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Fairfax County Public Schools (FCPS)
FCPS paying for Critical Race Theory curriculum. To be implemented in a year
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Anonymous
Of course I do. But why do we get to use a racial or class (to pick an older trendier way of history) lens then? |
Anonymous
Because those describe societal structures. It doesn't mean it's the only lens that should be looked at. For one, I've noticed that this focus on slavery has taken away from a focus on Native Americans in schools. To me it makes sense to focus several years of FCPS education on racial issues, but also spend time on other issues. Such as class, such as immigrants, such as native americans, such as colonizers, such as women's issues, such as men's issues, such as gay issues, such as children's issues, such as elderly issues, such as adult issues, such as animal issues, such as earth issues, Such as historical issues, such as future issues. |
Anonymous
Because there’s no Constitutional separation between social class and state or Race and state? It’s a pretty common aspect of teaching literature to consider issues like social class and gender and race. I went to a Jesuit high school and yes we absolutely did look at literature through a religious lens as well. |
Anonymous
The lens of colonizers doesn't work on n this country. Think critically. |
Anonymous
DP here. My own issue with CRT is that 1) not all issues are suitable for analysis through the lens of race, and 2) CRT injects a particular set of distorted views of history and facts that make it a particularly poor set of the lense to look through. I agree that viewing aspects of our society through the lense of class and race can be both revealing and rewarding. But CRT in this respect is obfuscating and damaging. |
Anonymous
What does that even mean? The "lens" is simply a substitution for "perspective". There is always a perspective given any individual or group identity. |
Anonymous
| I agree perspective is a better word than lens. |
Anonymous
| FCPS taught Stamped in some of the elementary schools thisnpast spring. 6th grade. No parent notification or opt out given. And the school board members claim they are not teaching CRT in schools. |
Anonymous
| In Langley cluster? |
Anonymous
In what class? I think the class makes a difference. Literature, social studies, home room? Also, was it presented as the "right" way to view the world, or as an option of several? If it was the "right" way, I'm sorry but then FCPS is just helping Jason Reynolds and Ibram Kendi sell a book. I watched that spot posted earlier when they did a promo for the book. School districts need to realize that the equity, diversity, and inclusion space is still new and thus very susceptible to fads and new ideas that haven't had time to play out and show their viability. What bothers me reading about this book (its on hold at the library, so I haven't read it for myself, but plan to) is that it appears to provide new, alternate language for how to talk about racism. And if you don't use those words (anti-racist, etc.) you're really a racist. That's a red flag for me personally and does not align with true critical thinking skills a 6th grader should be learning. |
Anonymous
The entire class No parent permission. Laura Jane Cohen's district. |
Anonymous
| What is Stamped? |
Anonymous
A book: https://www.amazon.com/Stamped-Kids-Racism-Antiracism-You/dp/0316167584/ref=sr_1_3?dchild=1&keywords=stamped+for+kids&qid=1624985755&sr=8-3 |
Anonymous
I guess I’m confused why this would be controversial?? |
Anonymous
I haven't read it but I'm guessing the top one-star review on Amazon is the main reason. Cutting and pasting below: Stamped for Kids is a Critical Historiography designed to rewrite our nation's history through the lens of Critical Race Theory. It does not provide an objective account, it presents a 'counter narrative' that shares historical facts laced with Critical and postmodern ideas. I do not recommend that you use this book at all with young children. Perhaps older children (middle school and above) could learn from it, however, even then it must be balanced with an objective, liberal account of the nation's history. I have read this book three times straight through, and I have also read Kendi & Reynolds' iterations. The prelude talks about how we must always and ever talk about race, that one of the most important things children can do is put social significance back into racial categories, which is straight out of Critical Race Theory (CRT) founder Kimberlé Crenshaw. This was a mistake 400 years ago, and it's a mistake today. Two wrongs do not make a right. Chapter 1 positions slavery as especially European, and completely ignores not only the Arabian slave trade in Africa that happened concurrently with the European slave trade, but it also ignores the fact that slavery has been in every single society since humans started planting crops. It neglects to mention that it was Western, liberal/ Enlightement-valued countries that first banned slavery. Instead, it blames European countries for it. Chapter 2 introduces a common concept and the first tenet of CRT as developed by founder Derrick Bell: that racism is ordinary, permanent and hidden. This idea is laced throughout the book. Chapter 3 introduces children to Peggy McIntosh's idea of 'white privilege'. Children aren't taught that the so-called privileges some people have are actually rights everyone deserves, and that lack of these rights isn't lack of privilege but presence of bias and discrimination. Instead, white privilege is presents basic rights as something