Americans are rejecting revisionist history, Critical Race Theory (CRT), and the movements that perpetuate both, with good reason. American schools, however, are predictably taking the “racial justice” ball and running with it.
Why? Because progressive activists in education can’t pass up a golden opportunity to indoctrinate our nation’s impressionable children with the victim/oppressor worldview.
It’s as if they relish any chance to undermine parents’ efforts to rear children who are psychologically healthy, skilled in thinking critically, morally wise, and self-controlled.
While most people believe the narrative of oppression as a tactic of ideological indoctrination has no place in the neutral field of childhood education, the public schooling establishment seems to have missed the memo.
Simply put, instruction in Critical Race Theory as presented in Black Lives Matter curriculum and The 1619 Project pushes American students down the road of hate. These poisonous classroom lessons immediately hook youth who are looking for meaning. The CRT revisionist telling of America’s history churns out angry activists who are eager to lead the effort to accomplish “social justice.” The twisting of true history causes students to feel unequal and undervalued, and then points them to the “oppressor” as a target.
The false narrative of CRT does not educate children. Rather, it weaponizes them.
A California teacher recently came forward to expose the mandatory CRT training the teachers in her school district are required to complete. Choosing to remain anonymous, the teacher shared her story on the Glenn Beck radio program. She revealed that educators in her school district are pushed to facilitate classroom discussions on the issue of race with their students, and the school district coaches them to frame these discussions with Critical Race Theory.
View the “How to Talk About Race” packet this courageous teacher shared publicly from the teacher training.
This teacher asked her fellow teachers what they thought about the CRT training. Many admitted to her that the training was not “sitting right” with them, but that their discomfort may stem from their own “racist tendencies.”
State departments of education, school boards, administrators, teachers, teacher unions, and curriculum developers are teeming with social activists who do not see the harm in manipulating history to perpetuate the lie of CRT to students. Even while American cities grapple with billions of dollars in damage due to rioting, looting, vandalizing, burning, and violent—even deadly—attacks, the education establishment fails to connect the dots.
Americans who value common sense see the narrative of oppression for exactly what it is: a tactic of ideological indoctrination for political ends. And they know it should have no place in schools, supposedly the “neutral” field of childhood education.