The Conservative Women of the Mainline hosted a townhall on Critical Race Theory at the Easttown Library in Berwyn, PA, featuring PA State Reps. Barb Gleim (R-Cumberland) and Russ Diamond (R-Lebanon), and author and Philadelphia public schoolteacher Christopher Paslay.
Paslay opened the talk by discussing his book A Parent’s Guide to Critical Race Theory, which he authored to help parents and concerned citizens understand, identify, and challenge CRT in their schools. Paslay also outlined alternatives to CRT, which he hoped would supplement the identity-based model with a value-driven approach – focusing on universal principles that unify instead of polarize by race and social identity.
PA Sate Reps. Barb Gleim and Russ Diamond discussed current and proposed legislation addressing CRT, highlighting examples of troublesome curriculum in their home school districts brought to them by concerned parents and community members.
The townhall ended with the three speakers fielding a 30 minute Q&A from the 100 member audience. Thanks for watching.
The Air Force Academy requires its incoming cadets to watch a diversity and inclusion video supportive of attending a Black Lives Matter chapter meeting. Critics argue this proves military academies have implemented critical race theory as part of their curriculum.
“We are pleased to offer this introductory D&I course as part of our commitment to working with cadets and cadet candidates in fostering a safe community built on mutual respect, teamwork, and personal dignity,” a note from Yvonne L. Roland, the director of Culture, Climate, and Diversity, reads at the onset of the training.
The video follows Jose, a minority student, and three friends, while the instructions tell cadets to “decide how you think his friends should respond.” In the first scenario, two of the white friends pressure Jose to attend a Black Lives Matter rally, while the third later posits that the slogan should be “All Lives Matter,” which was later described as a “really problematic” comment.
“I can confirm this is part of required training for inbound cadets,” Air Force Academy spokesman Dean Miller told the Washington Examiner. “This is the first year this training has been used, and it is used at universities across the country.”
Retired Lt. Gen. Rod Bishop and Dr. Ron Scott, a retired USAF Col., created an organization, Stand Together Against Racism and Radicalism in the Services, Incorporated, to stop the implementation of critical race theory, which they argue is “simply Marxism repackaged in new terms.”Black Lives Matter as an organization has openly espoused Marxism as part of its stated aims, though the phrase is often used to describe concerns about police shootings in black communities. . . .
In light of the political agenda at the heart of BLM, coupled with the polarizing nature of the organization, perhaps the Air Force Academy should take a more principle-based approach to solving inequality, as opposed to an identity-based model.
Christopher Paslay, author of the new book A Parent’s Guide to Critical Race Theory: Fighting CRT in Your Child’s School, joins the Dom Giordano Program. In the new book, Paslay puts into layman’s terms the teachings of CRT, and shows parents words used to disguise the divisive agenda as it’s entered into curricula surrounding the country. Also, Paslay and Giordano discuss what’s so wrong with the theory, and tells of the negative implications of judging based on skin color rather than character.
This video highlights Schoolhouse Rights’ CRT Checklist, and details what parents should look for when considering possible legal action in their schools. It also analyzes lectures from Penn State Professor Sam Richards – as well as “The Privilege Walk” exercise and “The Color Line” exercise – which can serve as case studies and examples of possible civil rights violations.
Transparency by school district administrators, attention to the needs of special education students, and fiscal responsibility are Conroy-Smith’s main concerns.
Helene Conroy-Smith, a special education teacher and mother of three from Delaware County, PA, is running for a seat on the Haverford Township School Board this November. A lack of transparency by Haverford Township School District administrators, along with a controversial Black Lives Matter BrainPOP video being shown to fifth graders in the school district, is what prompted her to run for school board.
“In my opinion the board and the school district administrators were not listening to the people, and so I decided . . . to run for school board,” Conroy-Smith said, explaining that her concerns over transparency and the controversial BrainPOP video were not being adequately addressed. “Once you close out parents in your community and only listen to a small body of your constituents – and it’s a very small vocal body that has political ties to large organizations – then I became the mom who was annoyed, and I had enough, and I had to step up.”
Conroy-Smith decided to become more vocal at school board meetings, presenting concerns from the “silent majority” – parents who did not like what was happening in the school district, but who were afraid to speak out.
