George Floyd is everywhere.
The man’s name has echoed all over the world.
It’s been chanted by protestors.
It’s been hailed by world leaders.
Mr. Floyd’s been given his own Holocaust museum exhibit.
He’s even become a hologram.
— Pace! (@ReggiePace) July 28, 2020
And now, he’s entered the realm of education.
George Floyd is history.
As such, he’ll be studied.
That takes us to Concord Carlisle High School in Massachusetts, and a story relayed by Parents Defending Education (all of the following relevant information is reported by PDE).
In a 10th grade U.S. history class, students were given an exercise with a structural racism flair.
Purportedly, they were asked to read a Washington Post piece about George’s life.
Per the write-up, he wasn’t given Three Strikes; when he exited his momma, he was already two-thirds of the way Out.
The assignment’s title: “Race in the Post-Civil Rights Era: George Floyd, Black Lives and the Persistence of Racial Inequality.”
It’s an interesting contrast; decades ago, lessons may have suggested, “America: Where All Are Equal.”
But that was then, and this is racism.
A new wave of enlightenment’s upon us, and re-analysis is the order of the day.
As for whether systemic racism exists, no debate was on offer. As stated by PDE, the teacher “encourage[d] only one viewpoint. … Students were not provided with an opportunity to engage the subject matter critically.”
According to material obtained by PDE, teens were to sign up for their free subscription to The Washington Post.
Having read the article, they were told to describe how systemic racism affected George.
The mission was sectionally sliced, characterized by captions in a formation of rectangles.
- How does the system or institution that your article focuses on (education, health care, etc.) serve to create or maintain racial inequality?
- Here include some stats or evidence that support the fact that the system or institution leads to racial inequality.
- Here talk about how George Floyd’s life was impacted by the system or institution. How did it impact him on a personal level? How did [it] shape how his life unfolded?
- What did George Floyd do to deal with this system or institution? What decisions did he make in response? How did his decisions matter?
Nationwide, systemic racism is firmly our focus.
So far as I can tell, institutions and their leaders are relentlessly interested in touting its existence.
As for pointing to any particular mechanism so that it may be changed, it appears their interest has waned.
Such was the evident case Sunday, as President Biden commissioned the Class of 2021.
His directive: rebuild the economy, “tackle climate change,” and “root out systemic racism.”
As for the scourge’s actual gears, he has yet to mention one.
Meanwhile, concerning the related concept of Critical Race Theory in education, Florida Gov. Ron DeSantis isn’t so hip.
In May, he promised to play “Whack-A-Mole” across the state in order to hammer CRT wherever it may pop.
And in June, he had a different name for it: “horse manure.”
Upon recently signing a tax-cutting measure, Ron offered, “[I]t’s offensive to the taxpayer that they would be asked to fund Critical Race Theory — that they would be asked fund teaching kids to hate their country and to hate each other.”
It seems there’s a racial debate in America. But it isn’t necessarily being had in schools.
Nonetheless, hopefully, the students learned things from the tragic life and death of George Floyd.
And with any luck, they’re better for it.
Moreover, as kids across the nation are similarly engaged, with so many sleuths, we’re sure to finally finger systemic racism — not its claimed effects, but the particular and purposefully racist injections into all of America’s structures.
On that day, our national cancer will be cut out.
And who says school is getting easier — the 10th graders were presented with difficult questions.
What would your answers have been?
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