A Petition To The Lancaster Central School District?

[Lee Chowaniec]

It's just the intent Breezy of expecting white people to admit/confess that they are inherently racist is simply not true. I can tell you that I am not a racist person, therefore I have nothing to apologize for. I don't see people by their color, I see people by their behavior(s). That is what we should teach in school aside from the history of all cultures. We should teach that behaviors will put you on two different paths, a good path that brings you a great life or a bad path that brings you to the prison cell. They are teaching school to prison not by the behavior but by the color of ones skin. Let's change that stigma and emphasize behaviors.

Spot on!

[grump]

Poor simple Breezy. If black lives matter then why is the single greatest cause of death in young black males black on black murder? More young blacks will be killed by other blacks in this country this year than have been killed by police officers in the last 10 years. When I was young they called BLM by a different name...the Black Panthers. Same violent group, same message of violence.

[mark blazejewski]

...expecting white people to admit/confess that they are inherently racist is simply not true. I can tell you that I am not a racist person, therefore I have nothing to apologize for. I don't see people by their color, I see people by their behavior(s). That is what we should teach in school aside from the history of all cultures. We should teach that behaviors will put you on two different paths, a good path that brings you a great life or a bad path that brings you to the prison cell. They are teaching school to prison not by the behavior but by the color of ones skin. Let's change that stigma and emphasize behaviors.

Truly well said shortstuff, especially your comment "behaviors will put you on two different paths." That is exactly why I favor an all-inclusive, comprehensive approach to instruction.

With that said, just some early thoughts in response to some of the Petition-proposed remediation.

- "Develop an English curriculum that includes more works by people of color, at minimum proportional to the representation of each of the major non-White racial groups (Black, Hispanic, Asian) in the United States."

Although I am uncomfortable with the wording "at a minimum proportional...," I have no real problem with this idea. It merely increases learning, and that is a good thing.

IMHO, this proposal could be incorporated into required English courses, and on a high school level, perhaps could be offered as an exclusive elective.

- "Develop an “un-whitewashed” American history curriculum that centers the experiences of African Americans in the Transatlantic Slave Trade, Native Americans in the colonization of North America, and other non-White racial groups in major historical events."

As I stated on post #4, from a contradictory point of view, I have concerns with the harmonization of this demand with the stated demand for overall equality. I truly believe that such studies would be best applied through an expansion of existing curriculum; a graceful incorporation into a comprehensive teaching of American studies.

Absent such a blending, I would view the demand in a favorable light if it were offered as an 1/4 credit course semester course, provided that it is linked by requirement to a 1/4 credit semester course devoted to the colonial and subsequent white American experience.


As I envision such a Colonial curriculum, an emphasis would be given to the small family farmer, the artisans, the barrel makers, the blacksmiths, the general store operators, teachers, the clergy and their collective experience in building of the early communities.

Also, a course on the full colonial experience under British rule, including significant exposure to the hysteria of Salem Witch trials, and how those combined experiences influenced the shape of the Declaration of Independence and the Constitution.

A similar comprehensive approach would focus on the post-Colonial white experience.

- "Develop a social studies curriculum that includes explicit pedagogy of social scientific concepts of race, including, but not limited to: structural and institutional racism; racial segregation, race as a social construct; national and global legacies of racial inequality."

Again, the comprehensive approach to implementation, to me, would be preferable. Many of the demands, I believe, can be incorporated into existing American studies, Western Civilization, A and AC (at least that what we called it way back when), and Latin American studies.

- "Develop a social studies curriculum that includes explicit pedagogy of social scientific concepts that have been shown to intersect with race, including, but not limited to: structural and institutional classism, sexism, and heterosexism; social constructs of class and gender; heteronormativity; privilege and inequality broadly."

I have a harder time with this one shortstuff, but perhaps the topics could be significantly incorporated into a World (Global) Studies discussion of, or offered as an elective course on, Marxist, Jacobin, and Socialist philosophies. However, such an expansion or elective offering must necessarily be counter-balanced with an equal mandate and available elective offering focused on Capitalism as a suggested, if not the desirable tool to circumvent what some perceive to be privilege.

[mark blazejewski]

- Implement mandatory summer reading for high school students that comprises texts addressing issues of racism, classism, sexism, and heterosexism as a first step toward developing an introductory course for all high school freshmen focused on these issues.

