Christopher Rufo Reports: Critical Race Theory Takes Root in Public Grade Schools and High Schools from Coast to Coast

Christopher Rufo has been reporting on Critical Race Theory in our schools for the past year. His eleven headlines (and articles) below demoralize me. These are the teachings of Robin DiAngelo and Ibram Kendi in action. I hope that attorneys file lawsuits with regard to every one of these situations for creating hostile race environments. This is also child abuse, but most of the parents either don't know what is being taught to their children or they are afraid to speak up because doing so will cause them to be ostracized or branded “racists.”

Here are Rufo's headlines and synopses. Each of the eleven locations below contains a link to Rufo's full story of the way those schools are teaching CRT. Many of these stories are based upon whistle-blower oral and written disclosures to Rufo:

Seattle [Public Grade School]

Seattle Public Schools tells teachers that the education system is guilty of "spirit murder" against black children and that white teachers must "bankrupt [their] privilege in acknowledgement of [their] thieved inheritance."

San Diego [Public K - 8]

San Diego Public Schools accuses white teachers of being colonizers on stolen Native American land and tells them "you are racist" and "you are upholding racist ideas, structures, and policies." They recommend that the teachers undergo "antiracist therapy."

Cupertino, California [Public School, Third Graders]

A Cupertino, California, elementary school forces third-graders to deconstruct their racial and sexual identities, then rank themselves according to their "power and privilege." They separate the eight-year-old children into oppressors and oppressed.

Springfield, Missouri [Public Middle School]

A middle school in Springfield, Missouri, forces teachers to locate themselves on an "oppression matrix," claiming that white heterosexual Protestant males are inherently oppressors and must atone for their "covert white supremacy."

Philadelphia [Public School - Fifth grade]

A Philadelphia elementary school forces fifth-graders to celebrate "Black communism" and simulate a Black Power rally to "free Angela Davis" from prison. At this school, 87 percent of students will fail to achieve basic literacy by graduation.

New York [Public School, Grades 6 - 12]

The principal of the East Side Community School in New York sent an email to white parents telling them that they should "subvert white authority," become "white traitors," and then advocate for full "white abolition."

Buffalo [Public Grade Schools]

Buffalo Public Schools teaches students that "all white people" perpetuate systemic racism and forces kindergarteners to watch a video of dead black children warning them about "racist police and state-sanctioned violence" who might kill them at any time.

Arizona [ Department of Education Report regarding Babies]

The Arizona Department of Education created an "equity" toolkit claiming that babies show the first signs of racism at three months old and that white children become full racists—"strongly biased in favor of whiteness"—by age five.

California [Department of Education - Primary and Secondary School Students]

The California Department of Education passed an "ethnic studies" curriculum that calls for the "decolonization" of American society and has students chant to the Aztec god of human sacrifice. The solution, according to one author, is "countergenocide."

North Carolina [Public grade schools and high schools]

North Carolina’s largest school district launches a campaign against "whiteness in educational spaces"—and encourages teachers to subvert families and push the ideology of "antiracism" directly onto students without parental consent.

Santa Clara, California [Public grade schools and high schools]

Santa Clara County Office of Education denounces the United States as a "parasitic system" based on the "invasion" of "white male settlers" and encourages teachers to "cash in on kids' inherent empathy" in order to recruit them into political activism.

When you are finished absorbing the highly divisive course materials used by these schools, also consider the numerous violations of the NEA teacher code of conduct.

Continue ReadingChristopher Rufo Reports: Critical Race Theory Takes Root in Public Grade Schools and High Schools from Coast to Coast

Christopher Rufo: What to Do About the Rapid Spread of Critical Race Theory Throughout the United States

Christopher Rufo summarizes the spread of critical race theory, characterizing these stories as the tip of the iceberg. His article: "The Courage of Our Convictions: How to fight critical race theory."

What does critical race theory look like in practice? Last year, I authored a series of reports focused on critical race theory in the federal government. The FBI was holding workshops on intersectionality theory. The Department of Homeland Security was telling white employees that they were committing “microinequities” and had been “socialized into oppressor roles.” The Treasury Department held a training session telling staff members that “virtually all white people contribute to racism” and that they must convert “everyone in the federal government” to the ideology of “antiracism.” And the Sandia National Laboratories, which designs America’s nuclear arsenal, sent white male executives to a three-day reeducation camp, where they were told that “white male culture” was analogous to the “KKK,” “white supremacists,” and “mass killings.” The executives were then forced to renounce their “white male privilege” and to write letters of apology to fictitious women and people of color.

This year, I produced another series of reports focused on critical race theory in education. In Cupertino, California, an elementary school forced first-graders to deconstruct their racial and sexual identities and rank themselves according to their “power and privilege.” In Springfield, Missouri, a middle school forced teachers to locate themselves on an “oppression matrix,” based on the idea that straight, white, English-speaking, Christian males are members of the oppressor class and must atone for their privilege and “covert white supremacy.” In Philadelphia, an elementary school forced fifth-graders to celebrate “Black communism” and simulate a Black Power rally to free 1960s radical Angela Davis from prison, where she had once been held on charges of murder. And in Seattle, the school district told white teachers that they are guilty of “spirit murder” against black children and must “bankrupt [their] privilege in acknowledgement of [their] thieved inheritance.”

