Posted on 08/02/2021 8:10:57 PM PDT by UMCRevMom@aol.com
An Asia Society effort – advised by several Chinese Communist Party-linked individuals – has partnered with schools across the U.S. to shape curricula and teaching faculty to become consistent with a “social justice” approach to education that encourages “teaching activism” in favor of left-wing causes such as “equity,” “globalism,” and “unraveling systemic racism.”
Based in the U.S., the Asia Society describes its mission as “preparing Asians and Americans for a shared future” and is favored by current and former high-level Chinese Communist Party officials.
The group’s Center For Global Education outlines its mission as “transforming education to build a more just and equal society” and partners with schools and school districts throughout the U.S. to do so. The center is expected to reach 4,000,000 students and 100,000 educators through various partnerships including dictating curricula and establishing schools alongside the Department of Education in states such as Ohio and Colorado.
Serving on the center’s board, however, are several Chinese Communist Party apparatchiks. The co-chair of the effort, Yu Lizhong, is the former president of two Chinese Communist Party-run universities and has held leadership roles at several state-run groups:
Dr. Yu was the vice chairman of Chinese Geography Association. He is the chairman of Geographic Education Commission of Chinese Education Society, chairman of Shanghai Science Promotion Committee for Youth, and senior adviser of Shanghai Association of Science and Technology.
Advisors also include former President of state-run Shanghai Normal University, a former President of the Clinton Foundation, and former Director at Chinese the military proxy, China Mobile.
The map below demonstrates the coast-to-coast reach of the program, which arose out of a 2015 agreement between Asia Society President and CEO Josette Sheeran and United Nations Educational, Scientific and Cultural Organization (UNESCO) Director-General Irina Bokova. “Welcoming the agreement, the Director-General stressed the heightened relevance of global citizenship education for countering violent extremism and promoting human rights, respect for diversity and a sense of solidarity and shared responsibility towards the future,” a press release summarized. SCHOOL MAP.
The United Nations and Chinese Communist Party-backed effort has led to the adoption of “social justice” teaching methods, as outlined in a 2018 curricula guide published by the Asia Society.
One case study highlighted by the group reveals a high school math teacher introducing “discussions of social justice issues in her algebra classes”:
“Rachel Fruin, a high school math teacher in Naperville, Illinois, in the United States uses newspaper stories as the starting point for brief math-informed discussions of social justice issues in her algebra classes.”
The document also reveals how this ideology has even permeated the hiring process for teachers, as Denver Center for International Studies (DCIS) principal Vanessa Acevedo admits to hiring people who are “committed to social justice and equity”: MUST READ: Biden's UN Adviser Met With Group 'Co-Opting' Americans To Push CCP's 'Preferred Policies'.
“In hiring teachers, Acevedo looks for candidates who have had experiences with other cultures, such as people who have served in the Peace Corps, or who have traveled extensively. “My hope is that, if you come to DCIS, you will have some passion about learning about the world, or are an avid traveler,” she says, adding that she also looks for people who understand how to teach in culturally responsive ways and who are committed to social justice and equity.”
Among the recommend “educator resources” are classroom exercises that have students craft a social media campaign aimed at “unraveling systemic racism in schools” and infographics that articulate “the challenges of xenophobia.” Another resource calls for “teacher activism” in the classroom, urging teachers to “suggest students write essays, blogs, pen letters to editors, and other types of advocacy”:
“There is a tendency to shy away from “teaching activism” in the classroom, due to beliefs that activism is too radical for a space like a school. The ultimate goal of developing global competence, though, is to grow students who can take action to improve their world. Educators should address the importance of disruptive protests to social movements throughout history, such as the American Civil Rights Movement in the 1950s and ’60s. Help students navigate the complexity of viewpoints on organizing tactics, talking through the utility and potential consequences of differing approaches. As a possible resource, The Chicago History Museum has developed a lesson plan around protest in American history.
For example, what are the pros and cons of staging a counter-protest at a political rally for a politician who has been vocally anti-immigrant? Perhaps even help students understand what is involved in planning an action like this this, ensuring students are aware of the legal requirements (e.g., permits, types of allowed speech), and how to deal with counter-protestors, including safety issues in light of the recent violence against protestors at Donald Trump rallies.”
Teachers also inform students how to “critically examine issues such as poverty, trade, migration, inequality, environmental justice, conflict, cultural differences, and stereotypes” – even North Korea.
An Asia Society-recommended resource instructs teachers on how to get students to “look beyond the stereotypes” of the communist country: MUST READ: Clinton Protégé Congressman Serving on National Security Committees Invested In At Least SIX Chinese Communist Party-Linked Firms, Including Military Proxies.
“North Korea is the country everyone loves to hate. Be it their leader’s idiosyncratic behavior or their insistence on making and testing nuclear weapons, media and political leaders alike focus on the strangeness of North Korea and eagerly perpetuate superficial stereotypes about the country and its people. But by using the tools of global competence as a starting point, you can empower your students to consider North Korea beyond the stereotypes and gain a better understanding of the country.”
Other initiatives sponsored by the Asia Society include the “Education for Equity” initiative which seeks to develop “materials for teachers, parents and youth themselves that enable all students to understand and act on racism as an interpersonal and structural malignancy.” Another initiative – “Teaching Truth To Power” – “looks at the root causes of systemic racism in public education, identifies exactly what it looks like, and empowers parents and educators to do something about it.”
