This is Part 2 of a multi-part series on the teaching of Critical Race Theory (CRT) in America’s schools, usually as part of a broader Ethnic Studies program. Already present in public, private, and charter school classrooms, CRT is a dangerous Marxist ideology that serves to indoctrinate students with racial identity, divisiveness, and animosity. The immediate objective of this deeply harmful curriculum is to incite hatred among our children based on intrinsic characteristics like skin color. The ultimate objective is a revolution to destroy America’s Constitutional Republic by methodically shredding our First Things Principles: individual liberty, government by consent of the governed, but most especially equality of all in human dignity before the rule of law.

In the first part of this series, we set out the fundamentals of CRT, its origins among Marxist intellectuals, and its basis in Bolshevik ideology. The reason that CRT has made such inroads into American academia is rooted in the 20th-century realization that a revolution based on class divisions would not work very well in a society based on free-market capitalism where opportunity and upward mobility are available to all who are willing to apply talent and hard work to achieve individual goals. Italian communist Antonio Gramsci’s “Long March Through the Institutions” therefore took the place of a quick, violent Lenin-style uprising and race the place of Marx’s class divisions. America’s schools, teacher’s unions, textbooks, and students became a top priority in the campaign to extend Marxist infiltration throughout the rest of society.

Indeed, as Alex Newman has written, “Understanding that future generations are the key to building political power and lasting change, socialists, and totalitarians of all varieties have gravitated toward government-controlled education since before the system was even founded.” The arrival of the Frankfurt School, a group of Marxist academics from Goethe University in Frankfurt Germany, in the U.S. in the early 20^th century marked the first foothold for communist ideology in the U.S. education system. Welcomed into Columbia University in New York in the 1930s, Frankfurt School operatives set about promoting a suite of concepts explicitly designed to undermine traditional American principles. Founded in Hegelian and Marxist premises, Frankfurt School thinkers pioneered the ideology of Critical Theory. In simple terms, Critical Theory attacked basic societal norms by characterizing them as nothing more than means by which a dominant, minority, bourgeois class ruled over the masses comprising the rest of the population. People were divided into “oppressors” and “oppressed”. Material well-being was the myopic lens through which Marx and his devotes viewed society. For them, the solution to abolishing inequality in material well-being was a revolution, the only legitimate means by which they see history progressing into the future.

This is Part 1 of a new 3-part series on the rapidly deteriorating situation in American schools with regard to the teaching of Critical Race Theory (CRT) as part of Ethnic Studies programs. The dangerous effects of CRT ideology already are apparent across U.S. institutions and must be countered immediately and resolutely if we are not to lose this Shining City on a Hill forever to a dark Marxist future.

A series of four articles here, here, here, and here, published at this site last year began to lay out the situation with a focus on the Santa Barbara Unified School District in California. This new series will update that focus, as the State of California continues to wrestle with the final form of an Ethnic Studies Model Curriculum. With the Biden Education Department signaling its intent to push Critical Race Theory on America’s schools, however, the issue is nationwide. In mid-April 2021, the Education Department released the text of a proposed new rule establishing priorities for the awarding of grants in American History and Civics Education programs to U.S. public schools.

Parents across the country are becoming increasingly alarmed at the pace with which the Biden administration and Department of Education are pursuing the framing of education across the board – in K-12 classes in everything from civics to basic reading, writing, and math – in terms of racism. Many parents, stuck at home for the last year along with their children, are just beginning to realize what their kids are being indoctrinated with. It is identity-based Marxism in its purest form but adapted for the U.S. system to centralize race rather than the economic class as the Alinskyite wedge issue maliciously designed to provoke division, hatred, and eventually, revolution.

This article will focus on the origins and ideological content of these ethnic studies curricula. Part 2 will provide an in-depth update on the status of the California state legislative mandates for its Ethnic Studies Model Curriculum as an example of what’s headed for classrooms elsewhere across the country. Part 3 will discuss how families, parents, and citizens are organizing to fight back against this revolutionary Marxist indoctrination in America’s classrooms.