The pledge was signed by no teachers on Oct. 21, the day before. It now has three pledges from Oceanside teachers.
They’re one of the thousands of US teachers pledging to continue educating students about the controversial Critical Race Theory, which explains racism is embedded in US culture and politics.
Comments from Oceanside teachers included, "Systemic racism is real and dismantling it begins with an honest look at the history of this country. It is my duty as a teacher to empower my students to build a more just society" and "We need a robust history curriculum that cultivates critical thinking and an understanding of the social, political, cultural, and economic forces that structure our society including inequalities, privilege, and justice. The history of BIPOC communities are central to the history of the United States. An inclusive, equitable, and antiracist curriculum should be the norm in a society that values equality, liberty, and democracy".
Though the concept was first suggested in the late 70’s, it has recently exploded as a contentious issue between the American right and left in the last two years.
Many who signed the pledge are defying state bans on the teachings. Arizona, Idaho, Iowa, New Hampshire, Oklahoma, South Carolina, Tennessee and Texas have passed legislation banning discussions about the US being inherently racist.
Other states, such as Montana and South Dakota, have denounced the teachings without passing specific legislation.
In an interview with The Washington Free Beacon', Ashley Varner of the Freedom Foundation accused the Zinn Education Project of providing “left-leaning propaganda to teachers.”
| Teachers | Thoughts on Critical Race Theory |
|---|---|
| Lynn Gonzalez | Systemic racism is real and dismantling it begins with an honest look at the history of this country. It is my duty as a teacher to empower my students to build a more just society. |
| Steven Moreno-Terrill | It is necessary to cultivate and nourish a critical consciousness in our students through a humanizing education in order to create a just and democratic society. Teaching about the history and dynamics of race, racism, and white supremacy is a moral obligation for a society committed to justice and freedom. Limiting students' opportunities to learn about their own and others' histories undermines their growth toward becoming critically thinking, culturally competent, ethical, and compassionate members of society. Hiding histories of the inequalities, injustices, and racist violence that shaped and continue to shape the nation promotes a fantasy heritage and monocultural education that upholds white supremacy. Our students and communities deserve empowering opportunities to develop racial justice literacy through a socially just, culturally sustaining, and equity oriented education. |
| Steven Moreno-Terrill | We need a robust history curriculum that cultivates critical thinking and an understanding of the social, political, cultural, and economic forces that structure our society including inequalities, privilege, and justice. The history of BIPOC communities are central to the history of the United States. An inclusive, equitable, and antiracist curriculum should be the norm in a society that values equality, liberty, and democracy. |
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