Proposed rule cites anti-racism Professor Ibram Kendi and New York Times’ 1619 Project as positive examples of civics education
The Biden Administration is wasting no time in working to promote highly controversial critical race theory and anti-racism concepts into curriculums nationwide.
A proposed rule from the U.S. Education Department seeks to prioritize funding grant proposals that support diversity and inclusion narratives within American History and Civics Education programs.
The department states on the Federal Register that such a move would “support the development of culturally responsive teaching.”
The department also justifies the proposed priority by citing COVID-19’s “disproportionate impact on communities of color” and “the ongoing national reckoning with systemic racism.”
The proposed priority would benefit “projects that incorporate racially, ethnically, culturally, and linguistically diverse perspectives into teaching and learning.”
The proposed rule cites anti-racism Professor Ibram Kendi and the New York Times’ 1619 Project as positive examples of civics education:
… there is growing acknowledgement of the importance of including, in the teaching and learning of our country’s history, both the consequences of slavery, and the significant contributions of Black Americans to our society. This acknowledgement is reflected, for example, in the New York Times’ landmark “1619 Project” and in the resources of the Smithsonian’s National Museum of African American History.
Accordingly, schools across the country are working to incorporate anti-racist practices into teaching and learning. As the scholar Ibram X. Kendi has expressed, “[a]n antiracist idea is any idea that suggests the racial groups are equals in all their apparent differences—that there is nothing right or wrong with any racial group. Antiracist ideas argue that racist policies are the cause of racial inequities.”
It is critical that the teaching of American history and civics creates learning experiences that validate and reflect the diversity, identities, histories, contributions, and experiences of all students.
Those seeking grants under this priority “must describe how its proposed project incorporates teaching and learning practices that take into account systemic marginalization, biases, inequities, and discriminatory policy and practice in American history,” the department states.
Those who wish to comment on this proposal may do so through May 19.
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