RADICALIZED SCHOOLS:
Dr. Armand A. Fusco
Schule und Lernen / Schulbücher Allgemeinbildende Schulen
Beschreibung
How to Combat the Racial Radicalization of Education Vol I This two-volume guidebook is essentially an encyclopedia illustrating the problems revolving around the racial agenda that’s indoctrinating K-12 students who are being radicalized by promoting Critical Race Theory (CRT) with all of its various clones using different terms and phrases. The issue with parents who are revolting against is how it is being done—indoctrination and not choice, and not age appropriate in the lower grades. The reason for two volumes is because most books relating to this issue go into the topic without giving the necessary background—stagecraft--to really know what’s involved. Too often authors assume the reader is familiar with the background information and that is a dangerous assumption to make. Vol, I provides the definitions of so many words and phrases because Critical Race Theory is a concept driven by twisted and confusing language much of it with new words such as intersectionality making it sound mysterious and even important. Yet, it is a simple problem to resolve with choice and options; but the racial advocates, primarily white suburban educators, do not want it resolved believing that every single student K-12 must be radicalized and racialized by the racial agenda without providing any evidence of the need for its infusion in K-12 schooling. The districts promoting it are even denying that CRT is being promoted. Therefore, it’s the words being used that are the clue whether or not CRT it is being taught. For example, the Superintendent of Schools of the trophy school did an unpresented action by purchasing a copy of How to be an AntiRacist for every teacher to use; no further evidence is needed. Anyone can be radicalized (it occurs when someone starts to believe or support extreme views, and then in some cases they become willing or unwilling radicalized activists. Even the Connecticut solution (a deep blue state) arrived at a very amicable solution. It recognized that it should not be done through indoctrination, but with choice and only at the high school level. In addition, it’s a political issue with Progressive Demo,crats and the Biden White House advocating for its use in schools, and Republicans opposed to it. For example, the term slavery is interpreted to mean black slavery only, when in fact, white slavery started sooner, it was harsher because they were used in the dangerous mining and timber work, and it was cheaper to buy a white slave rather than a black slave. Vol II Volume I set the center stage for the radicalization drama to take place for Vol II to provide the nitty-gritty of the racial agenda that creates conflict, chaos, anger and makes schools unsafe for staff and students. This is reason enough why it does not belong in schools. What’s critical to understand is that this extreme indoctrination has absolutely nothing to do with improving academic skills and knowledge, and furthermore, it violates U.S. Supreme Court decision (1968, Epperson vs Arkansas) that “prohibits the teaching of only one dogma.” What’s even more interesting is that the districts promoting the racial dogma deny that they are doing so. In psychology, “denialism is a person’s choice to deny reality as a way to avoid a psychologically uncomfortable truth,” moreso for others when it involves the racial agenda. The options available to combat the radicalization are then provided. To make matters far worse is that the time and attention being given to this agenda has the so-called safe school plans collecting dust causing the publication of, Does Your Child Attend a Safe School? No! A Manual for Parents and Policymakers,” that provides 53 reasons why schools doing the racial agenda are not safe, Additionally, reading and math scores have been in a steady decline with 30-35 million students scoring below proficiency; can it be any worse?
