Disney Admits It Wants to Queer Your Kids

From Rod Dreher, at the American Conservative, "Well, here you go."

BONUS: It's Karol Markowitz, at the New York Post, "I’m quitting Disney after seeing it boast about pushing ‘gender theory’."

Woke Policies, Not Racism, Motivated San Francisco School Board Recall

At USA Today, "San Francisco school board recall organizer: Gross mismanagement, not racism, motivated me -- San Francisco recall is not motivated by racism. Instead, parents were frustrated with elected officials’ failure to lead through a crisis."

Be sure you're following Michelle Tandler on Twitter:

The silent majority of San Francisco has awoken.

Last night their voice was heard loud and clear.

~ 75% of the city voted to oust three members of our school board.

 

Fallout From the Pandemic: Children Are Severely Behind in Reading

If last November's elections are any guide, next to gas prices inflation, K-12 education will be the most volatile electoral issue facing congressional Democrats in this years midterms.

At the New York,Times, "It’s ‘Alarming’: Children Are Severely Behind in Reading":

BRIDGEPORT, Conn. — The kindergarten crisis of last year, when millions of 5-year-olds spent months outside of classrooms, has become this year’s reading emergency.

As the pandemic enters its third year, a cluster of new studies now show that about a third of children in the youngest grades are missing reading benchmarks, up significantly from before the pandemic.

In Virginia, one study found that early reading skills were at a 20-year low this fall, which the researchers described as “alarming.”

In the Boston region, 60 percent of students at some high-poverty schools have been identified as at high risk for reading problems — twice the number of students as before the pandemic, according to Tiffany P. Hogan, director of the Speech and Language Literacy Lab at the MGH Institute of Health Professions in Boston.

Children in every demographic group have been affected, but Black and Hispanic children, as well as those from low-income families, those with disabilities and those who are not fluent in English, have fallen the furthest behind.

“We’re in new territory,” Dr. Hogan said about the pandemic’s toll on reading. If children do not become competent readers by the end of elementary school, the risks are “pretty dramatic,” she said. Poor readers are more likely to drop out of high school, earn less money as adults and become involved in the criminal justice system.

The literacy crisis did not start with the pandemic. In 2019, results on national and international exams showed stagnant or declining American performance in reading, and widening gaps between high and low performers. The causes are multifaceted, but many experts point to a shortage of educators trained in phonics and phonemic awareness — the foundational skills of linking the sounds of spoken English to the letters that appear on the page. The pandemic has compounded those issues. Children spent months out of the classroom, where they were supposed to learn the basics of reading — the ABCs, what sound a “b” or “ch” makes. Many first and second graders returned to classrooms needing to review parts of the kindergarten curriculum. But nearly half of public schools have teaching vacancies, especially in special education and the elementary grades, according to a federal survey conducted in December and January.

Even students with well-trained teachers have had far fewer hands-on hours with them than before the pandemic, which has been defined by closures, uneven access to online instruction, quarantine periods and — even on the best days — virus-related interruptions to regular classroom routines. Now, schools are under pressure to boost literacy as quickly as possible so students gain the reading skills they need to learn the rest of the curriculum, from math word problems to civics lessons. Billions of federal stimulus dollars are flowing to districts for tutoring and other supports, but their effect may be limited if schools cannot find quality staff members to hire...

 

Make America Florida

From Stephen Green, at Instapundit, "Florida Will Be First State to Recommend Against COVID-19 Vax for Healthy Kids."

Herbert Marcuse and the Left's Endless Campaign Against Western 'Repression'

This is from Benedict Beckeld, at Quillette (via Maggie's Farm):

The Frankfurt School of social theory began about a century ago, in the Weimar Republic. It consisted in the main of a group of rather anti-capitalist, Marxist-light gentlemen who embraced oikophobia (the hatred or dislike of one’s own cultural home), and who were understandably disillusioned by the carnage of World War I. Our interest today is mainly historical; of its earlier members, such as Ernst Bloch, Walter Benjamin, Max Horkheimer, Herbert Marcuse, and Theodor Adorno, really only Adorno is still read with a measure of seriousness outside of academia.

The Frankfurt School popularized historicism—the belief that reflection itself is a part of history, which is to say that earlier thoughts are historically conditioned by the circumstances in which the thinkers lived, and should be seen in that light; and that what passes for “knowledge” is marred by the historical time and place in which that knowledge appeared. (This idea was present already in the second part of The Communist Manifesto.) The insights that a more positivist outlook claims to be certain, based on sensory data, historicism will consider uncertain and necessarily bound by subjective value judgments. A part of this view is the concern—and the French postmodernists will pick up this point—to identify, isolate, and thereby exorcise every sort of domination that any group might have held over any other group.

They wanted to find the particular reasons why someone in the past had thought in a particular way, reasons that were to be found mainly in external factors. Essentially, the Frankfurt School endeavored to establish a “value-free” social science, that is, the erasure of any sort of prejudice among philosophers and sociologists. Since Western civilization was monomaniacally seen as the history of dominations by various groups over one another—which meant that individual actors had to be viewed as purely nefarious oppressors—it followed quite naturally that much of the West was ready for the garbage heap. Not only were the workers and the poor oppressed by the rich, but the rich in turn were, along with everyone else, oppressed psychologically by Christian sexual mores and by the overall familial hierarchy of Western civilization. This is why, to many of the school’s members, not only smaller fixes had to be implemented here and there, but the whole edifice had to be brought down (which was itself ultimately a morally positivistic effort). With the rise of Nazism in Germany, many Frankfurt scholars moved to New York, and thereby gained a broader audience of impressionable college students....

