LOS ANGELES – Now that the word is out about what “social justice” education really is, progressive ed organizations have taken to altering their speak in an apparent attempt to avoid further scrutiny.
‘Culturally responsive teaching’ is a phrase now widely used among the teach-for-a-revolution crowd, and unfortunately, Teach for America is all about it.
While supporters of culturally responsive teaching would likely argue that the definition is not the same as that of “social justice education,” the result is the same — socialist, anti-white, anti-American indoctrination.
In recent years, TFA groups across the country have been pushing for culturally responsive teaching by hosting workshops, providing classroom resources and lessons, and by partnering with organizations and native tribes to recruit culturally responsive educators.
For example, in Los Angeles, TFA alumni are gearing up for a workshop later this month that aims to “define… what culturally and linguistically responsive teaching is and why it is necessary in our failing schools…”, and to “build knowledge and create the context for addressing the needs of underserved students in terms of their sociopolitical and sociolinguistic relativity in the American educational system.”
The Teach For America-St. Louis Corps, whose motto is “We huSTLe hard for kids in the ‘Lou,” recommends several resources on “social justice and culturally responsive teaching,” including Teaching Tolerance, the Bill Ayers influenced and supported program of the extreme left Southern Poverty Law Center.
In a March 6th Huffington Post article, former TFA teacher and Director of Educational Technology, Sabina Bharwani, called for technology in the classroom to be culturally tailored to serve the needs of ‘marginalized students’.
Bharwani wrote that “education must account for the life experiences and cultural reference points of students.” In her article, she links to books on culturally responsive and multicultural teaching that contain the views and writings of Bill Ayers, Gloria Ladson-Billings, and Glenn Singleton, revealing that Bharwani’s concerns are not so much with meeting the linguistic needs of minority students, but with immersing them in a radical leftist ideology.
Gloria Ladson-Billings, co-author with Bill Ayers of a book titled, City Kids, City Schools: More Reports from the Front Row, introduced Obama friend, Derrick Bell’s, theory of “critical race” to education to explain and promote the idea that white supremacy is the cause of the “achievement gap” between white and minorities students. Like Ayers and Common Core’s Linda Darling-Hammond, Billings believes that beyond bridging that gap, there is an education debt that is owed to students of color.
Glenn Singleton is the founder of Pacific Educational Group (PEG), an organization that actively promotes Derrick Bell’s Critical Race Theory.
Through its “Coaching for Educational Equity” program, PEG provides equity training to teachers and other school staff nationwide. This is the same equity training that results in teachers who believe the mention of a peanut butter and jelly sandwich is racist.
While the original intent of Teach for America – recruit top college graduates willing to teach in underserved areas – could have led to positive and promising results, it seems leaders of the organization are choosing instead to place a specific political and social ideology and agenda above the educational needs of already struggling youth.