The Overdue Critical Race Theory Thread

Honestly, I haven’t read through the whole 82 page teacher’s guide… But it looks pretty reasonable. It seems to encourage teachers to look at understand institutional reasons for why black and Latino students fall behind. It encourages teachers to self reflect and develop as plan. Much like a teacher would do with any struggling students (learning disabled, poverty, etc.) A teacher should differentiate and work closer with these students to ensure better success.

The headline in the fox piece is an oversimplification. The guide suggests that only focusing on the correct answer as a metric for success is one observed way in which black and Latino kids get left behind. It in no way punishes white students for getting the right answers or anything similar.

I understand how many would be turned off by this. But I think we all recognize there is a real problem. I applaud the effort. Maybe it works.

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Here’s the contentious section. It seems reasonable to me.

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Here’s a section from the Fox piece, presented as negative that also looks reasonable:

“It also encourages teachers to “center ethnomathematics,” which includes a variety of guidelines. One of them instructs educators to “identify and challenge the ways that math is used to uphold capitalist, imperialist, and racist views.””

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And the other link is from a workshop. Some good stuff in there. I’ll share a few.

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Here’s a segment of the papers Fox linked to from the Minnesota Historical Society (out of context of course) that gives a very fair treatment of the issue: White_Supremacy_Culture.pdf (texas.gov).

Paternalism
• decision-making is clear to those with power and unclear to those without it
• those with power think they are capable of making decisions for and in the
interests of those without power
• those with power often don’t think it is important or necessary to understand
the viewpoint or experience of those for whom they are making decisions
• those without power understand they do not have it and understand who does
• those without power do not really know how decisions get made and who
makes what decisions, and yet they are completely familiar with the impact
of those decisions on them
antidotes: make sure that everyone knows and understands who makes what
decisions in the organization; make sure everyone knows and understands
their level of responsibility and authority in the organization; include people
who are affected by decisions in the decision-making

Either/Or Thinking
• things are either/or, good/bad, right/wrong, with us/against us
• closely linked to perfectionism in making it difficult to learn from mistakes
or accommodate conflict
• no sense that things can be both/and
• results in trying to simplify complex things, for example believing that
poverty is simply a result of lack of education
• creates conflict and increases sense of urgency, as people are felt they have
to make decisions to do either this or that, with no time or encouragement to
consider alternatives, particularly those which may require more time or
resources
antidotes: notice when people use either/or language and push to come up with
more than two alternatives; notice when people are simplifying complex issues,
particularly when the stakes seem high or an urgent decision needs to be
made; slow it down and encourage people to do a deeper analysis; when people
are faced with an urgent decision, take a break and give people some breathing
room to think creatively; avoid making decisions under extreme pressure

Fear of Open Conflict
• people in power are scared of conflict and try to ignore it or run from it
• when someone raises an issue that causes discomfort, the response is to
blame the person for raising the issue rather than to look at the issue which is
actually causing the problem
• emphasis on being polite
• equating the raising of difficult issues with being impolite, rude, or out of
line
antidotes: role play ways to handle conflict before conflict happens;
distinguish between being polite and raising hard issues; don’t require those
who raise hard issues to raise them in “acceptable” ways, especially if you are
using the ways in which issues are raised as an excuse not to address the issues
being raised; once a conflict is resolved, take the opportunity to revisit it and
see how it might have been handled differently

Individualism
• little experience or comfort working as part of a team
• people in organization believe they are responsible for solving problems
alone
• accountability, if any, goes up and down, not sideways to peers or to those
the organization is set up to serve
• desire for individual recognition and credit
• leads to isolation
• competition more highly valued than cooperation and where cooperation is
valued, little time or resources devoted to developing skills in how to
cooperate

Objectivity
• the belief that there is such a thing as being objective
• the belief that emotions are inherently destructive, irrational, and should not
play a role in decision-making or group process
• invalidating people who show emotion
• requiring people to think in a linear fashion and ignoring or invalidating
those who think in other ways
• impatience with any thinking that does not appear “logical” to those with
power

In other words, some pigs are more equal than others

If you’re not for CRT, you’re probably a racist

Yes, let us teach the children to say ‘fuck politeness’

Like, anything from Fox news can’t be worth looking at?

This is a sign of white supremacy? lol

Do you believe objectively that those who believe in objectivity are white supremacists?

