I remember how it was -- JR
Joe Rogan slams California school that pushed woke 'anti-racism' on his 9-year-old daughter and says he doesn't even know what the ideology means
Joe Rogan is slamming the California elementary school that he claims pushed woke anti-racism ideology on his nine-year-old daughter after George Floyd's killing.
The podcaster claims the unnamed school issued a blanket statement email in May 2020 telling families that students 'must be anti-racist,' something he said the kids were too young to even understand.
'When the whole George Floyd thing happened, one of the schools that my kids were going to back in California released this email, saying that it's not enough to not be racist, you now must be anti-racist,' Rogan, 54, said on Tuesday's episode of his podcast, The Joe Rogan Experience.
Rogan, who has been embroiled in his own racial controversy after old clips of him using the n-word surfaced, said he could support schools teaching students that 'racism is stupid,' but argues teaching them to be anti-racist is inappropriate.
'These kids are not even remotely racist. Like, they have all sorts of different kinds of friends,' he said. 'I've never heard them discuss it once. It's just "I like this person and she's nice to me and we like to play together and we both like the same things,"' he said. 'So to tell a 9-year-old that you have to be anti-racist, well, then they go looking for racism, they're gonna go looking to confront it.'
Floyd, 46, was killed at the hands of Minneapolis police in May 2020 during an arrest. His death triggered protests around the globe against racism and police brutality.
Rogan also criticized the educators who truly believe pushing the woke curriculum was a good idea, calling them 'naive'.
'They weren't that good at teaching in the first place,' the podcaster argued. 'And now here there are saying they're going to tackle something, not not just tackle something as complex as race in America, but you're going to establish rules that you can't just be not racist, you have to be anti-racist.
'And you're going to teach this to a nine-year-old?' he questioned. 'So what are you saying? Like, what exactly are you saying, what is your f*****g end goal?'
He stated he supported academics instilling values of equality, but his daughter's school's agenda was confusing
'If you want to tell my nine-year-old, they have to be anti-racist. What does it mean?' he questioned. 'They have to go find racism and confront it?'
The podcaster claims the California school's anti-racist push came amid the nationwide push to combat racial injustice that followed Floyd's death.
Floyd was killed on May 25, 2020, having been arrested for allegedly attempting to use a counterfeit $20 bill to buy cigarettes at a grocery store.
Shortly after the incident, video emerged of Minneapolis Police Officer Derek Chauvin kneeling on Floyd's neck as he lay on the ground for nine minutes.
Floyd cried out, 'I can't breathe!' over and over. His words became a rallying cry for demonstrators the world over.
Chauvin was found guilty of second-degree murder, third-degree murder, and second-degree manslaughter in Floyd's death. Three other officers, Tou Thao, Thomas Lane, and J Alexander Kueng, were fired from the police department who did nothing to intervene while witnessing Floyd's death.
Rogan's remarks about anti-racist education came during a Tuesday interview with playwright and filmmaker David Mamet in which the pair discussed the current state of Hollywood.
The podcaster has been under fire in recent months from progressives who called on Spotify, the streaming service that houses his show, to cancel his $200million deal over his COVID-19 comments and use of racial slurs.
In January, a group of 270 doctors and scientists signed an open letter to Spotify accusing Rogan of pushing 'anti-vax misinformation' and branding him a 'menace to public health'.
After Spotify didn't respond to the letter, musicians Neil Young and Joni Mitchell led a boycott and pulled their music from the streaming platform.
Spotify eventually launched content advisory warnings on episodes that include discussion about COVID-19 on a rolling basis.
Then in February, clips resurfaced from Rogan's podcast in which he used the N-word over 20 times. He later apologized, calling it 'the most regretful and shameful thing I've ever had to talk about publicly.'
'It looks f***ing horrible. Even to me,' Rogan said. 'I know that to most people, there is no context where a white person is ever allowed to say that word, never mind publicly on a podcast, and I agree with that now. I haven't said it in years.'
