I remember how it was -- JR
Public School Teachers Told to Indoctrinate Kids as Young as Three in Radical LGBT Theory
State universities indoctrinate future teachers in controversial transgender, racial, and political theories—and instruct them to teach these principles to children beginning in preschool, a new report has found.
“There’s a huge amount of liberal indoctrination going on,” the report’s author, Will Flanders, told “Washington Watch” guest host Joseph Backholm on Monday. “We found it across every public university in the state that has an education program.”
Flanders, the research director at the Wisconsin Institute for Law & Liberty, performed a wide-ranging records search across all public universities in Wisconsin that teach education. He and co-author Dylan Palmer asked for the syllabus, assignments, and reading list for education courses—the classes future teachers needed to pass in order to teach in the state’s public schools.
The 44-page report found that many of these courses begin by defining biblical morality as beyond the pale. The “Multicultural Education” course at the University of Wisconsin at Superior forces students to take the “Human Relations Attitude Inventory,” which asks how strongly students agree with such statements as: “Homosexuality is unnatural because it is contrary to human nature”; “We should not notice differences in people’s skin color”; and “Whites are just as likely to be victims of racism as racial minorities”—all of which the course intends for students to reject.
Once the university changes students’ personal morality, it instructs them to begin introducing radical gender theory to children as young as three. At UW-Whitewater, students read a chapter titled “Just Another Gay Day in the Campus Three-Year-Old Room,” which tells students to include LGBTQ “lessons with a three-year-old day care center.”
At UW-Green Bay, would-be pedagogues must read the book “Safe Is Not Enough: Better Schools for LGBTQ Students” by Michael Sadowski, which the report explains “argues that teachers must bring conversation about gender and sexual identity into the classroom, encourage advocacy, and foster the LGBTQ identification of young students.”
The universities also teach students to fight “homophobia” in their taxpayer-funded classrooms. UW-Stout students have to take a course titled “Multiculturalism: Dialogue & Field Experience,” which mandates that students “critique the nature and effects of political economies such as colonialism and slavery, and specific socially constructed and discriminatory discourses such as race/racism, whiteness, poverty, class/classism, gender/sexism, sexual orientation/homophobia, different abilities/ ableism in the field of education and beyond.” They must then identify whether educational systems “reflect equity and equal educational opportunity through a critical examination of hegemony in the form of culture, race, social class, gender and sexual orientation … and homophobia.”
Other titles students in the University of Wisconsin’s education classes must read include:
“Heteropatriarchy and the Three Pillars of White Supremacy”;
“Playing with Gender”;
“When the Gender Boxes Don’t Fit”;
“Trans Woman Manifesto”; and
“Supporting Transgender and Gender-Expansive Children in Schools.”
Future teachers must also read an enormous amount of critical race theory. UW-Stevens Point education students must read portions of the CRT canon, including Robin DiAngelo’s “White Fragility” and Ibram X. Kendi’s “Antiracist Baby.” Flanders noted that, while he has no objection to students being exposed to such theories, these mandatory education courses present these theories without any opposing viewpoint, as though they were uncontested truths.
These criteria mean that teachers will be “discussing racial politics, gender politics, sexual identity, transgenderism, ahistorical anti-American history, and culturally revolutionary ideas with children as young as five or six years old,” according to the report, which was produced by the Wisconsin Institute for Law & Liberty.
“There’s even more in there than what’s listed in our report,” Flanders told Backholm. “It’s still a small sample from each university. But it’s likely that almost every class that a [prospective] teacher is in” has similarly biased content.
“When we’re looking for the origins of the stuff that we are seeing in our classroom today, what we’re learning here is it’s not just teachers organically coming up with this stuff themselves,” explained Flanders. “Instead, it’s the process that’s been going on for years and years throughout their entire education.”
The results can be seen in Wisconsin classrooms, where test scores continue their multi-year decline. In the 2020-21 school years, only one-third of students from third through eighth grade passed the state’s Forward test, down eight points from 41% in 2018-19. Scores on the ACT, which state law requires every high school junior to take, have eroded from 20 in 2014-15 to 19.6 in 2020.
Teaching educators radical political theory instead of subject matter or pedagogical techniques likely affects these outcomes, Flanders believes. “It’s a fixed pie. There’s a set amount of hours in the day and a set amount of classes that a teacher is taking. And inevitably, some of that content is being replaced by this sort of material that really is not related directly to what they’re supposed to be teaching, but takes up that time,” Flanders stated. “We see the results in schools that are seeing declining performance relative to where they were a decade ago.”
The report appeals to Wisconsin lawmakers to rewrite Section 118.19(8) of the Wisconsin statutes, “which mandates that the Department of Public Instruction grants teacher licenses only to those who have ‘received instruction in the study of minority group relations,’” where highly controversial theories are being propounded as undisputed fact.
Flanders previously conducted a study that found the prevalence and duration of school closures had to do with the strength of local teachers unions and the area’s political opposition to President Donald Trump, not the COVID-19 infection rate. “The number of COVID-19 cases in a particular community bore no relationship to the decision to go with virtual education,” Flanders wrote. “It is partisanship and union presence that are the main drivers of the decision to reopen or not.”
