Critical Race Theory and Social Emotional Learning Explained

CRITICAL RACE THEORY IS REAL, NO MATTER WHAT IT’S CALLED

Critical Race Theory (CRT) is being taught in many public schools. It’s not a myth, and it’s not just a college-level curriculum. It’s an ideology that can wear many different labels.

Because many CRT supporters recognize the CRT label carries negative connotations, efforts are made to use other terms or no terms at all. That leaves enough room to deny that something labeled CRT is taught.

All that matters is that the principles of CRT are conveyed to children, which is happening today because at the very least it permeates many colleges of education that produce today’s classroom teachers.

NOTE: There is no suggestion whatsoever that teachers should be hindered from teaching the accurate history of the United States. Students need to know about the flaws and failures as well as the successes of the U.S. This includes a clear telling of the terrible history of slavery, Jim Crow laws, the civil rights struggle and other events that are a part of our history.

What is CRT?

Critical Race Theory was started by a Harvard Professor, Derek Bell in 1989, along with his students. They were explicitly opposed to knowledge and objective reason, on the grounds that those were just tools of white oppression. One of those students, Delgado, wrote a book explaining Critical Race Theory. Here was his definition, its entirety, of Critical Race Theory:

“Unlike traditional civil rights, which embraces incrementalism and step-by-step progress, critical race theory questions the very foundation of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and neutral principles of constitutional law.”

They are against Enlightenment rationalism. Go figure.

In reading the curriculum of Critical Race Theory, embedded in the Tucson Unified School District ethnic studies program, the above definition was taught to Tucson High School students in those words.

One of Bell’s students, Charles Lawrence III, developed a new definition of truth. Another student complained about a reading assignment from another course that she regarded as offensive. “I am offended. Therefore these materials are offensive.” For Lawrence, this was a revelation. Objective truth, evidence, and logic go out the window. If someone “feels” something is true, it IS true.

A key part of Critical Race Theory is the doctrine of intersectionality. Under intersectionality, the more minorities you could claim – such as Black, gay, female, transsexual, etc.—the more you were at the top of the intersectionality hierarchy. If you were a white heterosexual male, you were at the bottom of Dante’s hell, without any regard to your individual merit.

Another doctrine, DEI (diversity, equity, and inclusion) swept American campuses. The words are the ultimate deception. In ordinary usage, they are positive words. But here is their meaning in critical race theory:

Diversity: Diversity treats racial groups as monoliths, exults stereotypes. Race becomes a proxy for worth.

Equity: Equity replaces the American regime of individual rights with group entitlement. Instead of encouraging individual, creativity and performance, they simply seek equal results by race, which provides no incentive for individuals to work hard, be creative, or achieve.

Inclusion: This includes only inclusion of those belonging to favored races.

CRT recognizes that racism is engrained in the fabric and system of the American society… CRT identifies that these power structures are based on white privilege and white supremacy… CRT also rejects the traditions of liberalism and meritocracy…

Since the term CRT is controversial and often avoided, look for these ideas embedded within lessons, books and general classroom interaction:

Oppressors or oppressed: where the oppressors rule society to benefit themselves. This is classic Marxism and causes division between people on racial and economic lines. The developers of CRT such as Ibram X. Kendi, Robin DiAngelo and others are explicit in their contention that white-skinned people – all of them - are oppressors.

Whiteness: a set of privileges enjoyed by white-skinned people and groups that is “invisible” to those privileged by it. (Neil Shenvi, “Antiracist Glossary”)

White privilege: a series of unearned advantages that are given to white people because of their whiteness. (Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack”)

White Supremacy: any belief, behavior, or system that supports, promotes, or enhances white privilege. (Center for the Study of Social Policy, “Race Equity Glossary of Terms”)

This is a new definition, supported by CRT advocates to claim all white-skinned people are white supremacists. Authors Robin DiAngelo, and Ozlem Sensoy co-wrote Is Everyone Really Equal? An Introduction to Key Concepts in Critical Social Justice Education. This won the Society of Professors of Education Book Award in 2018. It’s found in many schools of education producing today’s classroom teachers.

On page 143 the authors write: ”When we use the term White supremacy, we are not referring to extreme hate groups or ‘bad racists’”. We use the term to capture the all-encompassing dimensions of White privilege dominance and assumed superiority in mainstream society.”

White complicity: because of white privilege and whiteness, white people contribute to ongoing systemic racism. (Barbara Applebaum, “Being White, Being Good”)

White Equilibrium: white-skinned people don’t even know they are privileged racists. (Robin DiAngelo, “White Fragility”)

White Fragility: the inability and unwillingness of white people to talk about race. (Robin DiAngelo, “White Fragility”)

The claim that CRT or its principles and elements is not part of any school curriculum in Arizona is false. It is being taught to children.

“SOCIAL EMOTIONAL LEARNING” AND CRT

Many schools use Social Emotional Learning (SEL) as part of the regular curriculum. This is wrong for a number of reasons:

SEL is a gateway method – a “Trojan Horse” - to introduce the elements of CRT into the schools. Classrooms need to be a place where students learn how to read, write, do math, and understand history and the arts.
According to the Collaborative for Social Emotional Learning (CASEL), “In the context of SEL, equity and excellence refers to every student—across race, ethnicity, family income levels, learning abilities, home language, immigration status, gender identity, sexual orientation, and other factors…” (casel.org “ In what ways does SEL advance equity and excellence”)
It is irresponsible for schools to indoctrinate children on subjects that in many cases they are far too young to comprehend.

ADE strongly supports teaching students that value of character and emotional well-being and endorses the following elements from the Character Counts program:

Character Counts focuses on the values, attitudes, mindsets, and skills that assist each student reach his/her development and understanding of The Six Pillars of Character. Developmental outcomes embodied in the character dimension of the CHARACTER COUNTS! Student Development Workshop addresses all Six Pillars traits necessary in the development of a safe and caring learning environment.

The objective of this aspect of the CHARACTER COUNTS! Implementing a Six Pillar Culture Workshop is to help each student:

Develop moral character and commitment in its use
Improve decision-making qualities
Demonstrate integrity, honesty promise-keeping, and loyalty which are essential in relationship building and career readiness
Demonstrate respect for authority figures and others without regard to gender, race, religion, sexual orientation, or other distinguishing attributes
Make students accountable for their actions and the consequences of choices made
Increase cognitive skills related to being just and fair with others
Display compassion and a concern for the well-being of others
Demonstrate their civic duties and social responsibilities