Kersten’s School Daze
One of the few effective and newsworthy themes Katherine Kersten consistently digs out in her Strib column is the use of the public schools to advance various cultural and religious agendas, notably ones with which she disagrees.
For those of us on the left or center who are skeptical of the idea that colleges are hotbeds of intolerant one-way thought and that the public schools are laboratories of dysfunction and social engineering, the Minneapolis Public Schools’ “Welcoming Schools” curriculum, as described by Kersten, is further evidence that urban public schools have passed the point of nuance and are into blatant social advocacy. I can’t vouch for Kersten’s accuracy, but in broad strokes, as a public school parent, it rings true.
Welcoming Schools is a curriculum developed by a DC-based GLBT advocacy organization, the Human Rights Campaign. MPS is testing the curriculum in three schools as an “anti-bullying” effort.
Now I have no problem with the values Welcoming Schools pushes, namely that families headed by gay and transgender parents are normal and acceptable. We can debate whether they are optimal, but if you believe as I do that homosexuality isn’t a choice and that there are many kids out there in need of good homes, same-sex households with children are helping society, not hurting it.
But I have real qualms about using public school classrooms with kids as young as six years old to so blatantly engage in efforts to shape values that many in our society don’t accept. Not because I want to validate homophobes or endorse parents’ right to be intolerant but because it puts the schools on a slippery slope and ties them to a social movement that on its fringes goes beyond tolerance and understanding to forms of advocacy that even some liberals don’t agree with.
Such advocacy also feeds perceptions on the right that schools have become an instrument of the left, making community, state, or national consensus harder to achieve about funding levels, teacher qualifications, and ongoing evaluation of school effectiveness.
A small digression: My kid is winding down fourth grade at an MPS school. Based on my anecdotal feedback, he has had more classroom instruction about Martin Luther King, Jr. than any other historical figure. MLK was and is important, but his disproportionate salience to the public schools is part of its agenda to empower African-American kids. If the effort is having any success, more power to them I guess, but if it isn't, then my kid’s education has been put secondary to an ineffectual social agenda that is irrelevant to his needs.
My point here is that the right wing’s perception that the public schools are being used to indoctrinate kids in values steeped in multiculturalism and social engineering seems more accurate than not. Multiculturalism has taken on the dogma and emphasis of a religion in academia—it doesn’t take a lot of digging to discern that.
I want my kids to be educated. I hope they learn values in the home by watching us, in religious school by listening to the rabbis and teachers, and in regular school by the enforcement of respect and tolerance.
The problem is many parents have lost confidence in the public schools’ basic efficacy. The Welcoming Schools effort causes me to question whether the schools believe that they now must function as parent and church as well—my guess as to why this curriculum is being tested. (The alternative, pure ideological indoctrination, is frightening, but I wouldn’t dismiss it out of hand.)
And if the schools must now be parent and church, whose values rule? What then of the kids who don’t need or whose parents don’t want an edgy values curriculum? And what are our kids missing in all that classroom time spent validating?













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