Denver School District’s ‘Ethnic Studies’ course educates 9th graders on racial equity and gender ideology
Denver Public Schools Teaches Ninth Graders about Racial Equity and Gender Ideology
The Denver Public Schools offers an exciting “ethnic studies” course that aims to educate ninth graders about racial equity and gender ideology, as revealed by Parents Defending Education (PDE), a group advocating for parental rights.
PDE obtained the curriculum for the school district’s ninth grade “Introduction to Ethnic Studies” course, which includes thought-provoking lessons such as “Building a Collective Society” and “Intersectionality in Action.”
Other captivating topics covered in the course include “Mapping Identity Through Poetry,” “Beyond the Binary,” ”The Intersectionality Lens,” and “Systemic Change.”
Scott Pribble, the district’s Director of External Communications, clarified that the course is not mandatory for students and assured that no concerns have been raised by parents.
In the lesson on building a collective society, students are encouraged to critically analyze dominant individualist ideologies in the United States, according to PDE.
One intriguing lesson prompts students to reflect on 20th-century American concepts like the American Dream and the Self-Made Man. They are then asked to write a brief summary of a fictional movie that captures the essence of the American Dream from an individualist perspective.
However, the lesson takes an unexpected turn as students are introduced to collectivist values through Indigenous Plant Teachings. They are then instructed to rewrite their movie summaries, this time integrating collective values.
For example, a movie summary set in 1920s New York City about a determined young Irish immigrant dockworker in pursuit of love and success is transformed into a story about challenging oppressive class divisions and creating a more just and equitable society.
The curriculum also delves into American Indian culture, with lessons that involve using a Navajo Four Cardinal Directions map to design a classroom worldview and exploring different representations of an Aztec deity to gain a deeper understanding of truth and meaning.
Additionally, students learn about the term “anti-racism” and watch an interview with Ibram X. Kendi. They are also introduced to the powerful quote by Angela Davis: ”In a racist society, it is not enough to be non-racist, we must be anti-racist.”
In the unit on gender ideology, students analyze statistics on anti-trans politics and explore gender fluid cultures, providing them with a comprehensive understanding of this important topic.
The Denver Public Schools proudly serves over 88,000 students across more than 200 schools.
How can the curriculum ensure that it provides a balanced and comprehensive education on racial equity and gender ideology, addressing concerns raised by parents and community members?
S curriculum and instruction specialist for social studies, states that the goal of the course is to provide students with a better understanding of their own cultural identity and the diverse identities of others. He believes that this understanding is crucial for students to become active and informed citizens in our multicultural society.
However, some parents and community members have raised concerns about the curriculum. They argue that these lessons on racial equity and gender ideology may be promoting a particular agenda rather than encouraging critical thinking and open discussion. Some worry that the course is pushing a one-sided perspective on controversial topics and may be indoctrinating students with a specific ideology.
The controversial topics covered in the course, such as gender identity and intersectionality, are indeed complex and provoke strong opinions from different perspectives. It is important for educators to approach these topics with sensitivity and ensure that all viewpoints are represented. The curriculum should provide students with the tools to critically analyze and evaluate different perspectives rather than attempting to impose a particular ideology.
Parents also argue that their rights as primary educators of their children are being threatened. They believe that the school should focus on traditional subjects such as math, science, and literature, rather than introducing controversial topics that they believe should be discussed at home. They argue that the school’s role should be to provide a well-rounded education, giving students a solid foundation in core subjects.
On the other hand, proponents of the course argue that it is important for schools to address issues of racial equity and gender ideology. They believe that these topics are relevant to students’ lives and that schools have a responsibility to teach students about social justice and equality. They argue that an education that only focuses on traditional subjects is incomplete and does not provide students with the necessary tools to navigate an increasingly diverse and complex world.
It is crucial for educators and school districts to strike a balance between addressing important societal issues and respecting the rights of parents. While it is important for students to learn about racial equity and gender ideology, it is equally important for educators to ensure that the curriculum is well-rounded and encourages critical thinking and open discussion. Schools should provide opportunities for students to explore different perspectives and arrive at their own conclusions.
It is clear that the curriculum offered by the Denver Public Schools aims to educate ninth graders about racial equity and gender ideology. However, it is essential for the district to address the concerns raised by parents and community members and ensure that the curriculum provides a balanced and comprehensive education. By doing so, the school district can foster an environment that promotes critical thinking, open discussion, and respect for all perspectives.
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