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Political indoctrination replacing academics as the mission of K-12 public education

NH Tea Party Coalition – by Laurie H. Rogers

What’s the mission of any school district? Most parents seem to agree that it’sacademics. Schools should prepare students academically for postsecondary life – whether it’s college, a trade, a career, the military or some other endeavor.

Alas, many public schools don’t focus on college or career readiness, and their mission statements don’t say they have to. Instead, other, more nebulous goals are their stated priorities, such as turning students into global citizens, “challenging” them, helping them develop “supportive relationships,” and having them engage in “relevant, real-life applications.”

“Equity” and “social justice” also are emphasized in many districts. Some districts have created new departments, applied for federal grants or hired $100,000+ personnel – supposedly to foster equity and social justice. But what’s behind the terminology?

Actual equity and social justice entail providing ALL students with the academic skills they need to lead a productive postsecondary life. But in public education, the terms tend to be ambiguous and politically laden, focusing instead on perceived unfairness. In the typical social-justice curriculum, America frequently is portrayed as the bad guy.

At the Fifth Annual Northwest Conference on Teaching for Social Justice, academics were not the theme. Instead, teachers learned how to encourage and train students to become activists. They challenged what they perceive to be America’s history of power, white privilege and oppression; supported myriad alternative lifestyles; discussed issues of race, gender, class and undocumented status; challenged “ableism” (discrimination by the able-bodied and able-minded); and learned how “oppression affects the lives of students marginalized by race, class, language, gender, and sexual orientation.”

There are schools purely devoted to issues of social injustice, such as the Social Justice High School in Chicago: “Project based and problem based learning that addresses real world issues through the lenses of race, gender, culture, economic equity, peace, justice, and the environment will be the catalyst for developing our curriculum.”

There is the White Privilege Conference, an ironic concept considering that many dedicated education advocates are Caucasian. (Actually, what I’ve seen over six years of advocacy looks more like Union-Administrator-Media Privilege. Maybe we could have a conference on that.)

There is Teachers for Social Justice, where teachers learn about “adultism” (i.e. adults who “use their position of power to affect the youth”); about integrating LGBTQ content into the curriculum; and about challenging gender norms with first-graders.

There is Welcoming Schools, “an LGBT-inclusive approach to addressing family diversity, gender stereotyping and bullying and name-calling in K-5 learning environments.” Did you notice that it’s directed at kindergartners?

Look into your district’s sex-ed program. These programs used to focus on preventing teen pregnancy. Now, see what the little ones are learning about sex, abortion, contraception and homosexuality. Students aren’t being taught long division, but they’re learning about alternative lifestyles. Last year, one 4th grader watched a district sex-education video and subsequently made a related joke to a friend – as young boys will do. This boy was disciplined, his parents were notified, a letter was sent home, and the entire class heard about his “bullying.”

Nowhere in this social-justice agenda do I see anyone standing up for the military and veterans, who have suffered much discrimination and prejudice. Or for police. Or for firefighters. Or for anyone who died in service of the country. Or for the four Americans who were murdered on Sept. 11, 2012, in Libya (although I suspect schools are OK with standing up for the Libyans).

The social-justice agenda is not about equity or justice. It’s about complaining, accusing, rebelling, changing society and forcing extreme progressive viewpoints on captive children. And how tolerant is this community to dissenting viewpoints? Not very. It questions traditional American values, faults American history, paints parents as old-school and unknowledgeable and views Americans as prejudiced and selfish. Even young students are fed a diet of progressivism, weighty and depressing socio-political issues, a cynical view of their ancestors, and antagonism toward conservative thought. They’re taught to reform, transform and “fundamentally change” America, with little appreciation for what America does for the world; its role in keeping the world relatively stable; its superlative generosity to other countries; the sacrifices made by its Armed Forces; and how its system of government made it rare and great.

Some programs show students how inequity and social injustice span the globe, with slavery, sex trafficking and brutality. The students – still just children – are to take ownership of this brutal, unfair world and try to change it. (No wonder so many students become anxious or depressed.)

