In a wealthy Maryland school district, parents are receiving instruction on how to navigate potential encounters with Immigration and Customs Enforcement. A recent virtual training session, hosted by a local councilwoman and PTA officials, focused on preparing families for ICE activity and organizing a community response.
The session, titled “ICE Response & Organizing Tools for PTAs, Parents & Guardians,” wasn’t a spontaneous event. It followed previous workshops designed to equip schools with strategies to protect students and families from ICE intervention, offering guidance on everything from escorting students to monitoring activity during school hours.
Central to the training was a “rapid response” guide created by Councilwoman Kristin Mink. This document detailed how community members could support families facing ICE arrests and deportations, and specifically addressed the role of allies within the community.
A surprising element of the guidance centered on the use of whistles as a form of protest. Mink’s presentation cautioned “White allies” against using whistles during ICE encounters, arguing the practice could inadvertently reinforce dynamics of authority and control.
The reasoning stemmed from a broader conversation within the anti-ICE movement. Concerns were raised that the use of whistles, while intended to disrupt ICE activity, could cause undue stress and escalate tensions, particularly for communities already burdened by systemic noise pollution and historical inequities.
The presentation highlighted how characteristics like race, gender, and socioeconomic status influence power dynamics, urging allies to prioritize the comfort and agency of those directly impacted by ICE actions. The focus was on avoiding actions that might inadvertently center the concerns of those with privilege.
This training arrives amidst ongoing debate about the extent of ICE activity near schools. The Department of Homeland Security recently stated that claims of ICE “raids” at schools are unfounded, characterizing such assertions as fearmongering.
The session sparked criticism from some who believe PTAs should concentrate on academic matters. Concerns were voiced that the training injected divisive political rhetoric into the school community, diverting attention from core educational goals.
The event was widely promoted through the Montgomery County Council of PTAs and numerous individual school PTAs, with support from various education associations, labor unions, and immigration advocacy groups, demonstrating a broad coalition backing the initiative.
