https://www.americanthinker.com/articles/2018/09/feminism_in_the_schools.html
In a devastating put-down of the “academic racket,” Roger Kimball aptly quotes economist Herb Stein: what cannot go on forever won’t. But forever is a long time, a commodity we are fast running out of. The question is, which will collapse first: a grand civilization or a dismal academy?
What we have learned to call “social justice,” a movement that purports to correct all the supposed evils of Western capitalism and its so-called patriarchal underpinnings, has done seemingly irrevocable damage to the conduct of daily life; to the meritocratic basis of national success; and of course to the education establishment on which cultural, political, and economic flourishing is predicated. In particular, when the walls of education are breached, the decline of the nation is inevitable.
Among the most sinister influences in modern education is the feminist dogma, a major cornerstone of the “social justice” obsession, which has penetrated both K-12 and our universities via indoctrination and threat. Young boys in elementary and middle school are taught to distrust their masculinity, and young men at university are in constant jeopardy of summons and expulsion for approaching the fair sex. Even textbooks have been infected with the feminist bacillus. It may be instructive to look at a few cankered totems of the kind of thing I’m talking about. They are illustrations of a pervasive phenomenon in the world of education, from elementary school to graduate school – examples that attest to the nature and extent of our education cataclysm.
As a representative instance – there are a plethora to choose from – consider the Cambridge School’s Shakespeare’s A Midsummer Night’s Dream, billed as “an active approach to classroom Shakespeare.” Under the heading “Sisterhood,” we read that “Hermia stands up for herself as a lone female figure, surrounded by squabbling men.” Under “Male dominance,” we are instructed to “[g]o through the play so far, finding any images, similes and metaphors that imply male dominance – for example – ‘your father should be as a god.’ Read the images about males, then those about females, and say which you find acceptable and which you find offensive – and why.” The major theme to be studied is “Gender and power.” And we know where the power will come to rest: with the distaff sex, those who survive the depredations of squabbling men and the authority of despotic fathers.