How will districts know when they’ve achieved their social-justice goals? (Never.) When can the programs be disbanded? (Never.) Do the programs result in well-educated students? (Frequently not.) The programs just grow ever larger, sucking up dollars and destroying learning time.

It won’t be long before children will be unable to escape this depressing, politically biased agenda. It drives the Barack Obama/Arne Duncan/United Nations education plan. This plan is ensconced in the Common Core initiatives, now federally mandated (in contravention of the U.S. Code (20 USC 3403).

The social-justice agenda apparently does not demand sufficient student academics. As the Edu Mob hustles after agenda-based grants and programs, I see no urgency regarding student academics or the truth. The Mob seems content to side-step the students’ misery as it accepts promotions, takes home $100,000+ salaries, and trots out fake numbers showing imaginary improvement.

In 2012, for one example, Spokane Public Schools congratulated itself over a near-80% pass rate in math for its 10th graders. This pass rate bears no relation to what our 10th graders actually know in math. Just two years prior, our 10th graders posted a 41.7% pass rate in math on a low-level test that required just 56.9% to pass. There had been no substantial change in the district’s math curriculum except to possibly become worse. Who in Spokane publicly questioned this magical improvement?

Spokane isn’t alone with its implausibly high numbers. College remedial rates (such as these from Spokane) suggest that if Washington’s 10th graders were given an actual “at-grade-level” math test, without calculators and controlled for those who received outside instruction, many district pass rates would be in the teens or lower.

How does one obtain equity or social justice without academic skills? Why do districts expect small children to teach math to themselves? Why do adults ignore poor academic outcomes, desperate parents and anxious students? I’m often asked: Why do schools persist in these failing approaches? Why isn’t there enough math or grammar in our schools? Why do materials contain a political agenda? Why don’t we have textbooks? Why can’t I see my child’s math work? Why can’t I help out with math in the schools? Why do teachers say, “Don’t help your children with math; it will only confuse them”?

Now you know why. An inadequate education system = more issues = more need for help = more need for money = more government intervention = more government intrusion = more government control. Much of public education now focuses on: 1) more tax dollars for the Edu Mob, 2) more pro-Edu Mob voters, 3) less transparency or accountability, 4) more power to squish out dissent, 5) more administrative control, 6) heavy promotion of the socio-political agenda, and 7) maintaining (already failed) teaching approaches and curricular materials.

If you read what I read every day, you’d be deeply alarmed. To have what they want, they must have it all. And they’re getting it. Here’s just a tiny snippet of what I’ve seen:

- A Spokane teacher advocating in the classroom for revolution.
- Politics permeating the math curriculum.
- A Chicago school telling parents they are not allowed to send lunches with their children.
- A Texas student being browbeaten for refusing to wear a district microchip.

Parents are purposefully kept at arm’s length from the truth – about the schools, budget, curriculum, agenda, and actual outcomes – because No Truth = No Parent Dissent. Those few of us who dare to ask questions are diverted, mollified, ignored or – if we persist – attacked.

A battle is on for our children, and we have nearly lost. Public schools have been “training” people for a while. Students learn to reject their parents’ influence and guidance (especially if the parents prefer less government), to question traditional American values, to fundamentally reform America in a “progressive” image, and to vote progressive. Even Republicans vote progressive on education. Pushing the social-justice agenda is as easy as stealing from a baby.

Where is all of this taking us? The only place it can. Before, parents taught morals and acceptable behavior, and schools taught academics. Now, schools push a progressive view of acceptable behavior, and parents are forced to fill in the academics. But there aren’t enough of us doing that, and we aren’t powerful enough to overcome the social-justice agenda.

See it for yourself. Google “social justice” and “education” together. See how little the Edu Mob cares about academics or the welfare and future of the country (especially as a democratic republic). See how mocking and antagonistic it is toward dissenters. See its determination to push a globalist agenda and an angry, antagonistic, shrill view of America and its founders and defenders. There will come a point at which a conservative-minded person will not be able to win any leadership seat.

America is a “constitution-based federal Republic, with a strong democratic tradition.”
 It was founded on the idea of checks and balances – that no entity should have excessive power. A one-party system removes our ability to maintain balance. But many in the media, courts and other groups are politically active for the progressive cause. The U.S. Constitution and the law now are flouted regularly and without media pushback or legal consequence.

