NYSED Board of Regents is about to approve a "Culturally Responsive-Sustaining Educational Framework" that perfectly illustrates what parents are up against all over this country. First, Chancellor& #39;s call to action. Note talking points that could be straight from CNN or DNC 1/
NYSED Board of Regents is about to approve a "Culturally Responsive-Sustaining Educational Framework" that perfectly illustrates what parents are up against all over this country. First, Chancellor& #39;s call to action. Note talking points that could be straight from CNN or DNC 1/
NYSED Board of Regents is about to approve a "Culturally Responsive-Sustaining Educational Framework" that perfectly illustrates what parents are up against all over this country. First, Chancellor& #39;s call to action. Note talking points that could be straight from CNN or DNC 1/
NYSED Board of Regents is about to approve a "Culturally Responsive-Sustaining Educational Framework" that perfectly illustrates what parents are up against all over this country. First, Chancellor& #39;s call to action. Note talking points that could be straight from CNN or DNC 1/
Now look at the use of statistics (and Critical Social Justice lack of empiricism) to establish the false (and oddly self-damning, but they skip right over that) premise that poor outcomes = a priori evidence of "racism," with or without overtly racist behavior. 2/
Now look at the use of statistics (and Critical Social Justice lack of empiricism) to establish the false (and oddly self-damning, but they skip right over that) premise that poor outcomes = a priori evidence of "racism," with or without overtly racist behavior. 2/
Now look at the use of statistics (and Critical Social Justice lack of empiricism) to establish the false (and oddly self-damning, but they skip right over that) premise that poor outcomes = a priori evidence of "racism," with or without overtly racist behavior. 2/
Now look at the use of statistics (and Critical Social Justice lack of empiricism) to establish the false (and oddly self-damning, but they skip right over that) premise that poor outcomes = a priori evidence of "racism," with or without overtly racist behavior. 2/
Now look at the use of statistics (and Critical Social Justice lack of empiricism) to establish the false (and oddly self-damning, but they skip right over that) premise that poor outcomes = a priori evidence of "racism," with or without overtly racist behavior. 2/
Not the references to "diversity," and what it means, and doesn& #39;t not mean (and how wide-open they leave it to future modifications, in case they need to use this excuse to justify their failure, e.g. "we weren& #39;t diverse enough..." which is what they& #39;re doing right now. 3/
Not the references to "diversity," and what it means, and doesn& #39;t not mean (and how wide-open they leave it to future modifications, in case they need to use this excuse to justify their failure, e.g. "we weren& #39;t diverse enough..." which is what they& #39;re doing right now. 3/
Not the references to "diversity," and what it means, and doesn& #39;t not mean (and how wide-open they leave it to future modifications, in case they need to use this excuse to justify their failure, e.g. "we weren& #39;t diverse enough..." which is what they& #39;re doing right now. 3/
Not the references to "diversity," and what it means, and doesn& #39;t not mean (and how wide-open they leave it to future modifications, in case they need to use this excuse to justify their failure, e.g. "we weren& #39;t diverse enough..." which is what they& #39;re doing right now. 3/
Not the references to "diversity," and what it means, and doesn& #39;t not mean (and how wide-open they leave it to future modifications, in case they need to use this excuse to justify their failure, e.g. "we weren& #39;t diverse enough..." which is what they& #39;re doing right now. 3/
Not language like "equity warriors," and how they cleverly take historical fact (racism is part of our history and story) and seamlessly use that to justify a massive overhaul to the curriculum without public stakeholder feedback, to support a single POLITICAL idea (CSJ)4/
Not language like "equity warriors," and how they cleverly take historical fact (racism is part of our history and story) and seamlessly use that to justify a massive overhaul to the curriculum without public stakeholder feedback, to support a single POLITICAL idea (CSJ)4/
Not language like "equity warriors," and how they cleverly take historical fact (racism is part of our history and story) and seamlessly use that to justify a massive overhaul to the curriculum without public stakeholder feedback, to support a single POLITICAL idea (CSJ)4/
Not language like "equity warriors," and how they cleverly take historical fact (racism is part of our history and story) and seamlessly use that to justify a massive overhaul to the curriculum without public stakeholder feedback, to support a single POLITICAL idea (CSJ)4/
Now we go to the guidelines for this CR-SE. Where to begin...Note the language, emphasis on "social justice" and "change" and "alliances across areas of difference" (code language meaning "forming affinity groups" or "factions"). BTW, notice anything missing? 5/
Now we go to the guidelines for this CR-SE. Where to begin...Note the language, emphasis on "social justice" and "change" and "alliances across areas of difference" (code language meaning "forming affinity groups" or "factions"). BTW, notice anything missing? 5/
