“Beyond `Taco Night`: Barack Obama And The Frightening Future of “Critical Multicultural Education”
A Barack Obama presidency now seems inevitable. So the
hard-left policies of his Administration on education
compel urgent consideration.
Given Obama`s emphasis on greater funding for education,
he could leave a real mark—and further entrench an
increasingly radical faction of
cultural Marxists within
Other high-profile leaders of the Weather Underground
and its precursor Students for a Democratic Society
Bernardine Dohrn, [Email]
Mark Rudd, and
Cathy Wilkerson, are now educrat academics.
They work day-in and day-out to transform
culturally balkanized and borderless wreck.
In speeches, debates, and on his campaign`s website,
Obama emphasizes both education`s
significance and his desire to strengthen
civil rights—the twin
social incubators of radical egalitarian and
multicultural social policies.
As Obama noted in a
speech to La Raza`s 2007 conference:
"It doesn`t matter if the injustice involves a brown man
who`s badgered into
proving his citizenship again and again or a
black man who`s pulled over because the car he`s
driving is too nice—it`s
injustice either way and we all have a role in
For years, conservatives expressed their opposition to
multicultural education. But they`ve achieved
Despite constant public vigilance, taxpayers are unaware
of a growing menace to their local public schools: the pervasive
reach of radical multicultural educators.
The ongoing downward slide of our public educational
system corresponds with the aggressive agenda of the
Their underlying objective is to subvert public
education with "a philosophy of inclusion" that
eclipses the traditional emphasis on knowledge,
competition, ability, talent, excellence, and
performance standards with a core concentration on
"cultural pluralism," ethnocentric-centered
"understanding," "alternative family"
structures, and "liberating" the curriculum
The multiculturalism juggernaut`s core elite— the
fanatical avant-garde of multicultural ideologues—is
represented in the movement`s primary organization: the
of Multicultural Education.
At taxpayer expense, numerous "progressive educators"
and "radical activists" attend NAME`s annual
The 17th Annual NAME conference [Oct.
31 to Nov. 4, 2007] was held in
Several speakers and attendees lauded the "Jena
Six", a reference to six black youths facing
attempted murder charges in
high school were the focus of considerable media
coverage in 2007. The
become a rallying slogan for left-wing activists.
Workshop panelists and keynote speakers openly described
their mission as multicultural activists as
"subversive". They advocated "activist"
strategies for teachers, administrators, university
professors, and researchers that advance the goals and
agenda of multicultural education
quote from a pre-conference workshop in which
multiculturalists expressed concern that their liberal
colleagues can`t get beyond the
stage of recognizing diversity.
The multiculturalists aim to create a permanent
resistance to conventional educational teaching methods
and curriculum. They seek to undermine the status quo in
the classroom by aggressively promoting "consciousness" and "social
justice" among a cadre of committed
teacher-activists in our public schools and colleges.
advocates, such as
Paul Gorski [Email
him], a co-founder of
the incoming president of NAME, offer a more radicalized
strain of multicultural education that thoroughly
subverts liberal teaching methods and goals.(As a
multiculturalism" is a robust subculture
dominated by counter-culture advocates.)
During a pre-conference workshop titled Beyond Celebrating
Diversity: Teaching Teachers How to be Critical
Multicultural Educators, Gorski asserted
"One problem with
teacher education is pragmatism."
The workshop`s purpose was to grapple with the problem
of well-meaning educators who lack a fully developed
"achieving social justice."
According to orski, "privilege" and
"systemic oppression" create
educational disparities in testing-based outcomes.
Differences in student performances are attributed to
"hegemonic pedagogy" of the educational
establishment. Teachers should continue to shift the
emphasis to "what
is wrong with the system" issues, implying that
equity and social injustices trigger testing
Said Gorski: "You don`t make progress through
Aspects of this include:
Competition that reinforces market-place solutions
assistant professor of education, University of Kansas,
where he teaches graduate and undergraduate courses in
Education of Indigenous Peoples”, emphasized the
efforts of multiculturalists to correct the
Columbus—that he was lost on his voyage and stumbled
New World —a region with a thriving culture.
Pewewardy`s address, "Multicultural
Education Since 1492: An Indigenous Perspective,"
included a reference to
Thanksgiving…which he called "Thankstaking."
Such myths, he claimed, oppress and deny the cultural
contributions of "indigenous peoples" to
An entire sub-field of Multicultural Education is
devoted to the oppression of so-called "indigenous
peoples"—formerly known as
Indians oor Native Americans.
Pewewardy asked the audience: "How do you tell your
children and grand children that your people were hunted
and killed?" That`s his version of the European
encounter with American Indians.
Pewewardy cited radical author
Revolutionary Worker, a Maoist publication, as
"one of America`s foremost radical scholars"—as
an authority on the "massacres" of Indian
In his interview with the Revolutionary
Worker,, Zinn explained his interest in history:
"I got into history not to be a
historian, not to be a scholar, not to be an academic,
not to write scholarly articles for scholarly journals,
not to go to academic conferences to deliver papers to
bored fellow historians. I got into history
because I was already an activist
at the age of 18….