Keep reading.

And see Linda Kimball's now classic article, "Cultural Marxism."  

The Atlantic: Schools' Masking Policy Has Imposed a Serious, Possibly Permanent, Developmental Delay on Many Students

At AoSHQ, "The Atlantic published an article admitting the obvious: The masking mandates that the corrupt US and state and local governments forced on children, under pressure from the corrupt teachers unions have imposed developmental disorders on children that they may never recover from."

San Francisco's Asian-American Political Power

At the New York Post, "Why Asian Americans like me are the rising new parental power."

Three San Francisco School Board Members Recalled (VIDEO)

This is very big news. It's every time now: Every time there's an election this year, Democrats will get fucking shellacked. 

And the three members recalled last night weren't "liberals." They're radicals, way outside of the mainstream. While overall turnout was low at 25 percent, the percentage of Chinese-Americans voting was near 80 percent. That never happens. San Francisco's Chinese community is very hands-off toward politics, but not this time. When you fuck with the schools you're fucking with a bloc of voters who aren't going to take any shit. 

S.F.'s District Attorney, Chesa Boudin --- who was raised by Weather Underground terrorists Bill Ayers and Bernardine Dohrn --- will be up for recall in June. No doubt this race will be fought ferociously, and it may be tight, but once this dude gets the boot local districts throughout the entire country will be given notice: We will take you out. 

At the Los Angeles Times, "From liberal San Francisco, school board recall is a three-alarm warning for Democrats":

San Francisco is quite familiar with earthquakes, and what happened Tuesday — the ouster of three extreme lefties from the Board of Education — was not one of those.

Earthquakes are sudden and unexpected. The result of Tuesday’s recall was neither.

The removal of board members Gabriela López, Faauuga Moliga and Alison Collins was destined the moment the city’s liberal establishment, led by Mayor London Breed, joined the effort along with several discontented millionaires, who threw in loads of cash.

What happened Tuesday was more a foreshock, a warning — as if Democrats needed any more of those — that November’s midterm elections could be very bad indeed, as parents unsettled by two years of pandemic-related upheaval vent their frustrations at the polls.

The circumstances of the recall were both unique and broadly reflective.

In a place that prides itself on social justice and forward thinking, members of the school board outdid themselves by moving to strip the names of, among others, Presidents Washington and, Lincoln and Sen. Dianne Feinstein from 44 public schools.

The intent was to remediate the country’s history of injustices: George Washington owned slaves, Abraham Lincoln oversaw the slaughter of Native Americans, and Feinstein, as mayor in 1984, replaced a Confederate flag that had been vandalized at City Hall with a new one. The result was outrage.

In another instance of misplaced priorities, board members spent hours debating whether a father who was white and gay brought sufficient diversity to a parental advisory committee. His appointment was ultimately nixed, but there was no recovering the time that was wasted.

Perhaps most antagonizing, the board moved to end merit-based admissions to Lowell High School, one of the city’s most sacred institutions, where Asian American students are the majority. (The move catalyzed the city’s Asian American community, long an important force in San Francisco politics.) Old comments surfaced from Collins, in which she stated Asian Americans used “white supremacist” thinking to get ahead and were racist toward Black students. She apologized, then sued the school district and five fellow board members, seeking $87 million in damages, for removing her title as vice president. A judge summarily rejected the case.

All of which was too much for this famously tolerant city, as students struggled with distance learning and public schools remained closed even as others in neighboring communities reopened.

Inclusion, sensitivity and righting history’s wrongs are all well and good. But there was a strong sense that “we are not getting the basics right,” as Siva Raj, a father of two who helped launch the recall effort, put it.

He and others would have removed all seven members of the board, but only the three who were targeted were eligible for recall.

It is foolish — and one of the bad habits of political prognosticators — to overinterpret the results of any one election. To be clear, San Francisco hasn’t changed. A city that gave Joe Biden 85% support won’t be voting Republican in the lifetime of any adult within sight of Coit Tower. But the results are noteworthy precisely because the recall took place in liberal San Francisco...

San Francisco is not "liberal." It's a communist enclave, Moscow by the Bay, and the voters have had enough with this takeover by critical theory. 

Leftists around the country (and Canada, in the worst way) are not learning the lessons of the 2021 elections. Democrats will pay for their snobbery and elitism. These are wealthy champagne socialists who wouldn't deign to rub shoulders with the poor and working class proletarians delivering their goods from Amazon Prime and their Door Dash dinners. Workers, truck drivers, literally front-line health care professionals, kept this country functioning through the damned pandemic/lockdown. Enough is enough. 

No, not only do these clowns know "what's best" for everybody else, they don't have to live with the horrific consequences of their experiments in creating the communist utopia.

I'd like to say "take them out" in a more literal sense, but mostly I mean take them out at the ballot box. 

What's Really at Stake in America's History Wars?

