Comment on Critical Race Theory in MLG’s proposed social studies curriculum
Gov. Lujan Grisham’s Education Department just released its new social studies standards. You can find 122 pages outlining those standards here and a separate document with information corresponding to the relevant numbers below here.
Described below the standards are rife with Critical Race Theory (CRT) themes and other questionable material that may not fit squarely within CRT (read more on what that means here).
Before getting into some of the specific problems with the proposed standards, PED is NOW accepting public comments and will do so until November 12, 2021 at 5 p.m. (MDT). There will be a public hearing Friday, November 12 from 1 p.m. to 3 p.m. (MDT) at Mabry Hall in Santa Fe.
All written rule feedback should be submitted to:
- Email: rule.feedback@state.nm.us
- Fax: 505-827-6520
- Mail: Policy Division, Public Education Department, 300 Don Gaspar Ave., Santa Fe, NM 87501
Here is a rundown of SOME of the problems with the proposed standards:
- In Ethics, Cultural and Identity Studies there is a requirement that students assess how social policies and economic forces “offer privilege or systemic inequity in accessing social, political, and economic opportunity.” This is classic CRT theology. 6.29.11.23(A)(1)(d)
- Throughout the entire social studies curriculum for K-8 grades, there is a continue focus on the differences, rather than the similarities, among various groups of people. This, too, is classic CRT as the purpose is to divide people among various minority groups, which can quickly lead to victimhood.
- There are also numerous example where a teacher can impose the notion of “justice and fairness,” unequal power relations, “past and current injustices”, although those terms are open to many interpretations. These phrases are also classic CRT as it perpetrates the sense of inequity in our society along racial lines. 6.29.11.11(E)(2) and 6.29.11.15(E)(7) and 6.29.11.15(E)(12)
- Within High School U.S. History, a requirement that students “evaluate what an efficient, equitable, and just economic system would look like in the U.S.” This is again classic CRT as it imposes the belief on students that our current capitalistic system must be eliminated in order to eliminate racism. 6.29.11.21(A)(1)(i)
- Within High School U.S. History, students are required to create an action plan for a more just and equitable America for diverse groups of people including Native Americans and African Americans. This is another CRT theology component in that America is automatically unjust and inequitable to various minority groups. 6.29.11.21(A)(3)(kk)
- Within High School U.S. History, students are required to examine the past, present, and future of gun violence in the U.S. Of course, there are no standards provided to discuss the constitutional rights of gun owners, or that individuals, not an inanimate object, are responsible for gun violence in America or how gangs, drug cartels, etc. have resulted in greater gun violence in our society. No positives regarding gun usage by women or minority groups are put forth. 6.29.11.21(A)(1)(gg)
- In the 5th Grade, students are required to describe how inequity in the U.S. laid the foundation for conflict that continues today. Another classic example of CRT as it stresses racial disparity in terms of inequality. 6.29.11.13(A)(3)(b)
- Within High school U.S. History, students must examine the short-and long-term effects of CIA involvement in Latin America. How about pairing this with a discussion of Communism and the negative impact it has had in Cuba and other Latin American nations. 6.29.11.21(A)(1)(x)
- In the 7thGrade, students must compare the patterns of exploration, destruction and occupation of the Americas by the Spaniards. 6.29.11.15(D)(3)(g)
- Within High School U.S. History, students must explore the movement against police brutality. 6.29.11.21(A)(3)(mm)
RGF will be formulating its own comments in a subsequent post, but you are encouraged to submit your own and highlight this.