Classrooms often teach lessons on privilege and systemic inequities through practices such as privilege walks and oppression matrices. These activities physically position students based on perceived identity factors like race and gender, leading them to internalize notions of societal bias and injustice. This approach can influence students' perceptions of their own value and opportunities, raising questions about the implications of such teaching methodologies on students' mental frameworks and overall academic performance.
Public schools have in recent years begun incorporating topics around race, sex, and gender into K-12 classrooms. Are public schools moving in the right direction to address students’ needs? Those who say students benefit argue that learning them helps create socially aware, empathetic, and responsible citizens. Those who argue they harm students say children may be learning what should be left to parents to discuss. Now we debate: Wokeness in Public Schools: Helping or Hurting Students?
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