The racial indoctrination of Britain's primary schoolchildren.
Schools are pushing radical propaganda provided by outside sources with an agenda
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The Times (£) reports today that thousands of British schools are indoctrinating children as young as five with prejudice against white people in the name of “anti-racism”.
Educational tools provided by The Key, described on its website as “the leading provider of support for schools and trusts…equipping them with highly accurate, expertly synthesised and context-rich resources, guidance and CPD [Continuing Professional Development]”, promulgate “critical race theory” which holds that white society is intrinsically prejudiced against dark-skinned people.
The Times reports:
In one document, “How to talk to pupils about racism”, teachers are told their pupils are “never too young” to talk about it and directed to a US infographic which states that white five-year-olds are “strongly biased in favour of whiteness” compared with their black and “Latinx” (Latino) classmates, who show no preference towards their own groups…
In separate guidance on dealing with the issue of “white privilege” in a whole-school setting, teachers are told to adapt the way they speak to disadvantaged students who are white but do not feel privileged.
It says that some pupils “may not accept” that they have privilege because of their skin colour and may become “defensive” because they belong to another marginalised group. If challenged by those who say “but I’m gay, poor, female”, teachers are told that this “doesn’t erase their white identity”.
The Key also provides tools including a “whole-school anti-racism audit” and a curriculum review guide to help staff “decolonise” lesson plans and school trips, and diversify recruitment.
In history lessons, teachers are told to avoid teaching “white saviour narratives” by focusing lessons on slavery around white abolitionists such as William Wilberforce. Music lessons should aim for at least 50 per cent of the musicians or composers in the curriculum to be from an ethnic minority background.
It’s shocking to learn once again how schools are promoting propaganda rather than education. The Key’s activities have been brought to light by the pressure group Don’t Divide US, which campaigns against the promotion in schools of radical ideas about race, sex and gender and has found dozens of examples of such indoctrination tools being provided to schools by outside bodies and interest groups.
As I myself wrote in The Times (£) in June, a report by Professor Eric Kaufmann for Policy Exchange published earlier this year revealed that 59 per cent of school leavers said they were explicitly taught, or at least had heard from an adult at school, about “white privilege”, “unconscious bias” or “systemic racism”.
This rose to 73 per cent if included in this were ideas of the “patriarchy” or that there were many genders. Two thirds of young people taught such concepts said they weren’t told that there were respectable counter-arguments to these ideas. They were being taught, wrote Kaufmann, that these radical-left ideas were truth.
As Don’t Divide Us has written:
Unproven assertions about race, gender and sex are being introduced into schools by activist influenced groups who are more concerned with promoting political interests than in educating the next generation.
Schools have a duty under the 1996 Education Act to teach impartially and in ways that are compatible with the values of parents. This has wide support: 69% of parents polled for our report agreed that schools should teach in an impartial way. Critical Social Justice (CSJ) – whether the focus is race, sex or gender – is a politically partisan ideology that goes against majority norms and beliefs on these issues and condemns alternative views as being ‘part of the problem’. CSJ dismisses impartiality and objectivity as a political ruse rather than something essential for education.
As an ideological creed CSJ is not suited to promoting positive child development. Introducing radical ideas about race, sex and gender within schools can cause confusion and anxiety. These radical claims disrupt children’s psychological and emotional world in order to normalise a one-sided, pessimistic and anxiety-inducing world-view where there is nothing but oppressive relations of power.
At the education select committee last December the education secretary, Gillian Keegan, was pressed on these matters by Tory MP Miriam Cates. Yet Keegan dismissed such concerns, questioned whether this was indeed “indoctrination” and waffled about transparency, the “wider debate” and the need to “navigate” such issues.
It’s even more shocking that an education minister can be so indifferent to this hijack of education by propaganda and the systematic twisting and closing of children’s minds in the very places where there’s a duty to open them to the disinterested pursuit of knowledge and truth.
And this is taking place under a Conservative government. What in heaven’s name is wrong with these people?
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