How far gone is Illinois? And by “gone,” I mean arrogantly and divisively leftist.

Well, despite statewide and even nationwide condemnation of the proposed “Culturally Responsive Teaching and Leading Standards,”  the Joint Committee on Administrative Rules (JCAR) failed to stop the controversial standards.

In a vote delayed by one day, JCAR voted 6-5 along partisan lines to, in effect, approve these standards, which will infuse the assumptions of Critical Race Theory/ identity politics/BLM into 1. all teacher-training programs, 2. all Professional Education Licensing (PEL), and 3. indirectly into all public school classrooms.

Not even yesterday’s plea from the left-leaning Chicago Tribune Editorial Board to JCAR not to pass these controversial standards—standards that the editorial board described as politicized—was sufficient to stop the Democrats in JCAR from further exploiting government schools for leftist propaganda purposes.

Ideological diversity—already a rare commodity in government schools—will be now be further diminished in favor of promoting arguable leftist beliefs about identity, “systems of oppression,” “sex and gender, gender identity, sexual orientation, racism, sexism, homophobia, unearned privilege,” and “Eurocentrism.”

The standards were created by a committee hand-picked by the Illinois State Board of Education (ISBE), which is controlled by leftists. While having the effect of law, these standards constitute an amendment to existing school code, so they did not have to go through the normal lawmaking process, which would involve more transparency, floor debates in Springfield, and every Illinois lawmaker publicly voting.

In the wake of nationwide criticism of the “woke” standards, the ISBE issued a statement with this chuckle-worthy, chuckleheaded claim:

The standards were developed by a diverse group of educators from around the state.

Just curious, how many in this “diverse group of educators” are critics of Critical Race Theory and BLM, or find fault with the ideas of Ibram X. Kendi, Ta-Nehesi Coates, and Robin DiAngelo?

The ISBE’s statement also said the following:

The Culturally Responsive Teaching and Leading Standards apply to teacher preparation programs, not to K-12 school curricula. ISBE also will offer optional professional development on the standards to current educators. Educators and school districts maintain local control over what professional development they choose.

This is a transparent effort to mollify and silence critics of the infusion of leftist beliefs on race, American history, homosexuality, and “trans”-cultism into curricula. But “deplorables” are not stupid. We all know that “teacher preparation” is intended to and will shape both professional development and curricula.

As a result of the widespread condemnation of the leftist-created standards, the ISBE begrudgingly tossed an insignificant sop in the direction of Illinoisans who oppose the divisive politicization of education. Nervous ISBE leftists changed the word “progressive” to “inclusive.” For example, here is an original pre-condemnation sentence from the standards:

The culturally responsive teacher and leader will … Embrace and encourage progressive viewpoints and perspectives that leverage asset thinking toward traditionally marginalized populations.

Here is the worthless, one-word, post-condemnation change ISBE wokesters threw to Illinois serfs:

The culturally responsive teacher and leader will … Embrace and encourage inclusive viewpoints and perspectives that leverage asset thinking toward traditionally marginalized populations.

As I wrote last week, the unelected wokesters on the ISBE committee that created these radical standards think Illinois conservatives are stupid. They think we don’t realize that their definition of “inclusive” excludes conservative viewpoints.

They also think conservatives won’t notice the inclusion of the adverb “traditionally,” which necessarily excludes contemporary marginalized populations, like the theologically orthodox Christian population, which is today excluded, hated, and cancelled.

This is what’s called a distinction without a difference—a distinction intended to dupe the deplorables.

In another document, the ISBE makes another chuckle-worthy, eye-roller of a statement about the effects of these new ideological diktats:

The standards will help combat the teacher shortage. They will help educators become better teachers and experience higher job satisfaction, which makes them more likely to stay in the profession.

No acknowledgment of the teachers who will leave the profession or of those future teachers who will no longer consider teaching in Illinois because they know that Illinois schools are places of oppression that require ideological submission.