At WSJ, "In debates about monuments, curricula and renaming, the facts of the past matter less than how we are supposed to feel about our country":

In January, McMinn County, Tenn., made international news for perhaps the first time in its history when the school board voted to remove “Maus,” the acclaimed graphic novel about the Holocaust, from the 8th-grade curriculum. The board stated that it made the change on account of the book’s “use of profanity and nudity,” asking school administrators to “find other works that accomplish the same educational goals in a more age-appropriate fashion.”

This curricular change, affecting a few hundred of the approximately 5,500 K-12 students in McMinn’s public schools, was quickly amplified on social media into a case of book banning with shades of Holocaust denial. The author of “Maus,” Art Spiegelman, said that the decision had “a breath of autocracy and fascism.” “There’s only one kind of people who would vote to ban Maus, whatever they are calling themselves these days,” tweeted the popular fantasy writer Neil Gaiman, earning more than 170,000 likes. The controversy sent the book to the top of Amazon’s bestseller list.

This outrage of the week will soon give way to another, but the war over history—how to remember it, represent it and teach it—is only getting fiercer. America’s political and cultural divisions increasingly take the form of arguments not about the future—what kind of country we want to be and what policies will get us there—but about events that are sometimes centuries in the past. The Holocaust, the Civil War, the Founding, the slave trade, the discovery of America—these subjects are constantly being litigated on social media and cable TV, in school boards and state legislatures.

None of those venues is well equipped to clarify what actually happened in the past, but then, the facts of history seldom enter into the war over history. Indeed, surveys regularly show how little Americans actually know about it. A 2019 poll of 41,000 people by the Woodrow Wilson National Fellowship Foundation found that in 49 states, a majority couldn't earn a passing score on the U.S. citizenship test, which asks basic questions about history and government. (The honorable exception was Vermont, where 53% passed.)

Ironically, the year after the survey, the Woodrow Wilson Foundation announced that it would drop the historical reference in its own name, citing the 28th president’s “racist legacy.” It was part of a growing trend. Woodrow Wilson’s name was also dropped from Princeton University’s school of international affairs. Yale University renamed a residential college named for John C. Calhoun, the antebellum Southern politician who was an ardent defender of slavery. The San Francisco school board briefly floated a plan to drop the names of numerous historical figures from public schools for various reasons, including George Washington and Thomas Jefferson because they were slaveholders.

It makes sense that educational institutions are leading the wave of renaming, because it is above all a teaching tool, one suited to the short attention span of today’s public debates. Actual historical understanding requires a much greater investment of effort and imagination than giving a thumbs up or down to this or that name. Often even a Wikipedia search seems to be too much to ask. One of the names that the San Francisco school board proposed to get rid of was Paul Revere’s, on the grounds that he was a leader of the Penobscot Expedition of 1779, which a board member believed was a campaign to conquer territory from the Penobscot Indians. In fact, it was a (failed) attempt to evict British naval forces from Penobscot Bay in Maine.

Clearly, the war over history has as much to do with the present as the past. To some extent, that’s true of every attempt to tell the story of the past, even the most professional and objective. In the 19th century, the German historian Leopold von Ranke saw it as his task to determine “how things really were,” but if that could be done, it wouldn’t be necessary for each generation of historians to write new books about the same subjects. We keep retelling the story of the Civil War or World War II not primarily because new evidence is discovered, but because the way we understand the evidence changes as the world changes.

That’s why so many of America’s historical battles have to do with race, slavery and colonialism—because no aspect of American society has changed more dramatically over time. It has never been a secret, for instance, that George Washington was a slaveholder. When he died in 1799, there were 317 enslaved people living at Mount Vernon.

But when Parson Weems wrote the first bestselling biography of Washington in 1800, he barely referred to the first president’s slaveholding, except for noting that in his will he provided for freeing his slaves, “like a pure republican.” When Weems does inveigh against “slavery” in the book, he is referring to British rule in America. For instance, he writes that the tax on tea, which led to the Boston Tea Party in 1773, was meant to “insult and enslave” the colonies. Today it’s impossible to ignore this glaring contradiction. Weems didn’t notice it and clearly didn’t expect his readers to, either.

Another explanation for this blind spot can be found in the book’s full title: “The Life of George Washington: With curious anecdotes, equally honorable to himself and exemplary to his young countrymen.” Weems was a minister, and his goal was moral uplift. That’s why he avoided writing about Washington’s treatment of his slaves but included the dubious story about young George confessing to chopping down the cherry tree. The point was to show Washington in a light that would make readers want to be better themselves.

Today’s war over history involves the same didactic impulses. Fights over the past aren’t concerned with what happened so much as what we should feel about it. Most people who argue about whether Columbus Day should become Indigenous Peoples’ Day, regardless of what side they’re on, have only a vague sense of what Columbus actually did. The real subject of debate is whether the European discovery of America and everything that flowed from it, including the founding of the U.S., should be celebrated or regretted. Our most charged historical debates boil down to the same terms Weems used: Is America “exemplary” and “honorable,” or the reverse?

