Woke Math: Coming to Your School?

The British author Douglas Murray has lately argued that intersectional social justice represents the most serious ideological threat to the liberal order since the end of the Cold War. Even a few years ago, his thesis would have sounded overblown, but no longer. Events have conspired to vindicate him.

Take the phenomenon of woke math, for instance. As Catherine Gewertz laid out in a piece for Education Week late last year, more and more teachers in K–12 classrooms are introducing left-wing intersectional agitprop into math lessons. Progressive talking points on subjects like policing patterns and campaign-finance reform are being used to supply students with numerical data that is then used to teach multiplication, division, algebra, and the like. Gewertz describes one such initiative, developed in Seattle, as attempting to supply “a framework . . . that weaves questions of power and oppression into math instruction, along with explorations of ethnic identity.”

About the Author

Cameron Hilditch

Cameron Hilditch was a 2020-2021 William F. Buckley Fellow in Political Journalism at National Review Institute.

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The British author Douglas Murray has lately argued that intersectional social justice represents the most serious ideological threat to the liberal order since the end of the Cold War. Even a few years ago, his thesis would have sounded overblown, but no longer. Events have conspired to vindicate him.

Take the phenomenon of woke math, for instance. As Catherine Gewertz laid out in a piece for Education Week late last year, more and more teachers in K–12 classrooms are introducing left-wing intersectional agitprop into math lessons. Progressive talking points on subjects like policing patterns and campaign-finance reform are being used to supply students with numerical data that is then used to teach multiplication, division, algebra, and the like. Gewertz describes one such initiative, developed in Seattle, as attempting to supply “a framework . . . that weaves questions of power and oppression into math instruction, along with explorations of ethnic identity.”