Here are just a few of the controversial ideas that Illinois will now force teacher-training programs and professional licensure to impose on all future “teachers, school support personnel” and administrators. Please note, that “identities” include homosexuality, cross-sex impersonation, and “gender fluidity”:

• Value the notion that … there is not one “correct” way of doing or understanding something.

• “Assess how their own biases and perceptions affect their teaching practice and how they access tools to mitigate their own racist, sexist, homophobic, Eurocentric behavior or unearned privilege.”

• Be aware of the effects of power and privilege and the need for social advocacy and social action to better empower diverse students and communities.

• Encourage and affirm the personal experiences … students share in the classroom.

• Consistently solicit students’ input on the curriculum.

• Co-create, with students, the collective expectations and agreements regarding the physical space and social-emotional culture of the classroom.

• Create a risk-taking space that promotes student activism and advocacy.

• Invite family and community members to teach about topics that are culturally specific and aligned to the classroom curriculum or content area.

• Intentionally embrace student identities and prioritize representation in the curriculum.

• Implement and integrate the wide spectrum and fluidity of identities in the curriculum.

• Ensure text selections reflect students’ classroom, community, and family culture.

• Ensure teacher and students co-create content to include a counternarrative to dominant culture.

• Promote robust discussion with the intent of raising consciousness that reflects modern society and the ways in which cultures and communities intersect.

• Consider a broader modality of student assessments [i.e., grades and testing], such as … “social justice work.”

In my mind’s eye, I see more Illinois families planning their exit from public schools and more families planning their exit from this politically “woke,” intellectually slumbering, and morally vacuous state.

Listen to this article read by Laurie:

https://staging.illinoisfamily.org/wp-content/uploads/2021/02/Illinois-Passes-Controversial-Leftist-Teacher-Training-Mandate.mp3

---

Please support the good work of Illinois Family Institute.

Click HERE to learn about supporting IFI on a monthly basis.

Warning: Reader Discretion Advised

Leftists in Springfield are still not done using public schools to preach “woke” beliefs to Illinois school children, thereby driving more families out of Illinois—which is a bad thing for Illinoisans who can’t leave—and driving more families out of government schools—which is a good thing except for those who can’t leave.

State Representative Mary Flowers (D-Chicago) has filed a jaw-dropping bill, HB 80, that doesn’t propose merely “standards,” or “guidelines,” or even a type of curriculum. Oh no, Flowers is going for the whole enchilada. If passed, this bill would mandate the teaching of specific books on race and feminism: 20 non-fiction books and 9 fiction. Every book is written by a leftist. There is not one book in Flowers’ list by either a person of color or a colorless person who criticizes or dissents from leftist assumptions on race or feminism.

Flowers’ bill says,

Amends the School Code. Sets forth a list of nonfiction, fiction, and children’s books about racism that shall [must] be required reading for students in every public elementary and secondary school beginning with the 2021-2022 school year. Requires that the instruction in the material presented by each book be age appropriate and taught at the appropriate grade level. Effectively [sic] immediately.

Maybe I missed it, but I can’t remember ever hearing of a lawmaker commanding that every public school in Illinois teach specific books. Did Mary Flowers’ constituents elect her to select texts for their elementary, middle, and high schools?

Having worked with teachers, I can say with a fair degree of certainty, that this bill will not be popular with many of them.

This proposed bill adds to the list of bills and laws that are transforming our government schools into woke re-education camps and our children into leftists. The list now includes the re-introduced REACH Act that will require comprehensive sex ed starting in kindergarten;  the proposed “Culturally Responsive Teaching and Leading Standards”; the existing “LGBT” school indoctrination law; the homosexuality- affirming “anti-bullying” law passed in 2010; and the novels, plays, movies, essays, and articles teachers are already choosing to teach.

