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BecauseFor ExampleFor ExampleBecauseFor exampleButBecauseFor ExampleBecauseButFor exampleBecauseButBecauseBecauseBecauseBecauseButBecauseBecauseBecauseBecauseBecauseFor ExampleBecauseButBecauseBecauseBecauseBecauseButBecauseBecauseBecauseBecauseBecauseButSchools SHOULD teach Critical RaceTheory in their curricula1.4Should schools teachCritical Race Theory intheir curricula?You decide!1.1DISCUSSION QUESTIONS:1. To what extent should people be taught to think of themselves asmembers of a racial group, or as having a distinct racial identity(i.e, race consciousness)?2. Is there a difference between "teaching CRT" and "teaching aboutCRT"? If so, what is the difference?3. The PRO side claims that CRT presents an accurate depiction ofhistorical and present-day America. Do you agree? Why or why not?4. If you're not a fan of CRT, what is a better alternative forcombatting racism, and how will this produce social progress?Critical Race Theorypresents an accuratedepiction of Americanhistory and current-dayAmerican social,political, and legalsystems2.6CRT "explores the socialstructuring of racism as acomplex, changing and oftensubtle aspect of society thatoperates to the benefit ofWhite people, especially Whiteelites"3.13In general, critical racetheorists hold that "racismis not merely the product ofindividual bias or prejudice,but also somethingembedded in legal systemsand policies."3.14E.g., in the relativelyrecent past, redliningpolicies specificallytargeted Blackcommunities, makingit very difficult forBlack families to gethome loans4.7Critical Race Theory helpsexplain why post-CivilRights Era America stillexhibited and continues toexhibit racism, despite thepassage of laws aimed atprotecting civil rights for all3.15Teachers ought topresent the mostaccurate informationavailable to theirstudents (at theappropriate age level)2.7Teaching isn't "fulldisclosure"-- noteverything needs tobe passed on tostudents3.16We don't always teachthe "whole truth" tostudents if it isn'tappropriate for theirage level4.8Critical Race Theoryprovides an effectiveroadmap forcombating racism2.8CRT "acknowledgesthat the legacy ofslavery, segregation,and the imposition ofsecond-classcitizenship on BlackAmericans and otherpeople of colorcontinue to permeatethe social fabric ofthis nation."3.17Without thisacknowledgement,significant progresscannot be made onsocial and racialjustice issues3.18CRT rejects the ideathat "colorblindness"will suffice tocounteract systemicracism embedded inlegal systems andpublic policies3.19Being "blind" to racecan make it easier forpeople to ignorepersistent andsystemic racism3.20Asking people to reject"colorblindness" andemphasizing Whiteidentity consciousnesscould actually backfire4.9It could encouragewhite supremacyand/or whiteidentitarian politicson the right5.2It could encourageundue animositytoward White people5.3Many teachers won't beable to avoid talkingabout CRT in theclassroom, even if theywould like to avoid thetopic2.9Most students willhave heard about CRTfrom the news, socialmedia, family orfriends3.21Many premises ofCRT will naturallycome up whendiscussing importanttopics in US Historyand Social Studies,including Civil Rightsand racism3.22Part of a teacher's job is tohelp students discuss thecontroversial topics theywill inevitably encounter, aspreparation for becomingdemocratic citizens2.10Parents should get todecide which topics theirkids discuss in theclassroom3.23Schools SHOULD NOT teachCritical Race Theory in theircurricula1.3CRT is built upon andadvances a core set ofcontested andpotentially damagingclaims2.1Critical Race Theorygrew out of Marxistcritical theory3.1CRT questions thefoundations of the"liberal order,"including capitalism3.2Critics charge that thetheory leads tonegative dynamics,such as a focus ongroup identity overuniversal, sharedtraits; and dividespeople into“oppressed” and“oppressor” groups3.3E.g., Someparticularly extremecurricula could havethe effect of teachingWhite students toquestion or rejecttheir own identity, orundermine their trustin their parents4.1Students should betaught to grapplethoughtfully withpotentially"dangerous" claims,rather than beingartificially preventedfrom learning aboutthem3.4Educators havearguably becomeoverly focused onrace and equity in away that sacrificesacademic rigor andharms students ofcolor2.2The Seattle PublicSchool District hascommitted toteaching "MathEthnic Studies"3.5Math Ethnic Studiesis "a bizarre doctrine[that] threatens tofurther degrade theteaching ofmathematics"3.6Incorporating Math EthnicStudies into the SeattlePublic Schools curriculumdistracts from teachingmath skills, which USstudents lack as comparedto students from othercountries4.2The curriculum forMath Ethnic Studiesfocuses on teachingstudents aboutmathematics' roots "inthe ancient histories ofpeople and empires ofcolor"4.3Some of the earliestevidence of mathematicscomes from Babylonian,Egyptian, and Indiancivilizations5.1"Under the banner ofDEI, universities areabandoning the useof standardized testslike the SAT and GREin admissions, andcities are consideringscrapping academictracking and variousgifted programs inschools, which theydeem 'inequitable.'"3.7"These measures willnot only hinder theprogress of thegenerations of ourfuture STEMworkforce but alsocontribute tostructuralinequalities, as theyare uniquelydetrimental tostudents whoseparents cannot sendthem to privateschools or effectiveenrichmentprograms."3.8Educators' over-focuson race and equity inthe classroom isattributable to CriticalRace Theory2.3Most teachers in theUnited States have nevertaken a course on CriticalRace Theory -- a disciplineprimarily taught andstudied by professionalacademics3.9The 1619 Projectshould not be taughtin schools2.4The Project is anunscholarly"rewriting" ofAmerican history3.10A number ofhistorians, includingseveral Pulitzer prize-winners, have takenissue with thehistoricity of theProject.4.4The 1619 Project wasbased on the ideathat slavery was “oneprimary reason thecolonists fought theAmerican Revolution,”an overstated claimwhich the Times laterhedged4.5Students should betaught to think criticallyabout prevailing historicalnarratives, such as thetraditional narrative of theFounding Fathers asmoral heroes, given theirstatus as slaveholders4.6The 1619 Project is agood encapsulationof some core ideaslinked to CRT2.5The Project intends to“reframe thecountry’s history” bycrossing out 1776 asAmerica’s foundingdate and substituting1619, the year 20 orso African slaves werebrought toJamestown, VA3.11The Project’s creator,Nikole Hannah-Jones,is proud that it“decenters whiteness”and claims that “anti-black racism runs inthe very DNA of thiscountry.”3.12BACKGROUND:Is “Critical Race Theory” a way of understanding how racism has shaped American publicpolicy, or a divisive discourse that pits people of color against White people?The topic has exploded in the public arena this summer—especially in K-12, where numerousstate legislatures are debating bills that would ban CRT in the classroom.The events of the last decade have increased public awareness about things like housingsegregation and the impacts of criminal justice policy on Black Americans. But there is muchless consensus on what the government’s role should be in righting these past wrongs. Addchildren and schooling into the mix and the debate becomes especially volatile.1.2

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