Last month, Rogan threatened to cancel his Spotify deal if 'he has to walk on eggshells.'
'There's more people pouring over it but it's the same thing. I do it the same way,' Rogan said during his March 29 episode.
'If I become something different because it grew bigger, I will quit. If it gets to a point that I can't do it anymore, where I have to do it in some sort of weird way where I walk on eggshells and mind my p's and q's, f*** that!'
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A Big, Fat ‘F’ for Gubmint Skools
American students perform poorly on the nation’s report card. Overall, the majority of our students in public school don’t even meet “below basic” standards. We’re far from alone in thinking this is a huge problem.
C. Bradley Thompson, philosophy professor at Clemson University, digs into the actual numbers of the National Assessment of Educational Progress (NAEP). He illustrates this fact:
In history, for instance, only 20 percent of U.S. fourth graders, 17 percent of eighth graders, and 12 percent of twelfth graders who took the 2010 National Assessment of Educational Progress (NAEP) tests (America’s so-called Report Card), were deemed “proficient” or “advanced” in their knowledge of the subject. More than 50 percent of high school seniors posted scores at the lowest level (“below basic”), and “only 35% of fourth-graders knew the purpose of the Declaration of Independence.” In 2018, American eighth graders scored four points lower on the NAEP U.S. history test than they did in 2014. According to a recent survey, 42 percent of Americans think Karl Marx’s communist slogan “From each according to his ability, to each according to his needs” is to be found in one of America’s founding documents.
Thompson goes on to make the point that this author often does regarding how devastating the COVID lockdowns were for our students. He writes, “In 2021, after a years of masked or online teaching, reading test scores for American first graders fell a stunning 24 points on a national reading test, but even before the pandemic, nearly two-thirds of American students could not read at grade level.”
American public education has been in sharp decline for decades, but as this data clearly shows, our current batch of students are in a free fall. This is not for lack of attempted intervention. Big Government has long tried to right the sinking ship of education with Head Start, No Child Left Behind, Race to the Top, and so many others.
These government “interventions” did little more that accelerate the issues. The real meat of the problem is varied and nuanced, and though a great chunk of responsibility can be placed at the feet of public schools and government policies, there are so many more issues at hand.
At the bottom of this Analysis, don’t miss your opportunity to support your Patriot Post team!
Why don’t these stats talk about the vast difference in the students that we teachers see? As recently as 15 years ago, teachers at the kindergarten and first grade levels were not seeing as many children with learning difficulties as we’re seeing in today’s classrooms. Learning difficulties such as dyslexia, dysgraphia, dyscalculia, autism, and other challenges.
Why is that?
Most recent education reforms focus on having no standards at all, which is an overcorrection to the Race to the Top and No Child Left Behind policies of punishing schools and teachers if their children don’t succeed.
There has also been a shift in cultural priorities. Having an educated populace makes it more difficult to manipulate people politically. Teaching children to despise real learning and to love emotional grandstanding is another way to stupefy the masses (empathy over intellect). We also have a culture of adults who do not like to read. Reading is a skill that is developed over time. Books for pleasure are just as essential as books that challenge. Taking the time to better oneself by reading books that challenge requires discipline, self-awareness, and a desire to learn — qualities that are no longer viewed favorably in our instant-gratification, social media-driven culture. Some even refer to this striving for improvement as “whiteness.”
Parenting has also changed. Many parents do not fully understand that in spite of the propaganda, they are their children’s primary educators. By leaving “education” up to the schools, they are forfeiting that essential part of parenting that drives children to succeed.
These children also have the distinct disadvantage of growing up in a digital age where instant gratification is taken to the next level. Learning is a process that takes time and digital learning does not effectively teach as a result.
Children are also being diagnosed with learning disabilities at a much higher rate. This is both a good thing and a bad thing. It is good because they can receive interventions by their parents and teachers to help them succeed. It is bad because these diagnosis are often used as an excuse not to try their absolute best and/or for their teachers not to work their hardest to help them succeed.
