from the Federalist:
Your Kids Would Be Better Off Feral Than Going To Schools That Make Them Anti-American Racists
State-sponsored instruction that makes your child a dogmatic racist relativist is not worth any benefit you feel schools give in return. Not a single one. Being Mowgli would be better.
To obtain or keep teaching licenses, Illinois now requires all K-12 teachers to indoctrinate their students in critical race theory, destructive lies about sex and gender, and other leftist mind poison. The rules clearly communicate that in Illinois public schools are no longer places to learn, but places children will be lied to, manipulated, and warehoused as wards of a corrupt and malevolent state. And this kind of schooling is spreading nationwide.
Every decent parent, family, and church should refuse to allow this kind of instruction to be inflicted upon the children in their care, and assume personal responsibility for securing their genuine education outside such anti-public schools. Those who do not are abdicating their sacred duty to teach their children to love and know the truth.
The new Illinois rules require teachers to demonstrate that they “embrace and encourage progressive viewpoints and perspectives.” It clearly specifies that these include incorporating into all their teaching and curricula neo-Marxist falsehoods about race and sex, and actively discriminate based on religion, viewpoint, and race. The rules require teachers to:
- Directly oppose and undermine the concept of objective truth: “Understand and value… that there is not one ‘correct’ way of doing or understanding something, and that what is seen as ‘correct’ is most often based on our lived experiences.” This is an exercise in forcing people to affirm two contradictory things, as the rest of the requirements are extremely dogmatic, not open to any other “way of doing or understanding something.”
- Treat themselves and students as a determined product of their race, sex, and sexual behavior: “Recognize how their identity (race/ethnicity, national origin, language, sex and gender, gender identity, sexual orientation, physical/developmental/emotional ability, socioeconomic class, religion, etc.) affects their perspectives and beliefs about pedagogy and students.”