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Lorena German, author of "The Anti Racist Teacher," advocates using literacy education to address institutional racism in America. She endorses books like Ibrahim X. Kendi's "How to Be an Antiracist." The speaker questions why there is no protest against such content in schools. Referring to an NBC article about PragerU, they criticize the description of PragerU as dangerous propaganda and highlight the authority these lessons have over the education system. The speaker concludes that as these ideas enter classrooms, there is a senseless backlash and attack against them.

Today, I will discuss the 6 key elements of implementing critical global citizenship education. Before that, let me briefly introduce two central concepts. Global citizenship education focuses on developing knowledge, skills, values, and attitudes for a more inclusive and peaceful world. Critical consciousness involves understanding social and political contradictions and taking action against oppressive elements. These concepts are strongly interconnected. Now, let's address the first element: decolonialism. It promotes diversity and decoloniality instead of neutrality in education.

The administration is fighting to remove critical race theory from school districts. Children will be taught to love America, be patriots, and embrace civic values to receive federal taxpayer funding. As the Department of Education closes and funding is provided to states, the administration will ensure funds are not used to promote communist ideology. A nation cannot teach its children to hate themselves and their country to be successful.

Speaker 0 argues that the crooked foundation of the public school system makes university indoctrination possible, asserting that everything in school is filtered through a Marxist lens of oppressed versus oppressors. The speaker claims schools introduce gender ideology, with opponents framed as intolerant; introduce critical race theory, with opponents framed as racist; introduce feminism, with opponents labeled misogynist or part of the patriarchy; and introduce socialism, with opponents described as privileged. The speaker contends that this influence is often subtle rather than overt, embedded in curriculum. An example given is how slavery is taught in elementary school. The speaker acknowledges general agreement that slavery was bad but argues that curricula omit broader historical context. Specifically, they state that The United States banned slavery in seven states while the rest of the world had bans in seven countries; in seventeen seventy six, 92–95% of the world was actively practicing slavery and it was the norm on every continent. The speaker also notes that Thomas Jefferson tried to get slavery abolished in the original draft of the Declaration of Independence, that England abolished slavery in 1833, the United States in 1865, and that the rest of the world followed that example in Africa and Asia. The claim is that within proper historical context, the American story is one of liberation. The speaker asserts that the Marxist lens requires the oppressed versus the oppressors, and that if these arguments were made in school, a student would be failed, shamed in front of the class, and possibly sent to the principal’s office. The claim is that the system is designed to keep America divided so it could be easily conquered. Addressing critics, the speaker mentions the Frankfurt School, stating it expanded the ideas of Marxism, developed the oppressed-versus-oppressor framework, and aimed to use race, gender, and sexuality to usher in cultural Marxism. The speaker contends this infiltration began in academia in the nineteen-sixties, and attributes today’s situation to those developments. Note: Promotional content at the end has been omitted.

Jesse Hagopian, a teacher in Seattle, commends the work of teachers in Florida who are defying laws to discuss systemic racism. He highlights how Florida's ban on African American Studies curriculum led to the removal of the word "systemic" from the course. Hagopian warns that Florida's laws, such as the ban on discussing LGBTQ+ topics, are being exported to other states. He draws parallels between the current situation and the McCarthy era, where teachers were fired for being labeled communist or homosexual. Hagopian believes that the civil rights movement and LGBTQ+ liberation are crucial in combating these oppressive laws. He expresses concern about the possibility of teachers being jailed and offers his support to those facing felony charges.

The first tenet of critical race theory (CRT) is that the United States is irreversibly racist and must be overthrown. Brian Leszynski, a prominent advocate of CRT and education adviser to Tim Walz, asserts that everything in American society is rooted in racism. He explicitly states that one cannot be a critical race theorist and support the U.S. This perspective positions both Leszynski and Walz as revolutionaries aiming to dismantle American values. Kamala Harris chose Walz as her running mate, knowing his ideology aligns with her own vision for change, which is perceived as an attempt to overthrow rather than improve the country. The narrative suggests that the real threat to America comes from within, emphasizing the need for awareness and action against this ideological shift.

I teach a variety of subjects in my classroom, including Marxism, socialism, trans rights, LGBTQ history, black history, racial history, indigenous genocide, redlining, Africville, Starlight tours, sir John a McDonald's history, wealth inequality, LGBTQ and trans representation in younger generations, intersectionality, the polytechnic massacre, and the sixties scoop. I believe it is important to educate my students about these topics as they are relevant to the curriculum. I do not force any beliefs on my students, but I do emphasize the importance of love and respect for all individuals. As a teacher, I have the right to teach what I believe is beneficial to my students within the boundaries set by the Education Act.

