There are few things left in our society that the woke progressives haven’t deemed “racist” or “oppressive.” One might imagine that something as seemingly unbias and absolute as mathematics might be safe from their life-draining claws. But where there’s reality untouched, these folks will somehow find a way to infuse their corrosive influence.
Students from K-12 could soon be taught that math has become a racist instrument of white supremacy, used in systems of power and oppression to disenfranchise people of color, according to a new curriculum proposed by the Seattle school district.
The preliminary Math Ethnic Studies framework document, published by an Ethnic Studies Advisory Committee under the Seattle Public Schools Superintendent, claims math was an invention of people of color and has been “appropriated” by Western culture to disenfranchise non-whites.
According to the document, mathematical theory and application is “rooted in ancient histories of people and empires of color.” This ancient mathematical knowledge has been “appropriated by Western culture” and has been and continues to be used to “oppress marginalized people and communities of color.”
One of the stated goals is to help students understand “how math and technology and/or science are connected and how technology and/or science have been used to oppress and marginalize people and communities of color.”
Furthermore, pupils will be taught to “identify the inherent inequalities of the standardized testing system used to oppress and marginalize people and communities of color.”
While the framework is still in the proposal stage, Tracy Castro-Gill, Seattle’s ethnic studies director, said she hopes to have frameworks completed in all subjects by June for board approval.
If the frameworks are approved, teachers would be expected to incorporate these ideas into the math they teach beginning next fall.
Robert Q. Berry II, president of the National Council of Teachers of Mathematics, praised Seattle for being on the forefront with this subject.
“What they’re doing follows the line of work we hope we can move forward as we think about the history of math and who contributes to that, and also about deepening students’ connection with identity and agency.”
This is nothing more than the same old anti-Western propaganda we’re continually fed through the media and entertainment. What we have to realise is that our schools are increasingly becoming institutions of indoctrination, not education.
They’re creating activists, not academics. Kids who rally in protests, but cannot read a book. They’re taught what to think, but not how to think. They’re told truth is a matter of feeling, not facts. More than ever, parents must beware of who is “educating” and influencing their children.
As Jesus warned, “A student is not above his teacher, but everyone, when he is fully trained, will be like his teacher.” (Luke 6:40)