As cheerleaders headed into a competition Saturday at the Kentucky International Convention Center in downtown Louisville, protesters for racial justice harassed and bullied the young girls, shouting chants laced with profanities and accusing them of “white privilege.” Adult organizer Carmen M. Jones, when asked if she was out of line, doubled down on her racist and inappropriate behavior.
by Christopher Paslay
Using math class to push a political agenda is flat out wrong, and Corwin’s book, High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice, has no place in a high school math classroom.
Corwin Press, a professional development book publisher, is no longer interested in producing academic material designed to teach children how to think, rather, has set their sights on teaching students what to think. The company, which was established in 1990, has taken a hard left turn over the past five years, so much so that the publisher has abandoned any pretense of objectivity, and has openly embedded its political agenda into much of its material.
In January, they posted so-called “free resources to help educators process the Jan. 6th riot at the Capitol,” which provided links to agenda-driven activist groups like Black Lives Matter, whose aim was to indoctrinate school children in polarizing identity politics.
Now Corwin is promoting a new series of math textbooks aimed at indoctrinating high school students in radical leftist politics, textbooks that replace objective, linear math with socialist propaganda. A book titled High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice, is one such example.
The Introduction to the book, titled “Why is Teaching Mathematics for Social Justice Critical?”, states “Whether we talk about it or not, our students regularly experience the impacts of social privilege, power, and activism every day.” This introduction reveals the true motive of the book, which is first to indoctrinate teachers and students in progressive social justice activism, and to ingrain in them a willingness to accept socialism and the political agenda of the left.
The book is divided into three parts. Part I, titled “Teaching Mathematics for Social Justice,” provides a foundation for using math to promote activism, which focusses on so-called “equitable mathematics,” and helps teachers design lessons that will allow students to broach controversial topics and have difficult conversations. These chapters also help educators create activities that encourage students to investigate, understand, and reflect on social questions to “empower themselves into action.”
Part II, called “Social Justice Mathematics Lessons,” incorporates actual math into activities, but does so by structuring it around progressive causes and leftist political agenda. Chapter 6, for example, discusses border crossings, climate change, income inequality, and intersectionality and the wage gap, among other things. Chapter 7 delves into citizenship issues, policing and systemic racism, prison populations, and immigration. Chapter 8 touches on gerrymandering and food injustice.
The third and final part of the book, titled “Next Steps,” helps teachers spread the social justice mathematics message by designing lessons in their own classrooms, and by encouraging them to get active.
The book, which makes no bones about indoctrinating students in identity politics and a progressive socialist agenda, is completely inappropriate for a math classroom. Using it in a high school setting not only assumes parents are willing to exchange rigorous math for activism, but that these parents agree with the positions Corwin takes on the issues.
What if parents, after thinking critically on such topics, believe America’s borders should be secure, and that illegal immigration should be discouraged? What if parents, after educating themselves on both sides of the argument, believe climate change is cyclical, and not the man-made catastrophe it’s being made out to be? What if they believe income inequality has more to do with choices, priorities and family structure, and less to do with so-called systemic racism? What if parents believe all immigrants should come through legal ports of entry, and follow a lawful path to citizenship?
What if they support America’s police, and believe the idea of systemic racism by law enforcement is erroneous or overblown, and that prison populations are based on crime, and not implicit bias? What if parents, after critically analyzing all sides of the topic, felt these ways on the issues, and wanted to raise their children to think critically about such issues themselves?
The tragedy, of course, is that these children won’t learn how to think critically about any of this—not if they are using material from Corwin Press. Why? Because Corwin is more interested in teaching children what to think, not how to think.
Using math class to push a political agenda is flat out wrong, and Corwin’s book, High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice, has no place in a high school math classroom. Period.
The fact that Corwin is promoting such agenda-driven material, light on academic rigor and heavy on activism, should be concerning to all parents. The fact of the matter is, Corwin Press is no longer a publisher of objective, academic books. The company has gone full-blown woke, as is evidenced by their new “Deep Equity Consulting Service,” which preaches that the achievement gap, graduation rates, and disproportionate discipline outcomes are “symptomatic of institutional biases and norms that must be directly challenged through systemic, ongoing, and authentic work.”
By “authentic work” they mean indoctrinating students over educating them, and focusing on systems over people. In short, Corwin cares more about influencing politics than they do about actually teaching your kids academic skills, which should make every parent very concerned.
Click on the video above to listen to the Introduction to “Exploring White Fragility: Debating the Effects of Whiteness Studies on America’s Schools.” Purchase the book and arm yourself with the knowledge and tools to push back against identity politics in our schools.