In 2010, The New York Times published an uncritical piece that advised President Obama to lead by Executive Order. And he is. What is the difference between a president who leads by Executive Order and a dictator? The Times has continued to discussObama’s Executive Orders, but minus the outrage one should expect from the media regarding a president who abuses the administrative process. Imagine if a Republican president behaved similarly. There would be passionate editorials, a push for congressional investigations and calls for impeachment. And rightfully so. But for Obama – near silence. A casual discussion. No big deal.

We’re in a dangerous place. The country now is run by government/media/corporate “partnerships” that are neither open nor accountable to the people. Instead of open government and privacy for the people, we now have secretive government and diminishing privacy for citizens. Mainstream media don’t investigate the government; they investigate dissenters. Our citizen rights under the U.S. Constitution and the Bill of Rights are being eroded. Our right to privacy is being minimized through federal “rule-making,” and our personal information is being shared without our knowledge or permission. The whole package looks disturbingly Orwellian.

And yet, the people are increasingly ignorant of what it all means. Who in the next generation of voters will stand up for privacy, the individual, the Constitution, or the rule of law? Most graduates will lack the academics they need to properly run the country; the knowledge or perspective to critically assess what they’re being told; and enough understanding of the U.S. Constitution to know they must stand up for it. They will have energy and motivation, however, to agitate and rebel against their oppressors. (That’s us, in case you’re wondering.)

Welcome to the new mission of public education: Social upheaval –an American Spring – fomented by the social-justice crew, supported by the Edu Mob, praised by those who would do America harm, and paid for with our children and our tax dollars.

This great Republic is not yet finished, but it’s looking pretty grim out there.

Reprinted with Copyright for Rogers, L. (November 2012). “Political indoctrination replacing academics as the mission of K-12 public education.” Retrieved November 26, 2012 from the Betrayed Web site: http://betrayed-whyeducationisfailing.blogspot.com

http://www.nhteapartycoalition.org/tea/2012/11/26/political-indoctrination-replacing-academics-as-the-mission-of-k-12-public-education/

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17 Responses to Political indoctrination replacing academics as the mission of K-12 public education

  1. REDHORSE says:

    This is why when i try to talk to my grandaughters about the constitution they think it’s something you do in the bathroom.It makes me sick to think they will never know(or at least be aware of) the country i grew up in that we have lost over the years.Sad ,so sad.I try to explain it to them and they think i’m nuts.Guess maybe i am for wasting my breath and trying to compete with the school system.

  2. uninformedLuddite says:

    If you want to read a real eye opener on the decline of the US educational system then read this.
    John Taylor Gatto is a MUST READ. The decline is here in Australia too it just isn’t as well explained/documented as in the US by Gatto.

    • NC says:

      And if you want to read an even MORE real eye opener on the decline of the US educational system then read, “The Deliberate Dumbing Down of America” by Charlotte Thomson Iserbyt with special emphasis on the sixties and seventies and early eighties. That is ALSO a must read.

      • uninformedLuddite says:

        Thank you for that. I have heard of this book and have found it as a free downloadable. getting it now.

        • NC says:

          I still haven’t finished it yet. I’m on the Eighties now. I am trying to read a couple books at once as I’m trying my damnedest to re-learn and catch up on the REAL history of America and the world as quickly as I can. There’s so much we Americans have never learned. If only we can bring it back to the schools, we could possibly have a chance at coming close to putting an end to this tyranny with our next generation of upbringing. However, that might be a little naive of me, but anything’s possible. Unfortunately, the Zionists, as we all know, will never let that happen without a fight.

        • # 1 NWO Hatr says:

          uninformedLuddite that book is also available on dvd, and I believe it’s available for free on the internet, if you’d prefer a condensed version.

    • BentSpear says:

      Eye opener? Exercise your rights as a taxpayer & sit in on a day of middle school. You’ll sh!t yourself from what you see.