There are other issues at play that feed into our children’s learning disabilities. Our diets, environmental issues, genetic issues, lack of social interaction, lack of play in early education … the list is endless.
The most nefarious reason of all is the emphasis on nonessential education — the eduactivism element that is hurting and further convoluting our children’s learning. Our children can’t read, write, or do math, but by all means let’s teach them about gender pronouns, critical race theory, and how to have safe sex. This is not at all the intended role of public schools, and yet in this current era, it is sometimes the primary emphasis.
https://patriotpost.us/articles/87445-a-big-fat-f-for-gubmint-skools-2022-04-06
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That is probably true but it is no substitute for better discipline IN the classroom
One of the hot button topics in education at the moment is the issue of classroom discipline and student behaviour.
Because everyone has been to school, everyone also has an opinion on the issue, often ill-informed and, at times, extremely unhelpful.
As is commonly the case when we seek global responses to problems we face, the reality of the solutions required are more complex than they first seem. For example, there is a tendency to assume the solution always lies with the individual teacher and their capacity to maintain order in class. While there is certainly some truth in that view, consider a scenario that commonly occurs in schools.
Teacher A, in one classroom is valiantly seeking to implement the school’s expectation that students do not use their mobile phones in class. On telling the students she requires them to put their phones away, she is told by one of her more voluble charges that Teacher B, a little further down the corridor, doesn’t care if they do. Teacher A is immediately undermined and, despite her willingness and capacity to follow the rule, is somewhat less able to make it work.
This, rather than headline-grabbing stories about violence in schools, is really the main game as far as improving discipline is concerned, since it is low-level disruption that really impedes quality teaching in class, rather than periodic outbursts that are fleeting, and by comparison rare.
The point is, that regardless of any individual teacher’s efforts to maintain discipline in class, it can only really happen on the back of a whole-school approach.
In research conducted in 2009 on why some schools perform much better than their peers, my colleagues and I found it depended, to a significant degree, on the leadership, their expectations for the school, and the extent to which an orderly learning environment exists where students are well-known by the staff.
The key in this regard is consistency. Put simply, the greater the consistency of practice, the better the school. It reflects the fact that Teacher A can request the phone be put away, secure in the knowledge that Teacher B will do the same and the school’s leaders will back them on this.
Leadership, we found, is the difference between the pockets of improvement that exist in any school, and whole-school improvement. Schools do not get better unless their leaders are leading improvement. The principal is at the centre of this. That said, the principal cannot do it on their own, and hence needs to weld a team of leaders together who can then work to drive improvement through their school.
This applies as much to classroom discipline as to any other strategy for improvement the school adopts. It in turn suggests that if all we do is try to improve teachers’ individual disciplinary skills, then all we will get is the variability that already exists. It is only when the whole of the school unites around a common approach that things can begin to change.
Some years ago, for example, a large school that I worked with in outer-eastern Melbourne, tackled a breakdown in implementing its uniform policy through a mix of improved documentation, procedures and a simple red bag. Although the school attempted to ban the wearing of hoodies and facial piercings, inconsistent implementation by teachers meant they remained rife in the school.
By giving each teacher a red shopping bag to collect the offending items, the school’s leaders answered the question of how to store them through the day and provided a highly visible means to monitor the implementation of the rule. Through persistent hard work led by the principal and his team, uniform-wearing skyrocketed in the school which then considered where it should seek to be more consistent next.
There is always a need to improve teacher preparation and a broad range of their skills. But unless it is matched by a focus on leaders and supporting them to develop and implement a culture of high expectations where positive behaviour is demanded and required, then the outcome will be less than we intend.
There are many examples of schools which punch above their weight, not least because they have a dynamic leadership team with a clear sense of what’s needed if their school is to improve. We could do much worse than learn from these exemplars so that more schools can work like the best.
After all, don’t we all want to see students and staff alike on time, in class and ready to learn each and every day.
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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)
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