The speakers claim Trump is using education to open the door to fascism, reminiscent of Nazi Germany. They are preparing for potential ICE actions with the "Red Folder Project" to protect students. Chicago Public Schools demonstrated resistance by denying ICE access to students, advising against collecting data on students' origins. Public schools are described as holding both the scars of oppression and the seeds of liberation, historically reproducing inequality. Speakers assert the goal is to force trans youth back into the closet by redefining sex and making it impossible for them to participate equally in school and society. Nearly half of US public school students are allegedly in schools where teachers are mandated to lie about race, gender, sexuality, and US history. Drawing parallels to the McCarthy era and the lavender scare, they highlight the firing of educators accused of communism or homosexuality. They emphasize the importance of teachers getting into the streets and building a mass multiracial movement to resist. Strategies beyond legal challenges are needed, focusing on rebuilding a social movement. They promote the June 7th National Teach Truth Day of Action with resources available on the ZYN Education Project website.

Trans activism is described as the decolonizing of masculinity, similar to how radical feminism became an attack on masculinity. Feminism, once a movement for women's equality, allegedly became a force that inverts its original goals, exemplified by men dressed as women receiving female awards and endorsements. Queer plus activism is framed as the decolonizing of heterosexuality, disrupting the "human blueprint" of male-female procreation. This involves radicalizing the fringes against the middle of bell curves, where the state empowers these edges to disrupt societal norms. Anti-racism is presented as the decolonization of capitalism, with concepts like "whiteness as property" and abolishing whiteness being discussed in academic journals. Equity, as part of DEI, is identified as the driving force behind this decolonization effort, aiming to dismantle existing power structures and invert them to accommodate the fringes.

Public schools are being influenced by the radical left, and I have a plan to save American education. First, we will cut federal funding for schools promoting critical race theory, gender ideology, or inappropriate content. We will investigate any school district engaging in race-based discrimination, including against Asian Americans. The Marxism taught in schools is hostile to Judeo-Christian teachings, so we will pursue violations of the establishment and free exercise clauses. We will remove radical individuals from the Federal Department of Education. We will veto efforts to weaponize civics education and ensure fairness in women's sports. We will create a new credentialing body for patriotic teachers and implement reforms like abolishing teacher tenure, reducing school administrators, and giving parents more control over curriculum and school principals. We will prioritize high-quality education for our children.

Left wing and woke ideology is framed as noble—compassion, justice, equality, and progress—but the question remains: progress toward what? To understand modern leftism, especially in its woke form, the speaker traces its development back nearly two hundred years. Ideas evolve like viruses: as society builds immunity to one bad idea, academics tinker with it until it mutates into something more contagious, more destructive, and harder to detect. The journey begins with Hegel, who proposed the dialectic—thesis and antithesis colliding to form a new synthesis, the engine of supposed progress. Marx applied this framework to economics, developing dialectical materialism, arguing society is a class struggle between haves and have-nots, and that revolution is inevitable, with workers rising up to destroy capitalism and create a communist utopia. To the left, progress means the oppressed overthrowing the oppressors. But Marx’s vision flopped, leading Vladimir Lenin, founder of the Soviet Union, to retool it: the have-nots wouldn’t rise up on their own; they needed elites to lead and radicalize them. Perpetual revolution followed, where once one oppressor is toppled, the new ruling class becomes the next enemy, and the struggle never ends. When this approach failed in the West, the Frankfurt School updated Marxism. They observed that capitalism’s material success inoculated workers against revolution, so they targeted culture, education, media, churches, the arts. They called it the long march through the institutions: if they couldn’t radicalize people economically, they would do so socially and spiritually, slowly, generation by generation. Then came the postmodernists, who claimed power exists not only between rich and poor but everywhere—between man and woman, white and black, straight and gay, fit and fat, colonizer and colonized. All relationships become power struggles, and the personal becomes political. Finally, intersectionality emerged, declaring oppression is not one-dimensional but a matrix; every identity adds a new layer of victimhood, giving more moral authority the more layers there are. This, the speaker argues, has produced a modern ideological caste system. For example, the ultimate proletariat is described as a fat, old, disabled, single, black, Muslim, trans woman who is a lesbian from a third world country with no education, low income, and residing in a rural area. The final bourgeoisie boss is described as a middle-aged, married, able-bodied, straight, white, cisgendered, heteronormative, Christian westerner with a degree, high income, living in a city. The conclusion offered is that modern progressives are really just neo-Marxism in drag.