How we answer that question has important political ramifications, since the farther America is from the ideal, the more it presumably needs to change. But today’s history wars are increasingly detached from practical issues, operating purely in the realm of emotion and symbol. Take the “land acknowledgments” that many universities, arts institutions and local governments have begun to practice—the custom of stating the name of the Native American people that formerly occupied the local territory. For example, the Board of Supervisors of Pima County, Az., recently voted to begin its meetings with the statement, “We honor the tribal nations who have served as caretakers of this land from time immemorial and respectfully acknowledge the ancestral homelands of the Tohono O’odham Nation.”

To their supporters, land acknowledgments are a way of rectifying Americans’ ignorance or indifference about the people who inhabited the country before European settlement. The use of words like “caretakers” and “time immemorial,” however, raises historical questions that the Pima Board of Supervisors is presumably unqualified to answer. People have been living in what is now Arizona for 12,000 years: Were the Tohono O’odham Nation really in their territory “from time immemorial,” or might they have displaced an earlier population?

Of course, the Board has no intention of vacating Tucson and restoring the land to its former inhabitants, so the whole exercise can be seen as pointless. Still, by turning every public event into a memorial of dispossession, land acknowledgments have the effect of calling into question the legitimacy of the current inhabitants—that is, the people listening to the acknowledgment.

The fear that the very idea of America is being repudiated has led Republican legislators in many states to introduce laws regulating the teaching of American history. These are often referred to as “anti-critical race theory” laws, but in this context the term is just a placeholder for a deeper anxiety. The controversial law passed in Texas last year, for instance, doesn’t prevent teachers from discussing racism. On the contrary, House Bill 3979 mandates the study of Frederick Douglass and Martin Luther King, Jr. , as well as Susan B. Anthony and Cesar Chavez. However, it does insist that students learn that “slavery and racism are…deviations from, betrayals of, or failures to live up to, the authentic founding principles of the United States, which include liberty and equality.” In other words, students should believe that the U.S. is “exemplary” and “honorable” in principle, if regrettably not in practice.

In the U.S., the war over history usually has to do with curricula and monuments because those are some of the only things the government can directly control. Removing “Maus” from the 8th-grade reading list can be loosely referred to as a “ban” only because actual book bans don’t exist here, thanks to the First Amendment. But other countries that are less free also have their history wars, and in recent years governments and ideologues have become bolder about imposing an official line.

In Russia last December, a court ordered the dissolution of Memorial, a highly respected nonprofit founded in 1989 to document the crimes of the Soviet era, after prosecutors charged that it “creates a false image of the USSR as a terrorist state.” In 2018, Poland made it illegal to attribute blame for the Holocaust to the “Polish nation.” In India in 2014, Penguin India agreed to stop publishing a book about the history of Hinduism by the respected American scholar Wendy Doniger, after a nationalist leader sued on the grounds that it focused on “the negative aspects” of the subject.

Such episodes are becoming more common with the rise of nationalist and populist movements around the world. When people invest their identity wholly in their nation, pointing out the evils in the nation’s past feels like a personal attack. Conversely, for people whose political beliefs hinge on distrusting nationalism, any refusal to focus on historic evils feels dangerous, like a tacit endorsement of them, as in the “Maus” episode. These extremes feed off one another, until we can only talk about the past in terms of praise or blame that would be too simple for understanding a single human being, much less a collection of millions over centuries.

It’s surprising to realize how quickly the American consensus on history has unraveled under the pressure of polarization...

College Students Forgot How to Talk to Each Other

The Democrat Party pandemic lockdown policies have set back, if not destroyed, a generation of young people, and not just school children. 

I know this first hand from my oldest, 26, who moved to San Francisco to start at S.F. State in February 2020. He came back home after one semester in The City, depressed and disappointed at how isolated and inferior was his college experience compared his time at Santiago Canyon College in Orange Park Acres. 

I also know this from teaching college students online for two years. I'm on my fifth semester in a transition to "remote emergency instruction" that was expected to brief and temporary. Even this semester, where my college has gone back to full in-person on-campus classes, more than 50 percent of those enrolled are taking their courses online. Indeed, the enrollment was so low in some of the campus-based classes that over two dozen were cancelled in my department alone. 

You're not getting the full college experience --- and excellence in education --- with online classes. It's good for some very motivated students who thrive in the intense atmosphere of digital learning space, but in my experience, it's not for most. I'm expecting to hear soon about my class schedule for fall, where I've requested to teach all on campus. We'll see how that goes. It feels weird to even be possibly going back. I feel like I need to retrain myself, to get myself fit for teaching in person. Seriously. My lectures are quite stentorian, and I need to be in good cardio-vascular condition. I don't feel like that right now, as I haven't been physically training during the pandemic lockdown. 

This summer I'll be changing my daily routine if all works out and I'm set to resume going to work everyday,  like I used to for 20 years.

In any case, at the Wall Street Journal, "College Students Have to Learn How to Make Small Talk Again":

When students at San Jose State University returned to campus last fall after more than a year of remote learning, lecturer Damon Moon thought they would be chatty and excited to see one another. Instead, he noticed something concerning: They weren’t talking at all.

Before class, students were looking at their phones or laptops. Even in the campus cafeteria, Mr. Moon saw that most students were eating alone, sandwich in one hand, phone in the other.

