A curriculum official went so far as to suggest that teachers should pursue “opposing” viewpoints if students read a book about the Holocaust, according to a recording obtained by NBC News. Admin apologized. “We realize that there are no two sides to the Holocaust,” he said.
Southlake school curator Sherry Mills heard herself decry Marxism and get teased about her teenage daughter’s sporting events.
“A lot of our teachers are terrified,” said Ms. Mills. “Really good teachers, if they come close to retirement, they leave.”
In Alief, a diverse area on the western edge of Houston, three Kerr High School English teachers sat together and talked about this unknown world.
Safraz Ali, who spent his early childhood in Guyana and taught for 17 years, said he was tired of the uncertainty. He contacted the state Department of Education and asked officials to define the critical race theory. No answer was received.
“It’s like you’re walking in a dark room,” he said.
Teachers specifically referred to the provision that a teacher should not inculcate the idea that students should feel “responsibility, blame, or guilt” because of their race or gender. Mr. Krause, the state representative, went further, suggesting that a teacher might skip simply by allocating a book that annoys the student.
All of these teachers slapped their foreheads in disappointment. Teaching Shakespeare and Toni Morrison, they said, reading Gabriel Garcia Marquez or Frederick Douglass, is to evoke feelings of hypertrophy, from which introspection, self-recognition, sadness, and joy can arise. The challenge is no different for the social studies teacher who talks about the Cherokee dying along the Road of Tears or the white gangs murdering blacks and Mexicans without trial.