Tag: education

Joe Biden Is Using Your Tax Dollars To Make American Kids Hate Their Country

The Biden administration cites the anti-American 1619 Project and hatemonger Ibram X. Kendi as guiding its criteria for federal American history and civics education grants in a proposed rule out in the Federal Register on April 19.

The U.S. Department of Education’s education priorities as described in the Register accepts and amplifies Chinese Communist propaganda accusing the United States of “systemic racism” and recommending anti-white racism as the cure. The document cites The New York Times’s error-riddled 1619 Project, divisive identity politics-driven materials from the Smithsonian Institution, and Kendi’s racist form of “antiracism” as examples for the kind of preschool through college indoctrination of children the Biden administration will use taxpayer funds and federal power to promote.

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Private School Head Admits ‘Anti-racist’ Curriculum Is ‘Demonizing White People for Being Born’

The head of a New York City private school that has been accused of indoctrinating students with progressive politics and “anti-racist” orthodoxy privately acknowledged that the school is guilty of “demonizing white people for being born,” according to audio from a conversation he had with a whistleblower teacher.

George Davison, the head of Grace Church School in Manhattan, told embattled teacher Paul Rossi in a March 2 recorded conversation that the school uses language that makes white students “feel less than, for nothing that they are personally responsible for.” He also said that “one of the things that’s going on a little too much” is the “attempt to link anybody who’s white to the perpetuation of white supremacy,” according to the recordings posted online.

“I also have grave doubts about some of the doctrinaire stuff that gets spouted at us, in the name of anti-racism,” Davison told Rossi, according to the recordings.

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Biden Education Dept. Seeks to Prioritize Critical Race Theory and 1619 Project Grant Applications

The federal Department of Education, on April 19, proposed a new rule to prioritize grant applications from school districts to implement critical race theory, the 1619 Project, and anti-racism into civics curriculum. This continues the Biden administration’s concerted effort to reverse Trump-era prohibitions on critical race theory in trainings throughout the federal government, and support for the advancement of critical race theory in federally funded programs.

The public comment period will remain open until May 19. The rule summary reads:

The Department of Education (Department) proposes two priorities for the American History and Civics Education programs, including the Presidential and Congressional Academies for American History and Civics(Academies) and National Activities programs, Assistance Listing Numbers 84.422A and 84.422B. We may use these priorities for competitions in fiscal year (FY) 2021 and later years. We propose these priorities to support the development of culturally responsive teaching and learning and the promotion of information literacy skills in grants under these programs. [emphasis added]

The proposed rule starts by noting that civics education in America could use a boost. It cites knowledge of the Bill of Rights as one goal. The Department of Education proposes to establish Presidential Academies to train teachers in American history and government, and Congressional Academies to provide enhanced education to high school students in these subjects.

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Washington public school staff taught that they are ‘implicitly and explicitly upholding racism and white supremacy’

Employees of the Lake Washington School District in Washington state were subjected to “equity classes” where white staff members were told that because of the color of their skin they were “implicitly and explicitly upholding racism and white supremacy.”

The curriculum for the training came from Robin DiAngelo’s book, What Does It Mean to Be White? DiAngelo wrote in the book that “whiteness” or “white identity” identity means to be “socialized as a white person, enact Whiteness by implicitly and explicitly upholding racism and white supremacy, and participate in the rewards of being perceived white.”

The staff were allegedly each given a copy of the book to read. DiAngelo’s website describes “white fragility” as “a state in which even a minimal challenge to the white position becomes intolerable, triggering a range of defensive responses. These responses function to reinstate white racial equilibrium and maintain white control.”

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California Weighs ‘Equitable Math’: Goal of Obtaining Correct Answer Is Racist

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.”

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Virginia Teacher Says ‘Marxist’ Critical Race Training is Damaging the Community

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.

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Nutty Professors Argue That LGBTQ Sex Ed Should Be Taught in Elementary School Before ‘Cisnormative Values’ Become ‘More Deeply Ingrained’

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.”

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California Ethnic Studies Advisor To Teachers: Be ‘Extra Careful’ About Parents Seeing ‘What Materials Are Being Used’

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. 

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I Refuse to Stand By While My Students Are Indoctrinated

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. 

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Melbourne Schools Encouraged to Stop Saying ‘Mum’ and ‘Dad’ in Favour of More Inclusive Language

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”.

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