South Bay Education Alliance (SBEA)

is a Nonpartisan Organization created to ensure

Excellence in Education remains a top priority in our schools.

SPOTLIGHT ON LEARNING FOR JUSTICE

While school boards deny they are implementing Critical Race Theory, their actions demonstrate otherwise. MB, HB and RB are all considering the approval of Learning for Justice into the curriculum. Some teachers have already made the decision to utilize this curriculum without board approval. Learning for Justice is an offshoot of Southern Poverty Law Center (SPLC), a political organization. To give a sense of what SLPC is like – at one point they placed presidential candidate Ben Carson on their “extremist watch list”.

Click on the below link and read the first paragraph to give you a sense of their purpose. Does this sound like an unbiased organization? Learning for Justice: About. The text is below:

In our work with educators, schools, students and communities, Learning for Justice seeks to uphold the mission of the Southern Poverty Law Center: to be a catalyst for racial justice in the South and beyond, working in partnership with communities to dismantle white supremacy, strengthen intersectional movements and advance the human rights of all people.

Learning for Justice draws upon Marxist theory, with Anchor Standards serving as the basis of their curriculum.

WHAT ARE THE ANCHOR STANDARDS AND WHAT IS THEIR ULTIMATE GOAL?

The underpinning of their teaching philosophy is the Anchor Standards which can be found here: Anchor Standards. The coursework begins the process with children “choosing their identities”. Among other things as you read through the Anchor Standards, they discuss how teachers nurture the students to “develop language“, identify the “dominant culture“, and are taught to perform “collective action“.

A few examples of their teachings: K-2 education should include anti-bias education and create artwork to convey social justice issues. 4th graders are not too young to discuss gender identity. 3-5th graders have a lesson plan in which students skip school to join a march. How is this NOT indoctrination of our children?

Standard 1: Identity

Identity discussions dominate much of the curriculum – for a purpose. Marxism relies on people viewing themselves less as individuals and more as members of a collective. Hence the continuing push towards forcing children to determine what “group” they identify with. This is why lesson plans talk continuously about the grouping of people into categories so children no longer see people as individuals. They are merely members of a group.

See an example of their methodology of how they break down how a child should begin to think and view others:

Social Justice Standards | Unpacking Identity | Learning for Justice

Sample classes: Teaching children about advertising with discussions about how children get “really angry” about “stereotypes”. Discussing gender and “girl” or “boy” toys. Engaging in role playing in order to reduce “Gender Stereotypes”. Is this what parents expect the schools to be teaching 5 year olds?

Standard 2: Diversity

We do not debate the merits of diversity. Certainly, this is what has made our country successful. A universal value of most parents in our community is to teach their children to adopt a color blind approach when meeting people, and judging people by who they are on the inside vs. the outside. Learning for Justice (and most academics) decry and degrade the concept of color blindness. Their diversity classes constantly focus on discussions of “bias and stereotypes” – all from negative perspectives. Starting with kindergarten, children are taught to view people based upon their race, religion, gender, socioeconomic status, family status, etc. Privacy is gone, and children are pressured to disclose as much as possible to the teacher and the class. Many of the classes force intrusive questions on children about their personal lives. Children should not be put in a position of divulging personal matters. They do not understand that type of manipulation.

Standard 3: Justice

Pushing for their version of Social Justice is their way to change a generation. These classes discuss “stereotypes” “bias”, “systemic racism” and “privilege” – all tenets of Critical Race Theory. This is a sample summary from a class: Students will explore the effectiveness of viral hashtag campaigns representing themes related to identity, diversity, justice and action.

Standard 4: Action

Putting into action everything the students have learned, the classes encourage and/or mandate students become activists within their community. Many of these courses promote a negative perspective of the United States, discussing reparations, injustices, open borders and promoting labor unions.

The supporters of changes to the curriculum claim this is innocent and merely celebrates diversity and inclusion. However, that is the guise under which CRT is brought into the classroom. It takes a minimal amount of research to see through those claims. Much of their curriculum presents a negative portrayal of people in our county.

Is this why parents send their children to school? Is that the main purpose of education?

JUDGE FOR YOURSELF IF THEIR GOAL IS INDOCTRINATION OF OUR CHILDREN INTO AN ANTI-AMERICAN MOVEMENT.

ALL PARENTS SHOULD INSIST THEIR SCHOOL BOARDS BAN

LEARNING FOR JUSTICE, A CRT BASED FIRM,

FROM THE SCHOOL DISTRICTS.

We DO support diversity of thought in the classroom and high standards for students of all ethnicities.

We DO support teaching students how to think but not what to think.

We DO NOT support the new educational ideology that prioritizes equal outcomes (equity) ahead of excellence and seeks to divide us on the basis of race.