RealClearInvestigations’ Mark Hemingway brought our attention to this document headed, “SEATTLE PUBLIC SCHOOLS: K-12 Math Ethnic Studies Framework,” and it’s more frightening than Common Core ever dreamed of being. Apparently “Math Ethnic Studies” for kindergartners through high schoolers looks at things like “What does it mean to do math?” and, more importantly, “How is math manipulated to allow inequality and oppression to persist?”

We don’t know if this is actually in practice in Seattle public schools, but the document is hosted on the official site of the Office of Superintendent of Public Instruction, “the primary agency charged with overseeing public K–12 education in Washington state.”

Anyway, some of the themes of the curriculum are “Power and Oppression” and “History of Resistance and Liberation,” and some of the essential questions to be addressed include “Where does power and oppression show up in our math experiences?” and “How is math manipulated to allow inequality and oppression to persist?”

Here’s the description of “Power and Oppression”:

Power and oppression, as defined by ethnic studies, are the ways in which individuals and groups define mathematical knowledge so as to see “Western” mathematics as the only legitimate expression of mathematical identity and intelligence. This definition of legitimacy is then used to disenfranchise people and communities of color. This erases the historical contributions of people and communities of color.

Minorities hardest hit.

Like we said, this is worse than we ever imagined Common Core could be.

Let’s hope this was a joke they forgot to take down off the site.


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