Here are some of the authors and texts on Flowers’ inclusive list of only leftist authors and texts:

bell hooks: Ain’t I a Woman: Black Women and Feminism

Ta-Nehesi Coates: Between the World and Me

Ibram X. Kendi (born Ibram Henry Rogers): How to Be an Antiracist

Robin DiAngelo: White Fragility: Why It’s So Hard for White People to Talk About Racism

Ben Crump (opportunist extraordinaire in the mold of Al Sharpton and “Rev.” Jesse Jackson): Open Season: Legalized Genocide of Colored People

Jacquelyn Woodson (black and a lesbian, so a two-fer for intersectional identitarians): Brown Girl Dreaming

Jennifer Harvey (self-described “queer, antiracist-committed … white lesbian/dyke” and Drake University religion professor): Raising White Kids

Jennifer L. Eberhardt: Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do

Mikki Kendall: Hood Feminism: Notes from the Women That a Movement Forgot

Layla F. Saad: Me and White Supremacy

Michelle Alexander: The New Jim Crow: Mass Incarceration in the Age of Colorblindness 

Ijeoma Oluo (identifies as a “a black, queer woman who has often found herself demonized at the convenience of white America): So You Want to Talk About Race

Wesley Lowery: They Can’t Kill Us All

Reni Eddo-Lodge: Why I’m No Longer Talking to White People About Race

Phew. Good thing Coates, Kendi, and DiAngelo are here. No “woke” list would be complete without those three Wokateers—all of whom profit handsomely from the racial division they help foment.

National Review’s Rich Lowry writes this about Ta-Nehisi Coates’ book, which Flowers wants to force all public schools to teach:

Coates has to reduce people to categories and actors in a pantomime of racial plunder to support his worldview. He must erase distinctions and reject complexity.

“‘White America’ is a syndicate arrayed to protect its exclusive power to dominate and control our bodies,” he writes. What is this “white America”? Is it Nancy Pelosi or Ted Cruz? Is it Massachusetts, or is it Utah?

In a monstrous passage about 9/11, he writes of the police and firefighters who died trying to save people from getting obliterated into dust: “They were not human to me. Black, white, or whatever, they were menaces of nature; they were the fire, the comet, the storm, which could — with no justification — shatter my body.”

Really? Firefighters go about shattering the bodies of black people without justification?

I suspect there will be many parents who object to their children being exposed to such a toxic ideology.

Here are just two quotes from the book by racist, pro-“trans,” pro-homosexual feminist Reni Eddo-Lodge titled Why I’m No Longer Talking to White People About Race that Mary Flowers wants to force all Illinois schools to teach:

1.) “[R]acism is a white problem. It reveals the anxieties, hypocrisies and double standards of whiteness. It is a problem in the psyche of whiteness that white people must take responsibility to solve.”

2.) “The process begins with the individual woman’s acceptance that American women, without exception, are socialized to be racist, classist and sexist.”

We can’t overlook the list of books Flowers’ bill identifies as fiction, which includes Justin Simien’s satirical book Dear White People. One chapter in Dear White People is titled “So You’ve Decided to ‘Go Black’ and Not Come Back,” which has a section on busting the myth of “Giant Penises,” ,” that is, giant black penises:

Thanks to rap music and the tendency to exoticize people of color, the myth of the giant black d*ck has endured for some time. … the stereotype can lead to a number of awkward postcoital conversations and explanations. Though this stereotype might be helpful in wooing and courtship, there are few things less sexy than a man having to explain why his d*ck isn’t as big as his lover had hoped it would be. The truth is the average d*ck length and width is the same for men regardless of ethnic background. In spite of the sometimes helpful wide-angle lens on the iPhone used in d*ckpic-ing, most guys are packing between five and seven inches.

Please don’t send any email messages to IFI expressing anger that we have reported this. If you’re upset, contact Mary Flowers. She’s the person who wants to make this book required reading in Illinois schools.

Flowers also wants to force Illinois schools to teach bisexual Alice Walker’s novel The Color Purple, which includes lesbian sex and many references to various characters “f*cking.”