SMH.



Achtung Woke Volk!


UNDER PENALTY OF CANCELLATION...

Children, the wonders of your youth and the freedom to experience the world be damned; you are summoned to a higher purpose!

Exit summer jobs, the family vacation, the swimming pool, neighborhood baseball games, and generally, fun summer days. Enter the world of the "Woke Jugend" and the "League of Woke Girls."

This form of nauseating unyielding, obsessive indoctrination would seem to transcend individuality, and that turns my stomach.

Sounds kind of familiar, eh?...

..."every individual acts in the interest of the community of the people and must be to such an extent convinced of the goodness, of the honorable straightforwardness of this community of the people as to be ready to die for it."

[Neubs24]

statistical numbers that show that people who are black are twice as likely to be killed by a police officer while unarmed, compared to a white individual. According to a 2015 study, African-Americans died at the hands of police at a rate of 7.2 per million, while whites were killed at a rate of 2.9 per million."[/I][/SIZE]

Now post the rates of violent crime committed by each race, and numbers of people killed while resisting arrest.

[shortstuff]

Truly well said shortstuff, especially your comment "behaviors will put you on two different paths." That is exactly why I favor an all-inclusive, comprehensive approach to instruction.

With that said, just some early thoughts in response to some of the Petition-proposed remediation.




Although I am uncomfortable with the wording "at a minimum proportional...," I have no real problem with this idea. It merely increases learning, and that is a good thing.

IMHO, this proposal could be incorporated into required English courses, and on a high school level, perhaps could be offered as an exclusive elective.




As I stated on post #4, from a contradictory point of view, I have concerns with the harmonization of this demand with the stated demand for overall equality. I truly believe that such studies would be best applied through an expansion of existing curriculum; a graceful incorporation into a comprehensive teaching of American studies.

Absent such a blending, I would view the demand in a favorable light if it were offered as an 1/4 credit course semester course, provided that it is linked by requirement to a 1/4 credit semester course devoted to the colonial and subsequent white American experience.


As I envision such a Colonial curriculum, an emphasis would be given to the small family farmer, the artisans, the barrel makers, the blacksmiths, the general store operators, teachers, the clergy and their collective experience in building of the early communities.

Also, a course on the full colonial experience under British rule, including significant exposure to the hysteria of Salem Witch trials, and how those combined experiences influenced the shape of the Declaration of Independence and the Constitution.

A similar comprehensive approach would focus on the post-Colonial white experience.



Again, the comprehensive approach to implementation, to me, would be preferable. Many of the demands, I believe, can be incorporated into existing American studies, Western Civilization, A and AC (at least that what we called it way back when), and Latin American studies.




I have a harder time with this one shortstuff, but perhaps the topics could be significantly incorporated into a World (Global) Studies discussion of, or offered as an elective course on, Marxist, Jacobin, and Socialist philosophies. However, such an expansion or elective offering must necessarily be counter-balanced with an equal mandate and available elective offering focused on Capitalism as a suggested, if not the desirable tool to circumvent what some perceive to be privilege.

I'm compelled to break this down Mark. Let's see; Pedagogy means, "most commonly understood as the approach to teaching, refers to the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy is often described as the act of teaching." We understand that this learning style merely takes the teacher who slides into the "mentor" or "coach" role to help students achieve the learning goal. In a nutshell, pedagogy is the method and practice of teaching. This is different from curriculum. Curriculum is all about what we teach, pedagogy is about how we teach it. Stick with me here Mark. Social pedagogy is concerned with the way in which a society thinks about their children, how they care for them, how they educate them. "Social pedagogy" has been defined as education in the widest sense, a "holistic approach" towards children's "experiential" learning. The principles of social pedagogy is based on humanistic values stressing human dignity, mutual respect, trust, unconditional appreciation, and equality. Sounds great doesn't it? Wait for it....Heteronormativity is the belief that heterosexuality, predicated on the gender binary, is the default, preferred, or normal mode of sexual orientation. It assumes that sexual and marital relations are most fitting between people of opposite sex. Our conclusion could consist of some theory's, one that the LGBQ group is trying to destabilize heteronormativity, to change the notion or norm that heteronormative is no longer the natural expression of sexuality, and or trying to conclude that whatever sexuality one may be it is now made to understand that it has many sexual genders and normalizing that allows fluid tolerance.

