https://www.frontpagemag.com/fpm/2021/05/critical-race-theory-americas-classrooms-clare-lopez/
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 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 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 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 20th 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 revolution, the only legitimate means by which they see history progressing into the future.
The problem here in the U.S. was that, although the free-market capitalist system featured large differences in wealth between the most-successful and the least-successful, the opportunity to rise from humble beginnings up through economic classes was here for the taking by anyone. So, this is where Critical Race Theory comes in: a wedge issue other than class had to be found and exacerbated. Enter Ethnic Studies, in which CRT plays a central role, with narratives like ‘systemic racism’, ‘white privilege’ and everything else that so dominates the U.S. education system today as well as every other institution, from faith communities, to government, media, the military, and popular culture.
