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New York Used Federal Coronavirus Relief Funds to Advance Critical Race Theory Indoctrination
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Ubiquitous
Dec 15, 2021, 3:10:38 PM12/15/21
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The state of New York used federal American Rescue Plan (ARP) coronavirus
relief funds to advance critical race theory indoctrination in elementary and
secondary public schooling.
U.S. Secretary of Education Miguel Cardona approved of the plan, saying it
“lay[s] the groundwork for the ways in which an unprecedented infusion of
federal resources will be used to address the urgent needs of America’s
children and build back better.”
The Empire State’s Elementary and Secondary School Emergency Relief (ESSER)
plan is federally funded to the tune of $8,995,282,324, and “highlights” its
commitment to “provide social emotional support within a Culturally
Responsive-Sustaining Framework.” [Italics in original].
“Equity warriors are working to create school communities that are more
diverse, more equitable, and more inclusive than ever before,” the ESSER plan
says. “Many of New York’s education stakeholders and their organizations have
elevated this issue to the very top of their agendas.”
Further, according to the 263-page ESSER plan, “Culturally Responsive and
Sustaining Education (CRSE)” initiatives help “educators create equitable
learning environments that: affirm racial, linguistic, and cultural
identities; prepare students for rigor and independent learning; develop
students’ abilities to connect across lines of difference; elevate
historically marginalized voices; and empower students as agents of social
change.” [Emphasis added].
As Breitbart News has reported, given the emergence of critical race theory
as a major political issue, institutions that wish to implement it may
surreptitiously refer to it by other means, or camouflage it behind phrases
like “culturally responsive teaching” — which uses the same CRT acronym —
“culturally competent,” “social emotional learning,” “anti-racist,” and
“equity.”
On its CRSE framework web page, the New York Education Department claims that
“a complex system of biases and structural inequities is at play, deeply
rooted in our country’s history, culture, and institutions.”[Emphasis added].
“This system of inequity,” it continues, “which routinely confers advantage
and disadvantage based on linguistic background, gender, skin color, and
other characteristics — must be clearly understood, directly challenged, and
fundamentally transformed.” [Emphasis added].
Education stakeholders in New York can “contribute” to CRSE by “Believing
that critical and continuous self-reflection is required to dismantle systems
of biases and inequities rooted in our country’s history, culture, and
institutions.”
In doing so, stakeholders can:
Employ a critical lens (racial, gender, sexual identity, linguistic,
religious, ability, socioeconomic, or other salient cultural identities)
when developing resources and intervention frameworks to *de-center
dominant ideologies and pedagogies that ignore or marginalize diverse
students.* [Emphasis added].
Furthermore, stakeholders must “assess and reflect on one’s racial literacy
skills … and seek opportunities to practice and develop racial literacy with
peers and students.” [Emphasis added].
New York will also “Provide opportunities for teachers and leaders to receive
trainings on topics related to diversity, equity, and inclusion, such as:
critical self-reflection, disproportionality, anti-bias, developing racial
literacy, combating racism and microaggressions, etc.”
Part of New York’s plan is to “advance high-quality SEL [social emotional
learning] in schools everywhere.” The state plan references several goals for
its SEL push: to “leverage SEL to work together toward a more just world” and
cultivate “justice-oriented citizenship, with issues of culture, identity,
agency, [and] belonging.” [Emphasis added].
“Transformative SEL elaborates on the core competencies from an educational
equity lens,” according to the plan.
In what appears to be a mission statement, New York’s SEL plan is a response
to the “compounded difficulties of a global pandemic, an economic recession,
and civic unrest in response to structural racism.”
The challenge, according to the government, is really an opportunity to
redefine public education. “To meet these challenges,” the mission statement
says, “individuals must start with the inner work of healing their own hearts
and minds, finding the capacity within themselves to support healing for
students, families, peers, and communities.”
Reacting to the approval of the plan, neither Senate Majority Leader Chuck
Schumer (D-NY), nor Sen. Kirsten Gillibrand (D-NY) mentioned the emphasis on
race. Despite the fact that both were instrumental in securing the ESSER
funding for their state, they only referenced issues regarding being able to
open school safely after the pandemic.