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?

congratulations @eCanada and @McNulty, I think you have successfully demonstrated that CRT in education is at least arguably the product of a racist culture (and you may argue that is in turn the product of another racist culture, but it doesn’t change the point)

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Making the ladders for born rich and born poor is more anti-racist.


Ladders for native English speakers and non native-English-speakers is anti racist too. People should be aware of native English speaker supremacy and privileges. :rofl:


This reminded me the post below. A Roman script language user requested to change a writing system of a foreign language in favor of their convenience.

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Nope.
Perhaps you should read and respond to specific comments.
Seems like you have made up your mind about CRT long ago. The workshop pdf could do you some good. Why not take a serious read?

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The ladders you shared are very racist, though.

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They recognize institutionalized problems and attempt to solve them. Not racist, the opposite

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I haven’t posted for a year or more… Just got a notification that my post got mentioned.

I requested what?

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That is the first part I have difficulty to understand. The ladders separate people based on their skin color regardless of their background. Why it is not racist? Is it necessary to understand institutionalized problems? I think it could make sense very well by replacing white and non white with rich and poor too. Most of rich may be white and more fraction of non white in poor, but not racist.

And the toolkit has a lot of parts I cannot get what to do with racism.

Ex

ENGAGE
White supremacy culture shows up in math classrooms when…
Students are tracked (into courses/pathways and within the classroom).
Instead…
Too often students are tracked based on the notion that adults know what the right thing is for them, which does
not allow room for student agency, reinforcing paternalism and powerhoarding. Following the same vein, leadership
decides which teacher is right for which course without allowing input from the teachers, students, or parents.
Provide students with opportunities to give feedback
to teachers about the classroom and instruction.
• Verbal Example: Fist to five, How well do you
understand what we talked about today? Fist to five,
How well did I teach this today?
• Classroom Activity: Exit tickets or surveys that
ask students to identify how well teachers taught,
what helped them learn, what got in the way of their
learning, etc.
• Professional Development: Conduct regular surveys
and disaggregate data on teacher practices.
Consider how students are tracked even within your
own classroom.
• Professional Development: Identify ways of tracking
inside the classroom (seating charts, pairings/
groupings, etc), and conduct walkthroughs to assess
the extent to which tracking is occurring—and offer
alternatives.
• Professional Development: Learn the ways that
tracking can have a negative impact on student
identity and mathematical achievement.
Incorporate a more robust course selection process
that allows for multiple perspectives, including
student, parent, current and previous teachers,
advisors, and others who might also have relevant
information.
• Professional Development: Challenge the notion that
if a student did not pass one course they will not be
“successful” in the next course. See math is taught
in a linear fashion and skills are taught sequentially,
without consideration of prerequisite knowledge
• Administrators and Leaders: Create a process to
ensure that you are intentional about meeting the
criteria of Senate Bill 359 (Chapter 508, Statutes
of 2015), known as the California Mathematics
Placement Act of 2015

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I reread, and found you just wished.

I wish I could convince Taiwan to abandon the ridiculous zhuyin fuhao in favor of hanyu pinyin as a method to teach Mandarin pronunciation, but I know full well that is an impossible task.

Yeah… and I still do wish that… but it’s not because of “my convenience” as you implied. It’s because, as I explained in that thread, that Hanyu Pinyin is a much more functional system than Zhuyin Fuhao. It would be beneficial for me, for all foreigners in Taiwan, and for the Taiwanese people.

That’s my opinion. You mischaracterized it.

I think I understood it. HP system is more convenient for people whose languages are written with Roman script, and other people who study English in their schooling, which is more beneficial for Taiwanese too. Isn’t it language imperialism, or English supremacy?

No. I don’t want to force Taiwan to do anything. That would be imperialism. I only said that I think it would be beneficial for Taiwan to adopt Hanyu Pinyin (a phoenetic Chinese alphabet that serves multiple purposes) over Zhuyin Fuhao (a phoenetic Chinese alphabet that serves very limited purpose).

Saying that I wish the Taiwan people would adopt a superior system is not imperialistic.

Being on the receiving end of yellow supremacy here in Taiwan for many years doesn’t feel like racism so much as chauvinism.

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Hanyu Pinyin is a much more functional due to language imperialism.

Not so much. It seeks to fix problems

This is an example of unhelpful racist language

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