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The main objective of this article is to offer a view of what is the new Ethnic Studies Framework to be adopted in Washington State. If you are reading this article and you are anywhere in the state of Washington, it may be that your children will be soon exposed to what the Washington State Office of the Superintendent of Public Instruction is proposing and known as the “Ethnic Studies Framework”. Now, if you do not live in the state of Washington, do not be disappointed, this tragedy may be coming to your state sooner than later. Once implemented in the state of Washington, many on the extreme left across other states will embrace these ideas. What is the new Ethnic Studies Framework to be adopted in the Washington State? The Ethnic Studies Framework could be viewed as a potential tool to radicalize new generations, the left shaping new generations to become tomorrow’s activists and radical individuals. This is proposed policy for K-12 math teachers in the state of Washington, and, this is not a practical joke. The policy will require math teachers to teach that "math has been and continues to be used to oppress and marginalize people and communities of color" and that "technology and/or science have been and continue to be used to oppress and marginalize people and communities of color." The next is directly from the policy. Segment: Definition of theme: Power and oppression, as defined by ethnic studies, are the ways in which individuals and groups define mathematical knowledge so as to see “Western” mathematics as the only legitimate expression of mathematical identity and intelligence. This definition of legitimacy is then used to disenfranchise people and communities of color. This erases the historical contributions of people and communities of color. As a parent, one may believe our children go to math class at school to learn the complexities of the numbers, about divisions, fractions, rational numbers, sines, cosines and more. Based on the proposed policy, he or she will be asked the following “Essential Questions”. The next is also directly from the policy. Essential Questions How has math been used to resist and liberate people and communities of color from oppression? When has math been used historically to resist and liberate? How can we use data to resist and liberate? How can we use math to measure the impact of activism? What does it look like when we own mathematical thinking? When do I know/feel like I am a mathematician? When do I see people around me as mathematicians? Can you recognize when someone is being mathematical? How/why do mathematical processes demand collective thinking? Can you suggest resolutions to oppressive mathematical practices? How can we change mathematics from individualistic to collectivist thinking? How can we reframe our views of people/communities of color in mathematics? Based on this curriculum, your children will learn that an incorrect answer to a math question is because he or she is oppressed, and that he or she is oppressed because he or she is “of color”. There are a wide number of issues and questions to be asked; form the level of education students will achieve to the impact this policy will have in the lives of children exposed to these teachings. Imagine that a student, perhaps your child arrives to the conclusion that his wrong answers in a math test and in general his low grade in math are not his fault but a direct signal of a system racism? Is this trending a good and a healthy educational path to the nation? There are many signs of drastic changes in the educational national arena that may affect the way new generations are educated or perhaps even indoctrinated. Please visit the website of the Washington State Office of Superintendent of Public Instruction. Please take a few moments and view it for yourself. K-12 Math Ethnic Studies Framework (20.08.2019) The key question is this: Are we witnessing to a revolution to the school curriculum in the nation or are we witness to a real disaster on the education of the American youth? What say you?
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December 26 2019
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Education or Radicalization? A very dangerous situation in our classrooms…
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