The government expansion…intrusion…into our individual State run Educational System started with President Jimmy Carter.
The National Education Association (NEA) is a large teacher union.
Specifically, the NEA’s closest political ties are with the Democratic Party. In 1976 the union used its financial resources and manpower to help elect Jimmy Carter to the U.S. presidency. After the election, Carter in turn thanked the union by creating the Department of Education in 1979, prompting one NEA executive to boast that this was the only union in the United States with its own cabinet department. At recent Democratic National Conventions, up to a quarter of the delegates have been members of teachers unions.
At its 2007 national convention in Philadelphia, the NEA passed a number of additional resolutions — some founded on the axiom that American society is inherently discriminatory and unjust, and others advocating massive increases in taxpayer funding of school programs and extra-curricular activities. For example, the NEA stated that:
- “funds must be provided … to eliminate portrayal of race, gender, sexual orientation and gender identification stereotypes in the public schools”
- “full-day, every day kindergarten programs should be fully funded”
- “federal, state, and … local governments should provide funds sufficient to make pre-kindergarten available for all three- and four-year-old children”
- tax dollars should “suppor[t] early childhood education programs in the public schools for children from birth through age eight”
- early childhood education programs should “be available to all children on an equal basis”; “should include mandatory kindergarten with compulsory attendance”; and “should include a full continuum of services … including child care, child development, … diversity-based curricula, special education, and appropriate bias-free screening devices”
- “excellence in the classroom can best be attained by small class size … an optimum class size of fifteen students in regular programs and a proportionately lower number in programs for students with exceptional needs”
- “to achieve or maintain racial diversity, it may be necessary for elementary/secondary schools, colleges, and universities to take race into account in making decisions as to student admissions, assignments, and/or transfers” (i.e., the NEA supports busing and similar measures to micro-manage racial balance)
- “all members of the educational community [should] examine assumptions and prejudices, including, but not limited to, racism, sexism, and homophobia, that might limit the opportunities and growth of students and education employees”
- “any immigration policy that denies educational opportunities to immigrants and their children regardless of their immigration status” should be rejected
- “financial aid and in-state tuition to state colleges and universities” should be accessible for students who are illegal aliens
- “[illegal] students who have resided in the United States for at least five years at the time of high school graduation should be granted amnesty by the Immigration and Naturalization Service, granted legal residency status, and allowed to apply for U.S. citizenship”
- “[non-English-speaking] students should be placed in bilingual education programs to receive instruction in their native language from qualified teachers until such time as English proficiency is achieved”
- “[m]ulti-cultural education should promote the recognition of individual and group differences and similarities in order to reduce racism, homophobia, ethnic and all other forms of prejudice, and discrimination and to develop self-esteem as well as respect for others”
- educational programs should promote: “an awareness of the effects of past, present, and future population growth patterns on world civilization, human survival, and the environment; solutions to environmental problems such as nonrenewable resource depletion, pollution, global warming, ozone depletion, and acid precipitation and deposition; [and] the recognition of and participation in such activities as Earth Day”
- “global warming causes significant measureable damage to the earth and its inhabitants,” and “humans must take steps to change activities that contribute to global warming”
- “educational strategies for teaching peace and justice issues should include … activities dealing with the effects of … weapons of mass destruction, strategies for disarmament, [and] methods to achieve peace”
- “curricular materials should … cover major contributing factors to conflict, such as economic disparity, demographic variables, unequal political power and resource distribution, and the indebtedness of the developing world”
- “proven conflict-resolution strategies, materials, and activities” should be utilized “at all educational levels”
- “home schooling programs based on parental choice cannot provide the student with a comprehensive education experience”
- “home-schooled students should not participate in any extracurricular activities in the public schools”
- “every child should have direct and confidential access to comprehensive health, social, and psychological programs and services” which include “comprehensive school-based, community-funded student health care clinics” and, “if deemed appropriate by local choice, family-planning counseling and access to birth control methods with instruction in their use”
- “hiring policies and practices must be nondiscriminatory and include provisions for the recruitment of a diverse teaching staff”
- “affirmative action plans and procedures … should be developed and implemented”
- “affordable, comprehensive health care, including prescription drug coverage, is the right of every [U.S.] resident”
- “the United Nations furthers world peace and promotes the rights of all people by preventing war, racism, and genocide”
- “the United States should ratify the Rome Statute of the International Criminal Court and recognize and support its authority and jurisdiction”
- “the governments of all nations must respect and protect the basic human and civil rights of every individual, including equal access to education as embodied in the United Nations Universal Declaration of Human Rights”
- “efforts to legislate English as the official language disregard cultural pluralism [and] deprive those in need of education, social services, and employment”
In November 2009, the NEA website posted a page titled “Recommended Reading: Saul Alinsky, The American Organizer.” This page praised Saul Alinsky‘s two books —Rules for Radicals and Reveille for Radicals — as “an inspiration” to “every organizer” and “anyone contemplating action in their community.”
