“Students in the Denver Public Schools need to know reading, writing and ‘rithmetic, but what about the fourth “r” — revolution? asks the Washington Times.
New teacher-assessment criteria described a “distinguished” teacher as one who “encourages students to challenge and question the dominant culture” and “take social action to change/improve society or work for social justice.” The district’s “Framework for Effective Teaching” also said teachers would be scored on whether “[s]tudents appear comfortable challenging the dominant culture in respectful ways.”
After critics complained, the district eliminated references to the “dominant culture” and “social change.”
The updated language says a top teacher “encourages students to think critically about equity and bias in society, and to understand and question historic and prevailing currents of thought as well as dissenting and diverse viewpoints,” and “cultivates students’ ability to understand and openly discuss drivers of, and barriers to, opportunity and equity in society.”
Schools Superintendent Tom Boasberg said the “real intent” was to produce students who are “critical thinkers.”
But what if they want to think critically about the meaning of “social justice” or question the prevailing definition of “equity?”