In addition to influencing curricula, the Asia Society is actively involved with the formation of new schools as part of its International Studies Schools Network (ISSN), which boasts about teaching students the “language of globalism”:
“Six years ago, we didn’t have anything,” Sharpstown International Principal Chang Yu says. Faced with a failing school, the Houston Independent School District asked Asia Society to help start a new small school, Sharpstown International School, in the same neighborhood. The idea was to use proven reform efforts to make unsuccessful schools successful. Chang adds, without prompting or hesitation: “Without the Asia Society we wouldn’t be here.” […]
It’s not that the meat and potatoes — reading, writing and arithmetic — are neglected; in fact, students’ performances on standardized tests have risen sharply. What’s different at Sharpstown is that the words “world”, “Asia,” and “global” are in the air, painted flags decorate hallway floors, and students are fluent not only in Mandarin, say, but in what you might call the language of globalism.
The Asia Society’s subversion of American classrooms with “social justice” teaching tactics and globalist ideology follows The National Pulse unearthing the organization’s ties to the Chinese Communist Party’s controversial Confucius Institutes and their K-12 counterparts, Confucius Classrooms.
These initiatives have been described by Chinese government officials as “an important part of China’s overseas propaganda set-up” – along with intellectual property theft and espionage per the Federal Bureau of Investigation (FBI) and Department of Justice (DOJ).
Atrocious.
would really like to see some of these reports verified. So many times things are posted, that defy belief. This is one of them. IF this is true. The War should begin to take back our schools.
Check out article for verification/quotes
Just give everybody who got an F the A students points. Make sure to introduce them face to face so they can get chummy and shake hands
Germany funded communists in Russia….China fund’s communists in America….the repeat of history.
Starts with a "t" ends with "reason"?
Starts with a "t" ends with "reason"?
This is EXTREMELY dangerous! This is what we have always wanted to prevent, well most of us wanted it prevented.
Inviting the hungry Wolves into the Chicken Coops.
Didn’t Maoist students kill and eat their teachers?
https://en.wikipedia.org/wiki/Song_Binbin
Binbin joined the Communist Party of China in April 1966 as a reserve member. She led a rebellion at Experimental High School which was attached to Beijing Normal University, in Beijing, China. Newspapers reported she took part in the beating of the deputy principal, Bian Zhongyun, to death in August 1966 with a wooden stick, and seriously injuring vice-principal Hu Zhitao. That night, Song Binbin and others reported the cause of Bian Zhongyun’s death to Wu De, the second secretary of the Beijing Municipal Committee of the Communist Party of China at the Beijing Hotel.[3] Bian was the first teacher killed in the Cultural Revolution, and her slaying led to further killings by the Red Guards, and eventually over one million of the Guards gathered in Tiananmen Square, where Binbin famously pinned a red band on Mao Zedong’s arm. The scene was captured in a famous photograph, causing the Red August. On August 20, 1966, Guangming Daily published an article signed by Binbin under her pen name “Song Yaowu”, “I Put a Red Armband on Chairman Mao”, which was reprinted by People’s Daily newspaper the next day.[4]
..After the Cultural Revolution, Binbin was admitted to the Graduate School of the Chinese Academy of Sciences as a graduate student, from 1978 to 1980. In 1980, Binbin went to the United States to study. She received a master’s degree in geochemistry from Boston University in the United States in 1983. She completed a doctorate at the Massachusetts Institute of Technology in 1989.[7]
After being naturalized as an U.S citizen, Binbin worked for the Massachusetts Department of Environmental Protection as an environmental analysis officer from 1989 to 2003. In 2003, she moved back to China, where she served as chairwoman of the British-owned Beijing Cobia System Engineering Co., Ltd. and Beijing Cobia Innovation Technology Development Co., Ltd.[8]
In September 2007, the Experimental High School Affiliated to Beijing Normal University (formerly the Women’s Affiliated High School of Beijing Normal University) named Song Binbin as one of the 90 “honorary alumni” when celebrating the 90th anniversary of the school. This matter caused controversy when Wang Jingyao, husband of Bian Zhongyun, protested because he believed that Song Binbin was the main person in charge of the Red Guards in the school during the Cultural Revolution and thus responsible for the death of his wife.[9]
A murderer/war criminal such as this should not have been granted entry into the United States.
On January 12, 2014, at a meeting held at High School Attached to Beijing Normal University and was attended by more than 20 students and more than 30 teachers and family members of the alumni, she apologized for the actions of the Red Guards during the Cultural Revolution.[14]
The apology was met with mixed reactions in China: some people welcomed her words; some people said that these words came too late and are inadequate; others said that the Communist Party of China should apologize for the incidents that happened during those times.[15]
Apologies? An apology from NAZI SS agents isn’t enough and neither should it be from Chinese Red Guard.
Uyghers are getting Social Justice in concentration camps.
“Roving mobs of Red Guards composed of teens and children murdered with impunity. Ancient statues, temples, and buildings were destroyed. All books, films, and magazines that predated the Cultural Revolution were withdrawn, and universities and schools were closed. “
Sounds eerily familiar!
Paul Joseph Watson
Ritual Public Shaming
846,988 viewsSep 4, 2020
https://www.youtube.com/watch?v=olXipfCKUoo
“The Red Guards are back.”
Struggle sessions! How on cue can these collectivists be?
“The Struggle is real!”
The difference between China then and USA now is we are voluntarily submitting. SMDH
Not everyone is.
And they (the Red Chinese) tried this in the 60s and 70s. Hollyweirdos used to carry around Mao’s Little Red Book (look up Marlon Brando). And the Black Panthers cited Maoist revolutionary claptrap like “kill your parents”.
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