tragabigzanda wrote:1. Racism hasn't really been taught in public schools before, not in any comprehensive way
2. She goes on in the thread to argue that CRT curriculum is a good idea, it's just that the libs are pitching it wrong
3. lol @ "Substack coming soon!" Everyone and their fucking substack. As if it's any more legitimate than a Weebly page.
I'd say she does not take a position on if it's good or bad, but argues that lying about your actions and intentions like in the Noah tweet is likely to get you into more trouble than just being honest.
But, because it bears repeating,
expanding teaching about the history of racism is not CRT. This "it's just teaching kids their history" things is a lie that is being repeated again and again by the left in order to make it the autonomic fallback when ever you hear or read anything about "CRT". Just like you hear "CRT" being cited as the cause of things like Diversity training at work and BLM protests coming from the right. They are both wrong and a cursory reading of work by Delgado or Bell should be enough for them to clear this up if they cared about the truth.
Here's the problem, from
Woke Elementary:
An elementary school in Cupertino, California—a Silicon Valley community with a median home price of $2.3 million—recently forced a class of third-graders to deconstruct their racial identities, then rank themselves according to their “power and privilege.”
Based on whistleblower documents and parents familiar with the session, a third-grade teacher at R.I. Meyerholz Elementary School began the lesson on “social identities” during a math class. The teacher asked all students to create an “identity map,” listing their race, class, gender, religion, family structure, and other characteristics. The teacher explained that the students live in a “dominant culture” of “white, middle class, cisgender, educated, able-bodied, Christian, English speaker,” who, according to the lesson, “created and maintained” this culture in order “to hold power and stay in power.”
Next, reading from This Book Is Antiracist, the students learned that “those with privilege have power over others” and that “folx who do not benefit from their social identities, who are in the subordinate culture, have little to no privilege and power.” As an example, the reading states that “a white, cisgender man, who is able-bodied, heterosexual, considered handsome and speaks English has more privilege than a Black transgender woman.” In some cases, because of the principle of intersectionality, “there are parts of us that hold some power and other parts that are oppressed,” even within a single individual.
Following this discussion, the teacher had the students deconstruct their own intersectional identities and “circle the identities that hold power and privilege” on their identity maps, ranking their traits according to the hierarchy. In a related assignment, the students were asked to write short essays describing which aspects of their identities “hold power and privilege” and which do not. The students were expected to produce “at least one full page of writing.” As an example, the presentation included a short paragraph about transgenderism and nonbinary sexuality.
Please note the bolded part: a third grade math class. This is what people are trying to ban, not teaching kids about racism as the Trevor Noah's of the world are trying to trick you into believing. As Sully puts it: "This is not teaching
about critical race theory; it is teaching
in critical race theory." And if you think I am wrong, go point out where one of these laws actually restricts or bans the expansion of education about America's colonialist past and the systemic racism that exists today.
And from the edweek article which I cannot seem to copy from:
Critical race theory emerged out of postmodernist thought, which tends to be skeptical of the idea of universal values, objective knowledge, individual merit, Enlightenment rationalism, and liberalism—tenets that conservatives tend to hold dear.
These are not just tenets that conservatives hold dear, these are the basis for the entire global system of education. As well as minor things like democracy, economics, and science. One might think a teacher would want to keep these ideas front and center, but alas this is clown world.
