Editorial: What critical race theory is — and isn't — and why it belongs in schools (via latimesopinion)
for 1 in 6 children, according to the Children’s Defense Fund — have you tried feeding a family on the amount that food assistance programs provide? — and historically underfunded schools staffed by teachers who assume their students will not succeed.It’s an attitude that rubs off, and it doesn’t magically get waved away by correcting funding formulas now — in other words, there’s a lot more to it than spending more money on math instruction.
The very fact that the panelists — as well as politicians, journalists and education experts — reflexively use the phrase “low-income Black and Latino students” is telling. The terms almost always go together in metropolitan areas because of a long history of frameworks that put those groups at a disadvantage. White people get professional jobs that lift their incomes, then help their friends get hired at the same places — friends who are usually white.
Yet it is important to acknowledge that critical race theory confuses parents and the public — and many educators — because its adherents take different views about how it should be interpreted and used. Those who rail against it point with some justification to the first draft of, which Montaño played a role in creating. It attempted to inculcate in students the idea that capitalism is, like racism, a form of oppression and power.
It is true that students should not be proselytized and told what to believe. But they need to be taught the truth. The nation’s treatment of its most marginalized groups must not be glossed over. Students should be researching the very rich though disturbing topic of this nation’s racial history and current realities, learning both sides of controversial topics and debating those with others as they learn to reach informed and independent opinions.
The Orange County forum missed the chance to demonstrate that very thing. If the adults can’t be bothered to do open-minded research and deliver balanced reports based on the full facts, how can we expect students to carry it off? If nothing else, the bias shown by panelists, the board and most of the audience illustrated why an ethnic studies course is needed in our high schools, and why the study of systemic and institutional racism needs to be part of it.
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