What happened to teaching American students reading, writing, and arithmetic?
While working as a Buckley Fellow at National Review, I have had the opportunity to investigate and expose the methods left-wing radicals use to smuggle propaganda into K–12 classrooms. Thanks to your generous support, we’ve been able to call attention to the malign influence of those teachers who are more interested in transmitting their radical politics to the next generation than they are in preparing them to be productive citizens. If you appreciate the work we do in behalf of the next generation, please consider supporting us as part of our spring webathon.
Unfortunately, in my short time at NR, I’ve had no shortage of coverage opportunities. Most recently, I reported on the Chicago public school district’s “Teachers for Social Justice” curriculum fair. At the fair, workshops included: “Drop the ADL from Schools Chicago,” “Does My Curriculum Facilitate Genocide? Towards an Anti-Imperialist Social Studies,” and “The Fight for Liberatory Education.”
Teachers were taught to reject American exceptionalism and ensure their curriculum does not “facilitate genocide.” The union told National Review that these curriculum fairs and lessons are a direct response to the Trump administration, calling political activism in schools a necessary part of education.
That’s not all: At the beginning of next month, the union is encouraging teachers and students to participate in a May Day protest, shutting down local schools entirely in recognition of International Workers’ Day.
Our reporting sheds light on the indoctrination going on behind closed classroom doors. With your help, we can continue to do that.
So far, our webathon has raised almost $75,000. If you’re able to, consider donating today, to help us broaden our investigations across the country.