“People are afraid to be cancelled, people are afraid to be talked about in moms groups – my name would get dragged through the mud in moms groups . . . parents are afraid, people are afraid,” Conroy-Smith said.
Because of “whispers” from concerned parents that things were going in the wrong direction, she now spends time working with moms and dads in the Haverford Township School District. “People are no longer feeling empowered,” she said, “so I’ve been working on educating them, helping them, talking about the points of their concerns and how to frame them to the school board. I have been behind the scenes working with many families.”
Many have thanked Conroy-Smith for giving them a voice.
Conroy-Smith has started a parents group called, “Give Kids Education,” which aims to put both rigor and transparency back into instruction. She believes in “equality” over “equity,” because all children are unique and are not going to end up in the same place. “Not every kid is going to go to college, not every kid is going to join the Marines, not every kid is going to go out and get a job right away. . . . We need to look at this and say how can we give every kid an equal opportunity.”
Critical Race Theory, and its various offshoots, have made students overly race-conscious, Conroy-Smith says, which can be polarizing to children and disruptive to learning. She believes in the traditional colorblindness of the Civil Rights Movement, and supports Martin Luther King Jr.’s “Dream” of judging people not by the color of their skin, but by the content of their character.
She also supports diversity, and feels strongly that all children should feel welcome. However, diversity should be organic, and not contrived through identity-based school models tied to CRT.
Conroy-Smith has three major issues on her platform: One – more transparency from school district administrators, especially when it comes to curriculum and so-called “teacher resources,” which can come in through the back door from activist groups pushing CRT and other agendas. Two – more attention to the needs of special education students, who don’t always receive the rigor of instruction they need. And three – fiscal responsibility.
“When you’re implementing programs or purchasing curriculum, teachers should be appropriately using those programs,” Conroy-Smith said. “Because when you’re not using it with “integrity,” the kids are not going to necessarily learn, or have the outcomes that we usually see.”
The Haverford Township School Board general election is November 2, 2021.
The first two chapters of this book detail what CRT is exactly, from its theoretical tenets as they developed in academia, to the ways in which CRT directly manifests in K-12 classrooms.
Chapter Three gives parents practical information and techniques to expose CRT in their own K-12 schools, and helps them sift through constantly changing definitions in an effort to help them navigate semantics and deal with the language games often played by school boards and CRT advocates.
Chapter Four helps parents challenge CRT in their own school districts, providing sound alternatives that use core principles and values instead of identity to drive quality instruction for all children.
Finally, Chapter Five offers a collection of practical resources for parents to use in their fight against CRT, which include information on parent groups and toolkits, links to freedom of information forms and documents, recommended readings, and examples of curriculum and training that violate students’ and teachers’ rights, which can lead to possible legal action.
A handbook with guidance for reopening schools prepared by the Biden administration included a hyperlink to a radical group called the Abolitionist Teaching Network that advocates for teachers to “disrupt Whiteness and other forms of oppression.”
The Abolitionist Teaching Network has a list of “demands” on its website including “[f]ree, antiracist therapy for White educators and support staff,” and its co-founder Bettina Love has said, “If you don’t recognize that White supremacy is in everything we do, then we got a problem,” adding, “I want us to be feared.” . . .
The DOE scrambled to explain its actions Wednesday in a statement that read, “The Department does not endorse the recommendations of this group, nor do they reflect our policy positions. It was an error in a lengthy document to include this citation.”
“The Color Line” exercise, a teacher training activity developed by Glenn Singleton’s Pacific Educational Group and Courageous Conversations, aims to help white educators identify their so-called “white privilege,” so they can understand how this privilege is perpetuating white supremacy culture in K-12 schools as well as the rest of America. University of Alabama History Professor David Beito described the activity as a Maoist-style scheme that “publicly humiliate[s] dissenters by having them wear signs around their necks expressing shame for their ‘incorrect thoughts.’” This video takes a close look at the actual exercise, including the procedures, objectives, and actual survey questions given to teachers.
Educational activist organizations, many of which have a clear political agenda, are continuously designing curriculum and so-called “teacher resources” for K-12 schools. How much of this material, if any, should be used by teachers in American classrooms, and is it promoting the kinds of holistic instructional approaches we need in 21st century America? This video analyzes one group in particular, an organization called BARWE, which stands for Building Anti-Racist White Educators. Thanks for watching.