somehow unfair and unjust for people to have. This chapter also introduces the idea of 'equity', that outcomes must be equal among 'groups'. Chapter 4 continually indoctrinates with more of the ubiquitous racism that is in the air and in the water and everywhere. It also teaches children to be skeptical of math because racists used math in history. This is a classic CRT move, to denigrate Enlightenment ideas like reason, objectivity and empiricism. Chapter 5 promotes race essentialism and teaches children that there is such a thing as being 'Black' and being 'White' as if all people who shared the same immutable characteristics think the same way. Really bad stuff for kids. Chapter 6 teaches kids that racist ideas in the past are 'tied' to racist ideas today, teaching kids racial scapegoating. Chapter 7 promotes the idea that words matter, grooming kids to be ready to censor themselves for any words that CRT activists disapprove of. Chapter 8 presents Abraham Lincoln, the country's best president in the most cynical light possible, suggesting that he was actually FOR slavery. This chapter also alludes to the namesake of the book (and the series), which is a quote from treasonous Confederate president and traitor to the United States, Jefferson Davis. It's pretty disgusting that CRT activists want to use Jefferson Davis' words to describe the nature of America. Chapter 9 complains how Booker T. Washington and WEB Du Bois (at first) weren't strong enough CRT activists. It's pretty astonishing how people in history are judged by today's standards. This is just not the kind of 'history' book you want in front of your kids, unless to teach them how NOT to do it. Chapter 10 introduces some Marxian Conflict Theory with oppressed/oppressors as well as the idea of 'liberation' which is essentially doing activism until the communist utopia is achieved. Chapter 11 will introduce your child into Antonio Gramsci's Marxist ideas, to subvert culture and cancel it to work forward in the revolution. It lists and 'analyzes' a bunch of popular culture that is, of course, 'racist' and 'problematic'. Chapter 12 introduces children to the CRT idea of 'false consciousness', that is, if people aren't 'politically black' (a lá Nikole Hannah-Jones), then such people who happen to be black are 'pushing' 'racist ideas'. Chapter 13 reinforces the ubiquitous hidden nature of permanent racism as put forth by traitor Jefferson Davis. Chapter 14 falsely equates the Civil Rights Movement of the 50s and 60s to CRT activists today. Except for the fact that the Civil Rights movement worked IN and FOR liberal systems, while CRT explicitly rejects liberalism (Stefancic & Delgado). Chapter 15 makes more references to neo-Marxist Herbert Marcuse's idea of 'liberationism', which is to seek the utopia by any means possible, especially by repressing dissenting views. Sounds really American, right? Good for kids, right? This chapter also introduces CRT founder Crenshaw's idea of intersectionality, which is basically a complex set of binaries that groups people into 'oppressor' & 'oppressed' categories. Chapter 16 presents Angela Davis as a saint, when in reality she is a much more controversial figure. Some facts about Angela Davis that this beatification leaves out: she was a communist who wanted to abolish US prisons (but not Soviet gulags), wrote lovingly to cult leaders like Jim Jones, supported the communist East German military, and was a student radicalized by the above Herbert Marcuse. Chapter 17 continues the CRT rejection of reason, objectivity & empiricism by suggesting that because racists used math and science in the past, these things are themselves to blame, not the individuals who used them. Chapter 18 doesn't make a lot of sense. It's a confused revision of Kendi & Reynolds' iterations with a mishmash of Black Power, MLK and Planet of the Apes. Chapter 19 continues with this ever-present, hidden racism. It's everywhere, but unseen. Chapter 20 continues its love-fest of adoring treasonous rebel Jeff Davis' words about what the United States is about. This chapter also quotes MLK saying, 'a riot is the language of the unheard' but neglects to mention that that particular essay puts forth the idea of non-violence, not implicit support of rioting. Chapter 21 shares again a glossy view of equity, but declines to get specific that equity is about forcing a reallocation of resources so that outcomes among groups are equal. This is also known as communism. This chapter also uses the CRT party line in rejecting colorblindness. Of course, they misrepresent what colorblindness actually is (which is not judging someone by their immutable characteristics but by the merits of their work and ideas). Instead, colorblindness is accused of being racist and that no one can literally 'not see' color. It's ridiculous. No one who is for colorblindness means LITERAL colorblindness. Chapter 22 shares a cynical idea that celebrating successful people who happen to be black in the US is racist. The book also neglects to share that our country is bar none the best country in the world for a person who happens to be black. Can it be better? Of COURSE. But there is never an acknowledgement of the miraculous progress our country has made. Only cynical Critical analysis. Chapter 23 gives a shout out to the founders of BLM, who own multi-million dollar properties across the country despite admitting that they are 'trained Marxists' who celebrate texts that are like Mao's Little Red Book. Chapter 24 is a pure Leftist talking point chapter. It also introduces another core concept in CRT: white supremacy. The afterword is a call for your child to be a CRT activist. |