Teacher: Children are afraid to challenge the repressive ideology that rules our school

[Admin Dee]

I am a teacher at Grace Church High School in Manhattan. Ten years ago, I changed careers when I discovered how rewarding it is to help young people explore the truth and beauty of mathematics. I love my work.

As a teacher, my first obligation is to my students. But right now, my school is asking me to embrace “antiracism” training and pedagogy that I believe is deeply harmful to them and to any person who seeks to nurture the virtues of curiosity, empathy and understanding.   

“Antiracist” training sounds righteous, but it is the opposite of truth in advertising. It requires teachers like myself to treat students differently on the basis of race. Furthermore, in order to maintain a united front for our students, teachers at Grace are directed to confine our doubts about this pedagogical framework to conversations with an in-house “Office of Community Engagement” for whom every significant objection leads to a foregone conclusion. Any doubting students are likewise “challenged” to reframe their views to conform to this orthodoxy. 

I know that by attaching my name to this I’m risking not only my current job but my career as an educator, since most schools, both public and private, are now captive to this backward ideology. But witnessing the harmful impact it has on children, I can’t stay silent. 

My school, like so many others, induces students via shame and sophistry to identify primarily with their race before their individual identities are fully formed. Students are pressured to conform their opinions to those broadly associated with their race and gender and to minimize or dismiss individual experiences that don’t match those assumptions. The morally compromised status of “oppressor” is assigned to one group of students based on their immutable characteristics. In the meantime, dependency, resentment and moral superiority are cultivated in students considered “oppressed.”

All of this is done in the name of “equity,” but it is the opposite of fair. In reality, all of this reinforces the worst impulses we have as human beings: our tendency toward tribalism and sectarianism that a truly liberal education is meant to transcend.

Recently, I raised questions about this ideology at a mandatory, whites-only student and faculty Zoom meeting. (Such racially segregated sessions are now commonplace at my school.) It was a bait-and-switch “self-care” seminar that labelled “objectivity,” “individualism,” “fear of open conflict,” and even “a right to comfort” as characteristics of white supremacy. I doubted that these human attributes — many of them virtues reframed as vices — should be racialized in this way. In the Zoom chat, I also questioned whether one must define oneself in terms of a racial identity at all. My goal was to model for students that they should feel safe to question ideological assertions if they felt moved to do so. 

read more::

https://bariweiss.substack.com/p/i-refuse-to-stand-by-while-my-students

[Mike Smith]

Now is the time that we fight back against the communist system, by organizing in the millions and keep after the liberals until they stop. We all have to do our part to stop this garbage.