ABSTRACT
Dedicated to social justice, student persistence and supportive administrators can make a positive impact. This case tells the story of a student who advocated for observance of the Dr. Martin Luther King Holiday in his school district, and an updated curriculum that respected diverse perspectives. From his elementary to high school, he collaborated with the principals, a supervisor, and student government to advocate change. Through systems theory and traumatic shame analysis, the case describes the way purposeful evolution occurred. In the summer of 2020, students worked with the district hold a student led Black Lives Matter peaceful march through a mostly White area. Though there was fear, the overall community, including the police, supported the efforts. After, the school board voted to begin observing the Dr. Martin Luther King Holiday, and the district provided resources to continue developing the curriculum to include diverse perspectives.
