I remember how it was -- JR
Leftist Educators Brainwashing Kids: MLK Legacy Destroyed. Is the Dream Salvageable?
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.” – Martin Luther King, Jr.
Those thought-provoking words are from Martin Luther King’s contribution to his 1947 Morehouse College newspaper entitled, “The Purpose of Education.” His words encapsulated what many would come to define as education’s essential functions. After all, wasn’t it the dream of every parent to see their children achieve that which they themselves could not? As a result, for many years, we have entrusted our offspring to a system of learning with teachers who could take our children beyond our own limitations.
At one time, most of us took solace in leaving our kids in the hands of a system we trusted. Yet, over the last quarter-century, the trust has wained. Today, a great many parents are not so certain the U.S. education system is “building character.”
The NY Post Reveals A Stark Classroom Reality
In a recent article by the NY Post, editorialist Paul Sperry offers this: “An elite Manhattan school is teaching white students as young as 6 that they’re born racist and should feel guilty benefiting from “white privilege”, while heaping praise and cupcakes on their black peers.
Bank Street has created a “dedicated space” in the school for “kids of color,” where they’re “embraced” by minority instructors and encouraged to “voice their feelings” and “share experiences about being a kid of color,” according to school presentation slides obtained by The Post.” Meanwhile, Sperry goes on to write, “… white kids are herded into separate classrooms and taught to raise their “awareness of the prevalence of whiteness and privilege,” challenge “notions of colorblindness (and) assumptions of ‘normal,’ ‘good,’ and ‘American’” and “understand and own European ancestry and see the tie to privilege.”
In her 2020 New York Post opinion piece, “Public schools are teaching our children to hate America,” Mary Kay Linge quotes education scholar Michael J. Petrilli: “In many schools, you are more likely to encounter the 1619 [project] or [Howard] Zinn version of history than anything positive,” he said. “We’re telling our young people that America is racist and oppressive and has only failed over the years to do right by the most vulnerable, rather than that we were founded with incredible ideals that we have sometimes failed to live up to.”
Are these articles anomalies? Should we be concerned? Is there any correlation between these “teachings” and the rise in youth violence?
When it comes to such questions, the answers are no, yes, and absolutely
According to Childrensdefense.org:
In 2019 – 696,620 children were arrested in the U.S.
A child or teen was arrested every 45 seconds despite a 62 percent reduction in child arrests between 2009 and 2019.
During the 2015-2016 school year alone, there were over 61,000 school arrests and 230,000 referrals to law enforcement, largely overrepresented by students with disabilities, Black students, and Indigenous students.
The prioritization of police over mental health professionals in schools often leads to the criminalization of typical adolescent behavior and fuels the school-to-prison pipeline. Today, fourteen million students attend schools with police but no counselor, nurse, psychologist, or social worker.
For the future of our children, the writing is on the wall.
Many of us as parents have allowed those teaching erroneous and revisionist history to taint the baton of academia long before even passing it on. As Kevin Jackson explains, leftists look at history in retrospect. They teach about an oppressive America, leaving out the context that created an amazing country.
Somewhere along the way, we have made the tragic segue from teaching children how to think as Dr. King suggests, to telling them what to think. This is not training our children to think for themselves as future adults. We can no longer pretend to fool ourselves. This is not teaching and strengthening our children’s minds; this is indoctrination that cripples young minds.
These are the world’s contributions to the delinquency of our minors.
https://theblacksphere.net/2022/02/leftist-educators-brainwashing-kids-mlk-legacy-destroyed/
*************************************************Birmingham Civil Rights Institute says Alabama school system's 'disconcerting' response to complaints from a Jewish student about a teacher who asked class to perform Nazi salute shows lack of commitment to diversity
The Birmingham Civil Rights Institute has called an Alabama school system's response to complaints from a Jewish student that a teacher had classmates perform a Nazi salute 'disconcerting' and that it shows a lack of commitment to diversity.
While Mountain Brooks Schools issued a statement saying it was 'deeply apologetic for the pain' caused by a lesson that 'lacked sensitivity,' the Birmingham Civil Rights Institute questioned actions taken by the system.