Add Marxism interjected gradually; now with gusto into our Educational System:
From Discover the Networks:
- Former member of the radical Students for a Democratic Society
- Founded an organization called the “Communist Party (Marxist Leninist)”
- Was highly admired by Mao Zedong
- Co-founded (with William Ayers) a project known as the “Small Schools Workshop,” where teachers portrayed American capitalism as an economic system infested with racism, imperialism, and all manner of injustice
- Served on President Bill Clinton‘s Advisory Panel on School Violence.
- Ran a blog on the Barack Obama presidential campaign’s official website in 2008
When fellow SDSers such as William Ayers and Bernardine Dohrn broke away from the group and formed the new Weather Underground,Klonsky did not join them. Rather, he founded the “October League,” a Maoist organization that later (in June 1977) changed its name to the “Communist Party (Marxist Leninist)” (CPML).
In his role as CPML chairman, Klonsky was highly admired by Mao Zedong. In 1977, a year after Mao’s death, Klonsky became one of the first Americans ever to be invited by China’s Communist government to visit that country. He met with Mao’s successor, Chairman Hua Kuo-feng, and received what the Washington Post described as “the warmest reception ever given an American by the new Chinese leader.” Reported the Post:
Klonsky subsequently earned a doctorate and became a professor of education at the University of Illinois at Chicago (UIC), where he was reunited with his old SDS comrade William Ayers, who also taught in UIC’s education department. In 1991 Klonsky and Ayers co-founded a project known as the “Small Schools Workshop” (SSW), premised on the notion that if high schools were to limit their enrollment to no more than 400 students (and optimally to fewer than 200), the learning atmosphere on campus would be improved. Klonsky has served as SSW’s director since 1993.
In National Review Online, Andrew McCarthy reveals SSW’s hidden agendas:
“The concept may be called small schools, but Klonsky and Ayers uniquely grasp the force-multiplier effect. In a small class, the teacher preaching the ‘social justice’ gospel that American capitalism is a racist, materialist, imperialist cauldron of injustice can have greater impact on the students he seeks to mold into his conception of the ‘good citizen’ — and on the teachers he is teaching to be preachers.”
In 2006 the City Journal’s Sol Stern observed that theorists like Klonsky and Ayers
“nurse a rancorous view of an America in which it is always two minutes to midnight and a knock on the door by the thought police is imminent. The education professors feel themselves anointed to use the nation’s K-12 classrooms to resist this oppressive system. Thus … teachers [are urged] not to mince words with children about the evils of the existing social order. They should portray ‘homelessness as a consequence of the private dealings of landlords, an arms buildup as a consequence of corporate decisions, racial exclusion as a consequence of a private property-holder’s choice.’ In other words, they should turn the little ones into young socialists and critical theorists.”
Klonsky himself has confirmed that this is precisely SSW’s objective:
“[S]uccessful social justice education ensures that teachers strike a balance between debating sociopolitical problems that affect children’s lives and teaching them academic basics on which they will be tested. A science teacher can plant an urban garden, allowing students to learn about plant biology, the imbalance in how fresh produce is distributed and how that affects the health of community residents. An English teacher can explore misogyny or materialism in American culture through the lens of hip-hop lyrics. Or as Rico Gutstein, a professor of mathematics education at the University of Illinois, Chicago, suggests, a math teacher can run probability simulations using real data to understand the dynamics behind income inequality or racial profiling. These are ‘examples of lessons where you can really learn the math basics,’ he says, ‘but the purpose of learning the math actually becomes an entree into, and a deeper understanding of, the political ramifications of the issue.’”
When Barack Obama and William Ayers collaborated on the Chicago Annenberg Challenge (CAC) education-reform project (where Obama chaired the board that oversaw funding decisions), CAC gave SSW a series of grants totaling $1,056,162. The Joyce Foundation and theWoods Fund of Chicago, on whose boards Obama also sat, gave SSW another $912,556.
In the 1990s, Klonsky served on President Bill Clinton‘s Advisory Panel on School Violence.
In a 2001 interview with the Chicago Tribune, Klonsky candidly revealed that he and Ayers were still pursuing the same radical agendas they had advocated in their younger days. “We’ve learned how to work within the system,” Klonsky said. “The fight to save and improve public education embodies all the issues we were fighting for back then.”
BILL AYERS: THE LEFT MUST UTILIZE ITS ‘ABSOLUTE ACCESS’ TO AMERICA’S CLASSROOMS
December 21, 2012
“If we want change to come, we would do well not to look at the sites of power we have no access to; the White House, the Congress, the Pentagon,” Ayers added. “We have absolute access to the community, the school, the neighborhood, the street, the classroom, the workplace, the shop, the farm.”
“Why are we ignoring that and saying, ‘I hope Obama makes peace’?” he asked. “Forget about it. He’s not going to do anything if you don’t do something.”
Enter “Common Core” Education: Basically a stealth “chameleon” of different names, but all with the same Core Principles:
SRN: Student Redesign Network
Interconnected with a basic core: Edutopia.org (Marist utopia education style)
IS THE ‘COMMON CORE’ INITIATIVE DUMBING DOWN AMERICA’S STUDENTS?
Mar. 14, 2013
By Tiffany Gabbay
With reportedly nearly every state in the union — adopting similar education programs, Common Core is influenced by successes in other countries and was never drafted with full scrutiny from the public. Beck added that states had a mere two months to commit to the plan during summer months in which state legislators were out of session.
Meanwhile, the federal government is, Beck noted, encouraging states to adopt Common Core. States that adopt common core can, according to Beck, receive waivers of the most demanding provisions in the No Child Left Behind Act.
To glean greater insight and find out more about the key leaders involved in the initiative, like Linda Darling-Hammond who served as an Obama advisor, are, Beck brought on special guests to discuss Common Core in depth.
On the panel was 31-year teaching veteran David Cox, who retired from his Utah school last year because of Common Core and is now teaching at a charter school. He is also a former legislator who helped to create standard levels for his district.
Christal Swasey, another former public school teacher who left the trade because of Common Core. She believes that the initiative is “dumbing down” children by giving “informational texts” instead of training students in the classic literature. She has also brought up the fact that Common Core poses a threat to student and family privacy.
DEMAND course curriculum, principles taught, people held in esteem, etc. If they resist, gather parents and go to the schools in person – make noise – do not comprise on this. You pay them! If propaganda and/or subversion is discovered, DEMAND it be removed. Reversal of subversion and propaganda will take decades. This is the most critical battle, one that must be won.
Socialist propaganda in ours schools dates back to the 1930′s. It started with progressive teachers within the National Education Association (NEA) – the precursor to the Department of Education.
Decades later, the Soviet Union (KGB) began attempts to defeat the U.S. from within by subverting many facets of our society, including our schools and universities. The goal was to teach the student anything that takes them away from constructive, pragmatic teaching (e.g. math, science, physics) and replace with any non-pragmatic, nonsensical teachings, such as “Effects of Industrialization on Fashion in the 2oth Century” – essentially an elimination of critical thinking and reasoning. They knew that those that are incapable of critical thinking are easy to deceive, easy to subvert. [Emphasis added]
Decades have since passed, and we have a seen a marked reduction in critical thinking and scholastic standing, while Marxist professors are more abundant than ever on campus (e.g. Harvard). Many of their students have since entered into politics, and so now wield influence on a national level through policy, as well as from within the Department of Education. Others graduate into their chosen professions, including television and film. Ironically, as the subversion of America towards Marxism has risen, Russia has since fled from it.
