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The list of ugly ideas schools could teach is infinite. An affirmative approach to reform that focuses on pedagogy + frameworks --while advocating for greater choice + competition in K-12-- may be less scintillating than enacting a ban; probably more efficacious in the long run.https://twitter.com/realchrisrufo/status/1412174756950855685 …
The "CRT bans" do exactly that. They restrict certain pedagogies and frameworks that traffic in racial scapegoating; the same legislators also advocate for more school choice.
Banning teaching the 1619 Project material, and there's much of it on a variety of subjects, isn't a framework ban. It's a book ban.
I know limited thinking and leadership when I see a list of don’ts. I prefer vision. Tell me what we should be teaching. Tell me what students should be capable of by the end of school. @kmele got it right from the start of this tweet.
What was being taught two seconds before Critical Social Justice child abuse Then work to improve the curriculum from there
With respect for the logic and reasonableness of your thread @kmele, I have a hard time reconciling the suggested efficacy of tactics that seem to take a long, slow, high road, when this is going on right now (and why I've found @realchrisrufo persuasive).
https://ra.nea.org/business-item/2021-nbi-039/ …
Glad they're advocating for choice, as they should. Candidly, haven't you already acknowledged that some of these bills, by, for example, specifying material that can't be assigned/required, go beyond addressing methodology + framework? You object to banning specific texts too.
To ban or not to ban? You two debate that and I’ll gladly read. For me in the trenches, this is the issue. Check out the July 2021 issue and interview with Ms. Yorba. She was one of my union members until she dropped membership.http://www.olywip.org
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