While making use of the talking point that CRT is “typically in a college-level course,” a new Kappan report<\/a> does concede that “elements” of CRT can appear in K-12 lessons as they help students “unpack and rethink the social construct of race that divides so much of U.S. society.\u201d<\/p>\n The report offers a trio of ideas for “effective responses” to (parental) inquiries about CRT-related matters:<\/p>\n –<\/strong> Open by describing a shared value.<\/p>\n –<\/strong> Use active voice to name an antagonist (e.g., the people who are trying to divide) and call out divide-and-conquer tactics.<\/p>\n –<\/strong> End with a strong, positive call to action that affirms common values. Instead of being race-neutral or colorblind […] talk about making education better for students of different racial and ethnic groups.<\/p><\/blockquote>\n Kappan report co-author Francesca L\u00f3pez, the Waterbury Chair in Equity Pedagogy at Penn State’s Department of Curriculum and Instruction, said school personnel need to “step away from the fueling of [parents’] fear” by not getting defensive about CRT and instead “focus on what is actually going on, and why.\u201d<\/p>\n L\u00f3pez said that “what is actually going on” is teachers making sure “every student has an experience that elevates their opportunity, that validates their identity, that ensures engagement and curiosity.\u201d<\/p>\n MORE:<\/strong> Student survey: Yes, critical race theory IS being taught in schools<\/a><\/p>\n \u201cThe people who are orchestrating these kinds of media campaigns are concerned about power and politics and not actually about individual children or what\u2019s happening at school\u201d Hodge, another co-author of the report, said.<\/p>\n Let’s unpack all this, shall we?<\/p>\n First, race-conscious approaches go against the values of most Americans. As the U.S. Supreme Court currently is considering the status of affirmative action in college admissions (again), even ABC News notes<\/a> almost two-thirds oppose such race-conscious policies (including 59 percent of African Americans).<\/p>\n In addition, race-conscious school discipline policies have proven to be a failure<\/a> (and are disliked by teachers), and more than half of the country’s educators oppose the teaching of critical race theory<\/a>.<\/p>\n As such, using a flowery “[We’re] making education better for students of different racial and ethnic groups” and “[We’re] validating every student’s identity” aren’t likely to assuage parent concerns. They’ll likely lead to a response of “Well, what do you mean<\/em> by that, exactly?”<\/p>\n Lastly, Professor Hodge’s comments are a perfect illustration of the disconnect between modern academia and the real world. Does she really<\/em> believe parents aren’t concerned that schools have made pornography available<\/a> to children? That parents aren’t worried (white) children are being scapegoated by the “elements” of CRT being used in schools<\/a>? That parents aren’t concerned that, in the name of “validating identities,” biological males are permitted<\/a> in girls’ restrooms and locker rooms?<\/p>\n![\"Photo](\"https:\/\/www.montclair.edu\/responsive-media\/cache\/profilepages\/media\/7354\/user\/0920168641cehsemilyhodgecopy.jpg.0.1x.generic.jpg\")
Montclair University Professor of Educational Leadership Emily Hodge (pictured) <\/em>was more specific, claiming “conservative media outlets and organizations have inflamed the emotions of parents,” especially those in conservative, white suburban districts where schools are “diversifying.”<\/p>\n