Another push of Marxist propaganda is to undermine, or otherwise debunk American history. ”We will have to rewrite our history” Michelle Obama. The proof is in the curriculum. American history has mutated from one of teaching pride in theaccomplishments and freedoms of America, to one of a heartless, greedy, unfair system that is guilty of all kinds of horrible wrongs. This is followed by the teachings of an unattainable utopia envisioned by Marxists, describing only the vision and not it’s 100% failure rate. It is not mentioned that Marxism is responsible for ten times the number of deaths than is Hitler & his Nazism. Why? Because to be subverted, they must be so deceived as to perceive that Marxism is not their enemy, but rather an alternative, or even a better way.
Besides this Federal Education “Program” it ALSO is a data mining program.
By Michelle Malkin • March 15, 2013
JUST SAY NO!
Yesterday, Glenn Beck and his team at The Blaze TV aired a terrific program with teachers and activists exposing some of the basic myths and failures of the Common Core racket (click on the link and be sure to sign up. Glenn’s network is doing invaluable, forward-thinking work). It was heartening to see the trailblazers receive the time and attention tthey deserve. And it’s just the tip of the educational iceberg.
My column today delves further into the creepy Fed Ed data-mining racket. Don’t just sit there. Get involved. As always, see the links and resources at the end of the column for ways to learn more and join those on the frontlines of reclaiming parental and local control of our children’s classrooms. And minds.
Last week, I reported on the federal government’s massive new student-tracking database, which was created as part of the nationalized Common Core standards scheme. The bad news: GOP “leadership” continues to ignore or, worse, enable this Nanny State racket (hello, Jeb Bush).
The good news: An independent grassroots revolt outside the Beltway bubble is swelling. Families are taking their children’s academic and privacy matters out of the snoopercrats’ grip and into their own hands. You can now download a Common Core opt-out/disclosure form to submit to your school district, courtesy of the Truth In American Education group: CLICK HERE.
Parents caught off guard by the stealthy tracking racket are now mobilizing across the country. Echoing families across the city, Big Apple public advocate Bill de Blasio blasted the tracking database in a letter to government officials: “I don’t want my kids’ privacy bought and sold like this.” On Wednesday, prompted by parental objections, Oklahoma state representatives unanimously passed House Bill 1989 — the Student Data Accessibility, Transparency and Accountability Act — to prohibit the release of confidential student data without the written consent of a student’s parent or guardian.
As I noted in last week’s column, the national Common Core student database was funded with Obama stimulus money. Grants also came from the liberal Bill and Melinda Gates Foundation (which largely underwrote and promoted the top-down Common Core curricular scheme). A division of conservative Rupert Murdoch’s News Corp. built the database infrastructure. A nonprofit startup, “inBloom, Inc.,” evolved out of the strange-bedfellows partnership to operate the invasive database, which is compiling everything from health-care histories, income information and religious affiliations to voting status, blood types and homework completion.
Linda Darling-Hammond is the Charles E. Ducommun Professor of Teaching and Teacher Education at Stanford University, where she has launched the Stanford Educational Leadership Institute and the School Redesign Network. She has also served as faculty sponsor for the Stanford Teacher Education Program. Darling-Hammond is a former president of the American Educational Research Association and a member of the National Academy of Education.
Her research, teaching, and policy work focus on issues of school restructuring, teacher quality, and educational equity. From 1994 to 2001, she served as executive director of the National Commission on Teaching and America’s Future, a blue-ribbon panel whose 1996 report, “What Matters Most: Teaching for America’s Future,” led to sweeping policy changes affecting teaching and teacher education. In 2006, this report was named one of the most influential affecting U.S. education, and Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy over the last decade.
Among Darling-Hammond’s more than 300 publications are Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (with John Bransford, for the National Academy of Education, winner of the American Association of Colleges for Teacher Education’s Pomeroy Award), Teaching as the Learning Profession: A Handbook of Policy and Practice (coedited with Gary Sykes), which received the National Staff Development Council’s Outstanding Book Award for 2000, and The Right to Learn: A Blueprint for Schools That Work, recipient of the American Educational Research Association’s Outstanding Book Award for 1998.