North Carolina’s largest school district is encouraging teachers to ignore white parents’ concern about “critical race theory” curriculum because “white parent’s [sic] children are benefiting from the system.”

The Wake County Public School System (WCPSS), which serves the greater Raleigh area, held an equity training session that shared with teachers and staff how to include “critical race theory”—the theory that America is irredeemably rooted in racism—into the classroom, disregarding about what white children and their parents may think about it

Christopher Rufo tweeted on Friday: “SCOOP: North Carolina’s largest school district launches a campaign against “whiteness in educational spaces”—and encourages teachers to subvert parents and push the ideology of “antiracism” directly onto students without consent. Here’s the story.”

Rufo continued: “Last year, the Wake County Public School System, which serves the greater Raleigh, North Carolina area, held a teachers’ conference with lessons on ‘whiteness,’ ‘toxic masculinity,’ ‘microaggressions,’ ‘trauma-informed yoga,’ and ‘applied critical race theory.'”

According to the training materials included in the session, which were obtained by City Journal, the WCPSS equity training conference started with a “land acknowledgement.” This forces teachers to recognize that they are working and teaching on stolen Native American land.

There was a point in the training session where the district seemed to imply that white parents should not be listened to when it came to their concerns because they were ultimately a barrier to social justice.

“What do we do with parents push back [sic]? White parent’s [sic] children are benefitting [sic] from the system,” the training reads. “They are perceiving that they are going to lose something. Fear of loss. Hard to let go of power/privilege.”

A separate part of the training tells teachers to not allow parents to “deter” them from being able to teach social justice issues. 

“You can’t let parents deter you from the work – mission statement (preparing students for the real world) – some students learn within school about the real world due to not learning at home about diversity (LGBTQ, race, etc.).” 

The equity training also provided breakout sessions for employees in an effort to learn about topics such as “whiteness” in educational spaces, affinity groups, the “prison pipeline,” and “microagressions” in the workplace. One seminar went so far as to call itself the “racial mapping of Raleigh.”

While there are a number of schools across the country that would rather hide the fact that they are teaching critical race theory for fear of backlash, WCPSS does not seem to be fazed by their agenda. The training passed out a graphic that explicitly went through how critical race theory can be applied in the school setting.

Applying [Critical Race Theory] In The Classroom: 

Authentic caring – Holding high expectations as well as providing a high level of care, concern, and support to all students in need.

Reframing Responsibility – Relentless focus on adults not children as the target for change with the indicators in the student outcomes.

Institutional Nurturing – Individuals caring is not enough. The institution must function in a race-responsive way toward equity.

Culturally Responsive – Adjusting teaching to responding to the cultural needs and learning styles of each student.

Another handout defined the characteristics that are considered “dominant white cultural values and habits.” Examples included being transactional, revealing emotional restraint, being efficient, self-sufficiency, being competitive, and having winners and losers, according to the Daily Wire.

City Journal reported that WCPSS’s Office of Equity Affairs has a $1 million budget to go around. The schools apparently uses this budget to host trainings as well as invest in curriculum development.

The Daily Wire concluded:

The district emphasized five “essential learning” elements which include having “courageous conversations” about race, becoming “color-conscious” instead of race-neutral, developing identities for all affinity groups, promoting a “culturally relevant pedagogy,” and examining power and privilege. 

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