Consider the John J. Duggan Middle School (JJD-MS) in Massachusetts which is now a “social justice magnet school.” JJD-MS emphasizes “helping students develop the necessary skills to analyze and synthesize information….” No, there’s absolutely nothing wrong with that! But, then there’s this: The purpose is “to generate empathy by looking at multiple sides of important issues facing the world, be that hunger, water quality, radial barriers, child labor or imbalance of power.” According to JJD-MS’s new principal, a teacher’s primary job is to develop “fairness” in students.
Is that the pedagogical agenda of an educator or a social activist?
Consider also the Crescent Heights Social Justice Magnet School (CHSJ-MS) in Los Angeles. The curriculum requires students to work on “action projects” that implement the United Nations’ Millennium Development Goals. Hopefully, student will be transformed into “agents of change.” CHSL-MS founders state: “We want our students to recognize injustice in their world or the world at large and be able to fully express their outrage, their plan of attack, their progress in this endeavor.”
“Outrage,” a “plan of attack,” and “progress.” Yes, that’s exactly what should be expected of high school graduates! Marx couldn’t have said it better.
If that’s not enough, then consider Chicago’s Social Justice High School whose faculty specialize in “struggle and sacrifice.” And Massachusetts’ Social Justice Charter School whose students learn “social justice math.”
States have been called “laboratories of democracy” and public schools “laboratories of citizenship.” The trouble is that ideologues—calling themselves “educators”—are indoctrinating young people in a secular religion, Marxist thought, on the taxpayers’ dime. Worse yet, most of this claptrap is found inside inner city schools. That's "social justice"?
Whatever became of that so-called “strict” wall of separation?
Let the discussion begin…
To read Michelle Malkin’s article, click on the following link: