The advancement of radical agendas has displaced the development of subject-content mastery in America’s schools of education

Radicalization of Teacher Education Programs 

in the United States

by

Robert Holland and Don Soifer

Introduction

These nine essays chronicle prominent examples where the advancement of radical agendas has displaced the development of subject-content mastery in America’s schools of education.

Institutional racism, redistributionist ideology, resisting oppression, and equipping teachers with the tools to transform their students’ perspectives – each of these factor heavily into the entrenched indoctrination to which many education school candidates must prepare to expose themselves. Reading lists of prospective teachers are top-heavy with near-cult figures for the Left, such as Brazilian Marxist Paulo Freire and revisionist historian Howard Zinn. The examples described in this paper are steeped in these and other agendas.

Proponents of these agendas are not difficult to find within education school communities. And at national and regional conferences held by organizations like the Institute for Research on Race and Public Policy and the National Association for Multicultural Education (NAME), workshop titles and painted banners proclaim their intentions in bold strokes.

Many who attend these conferences do so using taxpayer funding, and are able to satisfy professional development requirements toward becoming “highly qualified teachers.” The conferences are co-sponsored by entities that receive funding presumed to ensure that the nation’s elementary and secondary educators are equipped with the knowledge of their craft and the content they will be teaching. For instance, the 2011 NAME national conference was cosponsored by the National Education Association (the nation’s largest teacher union), Northern Illinois University and the University of Michigan.

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Introduction .  .  .  .  .  .  .  .  ..   .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . .1
The Cult of Paulo Freire .  .  . ...  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . .3
Radicalizing Early Childhood Education .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . .7
The Zinn of History: Shape It Into a Social-Justice Weapon .  .  .  .  .  .  .  . .9
Activist Advocacy Masquerading as Research on Teacher Preparation .. .12
Stereotyping, Scapegoating, and the Doctrine of “White Privilege” . .  .  . .14
Radical Politicization at University of California Campuses .  .  .  . .  .  .  . .16
Critical Race Theory .  .  .  .  .  .  .  .  .  .  .  . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . .18
Preparing Teachers to Propagate a Doctrine of Social Justice in their 
K-12 Classrooms .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . .21
Transformative Learning .  .  .  .  .  .  .  .  .  .  .  .  .  .   .  .  .  .  .  .  .  .  .  .  .  .  . .23
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