Stop K-12 Indoctrination

North Carolina Schools Push Critical Race Theory

“Norms of Whiteness” include “control,” “punishment,” “scarcity,” and “one-dimensional thinking.”

The doctrine of critical race theory claims that all whites are privileged racists who must be explicitly instructed in the ways of “anti-racism” to counter their natural instinct to oppress and dominate people of color. This racist philosophy is increasingly being taught not only in our universities, but also in our elementary schools.

Journalist Christopher Rufo has recently uncovered details about a conference attended last year by more than 200 public school teachers in the Wake County Public School System in North Carolina which was specifically designed to indoctrinate educators in the new racist jargon and beliefs of critical race theory.

During the first session on “Whiteness in Ed Spaces,” two handouts detailing the “norms of whiteness” were distributed to educators. The handouts claimed to detail “(white) cultural values” which allegedly include “denial,” “fear,” “blame,” “control,” “punishment,” “scarcity,” and “one-dimensional thinking.”

Notes from the session examined by Rufo shows that the teachers discussed how “whiteness perpetuates the system” of education and how the school district’s “whitewashed curriculum” does “real harm to our students and educators.” White teachers, says Rufo, were encouraged to “‘challenge the dominant ideology’ of whiteness and ‘disrupt’ white culture in the classroom through a series of ‘transformational interventions.’”

Other conference sessions were held on “microaggressions,” “racial mapping,” and the formation of “equity teams” in schools.

School administrators made clear that bringing anti-racism and social justice to Wake County students might mean overriding the concerns of parents who are resistant to the woke agenda.

“You can’t let parents deter you from the work,” educators were told. “White parents’ children are benefiting from the system” and are “not learning at home about diversity (LGBTQ, race, etc.).”

The conference instructors claimed that any “pushback,” from white parents results from their fear “that they are going to lose something” and because they find it “hard to let go of power and privilege.”

As Rufo points out, this principle of overriding parents’ wishes in favor of pushing critical race theory is encapsulated in the district’s official Equity in Action plan. “Equity leaders should have the confidence to take risks and make difficult decisions that are rooted in their values,” the plan states. “Even in the face of opposition, equity leaders can draw on a heartfelt conviction for what is best for students and families.” Or as Rufo summarizes, “In other words, the school should displace the family as the ultimate arbiter of political morality.”

Last year’s conference was not an isolated program. Rufo reports that “district’s Office of Equity Affairs has now amassed a $1 million annual budget and hosts an ongoing sequence of school trainings, curriculum-development sessions, and teacher events.”

“Parents across the U.S. should not assume that their local district is immune to these trends,” Rufo cautions. “The new political education is spreading everywhere.