There is a compelling argument that this epidemic has a bright side for parents of school-age children: it provides a window into what their teachers are asking students to advocate under the guise of the curriculum. Children take classes remotely from home, and parents are in a leading position in the widespread adoption of radical coursework (such as critical racial theory inspired by Marxism).
But what about school administrators?
A widely circulated Video of a young teacher in Virginia resigning in tears Recently, in front of her school board, the concept of mandatory courses has been brought to the forefront of the national debate about what is happening in American schools.
Last week, a parent in Atlanta filed a federal complaint with her child’s school when she discovered that she claimed that there was a segregation of students in her child’s school. The parents said that this effort was led, By the school principal.
Kila Posey, who filed a federal complaint with Mary Lin Elementary School, claimed that the principal, Sharyn Briscoe, who was also black, told her that she did this because she believed it was in the best interests of the students.
Recalling her conversation with Briscoe, Posey said: “(Brisco) said that it was not one of the black classes, and I immediately said, “What does this mean? ” I’m confused.
‘I ask for further clarification. I thought, “What are there in our school?” Then she continued, “Yes. I decided to divide all black students into two classes.”
…
Posey told the news media: “We have insomnia, like trying to figure out why a person would do this.” “First of all, it is unbelievable that I will be with someone who looks like me in 2020-a Black women-had this conversation. This is an isolation classroom. You can’t isolate the classroom. You can’t do this.
An effort in Minnesota, although not directly related to the examples of Virginia or Georgia, may provide some insight into how public schools are focusing on new radical curricula and teaching practices.
More than 160 principals and assistant principals in the Twin Cites metropolitan area signed a document titled “Making trouble in education” This requires commitment to “decentralizing whites” and “dismantling practices that strengthen white academic superiority.”The statement originated from a company called The troublesome principle This encourages principals and administrators to get into “good trouble” as a way to combat racism in schools.
The group is mainly organized through social media and seems to encourage keeping a spreadsheet listing those who challenge their efforts:
What does it mean to be a troublesome person?
The principals and assistant principals of the Minnesota metropolitan area choose to join the group, which can be joined through the Facebook page of the same name. They can choose to sign the declaration through an electronic form that we all keep together. These principals announced that their speech and behavior will be consistent with the following statement. And they will hold themselves and others accountable for it.
What do you expect from us?
The responsible persons in this group are organized into project management groups, which are responsible for unpacking and processing the operation items specified in the statement. Every month, each principal will record their efforts for Good Trouble, their challenges and challengers, and will share strategies for survival and development. Every month, this website will serve as a reporting place for our community, holding us accountable for the covenant we signed.
The most disturbing thing is that, on the surface, the principal’s principle seems promote Racism is not trying to alleviate it, while requiring managers to work as activists rather than educators. Here are some suggestions:
Go to the center whiteness. Organized white people who understand the tradition ensure their rule through PTA and trade unions. We purposefully call and elevate the voices of colored people in our space that have not been represented in history in order to maintain weight and strength.
Dismantling practices that reinforce white academic superiority, such as bias in testing and labeling, tracking, and clustering that reflect the Americanized version of our school’s caste system.
After our full face-to-face return, the “school” will be rebuilt, where business as usual, such as schedules and staffing, may undergo drastic changes. Start preparations now.
Tell the truth about power. Our commitment to holding ourselves and those who serve us accountable for this work extends equally importantly to those who serve us.
There is no direct connection with the efforts of teachers in Minnesota and other states that have resigned to protest or appeal to school administrators. But it’s hard not to notice these similarities.
