Posted tagged ‘Political indoctrination of children’

Getting Them Young

October 12, 2017

Getting Them Young, FrontPage MagazineMatthew Vadum, October 12, 2017

People in Edina are tired of all of this.

They are angry about political agendas being pushed at the expense of education. At the same time they are afraid to speak out for fear of reprisals, Kersten writes.

Though a growing number of parents, students and teachers are angry and frustrated about recent developments, they hesitate to protest publicly. Students and parents fear bullying and retaliation in terms of grades and classroom humiliation. Teachers who don’t toe the orthodox line fear ostracism and a tainted career. The climate of intimidation is so intense that not one of those interviewed for this article would speak on the record.

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In places like Edina, Minnesota, the Left has transformed K-12 schools into indoctrination factories whose overarching purpose is to train students to be reflexively racist and anti-American.

Educators in Edina, a wealthy Minneapolis suburb, don’t even try to conceal their sinister goals. Elementary school students there are subjected to an A-B-C book titled A is for Activist. Among the alphabetized propaganda points are these gems:

“A is for Activist. Are you an Activist?”

“C is for … Creative Counter to Corporate vultures.”

“F is for Feminist.”

“T is for Trans.”

“X is for Malcolm as in Malcolm X.”

When Donald Trump won the election last November, anarchy and partisan bullying paralyzed the high school.

“I felt like the school was descending into mass hysteria,” one student said of the day after the election. Another said Trump’s victory was treated as “the end of the world as we know it.”

Students reported “[e]very teacher was crying in class, one even told the whole class ‘Trump winning is worse than 9/11 and the Columbine shooting.’” The sheer volume of “liberal propaganda that was pushed every single day in class this year was worse than it’s ever been–and you’re bullied by the teachers and every student if you dare speak against it.”

“[T]he teachers can absolutely do whatever they want. The administration will do nothing about it!! The day of the election every single student was in the commons chanting ‘F*** TRUMP’ and the teachers never did anything. A LOT of people are starting to complain and my mom has some friends who are leaving the school district.”

Teachers in Edina use totalitarian methods, particularly self-criticism sessions, to enforce ideological rigidity and reinforce social cohesion.

One mother complained of a humiliating Khmer Rouge-like denunciation process her son was forced to endure. In a 10th grade AP World History class, the teacher “called out any Trump supporters and asked them to assure the class that they weren’t racist.” In much of the United States, sending one’s children to public schools is already tantamount to child abuse. Too often elementary and secondary schools, especially in the inner cities, fail to teach pupils even the basics of reading, writing, and thinking critically. Nowadays they focus on crusades for so-called social justice instead of doing their jobs. This includes pedagogical sermons excoriating President Trump for the crime of trying to “Make America Great Again.”

In Edina radical indoctrination has supplanted actual education that helps students prepare for the real world.

Test scores in the community’s once top-rated schools have been plummeting, writes Katherine Kersten, senior fellow at the Minnesota-based Center for the American Experiment, in Thinking Minnesota magazine.

“There’s been a sea change in educational philosophy, and it comes from the top,” she writes.

In recent years teachers have been shoving so-called white privilege, along with Marxism, feminism, and post-colonialism, down their young charges’ throats.

It’s no secret that public school teachers across America are largely driven by ideology, not a desire to educate. They teach students that America, a nation flawed in its conception by the original sin of slavery, has never truly experienced reforms. It is as if the Civil War and the Civil Rights Era never happened. Corporations and the rich oppress the citizenry daily as the U.S. unjustly pushes around less powerful countries, especially Muslim ones. America is so fundamentally corrupt and evil in their view that it can only be fixed by radical changes like those espoused by educational theorists like Paulo Freire and Bill Ayers.

In Pedagogy of the Oppressed, Freire argued that schools be used to inculcate radical, revolutionary values in students so they become agents of social change. Generations of teachers answered his call.

Freire was only expanding on the ideas of Vladimir Lenin who said, “Give me four years to teach the children and the seed I have sown will never be uprooted.” Teachers in publicly-funded elementary and secondary schools get a full eight years more than Lenin required to intellectually cripple students, perhaps for life.