Leaked lesson plans from a freshman education course at the University of Illinois Urbana-Champaign sparked backlash after a student whistleblower exposed the level of hard left ideology being taught. The student shared six weeks of lectures with Fox News Digital, accusing the professor of turning an intro course into an indoctrination seminar focused on, you guessed it, equity, identity, and oppression amongst other practices. Slides from the course, which is a requirement to graduate, show first year education majors were trained to prioritize equity, LGBTQ plus issues, privileged identities, and preferred pronouns. Erica Donalds, AFPI Center for Education Opportunity Chair, responded that what the student whistleblower reveals is political, not an education course, and called it a course in liberal left wing Democrat politics. She argued it is infuriating to taxpayers paying for these courses that it explicitly teaches new teachers to be activists and to view schools as part of a larger political system, with the ideologies in the PowerPoint described as radical left wing ideologies being pushed on students instead of teaching the science of reading, how to teach rigorous math, and other fundamentals. She noted that brand new teachers coming out of teacher colleges are "woefully unprepared," citing surveys. The discussion highlighted concerns that if teachers focus on such content, they cannot teach students what they need to know. The problem, it was said, lies with the people teaching the teachers, suggesting reforms must target teacher certification and the ideologues running these programs. Donalds advocated reforming teacher certification, arguing that students who majored in core subjects must return to take courses from colleges of education for purposes of indoctrination and protectionism by teachers unions. One point raised: courses on privilege can lead to teaching individuals to shame children for how they were born, a concern about teaching young adults who are preparing to be teachers. The discussion asserted that parents and teachers are being disillusioned by education schools, undermining trust in colleges of education and colleges in general. On the political front, Linda McMahon, the Education Department Secretary, was discussed in the context of dismantling the department. It was stated that groups suing to stop reforms are not parents or classroom teachers, but teachers unions, progressive school district coalitions, and advocacy groups that benefit from centralized federal control and oppose curriculum transparency and accountability. The claim was that Congress created the department, but nothing requires it to remain an untouched bureaucracy, and McMahon is reportedly working to deliver on a promise to dismantle the Department of Education, with some functions moved to the Treasury, the Labor Department, and HHS. The conversation concluded with support for McMahon’s efforts and skepticism about the department’s longevity, ending with a light remark about the department’s age.

The first tenet of critical race theory is that the United States as constructed is irreversibly racist, therefore it must be overthrown. Critical race theory is not just about telling stories; it's insurgent. One cannot be a critical race theorist and be pro-US. It is an anti-state theory that says the United States needs to be deconstructed.

The Compassionate Systems Awareness Framework teaches kids to view world issues with compassion. However, critics argue it manipulates children into leftist activism. An example is a school experiment where students experience hunger to promote empathy for global food distribution issues. The goal is to shift children towards collectivist solutions like government-controlled farming. This approach is seen as brainwashing and creating future social justice activists, disguised as compassion. Critics urge against social emotional learning in schools. Translation: The Compassionate Systems Awareness Framework aims to teach children to approach global issues with compassion. However, some believe it manipulates kids into leftist activism. An example is a school experiment where students experience hunger to promote empathy for global food distribution issues. The goal is to steer children towards collectivist solutions like government-controlled farming. This approach is viewed as brainwashing and creating future social justice activists, disguised as compassion. Critics advise against social emotional learning in schools.

The administration is fighting to remove critical race theory from school districts. Children will be taught to love America, be patriots, and embrace civic values to receive federal taxpayer funding. As the Department of Education closes and funding shifts to states, the administration will ensure funds are not used to promote communist ideology. A nation cannot teach its children to hate themselves or their country to be successful.

The Democratic party’s problem isn’t its messaging; it’s the message itself. People dislike the message, not the delivery. The Department of Education’s effectiveness is questionable; reading and math scores are lower now than in 1977 when it was created. A Michigan teachers’ union contract allows teachers to be caught drunk four times before facing consequences, and selling drugs once before firing. The NFL’s “End Racism” end zone messages are pointless virtue signaling. These messages don't deter racism and may even antagonize racists. Instead of focusing on race and gender, addressing real issues is key. Virtue signaling, in fact, perpetuates racism.

The Department of Education is allegedly staffed by radical left Marxist bureaucrats who are hostile to Western civilization, American interests, and the nation's founding documents. These individuals are purportedly using their positions to force agendas such as radical gender ideology, critical race theory, and diversity, equity, and inclusion on American students and children. This allegedly takes away parents' ability to control their children's education. The plan under President Trump is to return authority to the local level, allowing parents to control outcomes, while ensuring that no federal funds support racism, gender ideology, or other ideas offensive to the American taxpayer.