It’s hard to determine what is more disturbing about this story: the dysfunctional Black Lives Matter curriculum or the reluctance of parents to speak out against what is obviously a dysfunctional and divisive curriculum. The article is titled: “‘The Narrative Is, “You Can’t Get Ahead”’: In Evanston, Illinois, a Black parent and school-board candidate takes on a curriculum meant to combat racism.”

Excerpts:

“Friedersdorf: Does it rankle you, as a Black person, when people define white culture with positive stereotypes, such as showing up to places on time?

Mboyayi: That’s exactly how I feel. The education system tends to erase or mute Black people from different backgrounds and experiences. They make this assumption that all Black people are a monolith—they all speak the same way, think the same way, and conduct themselves in the same way.

Showing up on time has nothing to do with being white. It’s something that you’re taught or not taught. My father taught me at a very early age to keep my word. If you say that you’re going to be somewhere at some time, be there. What system of white supremacy was he influenced by?

Friedersdorf: You were willing to talk about all this on the record, under your own name. Other parents with concerns about the public-school system in Evanston were terrified to do so. Are they overreacting?

Muboyayi: They should absolutely be afraid because, you know, certain elements of our community are threatening to get people fired. Even if someone just poses a question, or expresses a conflicting view, you’re immediately labeled a part of the problem, a white supremacist, and people will say, “Find out where they work.””