“If we want change to come, we would do well not to look at the sites of power we have no access to; the White House, the Congress, the Pentagon,” Ayers said in 2012. “We have absolute access to the community, the school, the neighborhood, the street, the classroom, the workplace, the shop, the farm.”

Teachers in Edina take the ideas of Freire, Lenin, and Ayers seriously.

At Edina’s Highlands Elementary, teachers indoctrinate five-year-olds in order to radicalize them and encourage them to become activists obsessed with race.

The school district’s “unrelenting focus on skin color is the leading edge of a larger ideological campaign to shape students’ attitudes and beliefs on a range of controversial issues—most importantly, the familiar litany of ‘race, class, gender,’” Kersten writes.

While this is happening “ordinary students are too often falling through the cracks and gifted education is languishing.”

Edina embraces something called the All for All plan. Its “fundamental premise is that white racism—not socio-economic factors like family breakdown—is the primary cause of the achievement gap.”

School staff meetings there are social justice pep rallies. One teacher told Kersten that “equity was the only thing we talked about, not the nuts and bolts of teaching reading and math.”

Equity in this context doesn’t refer to equal treatment for all, she notes. Here the word “signals an obsession with ‘white privilege,’ and an effort to blame any academic challenge that minority students may have on institutional racial bias.” In other words, race-based identity politics rules.

At the elementary school, teachers of K-2 students dwell endlessly on skin color and encourage white pupils to feel guilty about being white. “Equity” is identified as the key criterion used to evaluate the school district’s K-5 math curricula.

Children have to watch their language and self-censor for fear of incurring the wrath of teachers.

“My kids have written things they don’t believe just to survive,” one mother told Kersten.

“They know exactly what the teacher wants. They almost don’t see anything incorrect in doing that anymore, because it’s so engrained. They have endured enough public shaming to say they will not put themselves in that position again.”

Another parent “was absolutely sickened” by the officially sanctioned psychological torture to which her young son was subjected. He explained that he was “labeled a racist, sexist and rapist — yes, a RAPIST — because he is a white male.” The parent added, “This was all in a Venn diagram on the white board. We have a photo.”

At the Edina high school’s multicultural show in April this year, student performers used the event to call for “students, faculty, staff and administrators to act en masse to address racial injustice,” according to the school’s student newspaper. Student organizers tried to “ignite a conversation pertaining to white privilege and the Black Lives Matter movement.”

A female student gave an explicit speech about the sexual fantasies she had about a classmate that sounded like a “Dear Penthouse Forum” letter. “I spent seventh-grade music classes imagining her legs intertwining with mine, her body constantly reminding me of a violin, and I was begging to be allowed to pluck one string.”

A male student revealing his sexual desires probably would have been kicked off the stage and accused of sexual harassment, Kersten writes.

Getting students to hate and distrust law enforcement officers is also a priority. One teacher was so wrapped up in cop-hatred that she claimed just saying the word police “made her feel physically ill,” according to a parent.

Teachers in Edina and across the fruited plan saturate students with information about real and imagined instances of racial injustice in America in a nonstop barrage of historic facts and ahistorical nonsense. And in the culture at large, the media, politicians, and the entertainment industry can’t stop talking about race. The last thing any young student in America needs is to be taught about is race. Race matters only to America-hating radicals.

People in Edina are tired of all of this.

They are angry about political agendas being pushed at the expense of education. At the same time they are afraid to speak out for fear of reprisals, Kersten writes.

Though a growing number of parents, students and teachers are angry and frustrated about recent developments, they hesitate to protest publicly. Students and parents fear bullying and retaliation in terms of grades and classroom humiliation. Teachers who don’t toe the orthodox line fear ostracism and a tainted career. The climate of intimidation is so intense that not one of those interviewed for this article would speak on the record.

Remaining silent is no way to win a culture war.

New Book Sheds Light on Anti-Trump Agenda in Public Schools and Politicization of the Classroom

October 1, 2017

New Book Sheds Light on Anti-Trump Agenda in Public Schools and Politicization of the Classroom, Washington Free Beacon,  , October 1, 2017

Getty Images

In his newly published bookThe Corrupt Classroom, Lance Izumi of the Pacific Research Institute illustrates how the public school classroom has become increasingly politicized, with liberal teachers indoctrinating students with an anti-Trump and leftist agenda.