And here’s an excerpt from the novel An American Marriage by Tayari Jones that Flowers wants to force Illinois schools to teach:

Looking down at her outline in the dark, I felt myself wanting to explain again. But I could never tell her that I didn’t want to f*ck her like a man who just got out of jail. I wanted to do it like a man who was home visiting his family. I wanted to do it like a local boy made good. I wanted to f*ck like I had money still, like I had a nice office, Italian shoes, and a steel watch. How can you explain to a woman that you want to f*ck her like a human being?

The married black man in this scene has just been released from spending five years in prison for the crime of raping a white woman—a crime he did not commit. The woman with whom he has sex is a friend—not his wife.

Just curious, who decided graphic lesbian sex was “age-appropriate” for any minor children, and what criteria was used to make such a determination? Who will decide which grade level is appropriate for graphic lesbian sex, language about “f*cking” friends, or about the myth of giant black penises?

While Flowers, evidently a devotee of Critical Race Theory, identity politics, and feminism, includes a few token colorless authors, she includes no ideological diversity, demonstrating that the only kind of diversity that matters to leftists pertains to skin color, biological sex, and disordered sexual predilections. What doesn’t matter is ideological diversity and intellectual exploration on these controversial topics.

In the service of inculcating Illinois minors with “progressive” beliefs about race, feminism, and sexual activities, leftists are fully committed to viewpoint discrimination. They have no interest in teaching children how to think critically via distinguishing sound, coherent arguments buttressed with relevant evidence from fallacious arguments deficient in logic, evidence, and coherence. Instead, they want to teach other people’s children what to think uncritically. Kinda, sorta, maybe sounds more like propaganda than pedagogy.

No one disputes the historical reality of the evil of the slave trade, the institution of slavery, and subsequent Jim Crow laws. Nor does anyone dispute the critical importance of ensuring that history is taught accurately.

The dispute broadly speaking is over how the history of racism should be taught. Many—including blacks—believe the way Critical Race Theory (and BLM and the 1619 Project) addresses slavery in America and its legacy is both imbalanced and inaccurate.

Further, the imbalanced and inaccurate coverage of American history promotes a false picture of an evil and systemically racist America, foments racial division, and robs persons of color of a sense of agency in and responsibility for their own lives.

In the racialist—or some would say racist—theories of those whose writing Mary Flowers wants to force into Illinois schools, there’s a difference between being an “antiracist” and being not racist. Being antiracist essentially means embracing all the beliefs of Critical Race Theory, including forced confession and public repentance by whites, and becoming a community organizer. According to the ubiquitous Ibram X. Kendi,

Being antiracist is different for white people than it is for people of color. For white people, being antiracist evolves with their racial identity development. They must acknowledge and understand their privilege, work to change their internalized racism, and interrupt racism when they see it.

Many believe those dogmatic beliefs are divisive and destructive and will accomplish nothing but feed the greedy Intersectional Industrial Complex. And many non-racist parents do not want their children taught the lie that those who harbor no racist views or engage in any racist acts are still racist by virtue of their skin color or lack thereof.

If Flowers and other leftists are genuinely invested in sound education—which necessarily entails the full and free exchange of ideas on race, race relations, feminism, and sexuality—they could and should revise both this bill and existing curricula on these subjects. They could and should remove half of the non-fiction selections to make room for books and essays by Thomas Sowell, Shelby Steele, John McWhorter, Carol Swain, Candace Owens, Larry Elder, Jason Riley, Anne Wortham, and Heather MacDonald.

Take ACTION: Click HERE to send a message to your state representative to ask him/her vote against this outrageous proposal that usurps the jurisdiction of local school boards and administrators by mandating specific left-wing reading assignments.

Listen to this article read by Laurie:

https://staging.illinoisfamily.org/wp-content/uploads/2021/02/Springfield-STILL-Isnt-Done-Indoctrinating-Children.mp3

---

Please consider supporting the good work of Illinois Family Institute.

Click HERE to learn about supporting IFI on a monthly basis.