Teachers Conspire In Secret, Push Extremist Agenda Without Parental Consent

Teachers are finding secret ways to indoctrinate children with Critical Race Theory by hiding it within history and social studies, while trying to avoid the watchful eyes of parents concerned about the social justice based curriculum.

The curriculum development team of a suburban St. Louis school district recently schemed with an advocate of critical race theory about how they could keep parents from discovering their efforts to saturate school material with progressive, social justice advocacy within their classrooms. A video of the secret meeting was leaked onto the internet, giving away their conspiracy.

The video was posted on rumble.com, and is reported to be an abridged version of a webinar session from September of 2020, in which leaders of the Francis Howell School District’s curriculum team conspired to promote critical race theory.

The webinar was hosted by LaGarrett J. King, an equity consultant and associate professor of social studies from the University of Missouri. In the conference call, he’s described as a specialist on matters pertaining to “race [and] critical theories”

The video appears to have been edited and uploaded by an anonymous user who goes by the title “wokeatfhsd.”

During the webinar, equity expert King told the mostly white audience that the conference was “not a safe space,” instead calling it a “racialized space.” He argued that safe spaces are commonly places where “white people [claim] how not-racist they are.”

King argued that “the first thing” that must be understood within history and social studies by students is that those subjects are “political and racist,” adding that there’s “no such thing as neutral history.” Then he asked the attendees whether or not they had developed black history lessons through the les of “the oppressor,” stating how horrible it is that “we have humanized [white oppressors].”

He denigrated the founding of America, saying that the founding of the nation “means nothing to black people,” and argued that the history of the U.S. is “psycologically violent.”

King then went on to support violence in the name of racial justice.

A white teacher explained that she had been indoctrinating youth about white privilege for ten years, saying that children “are way more open,” but bemoaning how those kids will then talk to their parents about what they learned “and then their parents get upset.” She also proudly claimed that she considers herself “the anti-U.S. history teacher.”

Another white teacher languished about how difficult it is to teach within conservative counties, saying that they shouldn’t let themselves off so easily by allowing parent’s voices to “stop progress.”

Author: David Underwood