In a story first reported by the Birmingham-based Southern Jewish Life, a Jewish student said he was shocked last month when a history teacher at Mountain Brook High School had classmates stand and give a stiff-armed Nazi salute during a lesson on the way symbols change. The teacher has not been identified.
The student, Ephraim Tytell, said school officials reprimanded him and told him to apologize to the teacher after he shared a video and photos of the incident on social media. Tytell said he refused.
Tytell, the only Jewish student in the 11th-grade history class, and several of his classmates refused to stand. 'I felt upset, unsure of what's going on. Just kind of shocked,' Tytell told CBS 42.
'They proceeded to tell me that I'm making Mountain Brook look bad for uploading the video and sharing it and asked me to apologize to my teacher, which I refused to,' he said.
'The day after, he made our class, and our class only, put up our phones and he moved me from sitting in the back of the class to right next to him.'
The lesson was said to be intended to show how symbols change by demonstrating that something very similar to what's now widely known as a Nazi salute was used before World War II to salute the U.S. flag.
The 'Bellamy Salute' was ditched in 1942 for the right-hand-over-the-heart gesture following the United States' entry into the second world war.
The population of Mountain Brooks is 97 percent white with a median household income of $152,355, making it the state's wealthiest suburb, according to the U.S. Census Bureau.
Mountain Brooks school system was previously ruled one of the top three most segregated school systems in the country, according to the nonprofit EdBuild.
On Tuesday, the school system issued a statement saying the video and photos shared online 'are not representative of the lesson' and that no one tried to teach students how to do a Nazi salute.
With blowback continuing, the system followed up with a more conciliatory statement on Thursday, that said in part: 'There are more effective ways to teach this subject without recreating painful, emotional responses to history's atrocities.'
'To improve our instructional strategies, we will continue to work with the Alabama Holocaust Education Center to advance training for our teachers surrounding Antisemitism, the Holocaust and its symbols,' the statement said.
The school system said it stands 'absolutely and unequivocally' against antisemitism.
The Birmingham Jewish Federation said the district's follow-up statement was a 'direct result' of conversations it had with leaders of the school system.
School officials 'fully recognize and understand the insensitivity of the instruction in the classroom that day and the absence of a safe space for learning for the students,' the Jewish organization said.
William Galloway, a spokesman for Mountain Brooks Schools, said it was against system policy to comment on whether the teacher remained in the classroom.
'Understanding the sensitive nature of this subject, Mountain Brook Schools has addressed the instructional strategy used with the teacher and does not condone the modeling of this salute when a picture or video could accurately convey the same message,' the school system's statement said.
Mountain Brook Listens, a group that works to promote diversity in the virtually all-white city of 22,000, issued a statement saying the incident showed the need for more resources, education and training on understanding implicit biases, building empathy and acting with more compassion.
'And our entire community, including our school system, must foster an environment where people feel safe to report behavior that they are concerned about and certainly not create an environment that cultivates any ''fear of reprisal,''' it said.
Last year, Mountain Brook's school system responded to community complaints about a diversity program produced by the Anti-Defamation League (ADL) by dropping the lessons. Schools had begun using the material after anti-Semitic events, including a video of a student with swastikas drawn on his body.
Opponents claimed the lessons focused too much on race and gender and criticized the ADL as being too political.
****************************************************
Australian university bosses order review of perfect university entrance scoress after IB students beat iconic James Ruse school
Lenient marking has been widely used as a response to pandemic difficulties and IB markers may have gone a bit too far. But how to mark during extensive classroom absences is not an easy dilemma to solve
Powerful university chiefs have ordered a review of International Baccalaureate results amid concerns that overly generous marking gave private schools an ATAR advantage after more than one in 20 IB students in NSW achieved 99.95 last year.
The surprising results have upset some school principals, parents and many in the broader education sector, who worry that inflated IB results could undermine the fairness of the HSC. Students with top ranks gain access to the most sought-after degrees in the state, such as law and medicine.
The IB is offered in only some NSW private schools and is often part of the school’s marketing. It is not offered in public schools. Former HSC boss Tom Alegounarias said the most disadvantaged students suffered when “financial privilege” played a role in school-leaving credentials.
“There is no clearer ethical responsibility than to treat all students equally, and our universities are failing at it here,” he said.
