Those Lying Bastards

Those Meddling Parents

Faced with complaints from parents about the indoctrination of children, an official in Rockwood School District, Missouri, instructed teachers to create two sets of curriculum: a false one to share with parents, and then the real set of curriculum, focused on topics like activism and privilege.

These instructions were sent to all middle and high school principals in the district. “This is not being deceitful,” wrote Natalie Fallert, the official in question, before adding, “I hate that we are even having to have this conversation.” 

It occurs to me that when your solution to such complaints includes the words “so parents cannot see it,” it may be time to revisit your assumptions. A subsequent non-apology, issued by a different official when the instructions to deceive became more widely known, insisted that the school district views parents as “allies” in the education of “our children.”

An unhappy phrasing, all things considered. 

Elsewhere (249)

Katherine Kersten on leftist dogma versus educational standards: 

For years, the Edina Public Schools have been one of the brightest stars of Minnesota public education… But today, test scores are sinking. One in five Edina High School students can’t read at grade level and one in three can’t do grade-level math. These test results dropped EHS’s ranking among Minnesota high schools from 5th to 29th in reading proficiency, and from 10th to 40th in math proficiency between 2014 and 2017… There’s been a profound shift in district leaders’ educational philosophy. In place of academic excellence for all, the district’s primary mission is now to ensure that students think correctly on social and political issues — most importantly, on race and “white privilege.” […] The school is pervaded by an obsession with race. Katie Mahoney, Highlands Elementary School’s “racially conscious” principal, was hired in 2016. This fall, she announced that the school’s “challenges” for 2017-18 are to teach children “how to embrace ancestry, genetic code and melanin,” and to how “to be change-makers.”

If that doesn’t sound sufficiently dogmatic and perverse, and just a little sinister, then do read the whole thing. There’s more.

Larry Sand on truant teachers: 

A Fordham Institute study released in September demonstrates the full extent of the absentee problem… 28.3 percent of teachers in traditional public schools are chronically absent — defined as missing more than 10 days of school per year because of illness or personal reasons. In charter schools — most of which are not unionised — the corresponding rate is just 10.3 percent.

And Toni Airaksinen on underhanded educators: 

Two Canadian professors have developed an approach they call “Trojan horse pedagogy” to peddle social justice to otherwise unassuming students. Sal Renshaw and Renee Valiquette, both of whom teach at Nipissing University in Ontario, detailed their extensive “ruse” in a recently published book, boasting that their “Introduction to Interdisciplinary Analysis” class is actually a “social justice” course in disguise… “Our goal in this class is to move both hearts and minds, in part by ‘forcing’ an encounter with at least some knowledges that students have already decided they are not interested in,” Renshaw and Valiquette explain, adding that the classes are “rooted in… post-structural feminist theory.”

According to Renshaw and Valiquette, being dishonest about course content, and about the subsequent likelihood of getting a job, is “a pathway to social justice education” and therefore, they insist, “the ruse is justified.” The lecturers in question admit that for many students “social justice” claptrap has a poor reputation and is actively avoided, which prompts the professors to sidestep that reputational challenge by simply lying to students about what it is they’re paying for. The two words you’re looking for are fire and immediately.

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