Izumi makes the case that while many school choice supporters rely on academic school performance data to show that public schools are failing, there are many other equally important reasons to support it.

“Many parents, for example, are rightly concerned about the growing politicization of the classroom,” Izumi explains. “Far from being mere anecdotal incidents—and there are lot of those—political bias is becoming systemic in public school systems and has turned many public schools into indoctrination centers for progressive ideologies and causes.”

For example, the United Educators of San Francisco, a teachers’ union, created an anti-Trump lesson plan and distributed it to 6,000 members. In the lesson plan, Trump was labeled a “racist and sexist man” and included only reports from left-wing sources such as Mother Jones. Teachers were instructed to tell students, “we will keep fighting” and “we must and will fight for justice against an unjust system and an unjust people.”

Izumi also cites the example of Yvette Felarca, a teacher at a middle school in Berkeley, Calif., who is the leader of By Any Means Necessary, which was described as a militant, radical group that uses violence to spread its message.

“Felarca reportedly shoved a man to the ground at a demonstration in Sacramento,” Izumi explains. “The brawl resulted in seven people being stabbed. Felarca told the Mercury News that the First Amendment should not protect speech with which she disagrees and that she labels ‘hate speech.'”

Izumi says that following these actions, parents were outraged and complained that her violent message should not have a place in the classroom. The book cites many more examples of how students were subjected to indoctrination in the classroom, including some who were asked to complete assignments with an anti-Trump bent or teachers who were very open about their liberal beliefs—including one who yelled “Die!” in front of students at a photo of President Trump.

Izumi says that parents should also be aware of school-related crime and the safety of their child when deciding what school to choose.

“There have been many instances of appalling crimes on school campuses, ranging from peer-to-peer bullying to classroom sexual assaults that make every parent shudder with fear for the safety of their own children,” Izumi writes.

For example, Lanny, a 9-year-old in Alabama, was attacked by a bully at her school and suffered a concussion, a bruised face, and two black eyes. Instead of accurately reporting the incident to the child’s mother, school officials said Lanny had fallen on accident. Lanny’s mother decided to homeschool her daughter following the incident because she doesn’t feel the school did enough to prevent bullying and did not even punish the bully.

“When I asked the principal what was being done about the bully, he said she would be suspended for two days,” Lanny’s mother said. “Then I found out they didn’t even do anything to her.”

In addition to safety, Izumi says there are religious biases that have been present in the classroom that parents should be concerned about.

“Just as parents do not like teachers and school officials to favor one political candidate over another, so parents oppose the promotion of one religious faith over another,” Izumi says. “Yet, in public schools across America, teaching, curricula, and policies seem intended to disfavor Christianity and favor other religious faiths.”

There have also been instances of sexualization in the classroom. Izumi explains that a school in Fremont, Calif., distributed a textbook for ninth-graders that taught teenagers about vibrators, oral sex, bondage, female sterilization procedures, and sexual techniques that went beyond the activities that cause birth.

“Not surprisingly, the textbook ignited outrage among parents in the school district, despite the socially liberal reputation of the San Francisco Bay Area,” Izumi explains. “Hundreds of people signed a petition to urge the Fremont school board to rescind its decision to use the textbook in ninth-grade health classes.”

Izumi says that all of these reasons are cause for parents to be concerned about what school their child is attending.

“A public school might have decent test scores, but if parents feel their children are being politically indoctrinated, are at risk of being victimized by other students or teachers, are being shortchanged because of mismanagement by school officials, or are having their basic value system overturned, then parents and their children should have the right and the tools to exit the public school system for educational alternatives that better meet their needs and preferences,” Izumi said.