Flanders said, if anything, his latest report underestimates the extent of the problem. “It’s definitely the case that we are seeing this stuff pop up … at small rural universities that might have very little connection to those larger universities,” he concluded. “It’s pervasive across the board, because I think it sort of fits with the politically correct narrative that these schools want to push. And that’s what makes it even harder to fight.”
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Wisconsin school board votes to ban pride, BLM flags from classrooms
A Wisconsin school board voted in favor of a policy banning gay pride flags and Black Lives Matter (BLM) flags from classrooms due to what school leaders say is political messaging.
"Teachers and administration will not have political flags or religious messaging in their classroom or on their person," Superintendent Stephen Plum said ahead of the vote, according to Fox 6.
The Kettle Moraine School Board voted last Tuesday in favor of keeping a code of conduct in place that the school's superintendent had interpreted as banning teachers from displaying political and religious messages in classrooms. The political messages include ones such as gay pride flags, BLM flags and "We Back the Badge" signs. Only one school board member voted against the ban, saying he made the decision after speaking with concerned students and staff.
The policy also includes banning teachers from including their preferred pronouns in email signatures.
Plum told the school board that the district’s interpretation of the policy — which prohibits staffers from using their positions to promote partisan politics, religious views and propaganda for personal, monetary or nonmonetary gain — changed following a legal analysis.
The vote was held in a packed room last week as students and community members sounded off on the measure.
"I am not controversial. I am not political. I am a person," one student told the board, according to Fox 6.
"The fact is, the majority of students don't want or need this, so catering to the minority only encourages the envelope to be pushed further," another student said.
Ahead of the vote, two high schoolers in the district established a Change.org petition calling for a reversal of the ban. The petition has garnered more than 13,000 signatures since it launched last month.
The ACLU of Wisconsin has since issued statements slamming the vote and is currently investigating the policy.
https://www.foxnews.com/us/wisconsin-school-board-votes-ban-pride-blm-flags-classrooms
*****************************************************From firing to hiring: Australian universities now on hunt for staff
The nation’s top universities are promising to fill hundreds of jobs cut during Covid-19, after spending the last year letting staff go while boosting expenditure on advertising and consultants by millions of dollars.
The University of NSW, the University of Sydney and Monash University in Melbourne told The Australian they planned to rehire staff after “better than expected” financial results last year.
The Australian examined the financial results and staff cuts at seven universities across the country amid warnings from Education Minister Jason Clare that universities could “do better” in the way they treated staff.
The increased spending on advertising and consultants last year, while staff budgets were cut, also comes amid questions about teaching quality at many universities, with The Weekend Australian revealing on Saturday that half of the nation’s student teachers are dropping out of university courses.
Higher education bosses have defended spending decisions and bumper surpluses experienced by many institutions in 2021, and University of Sydney vice-chancellor Mark Scott says a renewed push to bump up staffing numbers will improve teaching and research.
“Unlike a business, we don’t seek profits or pay out shareholders – all our surplus is reinvested back into the university to support teaching and research, including the recruitment of more academic and professional staff,” he said. “Our work has a positive effect across the whole country by addressing the biggest challenges, equipping students from diverse backgrounds with knowledge and skills, and creating new opportunities and jobs.”
Sydney University recorded a surplus of more than $1bn while the University of Melbourne recorded a surplus of more than $500m. Monash, UNSW and the University of Queensland reported surpluses of more than $300m.
The University of Western Australia posted an operating result of about $203m in total comprehensive income and Curtin University reported a $113m result.
The National Tertiary Education Union estimated 40,000 jobs were lost in public tertiary education in the 12 months to May last year. President Alison Barnes said investment in staff in NSW universities had fallen by 10 per cent since 2008 and the rate of casualisation was at about 70 per cent across the sector.
“We need university management to step up to the plate and deal with systemic problems that their business models have created,” Dr Barnes said.
Mr Clare identified casualisation and the treatment of staff as an issue, arguing that “the way that universities work with their staff is one of the things I want the Universities Accord to look at”.
He said the sector “can do better”, particularly when it came to high rates of casualisation and staff underpayments.
UNSW led the charge on staff cuts last year, with figures revealing 726 fewer full-time-equivalent jobs when compared to the previous year.
At the University of Sydney, the number of academic staff fell from 3743 to 3514 due to voluntary redundancies. Monash’s full-time-equivalent employee numbers fell from 8017 to 7719, while Melbourne University saw 210 staff leave through voluntary redundancies and 168 via involuntary redundancies.
However, most universities said they would now begin rehiring staff thanks to their better than expected 2021 financial results.
UNSW said it was aiming to increase investment in staff in 2022 by 16 per cent. Monash said its staffing numbers had grown by 4.5 per cent compared to last year and were “projected to slowly grow further by the end of this year”. The University of Sydney said it was “actively recruiting new staff in areas where there is demand and will continue to invest in our staff going forward”.
But Frank Larkins, a former deputy vice-chancellor of research at Melbourne University, said universities would likely struggle to refill jobs. “The challenge will be whether universities can rehire high-quality people to cover the breadth of their curriculums,” he said. “University employment is an international profession, and the US and UK have also reported shortfalls, so there’s competition.”
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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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