This is Part 2 of a two-part series examining the New York State Education Department’s (NYSED) systematic indoctrination of its students. Part 1 reveals a New York school district’s adoption of gender ideology. Part 2 explores the NYSED’s intentional perpetuation of Critical Theory.
The American public school system relies on an unspoken agreement between taxpayers, parents and the government. Citizens fund schools and, in exchange, schools teach kids to become productive, well-educated members of society.
The New York State Education Department (NYSED) has abandoned this age-old partnership in favor of indoctrinating students into Critical Theory, the philosophical root of “Diversity, Equity and Inclusion,” gender ideology and intersectionality.
According to the department, schools have only two responsibilities:
You read that right. The government institution responsible for the education of more than 2.4 million children believes educators aren’t responsible for teaching or fostering character development. Instead, they exist to lead a social revolution.
This is just one of the critical positions articulated in the “Culturally Responsive-Sustaining Education Framework” (CR-S), a document that influences curriculum taught in the department’s more than 4,400 public schools. Hastings-on-Hudson district Superintendent William S. McKersie claimed his district’s “gender lessons” were “created in alignment” with CR-S after the curriculum drew criticism online.
Critical Theory is a philosophical derivative of Marxism. It argues that relationships between social identity groups are inherently oppressive, and that all social and economic inequalities stem from these unjust relationships. To achieve justice, critical theorists believe citizens must actively equalize and dismantle unfair power dynamics.
In CR-S, NYSED uncritically accepts the idea that “structural inequities” in American society prevent people of marginalized classes from succeeding:
The department holds educators responsible for upending this system. CR-S suggests teachers can achieve this goal by “empowering students as agents of social change.”
Most parents don’t send their kids to school so they can become a cog in a niche social movement. NYSED doesn’t appear to care. Instead, it aspires to educate students who:
“Experience academic success.”
“Are sociopolitically conscious and socioculturally responsive.”
“Have a critical lens through which they challenge inequitable systems of access, power and privilege.”
Two of these goals are explicitly ideological; they advance the “integrated assertions, theories and aims” of Critical Theory. Students are graded based on their adherence to these controversial concepts.
A “sociopolitically conscious” student, according to CS-R, must believe that American society inherently and unfairly benefits some identity groups over others.
Students can “demonstrate excellence” in sociopolitical consciousness by being “inclusive-minded” and focused on “expressions of diversity” including race, social class, gender, language, sexual orientation, nationality, religion and ability.
“Socioculturally responsive” students must demonstrate respect for people of different backgrounds and understanding of culturally diverse education. They must also:
Whatever that means.
In the “Culturally Responsive-Sustaining Education Framework,” the NYSED has published its intention to indoctrinate and mobilize students in pursuit of a problematic, controversial creed. This agenda taints every public school in one of America’s most populous states.
Students and parents deserve better. NYSED shouldn’t receive a dime of government money until it recommits to its fundamental teaching responsibilities.
Additional Articles and Resources
Kindergarteners Taught Gender Ideology in New York School District
To Understand Cancel Culture, You Must Know Philosopher Herbert Marcuse
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