Oregon’s already underfunded and overwhelmed K-12 teachers are getting ready to deal with the addition of more labor-intensive, complicated and questionable instructional mandates imposed on them by politicians.
It began with the passage of legislation in the last session requiring all Oregon school districts to teach about the Holocaust and genocide beginning with the 2020-2021 school year.
Claire Sarnowski, a freshman at Lake Oswego’s Lakeridge High School, came up with the idea of mandating Holocaust instruction after hearing Holocaust survivor Alter Wiener tell his story. Sarnowski approached state Sen. Rob Wagner, who agreed to introduce a bill.
It all sounded so simple and straightforward at the outset, but the final legislation was a classic example of mission creep.
The legislation went far beyond mandating that students be taught about the Holocaust and genocide. Employing the coercive power of government, teachers are going to be required to address a slew of social justice topics: the immorality of mass violence; respect for cultural diversity; the obligation to combat wrongdoing through resistance, including protest; and the value of restorative justice.
Do we really need teachers encouraging a hodgepodge of demands from children, resistance to authority and protest by K-12 students rather than learning and dialog, particularly when adults are using students as part of a cynical political strategy?
Tom Nichols, author of The Death of Expertise, wrote in The Atlantic that too often faculty and administrators are engaged in “a shameless dereliction of duty” when they embrace student activism.
“Student activism can be an important part of education, but it is in the nature of students, especially among the young, to take moral differences to their natural extreme, because it is often their first excursion into the territory of an examined and conscious belief system, ” Nichols wrote. “Faculty (and administrators), both as interlocutors and mentors, should pull students back from the precipice of moral purity and work with them to acquire the skills and values that not only imbue tolerance, but provide for the rational discussion of opposing, and even hateful, views.”
Oregon teachers probably aren’t too enthused about another little – known new classroom instruction mandate either.
Starting this year, Oregon schools are required to teach tribal history and the Native American experience in class.
Senate Bill (SB) 13, enacted in the 2017 legislative session, called upon the Oregon Department of Education (ODE) to develop a statewide curriculum relating to the Native American experience in Oregon, including tribal history, tribal sovereignty, culture, treaty rights, government, socioeconomic experiences, and current events.
“When Governor Brown proposed SB 13 during the 2017 legislative session and subsequently signed it into law, it was because she deeply values the preservation of tribal cultural integrity and believes that honoring the history of Oregon’s tribal communities is critically important to our state as a whole, and to future generations of students,” said Colt Gill, Deputy Superintendent of Public Instruction.
The legislation stated that the required curriculum must be:
(a) For students in kindergarten through grade 12; (b) Related to the Native American experience in Oregon, including tribal history, sovereignty issues, culture, treaty rights, government, socioeconomic experiences and current events; and (c) Historically accurate, culturally relevant, community-based, contemporary and developmentally appropriate.”
Sounds admirable, but like the Holocaust legislation, it’s a classic example of mission creep.
First, the curriculum won’t be a limited add-on to current lesson plans. Instead, it will roll out as an extensive, complex set of 45 lessons in five subject areas, including English, social studies, math and science, for fourth, eighth and 10th grade classrooms.
It’s also a new responsibility for the Oregon Department of Education, which has never before been responsible for creating curriculum, and one more subject matter mandate imposed on already overloaded Oregon teachers.
Furthermore, it has the potential to become a tool for indoctrinating students in progressive social justice trends du jour.
According to OPB, The South Umpqua School District, which serves 1,500 students from Myrtle Creek, Tri-City and Canyonville, is already planning multiple days of teacher training sessions that will “expand beyond the tribal history and culture lessons to delve into racially sensitive topics, such as cultural appropriation, implicit bias and microaggressions.”
The basic idea of cultural appropriation is that a particular group, nationality or ethnicity who developed a practice should be the only ones allowed to practice it. Others insult the originating group if they practice it as well.
Too many Oregon adults have already disrupted lives by screaming cultural appropriation. This is not what we should want Oregon children to embrace.
“…the worst aspect of cultural appropriation is that it is inconsistent with the cultural development and enrichment that a free society promotes,” wrote Mike Rappaport in Law & Liberty. “In a free society, people from different cultures bring their practices to the wider society and they are followed by others in that society, making possible a richer and improved culture.”
Author Cathy Young made a similar point in the Washington Post, arguing that cultural appropriation protests ignore history, chill artistic expression and hurt diversity. “Appropriation is not a crime,” she wrote. “It’s a way to breathe new life into culture. Peoples have borrowed, adopted, taken, infiltrated and reinvented from time immemorial.”
Filling the heads of Oregon children with the frightening specter that they are burdened with implicit bias would be unwise, too.
Implicit, or unconscious, bias is the idea that the assumptions, stereotypes, and unintentional actions we make towards others are based on identity labels like race, religion, age, gender, sexual orientation, or ability. Because our implicit associations are stored in our subconscious, we may act on our biases without even realizing it.
The problem is that the implicit bias concept is of questionable validity, based on unproven suppositions and oversold as a solution to diversity issues. But buying into the concept of implicit bias is easy because it feels open-minded and progressive.
However, “almost everything about implicit bias is controversial in scientific circles,” Lee Jussim, a professor of social psychology at Rutgers University, wrote in Psychology Today. “It is not clear what most implicit methods actually measure; their ability to predict discrimination is modest at best, their reliability is low; early claims about their power and immutability have proven unjustified.”
Research suggests that implicit bias training can raise awareness, but there’s not much evidence it actually changes behavior. As John Amaechi, a psychologist and organizational consultant, puts it, the implicit bias concept has become “a ‘get-out-of-jail-free’ card for too many.” Implicit bias training, he says, is too often a “simply a way that organizations can achieve a level of plausible deniability” that they are addressing diversity issues.
And then there are microaggressions, well-intentioned comments or minor slights a speaker may not perceive as negative.
Several years ago, University of California President Janet Napolitano went so far as to tell faculty that saying “America is the land of opportunity” or “Everyone can succeed in this society, if they work hard enough” or even “America is a melting pot” were microaggressions. That’s because they delivered an inaccurate message that the playing field is even or that people of color are lazy and/or incompetent and need to work harder.
Teaching Oregon children about the horrors of microaggressions will turn them into perpetual victims hypersensitive to casual remarks. In other words, into carbon copies of a lot of today’s misguided college students.
What might be better would be to require that students spend 9/11 every year watching the videos recorded on that terrible day in New York City. Hours of it, the scenes on the street, the footage inside the buildings, and the aftermath. Then, a discussion about the heroism of the average American and the fact we have enemies who want to destroy us.