Schools push a curriculum of propaganda

By George F. Will,

The real vocation of some people entrusted with delivering primary and secondary education is to validate this proposition: The three R’s — formerly reading, ’riting and ’rithmetic — now are racism, reproduction and recycling. Especially racism. Consider Wisconsin’s Department of Public Instruction. It evidently considers “instruction” synonymous with “propaganda,” which in the patois of progressivism is called “consciousness-raising.”
Wisconsin’s DPI, in collaboration with the Orwellian-named federal program VISTA (Volunteers in Service to America; the “volunteers” are paid), urged white students to wear white wristbands “as a reminder about your privilege, and as a personal commitment to explain why you wear the wristband.” A flyer that was on the DPI Web site and distributed at a DPI-VISTA training class urged whites to “put a note on your mirror or computer screen as a reminder to think about privilege,” to “make a daily list of the ways privilege played out” and to conduct an “internal dialogue” asking questions such as “How do I make myself comfortable with privilege?” and “What am I doing today to undo my privilege?”
After criticism erupted, the DPI removed the flyer from its Web site and posted a dishonest statement claiming that the wristbands were a hoax perpetrated by conservatives. But, again, the flyer DPI posted explicitly advocated the wristbands. And Wisconsin’s taxpayer-funded indoctrination continues, funded by more than Wisconsin taxpayers.
In Delavan-Darien High School’s “American Diversity” curriculum, students were urged to verify white privilege by visiting a Wal-Mart toy section and counting the white and black dolls. After objections, the school district is reconsidering this curriculum.
Such distractions from the study of calculus and literature are encouraged by CREATE Wisconsin (the acronym stands for Culturally Responsive Education for All: Training and Enhancement), which is funded with federal tax dollars from IDEA, the Individuals with Disabilities Education Act. The disability being rectified here is, presumably, the handicap of insufficient guilt — arising from false consciousness — about white privilege.
Today, the school systems in 20 states employ more non-teachers than teachers. The Friedman Foundation for Educational Choice reports that between 1950 and 2009, while the number of K-12 students increased 96 percent, full-time-equivalent school employees increased 386 percent. The number of teachers increased 252 percent, but the number of bureaucrats — including consciousness-raising sensitivity enforcers and other non-teachers — increased 702 percent. The report says states could have saved more than $24 billion annually if non-teaching staff had grown only as fast as student enrollment. And Americans wonder why their generous K-12 financing (higher per pupil than all but three of the 34 Organization for Economic Cooperation and Development nations) has done so little to improve reading, math and science scores.
Higher education, from which much of such diversity and sensitivity nonsense trickles down, cries poverty while spending lavishly on administrative overhead irrelevant to its teaching and research missions. The Manhattan Institute’s Heather Mac Donald notes that in 2011, while the University of California at San Diego was pruning academic offerings, it created a “vice chancellor for equity, diversity and inclusion” to augment a diversity apparatus that included an assistant vice chancellor for diversity; faculty advisers, staff, graduate and undergraduate diversity coordinators and liaisons; a director of development for diversity initiatives; the Committee on Gender Identity and Sexual Orientation Issues; the Diversity Council; the Campus Council on Climate, Culture and Inclusion; and much more. Perhaps tens of millions could be diverted from progressive gestures to academic purposes by abolishing on every American campus every administrative position whose title contains the words “diversity,” “equity,” “race,” “ethnicity,” “sustainability,” “green,” “gender,” “inclusion,” “identity,” “interconnectivity,” “globalization,” “climate,” “campus climate,” “cross-cultural” or “multiculturalism.”
No corner of the country is immune to propaganda pretending to be pedagogy. Lincoln Brown of KVEL-AM in Vernal, Utah, says one student from the University of Utah showed him required reading that told students to “list ways your family may have colluded with or benefited from the exploitation of African-Americans.” Another reading was titled “White Privilege — Unpacking the Invisible Knapsack.”
Twenty-five years ago, President Reagan, paraphrasing Education Secretary William Bennett, said: “If you serve a child a rotten hamburger in America, federal, state and local agencies will investigate you, summon you, close you down, whatever. But if you provide a child with a rotten education, nothing happens, except that you’re liable to be given more money to do it with.” But only until the soaring tuitions and taxes that fund this featherbedding for administrators of political correctness create a critical mass of parental and taxpayer disgust.

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Read more on this issue: George F. Will: Conformity for diversity’s sake Charles T. Clotfelter: The decline of diversity in our schools The Answer Sheet: Why we need to relentlessly pursue diversity in our schools

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