Of course this is happening in Seattle

The various forms of the rot of our educational system always happen this way. It starts with a theorist or professor somewhere, as in the case with the guy we told you about yesterday who asserts that free speech is detrimental to "equality."

Then it spreads. You see it legitimized in a few professional journals. Then it gets implemented in an actual school system.

Such is the case with the notion that teaching math is oppressive:

The district has proposed a new social justice-infused curriculum that would focus on "power and oppression" and "history of resistance and liberation" within the field of mathematics. The curriculum isn't mandatory, but provides a resource for teachers who want to introduce ethnic studies into the classroom vis a vis math. According to Education Week:

Seattle's four-page framework is still in the proposal stage. If adopted, its ideas will be included in existing math classes as part of the district's broader effort to infuse ethnic studies into all subjects across the K-12 spectrum. Tracy Castro-Gill, Seattle's ethnic studies director, said her team hopes to have frameworks completed in all subjects by June for board approval.

If the frameworks are approved, teachers would be expected to incorporate those ideas and questions into the math they teach beginning next fall, Castro-Gill said. No districtwide—or mandated—math/ethnic studies curriculum is planned, but groups of teachers are working with representatives of local community organizations to write instructional units for teachers to use if they wish, she said.

"Seattle is definitely on the forefront with this," said Robert Q. Berry III, the president of the National Council of Teachers of Mathematics. "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."

Some particulars:

It's chock full of social justice jargon that sounds smart but is actually vapid. What does it mean to decode mathematical "beauty" or "identify how the development of mathematics has been erased from learning in school?" (Has it been erased? That seems like a problem for history class.) The guidance says it will "re-humanize mathematics through experiential learning" and facilitate learning "independently and interdependently." That's a fancy way of saying almost nothing at all.

The guidance also includes some extremely political, simplistic talking points that might be popular among activist academics but are in reality somewhat dubious. This is verbatim from the proposal: Students will be able to "identify the inherent inequities of the standardized testing system used to oppress and marginalize people and communities of color," "explain how math has been used to exploit natural resources," and "explain how math dictates economic oppression." Each of these statements are debatable, but they are not being presented as such. It would be one thing to hold a class discussion about the strengths and weaknesses of standardized testing, but what's happening here is that students are being trained to reject standardized testing due to its "inherent inequity," which is asserted as some kind of proven fact. 

It's a Pacific Northwest thing right now, but how long will it be before your local school board in the hinterland is getting all gooey in the britches over it?

Post-American education, from preschool to postgraduate research, must be dismantled and rebuilt from the ground up if there is to be any hope for civilizational survival.