--
Let's go Brandon!
relief funds to advance critical race theory indoctrination in elementary and
secondary public schooling.
U.S. Secretary of Education Miguel Cardona approved of the plan, saying it
“lay[s] the groundwork for the ways in which an unprecedented infusion of
federal resources will be used to address the urgent needs of America’s
children and build back better.”
The Empire State’s Elementary and Secondary School Emergency Relief (ESSER)
plan is federally funded to the tune of $8,995,282,324, and “highlights” its
commitment to “provide social emotional support within a Culturally
Responsive-Sustaining Framework.” [Italics in original].
“Equity warriors are working to create school communities that are more
diverse, more equitable, and more inclusive than ever before,” the ESSER plan
says. “Many of New York’s education stakeholders and their organizations have
elevated this issue to the very top of their agendas.”
Further, according to the 263-page ESSER plan, “Culturally Responsive and
Sustaining Education (CRSE)” initiatives help “educators create equitable
learning environments that: affirm racial, linguistic, and cultural
identities; prepare students for rigor and independent learning; develop
students’ abilities to connect across lines of difference; elevate
historically marginalized voices; and empower students as agents of social
change.” [Emphasis added].
As Breitbart News has reported, given the emergence of critical race theory
as a major political issue, institutions that wish to implement it may
surreptitiously refer to it by other means, or camouflage it behind phrases
like “culturally responsive teaching” — which uses the same CRT acronym —
“culturally competent,” “social emotional learning,” “anti-racist,” and
“equity.”
On its CRSE framework web page, the New York Education Department claims that
“a complex system of biases and structural inequities is at play, deeply
rooted in our country’s history, culture, and institutions.”[Emphasis added].
“This system of inequity,” it continues, “which routinely confers advantage
and disadvantage based on linguistic background, gender, skin color, and
other characteristics — must be clearly understood, directly challenged, and
fundamentally transformed.” [Emphasis added].
Education stakeholders in New York can “contribute” to CRSE by “Believing
that critical and continuous self-reflection is required to dismantle systems
of biases and inequities rooted in our country’s history, culture, and
institutions.”
In doing so, stakeholders can:
Employ a critical lens (racial, gender, sexual identity, linguistic,
religious, ability, socioeconomic, or other salient cultural identities)
when developing resources and intervention frameworks to *de-center
dominant ideologies and pedagogies that ignore or marginalize diverse
students.* [Emphasis added].
Furthermore, stakeholders must “assess and reflect on one’s racial literacy
skills … and seek opportunities to practice and develop racial literacy with
peers and students.” [Emphasis added].
New York will also “Provide opportunities for teachers and leaders to receive
trainings on topics related to diversity, equity, and inclusion, such as:
critical self-reflection, disproportionality, anti-bias, developing racial
literacy, combating racism and microaggressions, etc.”
Part of New York’s plan is to “advance high-quality SEL [social emotional
learning] in schools everywhere.” The state plan references several goals for
its SEL push: to “leverage SEL to work together toward a more just world” and
cultivate “justice-oriented citizenship, with issues of culture, identity,
agency, [and] belonging.” [Emphasis added].
“Transformative SEL elaborates on the core competencies from an educational
equity lens,” according to the plan.
In what appears to be a mission statement, New York’s SEL plan is a response
to the “compounded difficulties of a global pandemic, an economic recession,
and civic unrest in response to structural racism.”
The challenge, according to the government, is really an opportunity to
redefine public education. “To meet these challenges,” the mission statement
says, “individuals must start with the inner work of healing their own hearts
and minds, finding the capacity within themselves to support healing for
students, families, peers, and communities.”
Reacting to the approval of the plan, neither Senate Majority Leader Chuck
Schumer (D-NY), nor Sen. Kirsten Gillibrand (D-NY) mentioned the emphasis on
race. Despite the fact that both were instrumental in securing the ESSER
funding for their state, they only referenced issues regarding being able to
open school safely after the pandemic.
--
Let's go Brandon!
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