But a spokeswoman for the IB said the organisation’s priority was to ensure students were not disadvantaged when applying for university during the pandemic.
Last year fewer than 600 NSW students sat the IB diploma, but at least 41 of them achieved the highest possible university entrance rank, compared with just 35 across the whole country the year before. Of 55,000 HSC students eligible for ATARs, only 48 achieved the same 99.95.
Twelve of the IB top achievers were from a single, non-selective girls’ school, and nine were from a non-selective boys’ school. Just five students from the highly selective James Ruse Agricultural High – the state’s top school for the past 26 years – achieved the same rank by doing the HSC.
The NSW Vice Chancellors’ Committee has asked the University Admissions Centre (UAC) – which it owns – to investigate the sharp rise in so-called perfect scores, a number of sources told the Herald on the condition of anonymity because they were not authorised to speak publicly. IB students’ ranks will not be affected.
The university chiefs are concerned about so-called grade inflation, which involves awarding higher marks than in the past for the same standard of work.
“As we saw with the HSC, changes were made to IB assessment procedures in consideration of the pandemic and this may have impacted on their scores,” the UAC’s head of marketing and engagement, Kim Paino, said. “But we will continue to monitor IB results to ensure that our conversion remains fair.”
The IB was generous in its marking of Northern Hemisphere exams last May, giving out quadruple the number of top marks as it had on average over the previous four years.
The number of top IB ranks does not affect the number of top ranks given to HSC students, but it does secure them spots in the state’s most sought-after university courses at the expense of lower-ranked HSC students.
The issue of how to equate IB marks with the ATAR has long been a point of friction, partly because of the lack of information given to Australian authorities, and partly because many in the education sector feel it gives some private school students an unfair advantage.
The IB only gives Australian authorities a mark out of 45, and not the students’ raw marks. UAC equates a 45 with an ATAR of 99.95. In contrast, UAC has access to all HSC data and analyses it significantly, adjusting according to subject difficulty before giving students a mark out of 500 and ranking them.
UAC was supposed to get more detailed data from the IB for 2022 university admissions so that it could better differentiate ranks, but the IB decided to delay that until 2023, saying students had already faced too much disruption during the pandemic.
Many of the private principals whose schools do not offer the IB are worried about this year’s results.
“It’s causing consternation,” said one, who did not want to be named. “I think there will be some schools who think, ‘if you can get 12 kids to get 99.95, why would we be doing the HSC?’ I think it’s a real threat to the reputation of the future of the HSC if that’s going to continue.”
Ms Paino said UAC was guided by fairness and accuracy when assessing ATAR equivalents for international qualifications, which include British A-levels and American SATs. “It’s not always easy because of the very fine-grained nature of university selection ranks,” she said.
“We also regularly review our conversions to ensure they are providing a fair comparison with local students.”
The chair of IB Schools Australasia, David Boardman, said the conversion from IB scores to ATAR equivalents was managed by Australian authorities and the association had no input. “The association wishes that all students are treated equitably regardless of whether they study an IB program or an alternative,” he said.
The IB Organisation has been honest about easing students through the pandemic. “The IB has taken the pandemic’s global disruption to education into account when determining grades for this year,” a spokeswoman said. “The IB’s main priority has been to ensure students are not disadvantaged by the pandemic, including their applications to university and higher education.”
How does the International Baccalaureate compare to the HSC?
There has been significant grade inflation in Britain’s A-levels since the pandemic began, with the proportion of students there getting top grades rising by almost 75 per cent. The IB is widely used in Britain, where students with both credentials compete for university entry.
Between 2017 and 2019, between 260 and 275 students achieved top scores of 45 in the May session of the IB. In 2020, that climbed to 341, and in 2021 it soared to 1187. There were fewer candidates in 2021 than in 2020.
***********************************
My other blogs: Main ones below
http://dissectleft.blogspot.com (DISSECTING LEFTISM)
http://antigreen.blogspot.com (GREENIE WATCH)
http://pcwatch.blogspot.com (POLITICAL CORRECTNESS WATCH)
http://australian-politics.blogspot.com/ (AUSTRALIAN POLITICS)
http://snorphty.blogspot.com/ (TONGUE-TIED)
*******************************
No comments:
Post a Comment