San Francisco Teachers’ Union Offers Sick Anti-Trump Propaganda as Lesson Plan

November 18, 2016

San Francisco Teachers’ Union Offers Sick Anti-Trump Propaganda as Lesson Plan, PJ MediaDebra Heine, November 17, 2016

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Left-wing indoctrination in the public schools has been a problem for decades and it’s getting worse. Remember the early days of the Obama administration when liberal teachers literally had their students singing songs of homage to our historic new president? Creepy and alarming videos kept emerging online showing kids praising President Obama as if he were some sort of deity.

In February of 2009, for instance, children in one class were taught “The Obama Song,”  featuring the following lines: “Obama is the President! First African America in history 44th president of the United States! The ground has shifted, the world has changed!  Oooo I’m a proud American Oooo yes yes yes yes YES WE CAN!”

And who can forget the infamous “Mmm mmm mmm!” song, which seemed to be loosely based on “Jesus Loves the Little Children,” but substituted Jesus with Obama.

I only mention this because in the wake of the 2016 election, liberal teachers are at it again. Only this time, instead of laudatory songs that praise the new president, a sick new anti-Trump lesson plan that demonizes President-elect Trump and his supporters has already been offered to teachers in the San Francisco area.  High school social studies teacher Fakhra Shah apparently drew up the lesson plan in a fit of spite and rage in the wee hours of the morning of November 9, right after Trump was elected. The school district reportedly has no problem with the plan, which characterizes the new president and his supporters as racist and sexist bigots.

Via ABC News:

San Francisco’s public schools have been offered a classroom lesson plan that calls President-elect Donald Trump a racist, sexist man who became president “by pandering to a huge racist and sexist base.”The union that represents city teachers posted the plan on its website and distributed it via an email newsletter to its more than 6,000 members. The school district has more than 57,000 students.

It is unclear how many teachers have used the plan, outlined by a Mission High School teacher, but it appears to have the tacit support of city education officials.

School district spokeswoman Gentle Blythe said the plan is optional and not part of the official curriculum.

“Educators are entrusted to create lessons that reflect the California standards, support students’ social and emotional well-being and foster inclusive and safe school communities,” she said in a statement that neither praised nor rebuked the lesson plan. San Francisco schools serve diverse populations and teachers are encouraged to include multiple perspectives in lessons, she said.

The Republican Party in San Francisco reacted sharply.

“It’s inappropriate on every level,” said Harmeet Dhillon, a Republican National Committee member from California. She called it “inappropriate propaganda that unfairly demonizes not only the campaign that Donald Trump, the winner, ran but also all of the people who voted for him.”

The lesson plan was written by social studies teacher Fakhra Shah, who said she hadn’t planned for it to spread citywide — that was a step taken by the teachers’ union. She wrote it at 2 a.m. Nov. 9, just hours after news networks declared Trump had won, to help teachers at her school struggling with how to answer students’ questions and concerns about his becoming president.

“I think a lot of people were lost for words, wondering, ‘What do we say? What do we do?’ ” said Shah, whose Latino, African American, white, Muslim and LGBTQ students are worried about a surge in hate crimes since the election.

“We’re calling him out,” she said. “If he’s our president, I have the right to hold him accountable and ask him to take a stance that is anti-hate and anti-racist.”

Shah warned teachers that some students may lash out at the new president using foul and obscene language. She even encouraged this because it is how kids living under white supremacy lift themselves up and fight oppression at school. Or something.

“I know that they might curse and swear, but you would too if you have suffered under the constructs of white supremacy or experienced sexism, or any isms or lack of privilege,” she wrote.

This is not “empowering” or “uplifting.” It is seriously deranged and destructive. The songs of Obama praise were disturbing and inappropriate, but this kind of propaganda is just plain evil. Instead of helping students deal with an election that maybe didn’t go the way they wanted, they are encouraging them to wallow in anger and self-pity and branding over 60 million Americans as racist and sexist bigots.

A KPIX reporter asked Shah if there are “safe spaces” for students whose parents may have voted for Trump. “They absolutely will be given safe space,” she answered. “They’ll be asked to explain, ‘how is he not racist?'” she added.

So — not actually a safe space at all. Kids are sent to school to receive a basic education and learn how to think critically, not to be forced to defend how their parents voted in a contentious election in a hostile environment where they have already been branded as racists. That, it seems to me, is the exact opposite of a “safe space.”