I’m just one investigative journalist, but I’ve developed a database of more than 1,000 of these stories. When I say that critical race theory is becoming the operating ideology of our public institutions, I am not exaggerating—from the universities to bureaucracies to K-12 school systems, critical race theory has permeated the collective intelligence and decision-making process of American government, with no sign of slowing down.

The woke-infested media has, for the most part, given CRT advocates a free pass regarding the real-world affects of CRT. Rufo proposes asking that CRT advocates be forced to answer these questions:

Critical race theorists must be confronted with and forced to speak to the facts. Do they support public schools separating first-graders into groups of “oppressors” and “oppressed”? Do they support mandatory curricula teaching that “all white people play a part in perpetuating systemic racism”? Do they support public schools instructing white parents to become “white traitors” and advocate for “white abolition”? Do they want those who work in government to be required to undergo this kind of reeducation? How about managers and workers in corporate America? How about the men and women in our military? How about every one of us?

Rufo suggests advocating "excellence" rather than "diversity":

In terms of principles, we need to employ our own moral language rather than allow ourselves to be confined by the categories of critical race theory. For example, we often find ourselves debating “diversity.” Diversity as most of us understand it is generally good, all things being equal, but it is of secondary value. We should be talking about and aiming at excellence, a common standard that challenges people of all backgrounds to achieve their potential. On the scale of desirable ends, excellence beats diversity every time.

When we tell the story about the United States, we need to tell the whole story, the moral arc:

[W]e must promote the true story of America—a story that is honest about injustices in American history, but that places them in the context of our nation’s high ideals and the progress we have made toward realizing them.

Fighting back will require that good-hearted thoughtful people stand up to waves of abuse:

Above all, we must have courage, the fundamental virtue required in our time: courage to stand and speak the truth, courage to withstand epithets, courage to face the mob, and courage to shrug off the scorn of elites.

Continue ReadingChristopher Rufo: What to Do About the Rapid Spread of Critical Race Theory Throughout the United States

Virginia’s Procrustean Solution to Racial Disparities in Math: Eliminate Advanced Math Courses

FOX News is reporting (and left leaning media are not) that the State of Virgina has just decided in the name of racial "equity" to eliminate all accelerated math courses prior to the 11th Grade.

The Virginia Department of Education (VDOE) is moving to eliminate all accelerated math options prior to 11th grade, effectively keeping higher-achieving students from advancing as they usually would in the school system.
Ian Serotkin, Loudoun Conty School Board Member comments:

My first reaction to this was that it seemed absolutely bananas, and that it sets a soft cap on the number of higher math courses students are going to be able to take. My second reaction was to wonder which outside math learning franchises (Kaplan, Mathnasium, etc.) are publicly traded, because I foresee their stock soaring.

Apparently, the deep-seated theme here is that the schools cannot have some kids doing advanced work in math because it makes other students feel bad. The Procrustean solution is to reverse-engineer the system starting from feelings, and advanced math be damned (along with the students willing to work extra hard at math). Other probable foundational principles feed the urge to "equity": Hard work and linear thinking are "white." And see here:

[T]he woke approach to mathematics is particularly poisonous to those it pretends to want to help. Let’s start with the reasonable assumption that mathematical talent is equally distributed at birth to children from all socio-economic backgrounds, independent of ethnicity, sex and race. Those born in poor, uneducated families have clear educational disadvantages relative to others. But mathematics can act as a powerful equalizer. Through its set of well-defined, culturally unbiased, unambiguous set of rules, mathematics gives smart kids the potential to be, at least in this respect, on equal footing with all others. They can stand out by simply finding the right answers to questions with objective results.

There is no such thing as “white” mathematics. There is no reason to assume, as the activists do, that minority kids are not capable of mathematics or of finding the “right answers.” And there can be no justification for, in the name of “equity” or anything else, depriving students of the rigorous education that they need to succeed. The real antiracists will stand up and oppose this nonsense.

Continue ReadingVirginia’s Procrustean Solution to Racial Disparities in Math: Eliminate Advanced Math Courses

Teaching Anti-Racism is Malpractice Because It Violates Many Provisions of the NEA’s Code of Ethics

I was looking at the National Education Association (NEA) Code of Ethics. It is titled: "Code of Ethics for Educators:

The National Education Association believes the education profession consists of one education workforce serving the needs of all students and provides standards by which to judge conduct."

I challenge you to take a look at Principle I of this Code of Ethics and try to count the many ways that "anti-racism" (Critical Race Theory) violates this code of ethics. The main problem is that CRT involves cult indoctrination based on preaching, not an open and vibrant exchange of ideas. I'll help by turning the code violations into red text below:

PRINCIPLE I

COMMITMENT TO THE STUDENT

The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator--

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.

2. Shall not unreasonably deny the student's access to varying points of view.

3. Shall not deliberately suppress or distort subject matter relevant to the student's progress.

4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.

5. Shall not intentionally expose the student to embarrassment or disparagement.

6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly--

Exclude any student from participation in any program Deny benefits to any student Grant any advantage to any student

7. Shall not use professional relationships with students for private advantage.

8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.

Continue ReadingTeaching Anti-Racism is Malpractice Because It Violates Many Provisions of the NEA’s Code of Ethics