Here’s a great piece from Robby Soave over at Reason, and huge thanks to English teacher Kali Fontanilla, who blew the whistle on the whole thing. She noticed that a lot of her students were failing the same class: ethnic studies. So she decided to look up the lesson plans online (which is why “curriculum transparency” is becoming controversial among some educators and the ACLU). What she found was a lot of mentions of critical race theory.

Soave reports:

“The teacher had the kids all learn about the four I’s of oppression,” says Fontanilla. The four I’s were institutional, internalized, ideological, and interpersonal oppression. “And then there was a whole presentation on critical race theory and they actually had the students analyze the school through critical race theory.”

One of the suggested activities for students is an “intersectional rainbow.”

“Students will rank their various identities with corresponding colored strings to create intersectional rainbows. Gender, race, class, ethnicity, sexual orientation, beliefs, nationality, ability, age, etc.,” reads the syllabus. “Students will compare and contrast their intersectional rainbows with their peers, while framing their discourse within the intersectionality paradigm as laid out by Kimberlé Crenshaw.”

Other possible classroom activities include hosting a mock trial where they accuse various historical persons of being complicit in the genocide of Native Californians and “creating a social justice oriented counter-narrative.”

Reportedly, the class replaced a much more popular health class. Worse, it was given during lockdown, so it was virtual … not to mention that for many of the students, English was a second language.

So proud of Joshua for following @TwitchyTeam!

The common thread we see in all of these exposés is breaking down students into identity groups and then ranking them on a scale from privileged to oppressed. How does that help anything?


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