Now we go to the guidelines for this CR-SE. Where to begin...Note the language, emphasis on "social justice" and "change" and "alliances across areas of difference" (code language meaning "forming affinity groups" or "factions"). BTW, notice anything missing? 5/
Now we go to the guidelines for this CR-SE. Where to begin...Note the language, emphasis on "social justice" and "change" and "alliances across areas of difference" (code language meaning "forming affinity groups" or "factions"). BTW, notice anything missing? 5/
Now we go to the guidelines for this CR-SE. Where to begin...Note the language, emphasis on "social justice" and "change" and "alliances across areas of difference" (code language meaning "forming affinity groups" or "factions"). BTW, notice anything missing? 5/
The gov& #39;t Giving Tree in its most pernicious form. Tell me, when you think about "High Expectations and Rigorous Instruction" is "Student-led Civic Engagement" the first thing that comes to mind? This document (I& #39;ll link at the end) has directives for all, parents too! 6/
Here are the sections up close. "Examining implicit bias," "Students as co-designers of curriculum," "Collective responsibility," "Social Emotional Learning," "Materials that represent and affirm student identities." Catching on yet? Guess I& #39;m missing the BASIC SKILLS part. 7/
Here are the sections up close. "Examining implicit bias," "Students as co-designers of curriculum," "Collective responsibility," "Social Emotional Learning," "Materials that represent and affirm student identities." Catching on yet? Guess I& #39;m missing the BASIC SKILLS part. 7/
Here are the sections up close. "Examining implicit bias," "Students as co-designers of curriculum," "Collective responsibility," "Social Emotional Learning," "Materials that represent and affirm student identities." Catching on yet? Guess I& #39;m missing the BASIC SKILLS part. 7/
Here are the sections up close. "Examining implicit bias," "Students as co-designers of curriculum," "Collective responsibility," "Social Emotional Learning," "Materials that represent and affirm student identities." Catching on yet? Guess I& #39;m missing the BASIC SKILLS part. 7/
Here are the sections up close. "Examining implicit bias," "Students as co-designers of curriculum," "Collective responsibility," "Social Emotional Learning," "Materials that represent and affirm student identities." Catching on yet? Guess I& #39;m missing the BASIC SKILLS part. 7/
These are just some snippets from some of the rest of the document, the details beneath the tree limbs, so-to-speak. "Hold peers accountable to following the mutually-agreed upon norms," "Continuously learn about implicit bias," "Lean into discomfort," it& #39;s all there.8/
These are just some snippets from some of the rest of the document, the details beneath the tree limbs, so-to-speak. "Hold peers accountable to following the mutually-agreed upon norms," "Continuously learn about implicit bias," "Lean into discomfort," it& #39;s all there.8/
These are just some snippets from some of the rest of the document, the details beneath the tree limbs, so-to-speak. "Hold peers accountable to following the mutually-agreed upon norms," "Continuously learn about implicit bias," "Lean into discomfort," it& #39;s all there.8/
These are just some snippets from some of the rest of the document, the details beneath the tree limbs, so-to-speak. "Hold peers accountable to following the mutually-agreed upon norms," "Continuously learn about implicit bias," "Lean into discomfort," it& #39;s all there.8/
These are just some snippets from some of the rest of the document, the details beneath the tree limbs, so-to-speak. "Hold peers accountable to following the mutually-agreed upon norms," "Continuously learn about implicit bias," "Lean into discomfort," it& #39;s all there.8/
"Power and privilege," "fair representation," etc...I hope y& #39;all are seeing the patterns, right? If this sounds ok, and you still don& #39;t see why this would be an issue, remember the fact those achievement stats at the start? Yeah, so, they& #39;re telling you THIS is what& #39;s missing.9/
"Power and privilege," "fair representation," etc...I hope y& #39;all are seeing the patterns, right? If this sounds ok, and you still don& #39;t see why this would be an issue, remember the fact those achievement stats at the start? Yeah, so, they& #39;re telling you THIS is what& #39;s missing.9/
"Power and privilege," "fair representation," etc...I hope y& #39;all are seeing the patterns, right? If this sounds ok, and you still don& #39;t see why this would be an issue, remember the fact those achievement stats at the start? Yeah, so, they& #39;re telling you THIS is what& #39;s missing.9/
If you believe the reason kids in NY can& #39;t read and do math at grade level is they& #39;ve been deprived the Critical Social Justice "lens" applied to every aspect of their learning, I& #39;ve got a bridge to sell you. This isn& #39;t education, it& #39;s RE-education, of staff and parents too. /END
Links to source docs:
http://www.nysed.gov/common/nysed/files/programs/crs/culturally-responsive-sustaining-education-framework.pdf
https://www.nysed.gov/common/ny... href=" https://www.regents.nysed.gov/common/regents/files/421brd1.pdf">https://www.regents.nysed.gov/common/re...
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