The following explains clearly why Lt. Gov. Mark Robinson started the F.A.C.T.S. Task Force. Everything explained in this blog post refers to teacher training in Wake County. It is naïve to believe these are isolated incidents. The trainings happen with the full approval and participation of the NC Department of Public Instruction. Wake County is the tip of the spear. These trainings are well organized and well funded. They will, unless stopped, come to every school district in NC. I encourage you to visit the sites yourself and to ask what is happening in the Guilford County Schools.
The following explains clearly why Lt. Gov. Mark Robinson started the F.A.C.T.S. Task Force. Everything described below refers to teacher training in Wake County. It is naïve to believe these are isolated incidents. The trainings happen with the full approval and participation of the NC Department of Public Instruction. Wake County is the tip of the spear. These trainings are well organized and well funded. They will, unless stopped, come to every school district in NC. I encourage you to visit the sites yourself and to ask what is happening in the Guilford County Schools.
NC GOP volunteer and writer, Kari Donovan, broke the story of Wake County’s “culturally responsive teacher” training late last week. This week the story went viral with reports on The Gateway Pundit, The Daily Wire and from investigative journalist, Christopher Rufo. (links to the articles are attached) Donovan provided links to 2 of the Wake County training sessions and I was able to watch both. The following is a summary of information in the articles.
- Culturally Responsive Training, CRT (coincidence CRT “critical race theory?) is from New America (does the name give you a hint of their agenda), an organization funded by folks like Eric Schmidt (founder of Google), Bill Gates, Michael Bloomberg and of course George Soros.
- The eight core competencies of CRT include: 1) recognize and redress bias in the system (classroom, school, district, institutional, systemic); 2) draw on students’ culture to shape curriculum and instruction; 3) bring real-world issues (oppression, white supremacy, victimization, police brutality) in the classroom; 4) model high expectations for all students; 5) promote respect for student differences; 6) collaborate with families and local community; 7) communicate in linguistically and culturally responsive ways; and, 8) reflect on one’s own cultural lens (how their membership in groups – race, ethnicity, gender, sexual orientation, socioeconomic – influences their actions).
-
This screenshot is directly from the training session. The man wearing headphones is the facilitator from New America. Others on the training team are from: 1) UpboundEd (from their website: “UnboundEd’s core value of equity calls us to action on the commitment to disrupting patterns of implicit bias, privilege, and racism in ourselves, our organization, and in the education field to contribute to equitable outcomes for all students.”); 2) WCPSS – This is Wake County’s Office of Equity Affairs (wcpss.net/equity and https://tfcloudshare.com/wcpssoea/racial-equity-resources/ /) - Their goal is to achieve racial equity. 3) Open Education Resources – promotes ABAR (anti-bias, anti-racist) curriculum; 4) ISKME – a GLOBAL nonprofit that “inspires educators to collaborate and embrace an ecosystem of learning….”; 5) university professor
- Quote from facilitator: “We have to dismantle the idea of American exceptionalism, of America, of Eurocentric White culture and focus on minority cultures.”
- This is a test to identify their implicit race bias. Participants were required to take this test. It is part of very troubling site designed to test implicit biases (that would show all the ways you oppress others and/or engage in microaggressions). The list of topics that can be tested includes (weapons, race, religion, skin-tone, transgender, age, weight, sexuality).
https://implicit.harvard.edu/implicit/selectatest.html
-
This really was a call to action. Teachers were challenged to be more culturally appropriate, stop being “cognitive allies,” and get into the action by causing a revolution in their schools.
- The information in Christopher Rufo’s article is also from a Wake County equity training. This one occurred early in 2020. Rufo was given copies of the training material. There were sessions on “whiteness,” “microaggression,” “racial mapping,” and “disrupting texts,” encouraging educators to form “equity teams” in schools and push the new party line: “antiracism.”
- According to notes from the session, “whiteness perpetuates the system” of injustice and that the district’s “whitewashed curriculum” was “doing real harm to our students and educators.” The group encouraged white teachers to “challenge the dominant ideology” of whiteness and “disrupt” white culture in the classroom through a series of “transformational interventions.”
- Parents, according to the training, an impediment to social justice. “How do you deal with parent pushback?” The answer was clear: ignore parental concerns and push the ideology of antiracism directly to students. “You can’t let parents deter you from the work,”
- The district’s official Equity in Action plan encourages teachers to override parents in the pursuit of antiracism. The equity plan outlines this new ideology in chart format, announcing the district’s commitment to a series of fashionable pedagogies, including “color consciousness,” “white identity development,” “critical race theory,” “intersections of power and privilege,” and “anti-racist identity and action.”
https://christopherrufo.com/subversive-education/