Staff Reports
Public schools in New York City are gearing up for a new black studies curriculum this fall, part of a scheme called the Education Equity Action Plan. This initiative seems to be the modern-day equivalent of a mandatory seminar on how to keep talking about race while steering clear of topics that may make anyone uncomfortable—like personal responsibility or the role of individual choices in overcoming life’s obstacles.
The updated curriculum will cover an impressive range of topics: from early African civilizations to the idea of a never-ending racial inequality in modern society. Schools will explore black American history, the “African diaspora,” and the experiences of black people across the Americas, all wrapped up in a shiny package of cultural identity and historical narratives. It’s enough to make even the most seasoned educators question what part of this is actual history and what’s just ideological baggage.
Washington Examiner: New York City public schools to start new black studies classes in the fall https://t.co/yrsWZgKQ3N
— Ian Hansen 🇺🇸🇺🇸 (@IanHansenFeed) July 29, 2024
Thomas Bailey, the president of Teachers College at Columbia University, appears to be excited about this new educational venture. He lays it on thick, declaring education as the cornerstone of a more equitable society. The pattern is becoming clear: when in doubt, throw around the word “equity” like confetti at a parade. But even the best possible curriculum can’t mask the fact that it’s built on the shaky foundation of an ever-expanding focus on identity politics.
The Black Studies curriculum isn’t exactly a new concept in NYC; it has already been piloted in 120 schools with roughly 6,500 students. Now, it will be available to every student starting this September, expanding the reach of an agenda that seems to favor a particular narrative. Is this what New Yorkers are really clamoring for in their public schools? Some might argue that there’s a pressing need to include more universal historical facts—like why math is important or the story of the American founding—which increasingly feels like a distant memory in the face of such progressive educational goals.
This push is not isolated to New York. States like Georgia recently found themselves in hot water over funding for a black studies Advanced Placement course, only to cave quickly under public pressure. Meanwhile, states such as Florida and Arkansas are actively trying to reign in similar initiatives due to concerns about the underlying critical race theory that often pervades such curricula. It seems that once you open the door to identity politics in education, it’s tough to close it without letting in a storm of controversy.
In addition to the new curriculum, New York City is unveiling another existing black studies curriculum called “Hidden Voices: Stories of the Global African Diaspora,” launched earlier this year. Together with the new plan, it may leave students feeling saturated with narratives prompting deep reflections on identity, while missing out on the richness of American history as a whole. Ultimately, one has to wonder if this is truly about diversifying education or merely a push to encourage students to see the world through an ideological lens—one that some parents may not be thrilled to have imposed on their children.