“They lost the skill to have small talk,” said Mr. Moon, who teaches international business classes. To get a close-up look at this phenomenon, I spoke to Mr. Moon and his students at the university.

“When I was in elementary school or middle school, if I wanted to talk to someone new, I would go up to them and try to strike up a conversation,” said Kian Kashefi, a 19-year-old business accounting major. Now, he said, “it feels weird to talk to anybody new without first connecting on social media.”

In a prolonged pandemic that has shifted more interactions online, college students are finding it harder to strike up conversations and make friends. In the past, socializing wasn’t just a perk but also a big incentive for students choosing campus life.

College instructors worry that if they don’t do something to facilitate conversation in class, their students will be unprepared to enter the workforce. To overcome screen-reinforced social awkwardness, some even lean on smartphones and web browsers to encourage students to interact.

Researchers from three universities surveyed nearly 33,000 college students around the U.S. and found two-thirds were struggling with loneliness in the fall of 2020. More than a year later, many students, including those at San Jose State, had returned to remote instruction after winter break because of the Omicron Covid-19 surge.

Joel Figueroa, a 20-year-old business major, said that since the pandemic began he has become more nervous about talking to people. “I was much more confident in my abilities before,” he said.

While technology has enabled him to remain in touch with friends, it has undermined his in-person interactions, he said. “My connections with friends offline would definitely be deeper if we were not so attached to our devices,” he said.

Even older students I talked to, who didn’t grow up with as much technology or spend formative years in a pandemic, are finding it hard to make connections.

“I didn’t form relationships with any students when I went back to campus last fall,” said Megan Dela Rosa, a 43-year-old business major. “Everyone had their masks on and you didn’t know anyone’s comfort level.” She added, “I just went to class, got my work done and left.”

Anna Touneh transferred to San Jose State from a community college last fall. Since school began this year online, the 32-year-old said talking to students has only become more awkward.

In one class recently, small groups of students went to Zoom breakout rooms to work on an assignment. Ms. Touneh said in her group, no one had their cameras on and no one spoke. “It took me six minutes to say something,” she said. “I finally gathered the courage, but it was very meek. I said, ‘Hey, guys, so what are we supposed to be doing?’”

Runhua Yang, a 43-year-old business major, said she’s normally extroverted but the pandemic has made it more difficult to express herself. Masks have made it harder for teachers to hear her, she said, causing her to speak up less often. “If a professor doesn’t encourage participation, I stay quiet,” she said.

Parents and psychologists were already concerned that phone usage was negatively affecting social-skill development among young people, even before the pandemic, according to Danielle Ramo, chief clinical officer at BeMe Health, a mobile platform for teen mental health. In a previous job, she helped develop an app called Nod to help college students improve their social lives by challenging them to do things like smile at five new people or keep their dorm-room doors open in the evening...

 

Children Are Facing Learning and Speech Delays Due to Being Masked for Two Years

At AoSHQ, "'Kids are resilient!' -- The only harms we have to worry about are those suffered by the adult teachers!"

The Unbearable Bleakness of American Schooling

A phenomenal essay, from Robert Pondiscio, at Commentary, "How contemporary education fetishizes the bad and the broken in American life":

On a mild October night in 1962, a frightened housewife, eight months pregnant, climbed into bed in Yonkers, New York, with her two-year-old daughter. Her husband was at work on the West Coast and not with his family on what she felt certain would be the last night of their lives. Laying down in the dark holding her child, she cried and prayed until sleep overtook her.

Morning came and they were both still alive, not incinerated in bed as she had feared after President Kennedy shocked the nation with his televised address on the Cuban missile crisis the night before.

I was born five weeks later. Days before my first birthday, Kennedy was shot to death in Dallas. By the time I started kindergarten on Long Island, nearly 30,000 American GIs had been killed in Vietnam. I learned to read in Mrs. Bobrowitz’s first-grade class the same year Martin Luther King Jr. was assassinated; race riots tore apart Washington, D.C., Baltimore, Chicago, and other cities the summer before I started second grade. My elementary-school years were marked by levels of domestic unrest and political violence that in retrospect stagger the imagination. There were more than 1,900 domestic bombings in 1972 alone. Airplane hijackings were common. My dad flew for American Airlines.

My parents made no attempt that I’m aware of to shield me from the turbulent events of my childhood years. I thumbed the New York Daily News every morning after checking the Mets box score; I plucked Newsday out of the mailbox when I came home from school. The television was rarely turned off in our home. I watched Eyewitness News at 6 p.m. and, once I was allowed to stay up late, again at 11. It became a forgone conclusion that I would someday work in the news business after I had stayed up all night mesmerized by Jim McKay’s coverage of the Black September terrorist attack on Israeli athletes at the Munich Olympics the summer I was nine. Vietnam stretched far enough into my middle-school years that I wondered whether it would be over before I was old enough to be drafted.

In short, I grew up understanding that the world could be a dangerous place of unpredictable menace.

But I was not tyrannized by this knowledge.

I went to school, played unsupervised in the street, and had blanket permission to range widely on my bike, far from my neighborhood, provided I was home when the streetlights came on. Adults were not omnipresent as they tend to be in children’s lives today, but they seemed in charge and mostly competent. I also knew one thing with certainty about my country, reinforced by my parents and teachers and in the media and culture at large: We were the good guys.

