“Multicultural Education”—Treason Taught Today, In A College Near You!


If your child is studying for

teacher certification
anywhere in the United States,
chances are he or she will be required to attend classes
on “multicultural
education”
. Since the 1990s,

multicultural education
has permeated institutions
of

higher learning,
claiming to bring

enlightenment and diversity to the classroom
. But,
needless to say, all is not what it seems.

I am currently enrolled in an
education master`s program at a mid-sized

public university
somewhere in America. A

multicultural education course
is required for all
students in our teacher certification program, and a
similar course, on


“social change”
in addition to multiculturalism,
is offered at the graduate level.

Multicultural education is
ostensibly about preparing teachers to enter a

profession
in which a growing number of their pupils
will not be of the
same
ethnic or national background.

 Thanks to

post-1965 immigration policy,
this is

a very real issue
—in 2005 the U.S. Census Bureau

estimated
that 45 percent of American children under
the age of five belonged to
minority groups.

But the sad reality is that, rather
than address the demographic change in

American youth
and its

impact on the public school system,
leftist
academics have played a shell game—they spout this
reasonable- sounding goal while using it to mask their
own political and social agenda.

Indeed, as Athena Kerry has

previously pointed out
in her 2006
VDARE.com
article on multicultural education, some educators, such
as Paul C. Gorski [Email
him
] of EdChange,
have openly expressed a more social and political goal.
Gorski wrote frankly:
“Multiculturalism
isn`t about everyone agreeing and getting along, it is
about

naming and eliminating the inequalities
in
education”
. [The IS
and the ISN`T of Multicultural Education
,

EdChange.org, 2003]

As someone with current firsthand
knowledge of these classes, I can confidently attest
that things are…not getting better.

In the first few weeks of our
graduate course in multicultural education, we discussed
how
Rush Limbaugh
is a

seething racist
; watched a video espousing an

Afrocentric
(and almost totally
fictional)
view of history; and saw an interview with
Maulana Karenga
(aka

Ronald McKinley Everett
) the

creator
of

Kwanzaa
, who our professor described as being
“one of the
smartest men alive”
despite his

having been convicted in 1971
of torturing two women
with an electric cord and a baton after forcing them to
remove their clothes. (This incident was strangely
omitted from the discussion).

Our only two required textbooks
were  Teachers as Cultural Workers
by
Paulo
Freire
and Building Racial and Cultural Competence in the Classroom, edited by

Karen Manheim Teel
and

Jennifer E. Obidah
. Freire was a

Brazilian
 democratic
socialist who, needless to say, conceived of society as
being divided between oppressor and oppressed. Echoing
that theme, Teel and Obidah

urge
teachers to become cultural workers by
“addressing
inequities distinguished by…

race
,

language
,

culture
,

socioeconomics
,

family structures
, and

gender
.

Their argument: the first step on
the road to becoming a culturally competent educator is
to

realize
that you are part of an

institutionally racist society
filled with both

conscious and unconscious racism
. You may, in fact,
be a racist and not even know it.

This
“cultural
competence”
is just as important, according to Teel
and Obidah, as

classroom management
, curriculum, lesson planning,
and assessment—in other words, it is just as important
as, you know,
learning
and everything else traditionally
associated with teaching.

The textbook for our undergraduate
course on multicultural education (required, remember,
for all students seeking a teaching certificate at this
university) is
Critical Pedagogy
by J. Wink.

“Critical
Pedagogy”
was developed out of the work of Paulo
Freire and other Marxist educators. According to

Douglas Kellner
, author of the article “Multiple
Literacies and Critical Pedagogies,” Critical Pedagogy
“considers how
education can provide individuals with the tools to
better themselves and strengthen democracy, to create a
more egalitarian and just society, and thus to deploy
education in a process of progressive social change”
.
But in his New
York Review of Books
(!) essay


The Storm Over the University

John Searle, Professor of Philosophy at the University
of California, Berkeley, (a liberal professor whose
activist credentials go back to the
Free Speech
Movement
at Berkely, and even to anti-McCarthy
protests in

Madison, Wisconsin
in the 50s) described the true
goal of critical pedagogy as “to create
political radicals”
.

Additional reading selected by the
professor included: Teaching Toward Freedom by self-described

communist revolutionary William Ayers
Teaching Critical Thinking by left-wing feminist and postmodern
critic

bell hooks
[VDARE.com
note:
lower
case on purpose, like

e. e. cummings.
]
(aka Gloria Jean
Watkins); and Between Barack and a Hard Place by anti-racist activist

Tim Wise
.

Wise, in an heartfelt blog post
titled An
Open Letter to the White Right
[Daily Kos,
November 3, 2010
] responding to the recent

2010 midterm elections
(since censored on his own
website), wrote

to white Americans
:

“We just have to be patient. And wait for your hearts to stop beating…
Do you hear it? The sound of your empire dying? Your
nation, as you knew it, ending, permanently? Because I
do, and the sound of its demise is beautiful.”


Educators
who promote

multicultural education
in this manner are
practicing one of the worst kinds of academic
dishonesty. By emphasizing
politics and social activism
over the basic skills
of
teaching,
they will of course only hurt

the very students
they claim to be helping.

Unfortunately, in my experience,
most

undergraduate students
react enthusiastically to
this material.

Of course, they are not encouraged
to contradict it. Anyone who speaks out against
multicultural education could be

called a “racist”
and ostracized
.

Future teachers, many of whom have
never been exposed to these ideas before and are
therefore unequipped to contradict them, will

enter the field of education
convinced that their
primary goal as educators is not to educate—but to

redress social wrongs
.

How can this bode well for

the future of America?



Michael Kleen
(email
him) is the Editor-in-Chief
of


Untimely Meditations
,
publisher of


Black Oak Presents
, and
proprietor of


Black Oak Media
. He
holds a master`s degree in American history and is the
author of


The Britney Spears Culture
,
a collection of columns regarding issues in contemporary
American politics and culture.