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Vermont Christian School

VCS Vermont
The Monster
Is
in the Classroom!

It seems incredible, but the "Woke" culture is now invading our public school classrooms. God has been expelled from our public schools and it hurts and confuses our children. Please read the following excerpt from the article by Erika Sanzi, the director of outreach at Parents Defending Education.

 

 
 

"Many American parents may assume that culture-war battles over critical race theory and “wokeness” are fought on legitimate terrain, involving such matters as how high school students can best grapple with our nation’s complex past. Perhaps they think that the suddenly ubiquitous topics of gender identity and preferred pronouns rankle only those parents who are old-fashioned in their thinking. If only. America’s youngest students are being bombarded with classroom activism and indoctrination that is inappropriate not only developmentally but for public school systems in general.

 

 
 

The contemporary obsession with identity has made its way into elementary school policy, curricula, and standards approved by state boards. While we continue to see poor reading and math scores, schools spend money and time confusing and shaming other people’s children. Many educators and elected leaders have good intentions; they believe deeply that they are part of a necessary and long-overdue movement to teach racial literacy, social justice, equity, and antiracism. But as virtuous as these terms may sound on their face, they mean something else in far too many classrooms. American schools are teaching young children race essentialism: reducing them to identity groups, putting them in boxes labeled “oppressor” and “oppressed,” and often inflicting emotional and psychological harm.

 

 
 

If this sounds extreme, that’s because it is. It is not happening everywhere—but it is happening enough to have juiced a multibillion-dollar, nationwide industry. Sometimes the source is a rogue teacher whom the principal and superintendent admit they are trying to rein in; but increasingly, it is simply public officials implementing approved policies.

 

 
 

In Cupertino, California, third-graders at R. I. Meyerholz Elementary School were required to deconstruct their racial identities and then rank themselves according to their “power and privilege.” The teacher asked all students to create an “identity map,” which required them to list their race, class, gender, religion, family structure, and other characteristics. The teacher explained to students that they live in a “dominant culture” of “white, middle class, cisgender, educated, able-bodied, Christian, English speaker[s],” who, according to the lesson, “created and maintained” this culture in order “to hold power and stay in power.” Students were then asked to deconstruct these intersectional identities and “circle the identities that hold power and privilege” on their identity maps, ranking their traits based on the hierarchy the teacher had just explained to them.

 

 
 

Some parents may agree with such content. But public institutions funded with public dollars do not exist to groom activists for particular causes, shame children for their immutable traits, or deny them their agency or their childhood. We are talking about eight- and nine-year-old kids who believe in Santa Claus, hide their lost teeth under their pillow for the tooth fairy, and curl up in their parents’ laps for comfort and love. It is immoral—at least—to reduce them to confected racial and gender categories and to teach them to do the same to others. Parents around the country need to understand what is happening in a growing number of elementary classrooms."

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