with recent publications including 5 Practices for Equity-Centered School Leadership (2021), the second edition of The School Leaders Our Youth Deserve (2024), and the upcoming third edition of Leadership for Increasingly Diverse Schools (2025).