*****

The mental landscape of American childhood is very different today. By any reasonable measure, the world is safer and more stable than at any time in living memory. Adults could hardly be more active in children’s lives, but at the same time we seem less inclined to play a reassuring role. This is particularly true in schools, where curricula and school culture seem nearly to revel in the bad and the broken, suggesting to children that they have suffered the great misfortune to have been born into a country that is racist to its core, whose founding documents were lies when written, and where democracy is hanging by a thread. Not that it matters, since we are just a few short years away from irreversible climate catastrophe, all but certain to render the world a spent and burned-out husk by the time they are grown. Neither is it a given that American children will internalize the idea that their country is a force for good in the world or an engine of freedom and prosperity. In fact, quite the opposite.

Forget adult competence. Children are told, sometimes explicitly in school and in the broader culture, that the world is counting on them for deliverance from problems grown-ups heedlessly created and have proven incapable of solving. In 2019, Time magazine named 16-year-old climate activist Greta Thunberg the youngest “person of the year” in its history. A group of Parkland, Florida, high-school gun-control activists topped the magazine’s list of the world’s most influential people. The article praising their efforts was written by Barack Obama.

Worst of all, this pedagogy of the depressed—America the Problematic—is thought to be a virtue among professional educators who view it as a mark of seriousness and sophistication...

Keep reading.

 

American Bar Association Forcing Wokeness on Law Schools

It's everywhere. And it's not going away soon.

Here's William Jacobson and Johanna Markind, at RCP, "ABA Forcing Wokeness on Law Schools."

Leftists Hate the People They Pretend to Love (VIDEO)

It's Liz Wheeler. 

She's good and really gets rolling just before the halfway mark, if you want to scroll ahead. 

A smart, stunning blonde bombshell with opinions. Love her. She's the best.

 

I'm a Public School Teacher. The Kids Aren't Alright.

 From Stacy Lance, at Bari Weiss's Substack, "My students were taught to think of themselves as vectors of disease. This has fundamentally altered their understanding of themselves":

I am proud to be a teacher. I’ve worked in the Canadian public school system for the past 15 years, mostly at the high school level, teaching morals and ethics.

I don’t claim to be a doctor or an expert in virology. There is a lot I don’t know. But I spend my days with our youth and they tell me a lot about their lives. And I want to tell you what I’m hearing and what I’m seeing.

Since the beginning of the pandemic, when our school went fully remote, it was evident to me that the loss of human connection would be detrimental to our students’ development. It also became increasingly clear that the response to the pandemic would have immense consequences for students who were already on the path to long-term disengagement, potentially altering their lives permanently.

The data about learning loss and the mental health crisis is devastating. Overlooked has been the deep shame young people feel: Our students were taught to think of their schools as hubs for infection and themselves as vectors of disease. This has fundamentally altered their understanding of themselves.

When we finally got back into the classroom in September 2020, I was optimistic, even as we would go remote for weeks, sometimes months, whenever case numbers would rise. But things never returned to normal.

When we were physically in school, it felt like there was no longer life in the building. Maybe it was the masks that made it so no one wanted to engage in lessons, or even talk about how they spent their weekend. But it felt cold and soulless. My students weren’t allowed to gather in the halls or chat between classes. They still aren’t. Sporting events, clubs and graduation were all cancelled. These may sound like small things, but these losses were a huge deal to the students. These are rites of passages that can’t be made up.

In my classroom, the learning loss is noticeable. My students can’t concentrate and they aren’t doing the work that I assign to them. They have way less motivation compared to before the pandemic began. Some of my students chose not to come back at all, either because of fear of the virus, or because they are debilitated by social anxiety. And now they have the option to do virtual schooling from home.

One of my favorite projects that I assign each year is to my 10th grade students, who do in-depth research on any culture of their choosing. It culminates in a day of presentations. I encourage them to bring in music, props, food—whatever they need to immerse their classmates in their specific culture. A lot of my students give presentations on their own heritage. A few years back, a student of mine, a Syrian refugee, told her story about how she ended up in Canada. She brought in traditional Syrian foods, delicacies that her dad had stayed up all night cooking. It was one of the best days that I can remember. She was proud to share her story—she had struggled with homesickness—and her classmates got a lesson in empathy. Now, my students simply prepare a slideshow and email it to me individually.

My older students (grades 11 and 12) aren’t even allowed a lunch break, and are expected to come to school, go to class for five and a half hours and then go home. Children in 9th and 10th grades have to face the front of the classroom while they eat lunch during their second period class. My students used to be able to eat in the halls or the cafeteria; now that’s forbidden. Younger children are expected to follow the “mask off, voices off” rule, and are made to wear their masks outside, where they can only play with other kids in their class. Of course, outside of school, kids are going to restaurants with their families and to each other’s houses, making the rules at school feel punitive and nonsensical.

They are anxious and depressed. Previously outgoing students are now terrified at the prospect of being singled out to stand in front of the class and speak. And many of my students seem to have found comfort behind their masks. They feel exposed when their peers can see their whole face.

