27 May Education policy based on personal grievance

Julian Vasquez Heilig has a powerful post over at Cloaking Inequity. Here are a few teaser paragraphs:

Many of today’s anti-public education activists are not motivated by a desire to improve learning outcomes. They are motivated by a desire to restore a world they feel has moved on without them. Their resentment is not about what is being taught—it’s about who is now centered in the teaching. When they rage against “wokeness,” what they often mean is that they no longer recognize themselves as the only protagonist in America’s story.

It’s no coincidence that many of these figures focus obsessively on cultural representation. They are offended not because history is being “rewritten,” but because it is no longer being written exclusively from their perspective. In this light, we see attacks on inclusive curricula, anti-racist teaching, and LGBTQ+ representation for what they really are: efforts to reassert dominance in a narrative that is no longer solely theirs.

These wounded warriors of the culture war often project their personal disorientation onto an entire system. Instead of confronting their discomfort, they displace it—turning educators into villains and students into pawns. They pass laws banning books they’ve never read, defund schools they never visit, and slander teachers they’ve never met (emphasis added). All to satisfy a sense of grievance that policy alone can’t resolve.

Head on over to read the whole thing…

Julian Vasquez Heilig has a powerful post over at Cloaking Inequity. Here are a few teaser paragraphs: Many of today’s anti-public education activists are not motivated by a desire to improve learning outcomes. They are motivated by a desire to restore a world they feel has moved on without them. Their resentment is not aboutLaw, Policy, and Ethics, ed reform, policyRead More