I find it interesting that they are using language that literally defies common sense and how we know sexuality to be since the beginning of time. And to be quite frank, I believe kids today are so confused that they have no idea what end is up and or what gender they should be. This is causing great challenges for our young children into the teen years. Young parents are creating a non-gender environment for their baby up to the age in which that child will decide if they are a boy or a girl or whatever they wish to be.

Structural & institutional classism is differential treatment based on social class or perceived social class. Classism is the systematic oppression of subordinated class groups to advantage & strengthen the dominant class groups. It's the systematic assignment of characteristics of worth & ability based on social class. There's the rationale that supports these groups Mark and the culture that "wait for it" perpetuates them. So let's ask ourselves who is the dominant class? The smarter and more articulate working-class. The new teaching model is to change that or re-define what is considered the new "norm." They are trying to create the new class hierarchy. The shift in the dominant class is occurring right before our eyes. Now IMO, I feel we should never classify classes of people based on their social-economics or intellectual capacities. However, that being said, we cannot take a society and beat the sh*t out of it until we the people comply to the new "norm."

In conclusion Mark, this new teaching model that is being integrated into the educational system will create quite a shift in how this generation thrives and inherit the earth. Will I leave this earth in time to not see the end results.....

[mark blazejewski]

Curriculum is all about what we teach, pedagogy is about how we teach it.

Shortstuff, I think we are on the same page, so let me put a finer point on my comments.

In my responses, I am open to incorporating the Petition's demands into the world of fact-based history/social studies instruction, without regard to the methodologies of the likes of a John Dewey, containing as they do, seeming slants, rants, and prejudiced perspectives.

In fact, the demands to which I responded contained only one such reference to the world of "pedagogy."

-"Develop a social studies curriculum that includes explicit pedagogy of social scientific concepts of race, including, but not limited to: structural and institutional racism; racial segregation, race as a social construct; national and global legacies of racial inequality."

To that, I responded "Again, the comprehensive approach to implementation, to me, would be preferable. Many of the demands, I believe, can be incorporated into existing American studies, Western Civilization, A and AC (at least that what we called it way back when), and Latin American studies.

My word "existing" (to the best of my knowledge) specifically excludes instruction stigmatized with a prejudiced flavor. If my previous comments were ambiguous, hopefully, this response will clear it up.

Especially on the middle and high school levels, I am strong advocate of a comprehensive, all-inclusive "just the facts-" based instruction of required history/social studies curriculum.

In my world, to cleave to slanted methods of instructions, containing as they do, predisposed biases and assumptions, risks the production of a polluted, or significantly flawed educational product.

My only departure from that standard was for this curriculum...

- "Develop a social studies curriculum that includes explicit pedagogy of social scientific concepts that have been shown to intersect with race, including, but not limited to: structural and institutional classism, sexism, and heterosexism; social constructs of class and gender; heteronormativity; privilege and inequality broadly."

... which of course embraces and relies on philosophical theory, subject to interpretations, perceptions, and biases. That is why I advocated for such courses to be identified as"philosophies," so that the students know that the course is strictly philosophical in nature, aka, political science.

Hope that clears my position up.

[4248]

Maybe i missed it - but - who exactly filed this 'petition" with the Lancaster School district ? Before anything is taken seriously - shouldn't those who present it or sponsoring this be identified ?

How do we know its not a political stunt - how do we know anyone in Lancaster understood what they were signing - have the names been verified at all ?

I cant help but feel this is another ploy to force some peoples agenda and we have no true idea of who or why.

[mark blazejewski]

Maybe i missed it - but - who exactly filed this 'petition" with the Lancaster School district ? Before anything is taken seriously - shouldn't those who present it or sponsoring this be identified ?

How do we know its not a political stunt - how do we know anyone in Lancaster understood what they were signing - have the names been verified at all ?

I cant help but feel this is another ploy to force some peoples agenda and we have no true idea of who or why.

It has not yet, to the best of my knowledge, been filed.

[mark blazejewski]

Maybe i missed it - but - who exactly filed this 'petition" with the Lancaster School district ? Before anything is taken seriously - shouldn't those who present it or sponsoring this be identified ?

Your question is of huge import 4248.

Previously, I too asked that exact same question...

In light of some semantic curiosities, I wonder exactly what possible organization and/or affiliated individual(s) may have actually authored this "petition?"