Around this time of year, we start planning for the prom, which is held in June. Usually, my students would already be chatting constantly about who’s asking who, what they’re planning on wearing, and how excited they are. This year, they’ve barely discussed it at all. When they do, they tell me that they don’t want to get their hopes up, since they’re assuming it will get cancelled like it has for the past couple of years.

It’s the same deal with universities. My students say, “If university is going to be just like this then what’s the point?” I have my own children, a nine-year-old daughter and a seven-year-old son, who have spent almost a third of their lives in lockdown. They’ve become so used to cancellations that they don’t even feel disappointed anymore...

Keep reading.

 

Michigan Democrat Party

At Mary Katharine Ham's feed. Click to enlarge those screenshots.

Narrator: The post did reflect the views of Michigan Democrats. https://t.co/sZLuaOPDVE

— Mary Katharine Ham (@mkhammer) January 17, 2022

Omicron Leaves U.S. Parents, Teachers, and Students on Edge

Maybe this variant is peaking. We'll see. 

At LAT, "Anxious. Helpless. Upset. Omicron surge leaves U.S. parents, teachers and students on edge":

Tierra Pearson suspected the winter months would mean a sharp surge in coronavirus cases. So the Chicago mother made sure she and her two sons — seventh- and 10th-graders — were fully vaccinated.

“We were going to be prepared,” she recalled.

But as she kept the TV news on around the clock over much of the last two weeks, watching in dismay as leaders of the Chicago Teachers Union and Mayor Lori Lightfoot battled over safety precautions and schools reopening, Pearson felt far from prepared. She felt helpless.

“We as parents were totally left out of the conversation,” she said. “We had no voice about our schools, and that was truly a shame.”

As the Omicron variant continues to propel a massive surge in infections that has hit many educators and school staff, parents across the nation are faced with painful deja vu: toggling between virtual and in-person schooling and trying to keep up with constantly evolving district policies.

This week the Biden administration announced that it is planning to make 10 million COVID-19 test kits available each month for schools as part of its push to keep classrooms open during this wave of infections — a critical step considering that vaccination rates are lower among children.

Registered nurse Rafael Sanchez, left, evaluates COVID-19 patient.

Overall, 63% of Americans are fully vaccinated, but among children ages 12 to 17 the rate sits at 54% and among those 5 to 11, the rate drops to 17%. (In Vermont, 48% of that age group are vaccinated; in California, nearly 19%; and in Mississippi, 5%.)

But disruptions have occurred and at regular intervals.

On average, about 4% of schools across the country — 4,179 of 98,000 schools — dealt with COVID-19 disruptions such as closures this week, according to Burbio, a K-12 school opening tracker. That’s down slightly from 5,376 schools last week and a fraction of the peak that occurred around Labor Day 2020 when more than 60% of schools were closed, said Dennis Roche, Burbio’s co-founder.

Most of the closures were in the Northeast and Midwest, but some schools were starting to close in the West and South, Roche said. In Minneapolis, schools will go virtual for two weeks starting Friday because of a surge in Omicron cases among teachers. In Louisville, Ky., Jefferson County Public Schools shifted to remote learning because of COVID staffing shortages, while in the Portland, Ore., metro area, school districts moved to remote learning due to surges in cases and teachers being out sick.

Across the U.S., students are threatening boycotts and walkouts. The Oakland Unified School District faces such a strike unless it addresses a list of pandemic health and safety concerns. Students want the district to return to remote learning unless it provides KN95 masks for all kids and are calling for increased testing, among other demands. On Jan. 7, 12 district schools were forced to close after teachers staged a “sickout,” citing COVID worries. About 500 teachers were reported absent. And in New York, hundreds of students in recent days boycotted classes and staged walkouts over concerns about testing and called for remote learning to be implemented.

“We’re really in a pressure cooker situation right now, because American families are holding up the economy, we’re holding up the healthcare system and then we’re also expected to hold up the public education system,” said Keri Rodrigues, president of the National Parents Union, a network of grass-roots parent groups. “A lot of families across this country are absolutely at their breaking point.”

For many parents who live paycheck to paycheck, taking a few days off when schools close can mean the difference between having groceries or not and making rent or not, Rodrigues said. Beyond the financial loss, many parents worried that their kids’ mental health and grades would deteriorate when schools switch to remote learning.

“When you close down schools over an abundance of caution, understand what you are asking of American families who are already at the brink,” she said.

This week the Clark County School District, which spans Las Vegas and is the nation’s fifth largest school system with more than 320,000 students, announced it was canceling classes for two days due to extreme staffing shortages.

Jessica Atlas, a 46-year-old single mother, was already frustrated with the school district for not planning activities for her son, Ashton, 9, while he quarantined this week after he caught the flu and she tested positive for the coronavirus.

“I feel like the bottom’s falling out,” Atlas said, noting that Ashton had not been sent home with any additional

schoolwork. “There should be a plan in place if you send kids home. But there’s no organization, no real leadership and no real plan to catch these babies failing all over the place.”

The district said there would be no remote learning on the canceled school days.

 

California Schools Strain Under Omicron Surge

This is actually astonishing.

At LAT, "California schools under intense strain, fighting to stay open during Omicron surge":

In Los Angeles, schools saw a massive 130,000-student drop in daily attendance when students returned from winter break this week, the latest pandemic hit to education.

