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Thread: Far-left agitprop for pre-K tots: what NYC schools have come to

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    Far-left agitprop for pre-K tots: what NYC schools have come to

    An Andrea Peyser column in the NY Post:
    What are they teaching in New York City preschools? At one taxpayer-funded Brooklyn nursery, it isn’t numbers, letters or nap time — but *racism and victimhood, plus transgender and “queer’’ rights, with a heavy dose of political indoctrination in the mix.
    The column seems to spin from the thoughtless evangelism of a particular teacher.
    In an e-mail to parents and caregivers on Jan. 16, teacher Rosy Clark lays out lessons based on the Black Lives Matter Week of *Action for a pre-kindergarten class at PS 58, located in well-regarded District 15 in Carroll Gardens.

    “This year, the week is Feb. 3-7. We are starting to talk about these ideas now, as we approach Martin Luther King Jr. Day [which was Jan. 20], and as we prepare to go into February, Black History Month,’’ teacher Clark, who is white, writes. The student population is also mainly Caucasian.

    “I am lucky enough to work at this wonderful school where we strive to help our students understand the complex world around them and think critically about how they can participate in improving it. One of the ways I do that in my classroom is by exploring the 13 Principles of the Movement for Black Lives.’’

    She explains that “I will not be discussing police brutality or current events with the class. These issues are obviously too traumatizing for this age group.’’

    Some of the 13 points are unobjectionable — preaching diversity, plus acceptance and empathy, to children who, the dad argues, naturally love their neighbors.

    Then there’s Principle No. 6: “Transgender Affirming,’’ Clark writes. “Everybody has the right to choose their own gender by listening to their own heart and mind. Everyone gets to choose if they are a boy or a girl or both or neither or something else, and no one gets to choose for them.”

    And. No. 7: “Queer Affirming.’’ The principle here is that “everybody has the right to choose who [sic] they love and the kind of family they want by listening to their own heart and mind.’’

    While most adults are fine with their children loving whomever they wish, introducing the loaded term “queer’’ to young ones is a deal-breaker, as is telling tots they can be any gender they choose, make up a gender — or possess no gender at all. These kids are too young to fully understand their own bodies, let alone gnostic gender ideology.

    To me, No. 12 is also problematic: “Black Women.’’

    “There are some people who think that women are less important than men,’’ the teacher writes. “We know that all people are important and have the right to be safe and talk about their feelings.’’
    At the end, she reveals her extracurricular work as an activist, work that evidently seeps into the classroom.

    “Something that we talk about slightly less in the classroom are the national demands. These involve some more adult ideas and might come up occasionally in our conversations in small ways, but they are something that I really address in my activism work outside of the classroom.”

    She cites a list of things she and her BLM cronies demand from schools:

    • “Hire More Black Teachers”
    • “Counselors Not Cops”
    • “End Zero Tolerance” [This aims to halt punishments, including suspensions and *expulsions, for kids who commit school *infractions, based on the idea that these penalties are handed out disproportionately to minority students.]
    • “Mandate Black and Ethnic Studies K-12’’
    I won't believe in a gazillion years this teacher is a one-off, a sui generis charlatan masquerading as an educator. Yet I'm not quite ready to believe the NYC school bosses are prescribing this garbage line by line. (Teachers often get line-by-line lesson plans for hot topics. The HIV-AIDS K-12 "curriculum guides" were the prototype in my own experience.)

    However, Mayor deBlasio, especially with his appointment of leftists to high posts in the education bureaucracy, certainly invites such "far-left agitprop."
    Phone messages and e-mails to Clark, as well as to PS 58’s principal, Katie Dello Stritto, weren’t returned. In an earlier *exchange with a parent, the principal *defended the curriculum as being in line with “Chancellor’s Regulations,’’ which dictate that a school must be a “safe space’’ for all students.

    It seems instead that New York City schools, helmed by Mayor Bill de Blasio’s hand-picked chancellor, Richard Carranza, are transforming from educational centers into spaces in which activist educators may feel safe foisting far-left politics on impressionable children.
    I think the results are fairly predictable.
    "I was not elected to do small things or shy away from big problems.” —Donald Trump.

    "I think you called me a liar on national TV." —Elizabeth Warren. "Well, duh." —Bernie Sanders, shoulda said.

    "The way I see it, there's always, c'mon, there's always money. It's there." —Elizabeth Warren, explaining socialism.

    “The interesting thing about the Green New Deal is it wasn’t originally a climate thing at all.... We really think of it as a how-do-you-change-the-entire-economy thing.” —Saikat Chakrabarti, then AOC's Chief of Staff.

    "We have to stop demonizing people and realize the biggest terror threat in this country is white men, most of them radicalized to the right, and we have to start doing something about them." —CNN's Don Lemon, showing how to stop demonizing people.

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    At one point, segregated black schools were largely on par with similar segregated white schools. Some far out-paced white schools. If I was looking to understand racial achievement gaps, I'd study those black schools closely. They were poorer and had fewer resources (although similar white schools weren't exactly rolling in money or resources at that point).

    How to explain the lack of systemic failure? And why are affluent schools often in an academic death-spiral today despite having a small number of black students (who apparently cause academic failure while also being the only answer to success)?

    Maybe objective race has nothing to do with it. Maybe it's high academic expectations, home and school-based disciple, cohesive social, religious, and cultural communities, parity in male teachers, and communities that value practical school instruction as well as more rarefied challenges.

    Also, if "we" believe that brains do not mature until 25 years of age and we forbid minors from doing things as relatively trivial as buying homes or cars, why would we believe they can process something as arcane as transgender ideas, let alone getting hormones or surgery to irreversibly commit to the idea?
    "Alexa, slaughter the fatted calf."

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    Yank 'em out. Get 'em outta those public schools. In this day and age with everything that can be taught is taught online anyway...……………

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    It should tell leftists something that the only way they can spread their ideology is by force-feeding it to people too unsophisticated to question it.

    It should tell them something -- but most of them are too unsophisticated to recognize it.
    “I do not aim with my hand; he who aims with his hand has forgotten the face of his father.
    I aim with my eye.

    "I do not shoot with my hand; he who shoots with his hand has forgotten the face of his father.
    I shoot with my mind.

    "I do not kill with my gun; he who kills with his gun has forgotten the face of his father.
    I kill with my heart.”

    The Gunslinger Creed, Stephen King, The Dark Tower

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