No new teachers sign the pledge the week before. It now has four pledges from Dexter teachers by the end of the week ending Aug. 28.
They’re one of the thousands of US teachers pledging to continue educating students about the controversial Critical Race Theory, which explains racism is embedded in US culture and politics.
The new Dexter teacher wrote “When teaching AND learning any history, it is important to consider the Origin of this history, (who is writing it), the Purpose of the History, Value of the history and finally the Limitation of the particular viewpoint. To understand any key turning point in any history--we have to gather all the facts, not just the "comfortable" ones to tell a narrative that we may like. Teaching and Learning "Hard History" allows us as humans to look ourselves in the mirror, allow for self-reflection, and then commit to a more equitable future for all stakeholders in a community and then the broader world. Our actions, not our words will reflect the world we really want to occupy.” when pledging to teach Critical Race Theory.
Though the concept was first suggested in the late 70’s, it has recently exploded as a contentious issue between the American right and left in the last two years.
Many who signed the pledge are defying state bans on the teachings. Arizona, Idaho, Iowa, New Hampshire, Oklahoma, South Carolina, Tennessee and Texas have passed legislation banning discussions about the US being inherently racist.
Other states, such as Montana and South Dakota, have denounced the teachings without passing specific legislation.
In an interview with The Washington Free Beacon, Ashley Varner of the Freedom Foundation accused the Zinn Education Project of providing “left-leaning propaganda to teachers.”
| Teachers | Thoughts on Critical Race Theory |
|---|---|
| Autumn Campbell | I will not support or perpetuate white supremacy in my classroom/ school! I am committed to teaching the truth about who we were and who we are -and center intersectional social justice in every area of my practices. |
| Jaime Dudash | When teaching AND learning any history, it is important to consider the Origin of this history, (who is writing it), the Purpose of the History, Value of the history and finally the Limitation of the particular viewpoint. To understand any key turning point in any history--we have to gather all the facts, not just the "comfortable" ones to tell a narrative that we may like. Teaching and Learning "Hard History" allows us as humans to look ourselves in the mirror, allow for self-reflection, and then commit to a more equitable future for all stakeholders in a community and then the broader world. Our actions, not our words will reflect the world we really want to occupy. |
| Deborah Wolter | “no comment” |
| Mollie Kemp | “no comment” |
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