Rita Kramer, Heather Mac Donald, and others have observed that much of what goes on in education schools is useless or even counterproductive, filling the heads of future teachers with “progressive” notions about how to teach.

If you doubt that, take a look at this article on TC Record.

A taste:

This article argues for a decolonizing multicultural education pedagogy, which engages the interstices — in-between hybrid spaces — that emerge at the intersections of different cultures, histories, and locations. It also examines how those who work for social transformation are implicated in the very systems and structures they are attempting to deconstruct.

Why not just teach students academic subjects and forget about their backgrounds as “colonizer” or “colonized” and “oppressor” or “oppressed”?

The answer, I suppose, is that it would leave a lot of education theorists without anything to do.