I wanted my writing of history and my teaching of
history to be a part of social struggle. I wanted to be
a part of history and not just a recorder and teacher of
"History as a Political Act“: 100 Years of U.S. Empire
1898-1998 and Radical Hopes for the Future
Revolutionary Worker #987,
Pewewardy also reviewed the efforts of activist
eliminate Indian mascots and
ban the names of athletic school teams, and
professional football franchises, such as
via NAME`s initiative to pressure the NCAA.
The theme that emerged from the various speakers,
participants, presenters, and attendees: a
commitment to actively
transform American society
via the educational system to reflect a socialistic utopian community,,
rather than simply putting forth an alternative
multicultural curriculum to counter conventional
One NAME workshop that illustrated this social activist
agenda: “Undoing Whiteness in the Classroom: Critical Educultural Approaches for Social Justice Activism.“
The panelists stressed the need to have students
unconscious racism or interrupt unsuspected racist
thinking during classroom exercises.
One panelist noted that the Academy Award-winning movie Crash
offers a number of valuable lessons for
deconstructing racial stereotype types, even though
four or five examples of "institutional racism"
exist in the film.
Friday`s keynote address by two leading Multicultural
her](University of Massachusetts) and
Patty Bode (Tufts University) [Email
her] explained their revisions to the 5th
edition of their Affirming Diversity: The Sociopolitical Context of Multicultural Education which
standard textbook in the field of multicultural
Bode noted that even after "30
years of multicultural education there is still a
disconnect between theory and practice." Bode
stressed that "teachers are not the villains" and
that a "mind-numbing pedagogy" is rampant in
Bode noted that multicultural education is
"Inclusive of many differences," including
gay, lesbian, transgender families.
"Reflection plus action" with an emphasis on
context of multicultural education."
An "amalgamation of numerous identities stemming
from our differences," which "encompasses
sexual orientation, ethnicity, race, etc."
Supportive of the "manifestations of the
sociopolitical context, namely who
benefits and who
loses?" in American society.
Describing lingering racism as "smog in the air,"
Bode identified four components of achieving "social
justice" in education:
Challenge, confront, and disrupt misconceptions,
untruths and stereotypes
Draw on students` resources, their talents and
Create learning environment for social change,
One issue Bode mentioned was the practice of
"unstandardizing standards" which utilized "detracking
math curriculum" and the experience of Hurricane
Katrina provided for an opportunity for change.
A PowerPoint presentation explained a new approach to
first graders that challenged the traditional concept of
"What is a family" showed first graders who, in artwork,
emphasized that there are "all kinds of families."
One first grader drew a picture of one family having two
This year`s NAME conference, as in years past, featured
a number of vendors: book publishers, such as Routledge,
Teachers College Press (
and Peter Lang; boutique clothing booths (representing
African and South American clothing fashions); and
radical-socialist-anarchistic merchandise and
Bumper stickers with slogans, "Fascism is capitalism
in decay," "Well-behaved women seldom make history,"
as well as
Che Guevara, Malcolm X, Karl Marx, and
Goldman posters, buttons, shirts, and bumper
stickers were on sale.
Francisco Rios, [Email
him] professor of education studies at the
University of Wyoming, and newly appointed director of
Justice Research Center at the University of
Wyoming, is the associate editor of
NAME`s official in-house periodical.
explained, in a
press release, that the
Research Center at the University of Wyoming is:
"established to encourage
and nurture scholarly research in topics related to
social justice. …The center`s long-range goals include
developing meaningful solutions to identified problems;
serving as a catalyst for grant funding; developing an
outreach program to create and present research; and
strengthening existing UW academic programs that have a
social justice focus, such as
Women`s Studies, African American Studies, American
Chicano Studies and other programs."
Rios delivered Saturday`s Keynote Speech: "La
Casa De Esperanza: The House that Multicultural
The concept of La Casa Esperanza, Rios explained, is a
metaphor to describe "issues, wholeness and
connectedness, challenges, which show that we
activists] live in the same ghetto, city, barrio, and
Rios urged the passage of the
DREAM Act, which would allow
immigrant children attending K-12 schools to be
eligible for permanent residency if they were either
attending college or serving in the
The NAME conference underscored the importance that
multicultural education advocates place in getting the
federal government to subsidize multicultural projects.
An Obama Administration, pledging to increase the nearly
$70 billion in federal education funding by an
additional $18 billion, will certainly underwrite this
Treason Lobby approach to education.
There is one simple way to start immobilizing the
Marxist momentum of multicultural education: dismantle
the federal Department of Education—and push to minimize
federal support for this ideologically contaminated
Just another missed opportunity in the
Great Bush Bust.
Cooper Sterling [email
is a freelance
writer in the