11 May 2021
The superintendent of the Bellingham School District in the state of Washington responded to parents’ reactions to the report last week that a first-grade teacher read a transgender book to her young students, by defending his district’s practice of “reading diverse books and learning about all kinds of lives” as “consistent with our values in our strategic plan, The Bellingham Promise.”
In his response message, Superintendent Greg Baker did not appear to address parents’ concerns their alarm was ignored, but instead complained the national attention to the reading of
I Am Jazz to first-graders, is “prompting hate speech and harassment based on our values as a district and our commitment to equitable, diverse and inclusive education.”
Catholic Girls’ Prep School Teaches ‘Gender Diversity’
30 Apr 2021
An elite New York City girls’ preparatory school that claims to be “rooted in the Catholic tradition” is encouraging its Pre-K-12 students to separate themselves into groups by race, ethnicity, and gender identity, with the aim of finding “safe spaces” to “develop a stronger sense of self.”
The website of Marymount School of New York states the school is a “Catholic day school” that provides students with “pause for reflection at weekly chapel services as well as at regular Masses.”
“The program includes preparation for the sacraments of First Eucharist, Reconciliation, and Confirmation,” the school’s website continues.
‘Social Emotional Learning’ Now a Vehicle for Critical Race Theory
9 Mar 2021
Social-Emotional Learning (SEL) – the program of in-school “psychological training” for children – has now become a major vehicle for Critical Race Theory, the movement that serves as a foundation of identity politics and promotes the analysis of many aspects of life through the prism of race.
Public schools have failed American students in the major academic areas of English, reading, and math, at the same time the U.S. Education Department has fostered Social-Emotional Learning.
In March 2019, the Boston-based Pioneer Institute published the study, “Social-Emotional Learning: K-12 Education as New-Age Nanny State,” asserting that SEL had become the latest panacea in a long line of progressive “education reforms” that have only served to distract from the fact that American public school children are failing academically.