With schools opening and parliament flags flying at half-mast during the federal election, it is timely to assess how the death of George Floyd and the discovery of supposed graves of Indigenous children near former residential schools have changed Canada’s educational landscape. has affected.
The national reckoning about the country’s identity began in the summer of 2020 when several Canadian leaders fueled aggressive demands from the Black Lives Matter movement. Prestigious laws began to fall, churches began to burn, and guardians of civic institutions made chorus-like confessions that they had systemically racist organizations of which they were previously oblivious.
How do Catholic schools founded on Judeo-Christian ethos and centuries-old insights about the nature of evil and reconciliation address the wounds of celebration in our national psyche? Were they enthused by allegiance to these powerful ancient teachings or turned to important race theorists and their allies for inspiration?
As they open their doors for a new academic year, there is evidence that these schools are in a deep existential malaise, divided into three broad categories: the obsessive use of collective language to define racial groups, and Marxist programming philosophy. Clearly adopting, and a rigid adherence to, a new authoritarian worldview.
Collective guilt rhetoric—systemic racism, white privilege, silent violence—became ubiquitous as school leaders blamed white staff for racial inequalities in Canada. Enthusiastically adopting identity political linguistics, he inadvertently joined a long lineage of Frankfurt School Marxists who, mourning the fall of Soviet communism, substituted race for class when capitalism, family and Christianity weakened. Required to promote group conflict.
Catholic teachers spread critical anti-racism and anti-colonial theories from the University of Toronto’s Center for Integrative Anti-Racism Studies, which aim to “destroy the persistence of white supremacy that pervades the Canadian education system.” Incredibly, he corroborated arguments that the distinctly white, authentic Judeo-Christian heritage of Ontario’s publicly funded Catholic schools led them to John A. MacDonald, ripe for falling, despite bizarre constitutional protections.
The didactic progressives used a familiar cuddle of grudges—political newspapers—culturally responsible pedagogy—to accuse those who “To Kill a Mockingbird,” “Lord of the Flies” or “Romeo and Juliet” stubbornly hold to an oppressive Eurocentric course. Euclidean geometry and Newton’s second law of motion.
The Vancouver School Board’s decision to cut advanced programming imitated Ontario’s elimination of ability levels in grade 9 math, a dedication to cancel culture leaving the curriculum for gifts in some boards. Attracted by the allure of equality of results, which determines the distribution of skin color in each class with that of the general population, decision-makers sent a ludicrously condescending message to precocious students of color: many of your peers in advanced placement math. There will be white skin in September, so the promotion is canceled for everyone.
Declarations of land claims, intoxicated by the gospel of author and anti-racist activist Ibram Kendy, spoiled students with the absurdity that you are either a racist or a racist, and that if the latter is not actively supported by racist structures. If your fair skin is contained. you take care of. Any objection that the claim itself is brazenly racist, triggered the supposed ban from Robin DiAngelo devotees that extrinsic non-compliance speech belies inner white fragility, as set forth by Diangelo in his book of the same name. .
When diversity executives—submerged in universities in the vague subjectivity of micro-aggression and trigger warnings—arrived in school systems tasked with jerrymandering hiring, teaching skin color as a competency in creating an equal workforce. The Catholic Education Project began to unravel.
How can inspired Catholic parents stop the bleeding of critical thinking in their schools?
Most important, parents should instill in students an understanding of the deep contributions of their ancestors to the creation of Canada regardless of skin colour, and to learn to model from past failures without self-harm.
When school principals accuse white privilege of defamation, they must be pressured to determine the derogatory details in each person’s life experience that justify this racist blot.
If accused of harboring unconscious bias by directors, educators should cite established research demonstrating that the Implicit Association Test, used for decades by Social Justice Warriors to crush opponents, has validity and credibility. generates scores so low that no credible research psychologist takes the construct seriously anymore.
Parents should also consider how previous generations bypassed corrosive school cultures.
Poland’s “flying universities”, popularized in the 18th century during the Partition, which erased it from the map, were a network of secret classrooms in professors’ residences after the daily parrot of official government propaganda ended.
Scientist Maria Skodowska-Curie was a double Nobel Prize-winning graduate of the Underground Flight University, and during the Nazi and Soviet occupation, also enrolled in seminary Karol Wojtya, earning a classical education that earned her a good standing as Pope John Paul II. Served.
Parents should remember that if today’s crisis of identity politics continues unabated, they may adopt the broader learning platforms whose forefathers only designed learning networks, safe thinking spaces for their children. and to restore Catholic education worthy of their trust. .
The views expressed in this article are those of the author and do not necessarily reflect the views of The Epoch Times.
This News Originally From – The Epoch Times