Desk of Dr. Dawan: Culture Fair
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Dear Wissahickon School District Community,
I’m writing to share information about concerns that have been raised regarding the WHS Language and Culture Fair on November 24. My goal is to share what we have learned, how we are responding, and how we are supporting opportunities for dialogue and understanding among our students. This letter is lengthy, but the issues raised are complex and we want to do our best to communicate as effectively as possible.
Several parents and community members reported that certain images and activities at the fair were antisemitic, and shared that some of our Jewish students feel unsafe or marginalized. The event has led to community discussions that, in some instances, have become inflammatory and included threats toward students and staff. This has resulted in some of our Muslim students reporting that they are feeling unsafe or marginalized.
As a public school district, our goal is for every student and staff member to know, and genuinely feel, that our schools are safe, inclusive environments where differences are respected and valued. We will never dismiss concerns related to safety, racism, identity-bias, antisemitism, or islamophobia. Our goal is always to engage our students in conversations about issues that are complex, sensitive, and deeply personal to ensure any harm or relationships are repaired.
This letter provides background on the matter and outlines our process for responding in a way that is intentionally created to value all voices.
Since 2019, our high school has hosted an annual Language and Culture Fair; beginning in 2024 our Student Affinity Groups have been included in this fair. The event provides opportunities for students to learn, engage, and celebrate cultures. Elementary and middle school students are invited to visit the fair, which has been a well-received and joyful event. Each student group independently designs activities and displays, many of which include games, food samples, cultural artifacts or clothing, and opportunities for interaction. The high school clubs represented at the fair included student leaders from the Asian Student Association, Black Student Union, Hispanic/Latine Association, Indian Culture Association, Italian Culture Club, Jewish Student Union and Muslim Student Association. In addition, each World Language program (i.e., French, German, Japanese, and Spanish) featured student-run tables showcasing their cultures and languages.
Following this year’s fair, we received several messages raising concerns about elements of the Muslim Student Association (MSA) table. We responded to each inquiry, sharing that we would need time following the Thanksgiving holiday break to complete a full investigation. I also offered to meet with families to listen to their concerns, share what we have learned over the past two weeks, and outline how we are addressing the situation, beginning with conversations with our students.
After members of our administrative team conducted interviews with students and staff, we have determined that some information reported to us is accurate, while some is not. We are deeply sensitive to perceptions that can cause fear, anger, hurt, or marginalization. We will not tolerate hatred of any kind, and we remain committed to promoting respect, dignity, and empathy throughout our community. As a public school district, we are also constitutionally obligated to remain neutral on issues related to religion.
We strongly believe in collaboration with organizations that offer expertise on issues extending beyond the school environment and we will continue to welcome additional perspectives as we help guide conversations about antisemitism, islamophobia, the impact of symbolism, and how our student organizations can better understand multiple viewpoints.
To support our students in processing this issue and learning from one another, we will use the Restorative Practices framework, which has been used successfully in our district, and in organizations nationwide. The goal is to help foster understanding, guide respectful conversations, and repair harm (whether intentional or unintentional) to move forward together in a positive way.
We have begun meeting with student leaders of the Jewish Student Union and the Muslim Student Association to listen to their perspectives and needs, and we will bring these two groups together for facilitated dialogue for students who wish to participate. These conversations will help students share their experiences, identify impact, and work together in a respectful and meaningful way to repair any harm that may have been caused.
As part of this process, we believe it is important to share the following:
Preparation for the fair: Although the high school team provided general guidance, we did not have a robust, consistent process for ensuring that all student groups engaged in thoughtful review of the content of their displays and activities. Advisors and administrators, supported by our Director of Equity and Cultural Responsiveness, will develop a more comprehensive process to ensure that we are protecting our students’ rights to freedom of speech for cultural representation, while helping students understand potential impact and consider a wide range of perspectives.
Keffiyehs: Students at the MSA table offered other students the opportunity to wear a keffiyeh, a traditional Middle Eastern garment with deep cultural and historical significance. At the same time, in the current global climate, some may view the keffiyeh as carrying political meaning. Both experiences can be true: an item that symbolizes cultural pride for some may feel political or unsettling to others. As part of the ongoing discussions with students, our staff will facilitate conversations to help students reflect on these different perspectives, understand the potential impact of cultural symbols, and engage thoughtfully and respectfully with one another.
Arabic phrase displayed on a stole: After the event, we were informed that a student at the MSA table wore a stole containing an Arabic phrase that translated to “Jerusalem is ours” or “Jerusalem is for us.” The student shared that the intent was to express cultural and religious identity. At the same time, we recognize that messages connected to Jerusalem carry deep significance for many. For some of our Jewish students and families, the phrase felt hurtful or exclusionary, particularly given the profound historical, spiritual, and emotional ties that Jewish people have to Jerusalem.
Display of the Palestinian flag: We also received concerns about the presence of a Palestinian flag at the MSA table. Student groups traditionally display flags that represent cultural heritage, and the Palestinian flag is recognized by some of our students as reflecting their family’s cultural identity and history. At the same time, in the current geopolitical climate, some members of our community interpret the flag as a threatening political statement rather than a symbol of cultural heritage. For some Jewish students and families, seeing the flag in this context felt unsettling, threatening, or concerning.
Student game and prizes: Multiple student groups had games specific to their culture or region as a way for students to interact. We learned that the MSA table offered a game, and when the group ran out of chips for small prizes, students briefly gave out a total of $3 in game prizes until someone was able to replenish their candy supply. Concerns have been raised that the game was used to entice students to view political imagery. Based on interviews with students, we do not believe this was the intent.
Ensuring neutrality and fairness: There have been concerns expressed that I spent more time at the MSA table than any other table. I take concerns about neutrality seriously and was very careful, as I always am, to ensure I spent roughly equal amounts of time with each student group. I spent approximately twenty minutes at the event, stopped by each student table to greet high school students and thanked them for their participation. I did not personally engage or assist with any of the activities. My goal was to support the efforts of our World Language Department teachers and all of our high school student leaders.
Students’ constitutional rights: Students are protected under the First Amendment to express themselves, including displaying cultural artifacts, clothing, and flags as forms of free speech. In schools, students maintain these rights, including at school-sponsored events like the cultural fair. At the same time, we recognize that expressions of identity, while constitutionally protected, can have a strong impact on peers. Part of our ongoing work with student groups is helping them understand how to balance their rights with thoughtful consideration of the diverse perspectives and experiences of others in our community.
For many elements of the fair, multiple realities can coexist: a symbol that may reflect cultural pride and belonging for some may evoke pain, fear, or political association for others. Recognizing this complexity is an important part of helping our students learn and consider the ways in which symbols can carry different meanings depending on one’s background, lived experience, and the events unfolding in the world.
The issues raised from this event are complex and far-reaching. Our goal is to listen carefully, seek to understand, and support respectful dialogue across our school community. We will not tolerate hate, racism, identity bias, antisemitism, or islamophobia. We will continue to encourage empathy, perspective-taking, collaboration, and restorative dialogue to address any harm. Additional communication will be shared regarding opportunities for families and community members to engage in discussion on this issue. We also welcome direct engagement: parents and community members who wish to share their perspectives or ask questions can reach out to our Assistant Superintendent, Director of Equity and Cultural Responsiveness, or me to schedule a conversation or meeting in the coming weeks. We are committed to supporting respectful discourse and working together to strengthen understanding and unity within our community.
Warmly,
Mwenyewe Dawan