Columbia University: K-12 Teachers Should Be ‘Agents of Social Justice,’ ‘Decenter Whiteness’
Math has nothing to do with race or ethnicity. Neither does science or language arts.
But students face being drilled in the politics of class, race, gender and sexuality as the university system, particularly the Ivy League, seeks to push social justice issues into the classroom.
Columbia University offers a workshop to K-12 teachers training them how to be “agents of social justice.”
“Decenter(ing) whiteness” and “post-whiteness” are the topics featured in the workshop offered by Teachers College at Columbia University.
In addition to teaching K-12 teachers how to become “agents of social justice,” the workshop is designed to team them how they can incorporate the identity politics of “critical race theory,” looking at American history through the lens of African-Americans, into K-12 lesson plans.
The workshop is intended “to equip educators with the research-driven and evidence-based strategies and tools to engage students from all backgrounds and optimize learning so that every child excels academically and flourishes,” Teachers College’s spokesman James Gardner told the Daily Caller.
“That’s the ultimate objective of Reimagining Education, which this year has drawn more than 400 educators from 24 states and 13 countries,” Gardner added. “TC is accredited to grant professional development credits to teachers. We follow the New York State and national guidelines for the number of hours and types of workshops in which they’re required to participate.”
This is how progressive concepts permeates from higher ed into lower grade classrooms.
Last year, the Ivy League university hosted the “Reimagining Education Summer Institute” conference for teachers which included workshops on dealing with white privilege and challenging microaggressions in the classroom.
Educators were invited to the four-day event, which drew 300 school principals and K-12 educators from around the country, to tackle these subjects and address “Eurocentric pedagogical approaches,” The College Fix reported.
The four-day event, which drew 300 school principals and K-12 educators from around the country, explored the “opportunities and challenges of creating and sustaining racially, ethnically and socio-economically integrated schools.”
One event called “Whiteness in schools” examined how “Whiteness and White culture shapes what happens in schools.”
Teachers were invited to combat how white privilege affects education during another workshop called “3 ways to face white privilege in the classroom.”
A workshop for “Deconstructing Racial Microaggressions” called for teachers to actively fight against small, unintentional insults.
According to Oxford University’s Equality and Diversity Unit, not making eye contact with someone while speaking is a microaggression because it could potentially cause “mental ill-health.” Oxford eventually backtracked from their position after autism activists pointed out that it was difficult for autistic individuals to maintain eye contact in social situations.