NC School District’s Campaign Against ‘Whiteness in Educational Spaces’ Told Teachers to Ignore Parental Concerns
“Parents, according to the teachers, should be considered an impediment to social justice.”
According to newly revealed documents, a school district in North Carolina embraced a race-based program steeped in Critical Race Theory last year.
More disturbing, however, is the directive given for dealing with parents who object.
Christopher Rufo writes at City Journal:
Last year, the Wake County Public School System, which serves the greater Raleigh, North Carolina area, held an equity-themed teachers’ conference with sessions on “whiteness,” “microaggressions,” “racial mapping,” and “disrupting texts,” encouraging educators to form “equity teams” in schools and push the new party line: “antiracism.”…
At the first session, “Whiteness in Ed Spaces,” school administrators provided two handouts on the “norms of whiteness.” These documents claimed that “(white) cultural values” include “denial,” “fear,” “blame,” “control,” “punishment,” “scarcity,” and “one-dimensional thinking.” According to notes from the session, the teachers argued that “whiteness perpetuates the system” of injustice and that the district’s “whitewashed curriculum” was “doing real harm to our students and educators.” The group encouraged white teachers to “challenge the dominant ideology” of whiteness and “disrupt” white culture in the classroom through a series of “transformational interventions.”
Parents, according to the teachers, should be considered an impediment to social justice. When one teacher asked, “How do you deal with parent pushback?” the answer was clear: ignore parental concerns and push the ideology of antiracism directly to students. “You can’t let parents deter you from the work,” the teachers said. “White parents’ children are benefiting from the system” of whiteness and are “not learning at home about diversity (LGBTQ, race, etc.).” Therefore, teachers have an obligation to subvert parental wishes and beliefs. Any “pushback,” the teachers explained, is merely because white parents fear “that they are going to lose something” and find it “hard to let go of power [and] privilege.”
Perhaps these teachers have forgotten that the parents pay the taxes that fund this school district. Taxpayers have to start standing up and making themselves heard.
A.P. Dillon of the Lady Liberty 1885 Blog describes more from these sessions, where the rewriting of American history was also apparently a hot topic:
Another session called “Teaching Real History” describes ways to dismantle current social studies lessons they claim “glorify” events or people that should not be glorified.
The replacement materials listed in the “Teaching Real History” session notes include revisionist history from Howard Zinn and James W. Loewen, as well as the ideologically slanted K-12 “standards” from Teaching Tolerance, the pseudo-educational arm of the Southern Poverty Law Center.
In a separate session, as seen in the image below, several of the previously mentioned authors and materials are considered “disrupting texts.”
Notably, this section includes a reference to the debunked and academically criticized “1619 Project,” of which the author has admitted it is not factually accurate, but instead is about driving a narrative.
“Disruption” was also a talking point:
"Welcome to @EdcampEquity. There's work to be done at all levels. Disruption is a valuable, important tool in our work. If you want change, that's disruption. If you want to disrupt something, then let's put it back together better than we found it." @cmoore90 #EdcampEquity pic.twitter.com/q6PQFVtFCx
— Kyle Hamstra (@KyleHamstra) February 22, 2020
Tax-paying parents in this district might want to do a little “disrupting” of their own at the next school board meeting. These people are supposed to work for you.DONATE
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