The petition specifies that it was generated by "Members of the Lancaster Community."

I cant help but feel this is another ploy to force some peoples agenda and we have no true idea of who or why.

Yep, again we share the same question(s)...

With that expressed, this comment employs a rather curious choice of words...

As a community that cares for its residents, we have a mandate to do better by all who call Lancaster home.

...as does this rather suspicious comment...

Yet these ideas were absent from the curriculum throughout our tenure in the Lancaster Central School District.

I did not think that the residents of the Lancaster Community hold a MANDATE, and had , or still hold, a TENURE in the Lancaster Central School District.

Reference: Post #8, https://www.speakupwny.com/forums/sh...chool-District

Kind of makes ya wonder doesn't it?

[shortstuff]

Shortstuff, I think we are on the same page, so let me put a finer point on my comments.

In my responses, I am open to incorporating the Petition's demands into the world of fact-based history/social studies instruction, without regard to the methodologies of the likes of a John Dewey, containing as they do, seeming slants, rants, and prejudiced perspectives.

In fact, the demands to which I responded contained only one such reference to the world of "pedagogy."



To that, I responded "Again, the comprehensive approach to implementation, to me, would be preferable. Many of the demands, I believe, can be incorporated into existing American studies, Western Civilization, A and AC (at least that what we called it way back when), and Latin American studies.

My word "existing" (to the best of my knowledge) specifically excludes instruction stigmatized with a prejudiced flavor. If my previous comments were ambiguous, hopefully, this response will clear it up.

Especially on the middle and high school levels, I am strong advocate of a comprehensive, all-inclusive "just the facts-" based instruction of required history/social studies curriculum.

In my world, to cleave to slanted methods of instructions, containing as they do, predisposed biases and assumptions, risks the production of a polluted, or significantly flawed educational product.

My only departure from that standard was for this curriculum...



... which of course embraces and relies on philosophical theory, subject to interpretations, perceptions, and biases. That is why I advocated for such courses to be identified as"philosophies," so that the students know that the course is strictly philosophical in nature, aka, political science.

Hope that clears my position up.

Oh gosh Mark, I knew you were on the same page. I think you are the only one that gets it. It is deep, I know but how can we expect our younger generation to get it due to its complex nature.....

I really appreciate how you view things because it comes from an intellectual mindset. You probably are one of the few people I know that can understand things.

[mark blazejewski]

Oh gosh Mark, I knew you were on the same page. I think you are the only one that gets it. It is deep, I know but how can we expect our younger generation to get it due to its complex nature.....

I really appreciate how you view things because it comes from an intellectual mindset. You probably are one of the few people I know that can understand things.

Dangerous times shortstuff. Our local and in some ways petty differences do not stand up to our bond in confronting the broad darkness which is, and has been, descending on the nation.

[Lee Chowaniec]

Trump threatens to investigate and pull federal funding from schools that teach NYT's 1619 project on the consequences of slavery

https://www.msn.com/en-us/news/us/tr...?ocid=msedgdhp

[shortstuff]

Dangerous times shortstuff. Our local and in some ways petty differences do not stand up to our bond in confronting the broad darkness which is, and has been, descending on the nation.

Amen to that Mark.

The 1619 Project asserts the premise that the US was founded on slavery & that its institutions continue to discriminate against black Americans. The curriculum is designed to introduce these arguments & themes to the classroom. IMO-this narratives intention is to guilt Caucasian Americans into paying slavery reparations. This is an indoctrination for our young children to learn to hate their country and distrust their institutions & fellow countrymen. People don't radicalize by what they know, it is by what they don't know. This pedagogy gimmick is in the teacher trainings.

What President Trump is against is the false teachings. He wants students to learn about their history, I have heard him state that just today. He contends that our country was founded on July 4, 1776 as a free Nation under God and the fundamental elements is equality, liberty and democracy. This is what President Trump feels should be taught. I am 100% behind him on this move to keep history intact.

[mark blazejewski]

IMO-this narratives intention is to guilt Caucasian Americans into paying slavery reparations.

Again shorstuff, the only unwashed history is comprehensive, all-inclusive history; that is how the student will get the full picture.

To those who are pushing this narrow focus on the American experience, I might suggest that they include a biography of Anthony Johnson and Oscar Handlin's The Uprooted in their required readings.