In San Diego, severe staffing shortages led school leaders to warn families of the possibility of “COVID Impact Days” similar to heat or snow days. And in Culver City, district leaders announced that they would close all schools next week to give students and staff time to “recoup and recover.”

Educators across California are in triage mode working to keep campuses open and the state’s 6 million children in class as Omicron-fueled coronavirus cases surge. Save for some notable exceptions, they are managing to do so. But staff and students are strained in new and stressful ways as yet another intense pandemic chapter unfolds at schools.

Amid outbreaks and rocketing infections, districts have closed classrooms; some teachers are trying to figure out how to adjust their lesson plans with fewer than a third of students at their desks; and administrators and other district employees are scrambling to fill in for absent staff. Only two weeks into the spring semester, many are exhausted.

“I’m frustrated for my staff, I see the wear and tear on them, " said Craig Spratt, principal of Cerritos Elementary School in Cerritos. “They’re putting on the bravest of faces. They’re providing the best routine they can for their kids and I’m just doing whatever I can to relieve them of the extra burdens so they can focus on their kids. It’s a very stressful time right now.”

A few districts have delayed the start of the spring semester or closed schools amid the surge, including Montebello Unified and the small Mammoth Unified School District, where schools were ordered closed for three weeks.

The spike in school cases has been swift and dramatic. In Los Angeles County prior to Omicron, the rate of positive cases among students and staff was “extraordinarily low” at about 0.2%, said county Public Health Director Barbara Ferrer in a news briefing this week. Last week, it soared to nearly 15% — or more than 80,000 positive tests.

Health officials are investigating about two dozen school outbreaks — which were largely linked to school sports during the winter break. And Ferrer warned the surge would probably lead to more.

In L.A. Unified, average attendance through Thursday was about 67%, district officials said. All schools remained open for in-person learning and administrators left their offices to help to cover for teacher absences when substitutes could not be found.

San Pedro High School Principal Steve Gebhart said he felt the emptiness of his campus as he walked this week through the school’s quad and near the flagpole during lunch.

About 800 students out of a population of 2,650 were absent early in the week, and about 500 students were absent on Friday, he said.

Students have been hesitant to return amid overwhelming news of the coronavirus surge but started to come back as they saw that school “was safe and all the measures in place were working,” Gebhart said. The school also had several teachers out each day but managed to cover them with certificated staff without having to combine classes, he said. Gebhart substituted in a health class Wednesday.

In San Diego, officials sent a message to families letting them know that because of the severe challenges facing schools, children would probably experience disruption during the next few weeks — whether it be a substitute, classwork in a study hall-type environment or “instructional time replaced by self-paced activities.”

“These are temporary measures required by the pandemic, and employing these strategies will allow San Diego Unified to keep classrooms open,” officials said.

As a last resort, district officials said they would work with local authorities to declare a “COVID Impact Day,” closing campuses for a day. In Burbank, where students returned to campus on Jan. 3, attendance fell to about 75% and at least eight classrooms at five different elementary schools have had to close, said Supt. Matt Hill. The district has also leaned on office staff to fill in because of staffing shortfalls.

Districts need more flexibility and support from the state, Hill said. He wants to see the state start distributing coronavirus tests directly to families, rather than placing an additional burden on schools to hand them out. He also wants the state to provide testing clinics for districts so that hundreds of districts aren’t tasked with setting up their own.

In Culver City, district officials announced Friday that because of the spike in coronavirus cases, it would close all schools next week. The K-12 public school system, the first in the nation to issue a coronavirus student vaccination mandate, had recorded 587 student cases since Aug. 2020. Of those, 463 were reported in the last two weeks. The district has 7,100 students and 900 employees.

“Things accelerated too quickly,” Supt. Quoc Tran said. By taking a few days off, “everyone will get the chance to be distant from one another, recoup and recover and come back Monday.”

Students will be sent home with a coronavirus testing kit and they will need to show a negative test to return Jan. 24.

The surge has also led to labor strife, with teachers in San Francisco, Oakland and West Contra Costa staging actions to demand additional safety measures.

In Oakland, students also began circulating a petition echoing teachers’ safety demands. To date, it has been signed by more than 1,200 students. Ayleen Serrano, a petition organizer and a sophomore at MetWest High School, said she has felt the strain of the surge. All her classes are only half full, she said. One has only 7 students instead of 20.

“Even when there’s two or three kids missing it makes a big dent,” she said. “We also can’t learn anything because a lot of the kids, they’ll fall behind.”

Across the state, staffing shortages have led teachers and school officials to take extraordinary measures...

 

 

California Schools Poised for Return to Emergency Remote Online Instruction

The word is at some schools says students who aren't sick have skipped the first two weeks of classes, and then there are all the real cases the Omicron. A *shit show* is how one teacher described things.

It's a new world out there, and not a better one.

At Politico, "California official: Schools can return to remote learning due to staff shortages."

University of Washington Professor Stuart Reges' Land Acknowledgement Case

This is bizarre.

I've noticed indigenous "land acknowledgements" lately, something like, "We hereby acknowledge that this campus resides on stolen land," blah, blah...

Professor Reges ain't taking it.

At the F.I.R.E., "University of Washington: Professor created ‘toxic environment’ by deviating from university-approved language about Native American land."