Skip to comments.Battling for the Youngest Minds
Posted on 10/22/2020 8:10:52 AM PDT by Kaslin
One would expect that a deceptive narrative about colonial America, rebuked by a couple of dozen distinguished historians of that era, would promptly be pulled from the shelves and kicked to the curb. Not so for the 1619 Project, the New York Times Magazine magnum opus that uses slavery as the force majeure to pass an idea off as factual history.
The 1619 Project has now been integrated into the curricula of at least 4500 elementary and high schools in California, Chicago, Washington D.C., and New York. The illiberal embrace of this fictional work in scholastics is emblematic of a much larger battle now underway. It is a no-holds-barred struggle to create a national education system that breeds antipathy in schoolchildren towards their identity, parents, descendants, and country.
A search of the scholarly website, academia.edu, reveals almost 10,000 contemporary paper titles aligning critical thinking to the teaching of social studies across the pre-kindergarten to university continuum. It is sad evidence that the cause of progressivism and all its patent grievances has overtaken ideas, criticism, and debate within universities and their graduates. Most of the authors are twenty-something postgrads and professors who have not ventured far from campus safe spaces to virtue signal a socialist agenda for early education.
The extent to which critical social and racial justice, white privilege, and revisionist assumptions of history has crept into the elementary school curricula in the past decade is quite remarkable.
(Excerpt) Read more at americanthinker.com ...
“They’ve got to be taught, before it’s to late;
Before they are six, or seven or eight...”
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