Either the principal IS a holocaust denier OR a cowardly knucklehead trapped in a zero-tolerance school setting where a misguided quest for “balance” is king.
If he is just an ignoramus (there are plenty of them with jobs), I might ask this hypothetical question. If the principal had refused to allow a debate on “slavery reparations” or “climate change,” would he lose his job?
Oh, and don’t pretend that schools don’t teach about the holocaust. In many cases, the subject receives so much instructional time that students (perhaps teachers too) just zone out. The teaching about the holocaust is just another example of the limits of instruction.
I wrote this article warning about the downside of “balance” 5 years ago. At the bottom of it is a link to an essential book chapter, “Extreme Ideas,” by Jonathan Kozol. I recommend both. I also recommend not contorting yourself into a pretzel to avoid all controversy in the classroom. This serves no one.
Note: If the principal is anti-semitic, a racist, or holocaust denier, then we should discuss his job security within the constraints of the First Amendment.
Veteran educator Gary Stager, Ph.D. is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom, publisher at Constructing Modern Knowledge Press, and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools thirty years ago and designed one of the oldest online graduate school programs. Gary is also the curator of The Seymour Papert archives at DailyPapert.com. Learn more about Gary here.