      • uninformedLuddite says:

        I am in Australia so things are a little different. For example our elected Prime Ministers (of the Labor party variety) seem to give their first speeches after election at the Fabian Society. A parent would not be allowed to sit in a classroom and observe here. If the parent pushed the issue they would end up arrested and in the Watchhouse for the day. If they had tried to teach me the stuff that they teach kids now my father would have been at the school punching people.
        I made a conscious choice decades ago not to have children as I saw little to no future for the next generations. There are also actions that a person takes in their life that the encumberance of children would make extremely difficult.
        In this country the PTB can tell you who you are allowed to be friends with and associate with (without criminal activity being proven).

        • BentSpear says:

          My apologies for my ignorance of your location.

          From what you describe of the classrooms there, I can see that will become the norm here very soon in our public schools.

          After my looking over the curriculum for the class I visited & observing if the daily terminal objectives were met by the teachers, I’ve come to the conclusion that current & future generations of America will have life skills that equate to that of a turnip. The cult movie “Idiocracy” comes to mind.

          • NC says:

            The movie, “Idiocracy” is EXACTLY what I’ve been saying, too. This whole country has become people from the movie, “Idiocracy”. Instead of evolving for the better, we have de-evolved into dumb animals who now have become accustomed to Congress and the presidential elections as nothing more than reality shows and they actually enjoy watching it while working at Costco as a zombie greeter saying, “Welcome to Costco. I love you. Welcome to Costco. I love you.”

      • NC says:

        As a former school teacher, I completely agree, which is why I don’t teach in America. No discipline and no knowledge. Only socialism and how to be “GLOBAL CITIZENS”. Yes, those were the exact words my boss (aka the principal) told me I needed to put into my curriculum and lessons. Teach them how to be “GLOBAL CITIZENS”. Isn’t that great? F**K THEM!!!

        • BentSpear says:

          Must have taken every fiber of your being to NOT strangle the sh!t out of that commie.

          • NC says:

            Yea and what made it worse was that the one principal/owner of the kindergarten school was from India!!! OMG!!!! God help us all!!!

            We are being destroyed by people from other third world countries teaching us how to teach our own kids. Isn’t that wonderful?

  3. Lowtolerance says:

    I would rather see the young learn revolution than more obedience to the corporate states of America. The rest sounds like a lot of religious issues and denial of the class warfare actually being perpetrated by the elite. It is really time to question the source of wealth, as too much of is comcentrated, again, by the elite while a generation of hard working middle class Americans is seeing their livelihoods outsourced along with their hopes of a better future for their children. Nice try, tea partier, but blaming the “social justice” crew while the country is being raped by a corporate oligarchy is madness.

  4. Joe says:

    (UPDATE – This was written earlier today before all the other posts, looks like I’m singing to the choir here…)

    Two things, first, people can’t get into sensible colleges without reasonable literacy and numeracy scores.

    Second, this phenomenon has been happening for a while. Many bloggers on these very pages make frequent basic literacy mistakes in usage, structure, clarity, and spelling. How people can mis-spell something in the day of hot-spell-check-in-text-box amazes me.

    Fluffy talk-fest courses don’t get people engineering, science, or law degrees, don’t show them where to put apostrophes, and don’t teach them the difference between effect and affect, there, and their.

    Perhaps in the world of the future, everything will be run by people txting each other and blogging about it later in sentence fragments.

    Grammar, usage, spelling, and literacy in general will be unimportant. In fact, their importance must be inversely proportional to how “victimized” and “uncomfortable” someone feels when such things are pointed out to them.

    Why spelling matters in real life:
    Imagine you’re searching through some important source-code which you’re maintaining. You’re trying to find an important and costly bug, which is asphyxiating people in airlocks on the moon for no apparent reason. You know the code has comments, as the original author mentioned it before he died in a freak twitter iphone autocorrect misunderstanding gone horribly wrong.

    But the original author was taught that feeling okay about bad spelling was more important than struggling to achieve good spelling, so while you’re pouring through the code with a fine comb looking for “vacuum”, it’s not there, but the mis-spelled vaccuume (or vacum or waqum) is.

    And while you’re spending valuable debugging time on what amounts to a spelling mistake, another hapless engineer working on the moon (who actually CAN spell, and write bug-free code) is killed by the faulty airlock code!

    Ow the irinee.

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