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Finally, teachers are told they must become "antiracist" activists. They must "confront and examine [their] white privilege," "acknowledge when [they] feel white fragility," and "teach others to see their privilege." They must turn their schools into activist organizations.pic.twitter.com/1KaJobp5Km
Here's the problem: only 47% of San Diego Unified students reach proficiency in reading and math. Teaching "white fragility" will do nothing to help students improve their academic abilities—it will only serve activist teachers who want to shift the blame to "systemic racism."
Parents should be up in arms: public schools should be designed to serve the public good, not the private ideological fantasies of far-left activists. We need to teach students basic reading, writing, and arithmetic—not white fragility, intersectionality, and antiracism.
P.S. You can support my investigative reporting on critical race theory with a $5 or $10 monthly donation. It's time to push back.http://christopherrufo.com/support
P.P.S. Read the full leaked documents here:https://christopherrufo.com/mandatory-white-privilege-training-for-san-diego-teachers/ …
This is a hostile work environment. I think if someone brought a case they'd win.
Very much so. And I'd refuse this, even at the cost of my job. Working in that kind of environment isn't worth the toxicity.
And it indoctrinates the children via the teachers who have become prophets of the new religion to erase their own “guilt.”
you know chris, teaching racial justice norms to teachers *will* protect students of color from disparate punishment and encourage best practices. individuals can change systemic racism if we acknowledge that it exists.
What will close the gap of white kids getting suspended at 3x the rate of Asian-American students?
Do have data that clearly shows that 47% of San Diego Unified students not achieving proficiency in reading and math has nothing to do with racist policies?
I wonder what percentage of San Diego Unified TEACHERS are at proficiency in math and reading.
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