More examples picked up from those described by Christopher Rufo of neo-Marxism in institutions controlled by the clique of believers.
«The method of critical pedagogy is now mandatory statewide. After releasing the model curriculum, the California state legislature quickly passed a bill making ethnic studies a graduation requirement for all high school students, which will make the "pedagogy of the oppressed" the official ideology in every school district in the state. (…)
The critical pedagogists foreground ideology, but there is another, deeper force at play: the cold and calculated expansion of the public school bureaucracy. Implicit in every step in the process of "decolonization" is a transfer of power from parents, families, and citizens to the bureaucratic class: administrators, counselors, consultants, specialists, advisors, and paper-pushers.
Following the model of the universities, the largest schools districts have all begun to entrench the critical pedagogies into the bureaucracy under a variety of names, such as "Diversity and Inclusion," "Racial Equity," and "Culturally Responsive Programs." These departments fulfil a dual purpose. First, they serve as a mechanism for ideological enforcement, Second, they serve as a jobs program for college graduates with degrees in the critical theories. Contrary to many skeptics who have argued that students in the fields of race, gender, and identity would have difficulty finding employment, these ideologically trained graduates have found rapidly expanding opportunities in the educational bureaucracy.
The statistics reveal the extent of this shift in power. Between 1970 and 010, the number of students in American public schools increased by 9 percent, while the number of administrators increased by 130 percent. In all, half of all public schools employees area nonteaching administrators, bureaucrats, and support workers. According to the US Department of Labor, there are now hundreds of thousands of public school manager, making an average wage of $100,000 per year, which is significantly more than classroom teachers and the median American household.
This fifty-year experiment has yielded virtually no improvement in academic outcomes - the test scores for American high school students have flatlined since the federal government began collecting data in 1971 - yet the expansion of the bureaucracy continues, with recent growth driven by "diversity and inclusion" divisions in the largest scho5l1 districts. As the Heritage Foundation discovered, 79 percent of school districts with more than 100,000 students have hired a "chief diversity officer" and implemented, university-style "diversity, equity, and inclusion" programming.»
(To be continued)
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