Tragically, Dr. Seuss Enterprises has bowed to cancel culture by removing six of his books from publication, claiming that they contain racist and insensitive imagery that portrays “people in ways that are hurtful and wrong.” This video takes a closer look at the work of Theodor Seuss Geisel, including “And To Think That I Saw It On Mulberry Street,” which is one of the six banned books. Thanks for watching.
Click on the video above to listen to the Preface to “Exploring White Fragility: Debating the Effects of Whiteness Studies on America’s Schools.” Purchase the book and arm yourself with the knowledge and tools to push back against identity politics in our schools.
“Paslay’s thorough review of attitudes and actions associated with whiteness studies and racism give voice to all sides of diversity and pluralism so that we, as a nation, can continue the ongoing conversation about how to treat each other with the respect ALL humans deserve.” –Dr. Eugenia Krimmel, education professor and ESL/Bilingual education advisor at the Pennsylvania Department of Education
“This is a brave book. Paslay reveals and cuts through the endless layers of antiracist gospel which, in the name of enlightenment, leave one cohort of brown kids after another uneducated. Aspiring teachers seeking clear eyes and genuine progressivism should start by inhaling this book.” –John H. McWhorter, associate professor of linguistics and comparative literature at Columbia University
“This well-researched, well-argued, and thoughtful book provides a clear and comprehensive account of how the theory of white fragility is dividing rather than uniting American society and America’s classrooms. A must-read.” –Jonathan Church, author of Reinventing Racism: Why ‘White Fragility’ Is the Wrong Way to Think About Racial Inequality“
Paslay provides a thorough exposition and measured critique of the new ideology that has colonized the minds of America’s school administrators and threatens to wreak havoc on our students—especially students of color. It’s a must-read for any parent or teacher who is concerned about the soul of the next generation.” –Max Eden, education policy expert and senior fellow at the Manhattan Institute
In a New York Times article headlined “The Campaign to Cancel Wokeness,” opinion writer Michelle Goldberg claimed Christopher Rufo wanted to cancel Critical Race Theory because he was afraid to debate its ideas. Rufo responded immediately on Twitter by challenging The Times — as well as any Critical Race Theorist — to a debate on the floor of the New York Times. If the NYT doesn’t answer his challenge within five calendar days, Rufo stated on Twitter, it will be clear that they are the ones afraid to debate, and who “shelter their ideas from the public.” If I were Rufo, I wouldn’t hold my breath. Thanks for watching!
The Illinois State Board of Education just approved a resolution that will incorporate “Culturally Responsive Teaching and Leading” (CRTL) standards into Illinois K-12 schools. These standards are rooted in divisive, anti-American identity politics, which water down instructional rigor, support behavior standards based on race, push students into leftist activism, and undermine the concept of objective truth. Please click on the above picture to view the video. Thanks for watching!
Buffalo Public Schools diversity czar Fatima Morrell pushes polarizing and divisive anti-racist curriculum on teachers and students, stating “all white people play a part in perpetuating systemic racism.” According to a story in the City Journal by Christopher Rufo:
During one all-hands training session, the details of which I have obtained through a whistleblower, Morrell claimed that America “is built on racism” and that all Americans are guilty of “implicit racial bias.” She argued that “America’s sickness” leads some whites to believe that blacks are “not human,” which makes it “easier to shoot someone in the back seven times if you feel like it.” Morrell, who earned her Ed.D. from the University of Buffalo, said that the solution is to “be woke, which is basically critically conscious,” citing a pedagogical concept developed by Marxist theoretician Paolo Freire holding that students must be trained to identify and eventually overthrow their oppressors. After Morrell’s presentation, one teacher reaffirmed this political imperative, declaring that students must become “activists for antiracism” and public school teachers should begin “preparing them at four years old.”
Click on the picture above to watch the companion video. Thanks for watching!
The Gates Foundation recently donated $3.6 million to The Educational Trust, an advocacy group behind “A Pathway to Equitable Math Instruction,” which has designed a new “anti-racist” math curriculum which is more concerned with ending so-called “white supremacy culture” than teaching students objective, linear math. Please click on the picture above to watch a video analysis of Gates’ support of this program, and his bigotry of low expectations. Thanks for watching!
Interested in a toolkit to educate yourself against the misguided movement known as “anti-racism”? Purchase my new book, “Exploring White Fragility: Debating the Effects of Whiteness Studies on America’s Schools”.
Cartoon Network’s recent anti-racism indoctrination video titled “See Color: The Crystal Gems Say Be Anti-Racist,” uses misinformation and logical fallacies to push identity politics on impressionable children. Click on the picture above to view the video. Thanks for watching!