On the other hand, it's probably best that the schools shut permanently

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With our newly opened borders, we’ll have no need for native math literates

With our newly opened borders, we’ll have no need for native math literates

Oregon wants to get rid of “racist” math

Samples from this new teachers’ handbook:

HOW TO USE THIS TOOL

While primarily for math educators, this text advocates for a collective approach to dismantling white supremacy. This school-wide approach ensures that anti-racist work is not left alone to one individual (i.e., math teacher or the director of equity), but to enlist the support and voice of all stakeholders in the school ecosystem.

•Teachers should use this workbook to self-reflect on individual practices in the classroom and identify next steps in their anti-racist journey as a math educator.

• Leaders and coaches should use the framework during observations and walkthroughs, annotating the behaviors and providing targeted feedback.

• Administrators should examine programs and policies and how white supremacy impacts student outcomes (e.g., tracking, course selection, intervention rosters). In addition, they can hold teachers accountable for completing the activities in this workbook.

Recognize the ways that communities of color engage in mathematics and problem solving in their everyday lives.

  • Teach that mathematics can help solve problems affecting students’ communities. Model the use of math as a solution to their immediate problems, needs, or desires.

  • Identify and challenge the ways that math is used to uphold capitalist, imperialist, and racist views.

  • Teach the value of math as both an abstract concept and as a useful everyday tool.

  • Expose students to examples of people who have used math as resistance. Provide learning opportunities that use math as resistance.

  • And:

  • We see white supremacy culture show up in the mathematics classroom even as as we carry out our professional
responsibilities outlined in the California Standards for the Teaching Profession (CSTP). Using CSTPas a
framework, we see white supremacy culture in the mathematics classroom can show up when:

    • The focus is on getting the “right” answer.

    • Independent practice is valued over teamwork or collaboration.

    • “Real-world math” is valued over math in the real world.

    • Students are tracked (into courses/pathways and within the classroom).

    • Participation structures reinforce dominant ways of being.

And so on. Time to defund our schools, which are now nothing but training grounds for our enemies.

(Note to readers: I do try to source my links, especially for the most unbelievable ones. Here’s the original link; you can, as I did, click through to the Oregon Dept. of Education to see the original document.)