"I’ve never genuinely rooted for a superhero. They’ve never felt like they were on my side, no matter how much they try to convince me. Maybe because they hide so much of their complexity from the public—their origin story, their trauma, their conflict. Their nobility isn’t enough for me. I want to know how their heroism intersects with their humanity. I don’t know how to get behind the self-righteous indignation, the arrogance, the belief that their version of good and evil is so universal the rest of us should just surrender to it and wait to be saved. These are qualities that remind me of my own nemeses, the ordinary people who want me dead or vanquished. The ones who passionately disagree with me or who/what I am. The ones who think they should be running the world so much they don’t mind running right over me to do it..."
"The villain is usually more honest about what they want and what they’ll do to get it. Living in a deceitful world as the many things I am, I find this level of honesty refreshing, far more refreshing than a white man with an enemy, armed with superpowers or a fleet of super-white super friends, indebted with a noble pursuit.
"I relate to the conditions of villainy."
- Jill Louise Busby, 'In Defense of Supervillains'
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Public schools are not teaching Critical Race Theory.
They are applying critical theory in their teaching practices.
It is critical that we use clear language when we call this out. When we say “they’re teaching Critical Race Theory,” we give marxists the room to redefine what that means and kick the legs out from under our arguments.
Critical theory includes critical race theory and critical gender theory, along with several other Marxist ideas. If we narrow it down to just critical race theory, we miss other aspects of the indoctrination.
Teachers are being taught elements of critical race theory (such as implicit bias and internalized racism/misogyny/homophobia/etc.) and then they are encouraged to apply it in their classrooms.
I know, because as a teacher I’ve sat through these trainings. And I’m in Texas in what used to be considered a fairly conservative district, so don’t think your school is immune.
We have been offered professional development credit (of which we need a certain number of hours to maintain certification) to read White Fragility, watch leftist/woke documentaries, and listen to speakers advocate for giving preference to black people over other minorities.
In 2020, these sorts of sessions were the only summer professional development opportunities my district offered. Nothing on virtual teaching or meeting the needs of students who were falling behind due to missed instruction in the spring.
I’ve also sat through required sessions where I was told that as a white person I am inherently racist, and that denying my racism only made me more racist.
I was shown pictures of people of different races and genders in different situations and asked to come up with the harmful stereotypes others might say about them.
But worst of all, I sat through sessions where we looked at student data (test scores, disciplinary data, etc) filtered through the lens of race.
We were expected to see race as the cause for any and all discrepancies in the data.
I remember specifically with one set of data, I believe about disciplinary actions, I was asked for my thoughts. I asked if we could get the same data filtered by academic achievement and socio-economic status.
My theory was that the discrepancies could be better explained by students growing up in households where both parents worked long hours, didn’t have time to help kids with homework or check in on their academic progress, and would struggle to enforce behavior expectations. I had been in plenty of parent-teacher conferences where this was the parent’s explanation for why the student was acting up in class and falling behind.
I reasoned that kids who didn’t have the support at home and were behind academically would get frustrated more easily and would be more likely to misbehave, resulting in disciplinary actions.
The facilitators did not have this data handy (despite it being fairly easy to look up because of how our student data systems work) and said they would try to get me that data later.
They never did.
They were entirely unprepared to look at these issues through any lens other than race.
What is the impact of this? Without explicitly telling us to do so, the expectation is that we make efforts to close the gaps between students of different races in areas like grades and discipline.
If teachers have this expectation in mind, they may choose to excuse assignments, grade easier, or look the other way in matters of discipline if the student is in a minority category. And guess what - other students WILL notice this.
More importantly, the students who are being passed along in order to keep the data “equitable” are not having their needs met, and will make it all the way through school without anyone taking the time to make sure they actually learn what they need to learn.
I am seeing this happen in my school and in other schools where I’ve worked.
So do not believe marxists when they tell you that Critical Race Theory is just “teaching about racism”
It is, in fact, “teaching racism” - that is, teaching students and teachers to see each other and every single issue through the lens of race, and to make generalizations and assumptions about each other based on race.
Make sure you understand what critical theory teaches and how it is being applied (not taught) in schools both public and private.
And please, if you can, homeschool your kids.
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