The California education department is considering implementing a statewide math framework that promotes the concept that working to figure out a correct answer in math is an example of racism and white supremacy invading the classroom.
The framework, titled “A Pathway to Equitable Math Instruction: Dismantling Racism in Mathematics Instruction,” is intended to be “exercises for educators to reflect on their own biases to transform their instructional practice.”
The “Equitable Math” website states its training manual was funded by the Bill and Melinda Gates Foundation, the primary private source of funding for the Common Core State Standards.
“White supremacy culture infiltrates math classrooms in everyday teacher actions,” the document states. “Coupled with the beliefs that underlie these actions, they perpetuate educational harm on Black, Latinx, and multilingual students, denying them full access to the world of mathematics.”
Loudoun County in Virginia has been engaged in a months-long battle between parents and officials over the direction of their public schools.
Last year, the school system spent almost half a million dollars on race-based education materials. Parents and even some teachers are objecting to the introduction of Critical Race Training.
An advanced placement teacher is the latest to speak out.
Sam Dorman reports at FOX News:
Virginia teacher says critical race theory has damaged community as frustrated parents demand changes
An Advanced Placement Government teacher in Loudoun County, Virginia is speaking out about what she calls “Marxist” ideas that have prompted intense infighting among county residents.
“We’re told that we’re living in a county that’s suffering from systemic racism and I think that that whole notion has done nothing but damage our community and our school since they began pushing equity,” teacher Monica Gill told Fox News this week.
She added that teachers were told to “disrupt and dismantle this systemic racism. And I can tell you, one thing that’s for sure, it has been disruptive because there are parents who disagree with this ideology, there are teachers who disagree with it, there are students who disagree with it — and it is harmful.”
Her comments came amid a raging debate over the county’s controversial equity and diversity trainings, forms of which have surfaced in schools across the country.
Not all of the teachers in the district agree with this view. Some of them are completely on board with the woke agenda and resent parents for objecting.
Two professors at Montclair State University in New Jersey are arguing that LGBTQ sex education should be taught to kids in elementary school before “cisnormative values” become “more deeply ingrained.”
The professors, Eva Goldfarb and Lisa Lieberman, believe that “substantial evidence supports sex education beginning in elementary school, that is scaffolded and of longer duration, as well as LGBTQ-inclusive education across the school curriculum and a social justice approach to healthy sexuality.”
According to a report from Campus Reform, the researchers examined several studies that involved preschool classrooms. According to the researchers, one indicates that “young children are, in fact, quite capable of understanding and discussing issues related to gender diversity, including gender expectations, gender nonconformity, and gender-based oppression.”
They claimed that “4-year-olds expressed an inclusive understanding of marriage and a social justice stance on LGBTQ rights.”
The Santa Clara County Office of Education hosted an ethnic studies training wherein the presenter told teachers to be “extra careful” about parents seeing the material being used to teach children.
In November, Santa Clara County in California held a training designed to explore the district’s newfound “ethnic studies” initiatives. According to slides posted by City Journal contributor Christopher Rufo, the presentation began with a “land acknowledgment.” Land acknowledgments are admissions that teaching is taking place on land that was conquered by Americans, though once belonged to Native Americans.
The Santa Clara land acknowledgment claims that the schools “occupy the unceded territory of the Muwekma Ohlone Nation.”
Part of the presentation examined the alleged “roots of settler colonialism.” The presenter, Jorge Pacheco, who is also an advisor for the state’s ethnic studies curriculum, blamed colonialism on oppressive white males who allegedly used “genocide, private property, God/religion, classism, patriarchy, and white supremacy” to create the United States.
The presentation also encouraged teachers to “infer the imperialist motives” of Christopher Columbus to disparage America writ large.
I am a teacher at Grace Church High School in Manhattan. Ten years ago, I changed careers when I discovered how rewarding it is to help young people explore the truth and beauty of mathematics. I love my work.
As a teacher, my first obligation is to my students. But right now, my school is asking me to embrace “antiracism” training and pedagogy that I believe is deeply harmful to them and to any person who seeks to nurture the virtues of curiosity, empathy and understanding.
“Antiracist” training sounds righteous, but it is the opposite of truth in advertising. It requires teachers like myself to treat students differently on the basis of race. Furthermore, in order to maintain a united front for our students, teachers at Grace are directed to confine our doubts about this pedagogical framework to conversations with an in-house “Office of Community Engagement” for whom every significant objection leads to a foregone conclusion. Any doubting students are likewise “challenged” to reframe their views to conform to this orthodoxy.
I know that by attaching my name to this I’m risking not only my current job but my career as an educator, since most schools, both public and private, are now captive to this backward ideology. But witnessing the harmful impact it has on children, I can’t stay silent.
Schools in Melbourne, Australia, have been called upon to abandon using words such as ‘mum’ and ‘dad’ in favour of more so-called gender-inclusive language.
As a part of the North Western Melbourne Primary Health Network’s #SpeakingUpSpeaksVolumes campaign, which aims to support ‘LGBTQI+’ children in schools, the advocacy group has suggested that schools in Melbourne fly rainbow flags, scrap single-sex bathrooms, and introduce non-gendered sports teams.
The campaign has also called for teachers, as well as pupils, to refrain from using words such as ‘boyfriend’, which they say should be replaced with “partner”. The group said that parental pronouns such as mum and dad should also be abandoned for the more inclusive “parent”, the Daily Mail reported.
The CEO of the North Western Melbourne Primary Health Network, Chris Carter, said that the #SpeakingUpSpeaksVolumes campaign aims to increase support for LGBTQI+ children.
“The simple act of openly showing support can be a catalyst for great change for the better and it’s often the less obvious moments that can be the most impactful to someone’s wellbeing,” Carter told the Herald Sun per the Mail.
Headteacher of the Elevation Secondary College in Craigieburn, Colin Bourke, said that schools in Melbourne have already begun adopting measures to make LGBTQI+ pupils feel welcomed, including “gender non-specific bathrooms and taking down some of the boys and girls signs”.
A British Columbia elementary school teacher was suspended this week after showing her students the 1962 American drama To Kill A Mockingbird.
The teacher, Andrew Michael Dennis, showed his Grade 6/7 students the film in September 2018, a resolution agreement by the BC Commissioner for Teacher Regulation found.
The resolution states that the film dealt with themes too mature for students that age, such as sexual assault and racism, as well as racial slurs.
“In the B.C. curriculum, the book ‘To Kill a Mockingbird’ is listed as a secondary school-level resource for Grades 10 and higher,” the commissioner wrote in the disciplinary form.
The Oregon Department of Education is promoting an online course that claims math is racist because it requires a correct answer.
The class, called “A Pathway to Equitable Math Instruction,” describes itself as “an integrated approach to mathematics that centers Black, Latinx, and Multilingual students” that provides “opportunities for ongoing self-reflection as they seek to develop an anti-racist math practice.”
“White supremacy culture infiltrates math classrooms in everyday teacher actions,” the guide states. “Coupled with the beliefs that underlie these actions, they perpetuate educational harm on Black, Latinx, and multilingual students, denying them full access to the world of mathematics.”
First reported by Campus Reform, the“white supremacy culture” cited by the document include a focus on “getting the ‘right’ answer” and requiring students to show their work.
Campus Reform notes that the authors of the program state that “The concept of mathematics being purely objective is unequivocally false, and teaching it is even much less so. Upholding the idea that there are always right and wrong answers perpetuate objectivity as well as fear of open conflict.”