Saturday, September 23, 2023

Lushington D. Brady: Why Won’t They Teach Teachers to Teach?

Student teachers complain of woke indoctrination

More and more, it seems almost undeniable that schools are deliberately grooming generations of children who are righteously ignorant. Who cares if they can’t spell or do basic maths, so long as they can be relied on to “strike for climate”? Who cares if they don’t know that Thomas Jefferson was President, so long as they know he owned slaves and was a bad, white man (a tautology in modern education, of course)?

Even some university academics are noticing. As one American professor observes, students today, “come to college preprogrammed in certain ways”’

“They cannot tell you many historical facts or relate anything meaningful about historical biographies, but they are, however, stridently vocal about the corrupt nature of the Republic, about the wickedness of the founding fathers, and about the evils of free markets […] Most alarmingly, they know nothing about the fraught history of Marxist ideology and communist governments over the last century, but often reductively define socialism as ‘fairness.’”

Even more alarming, in a truly Orwellian twist, these students tacitly believe that “Ignorance is Strength”.

He increasingly saw “a sense of moral superiority in not knowing anything about our ‘racist and sexist’ history and our ‘biased’ institutions.”

Just to make sure that the descent into doctrinaire ignorance accelerates, teacher training is subsumed by woke brainwashing. It’s so obvious and so bad that even student teachers are noticing. There’s a growing clamour from trainee teachers that they’re being indoctrinated with woke bullshit instead of being taught how to actually teach.

“Woke’’ universities are instructing trainee teachers in gender theory, climate activism and race relations, as young teachers demand practical classroom skills.

One in five teachers has warned the federal Education Department that universities failed to teach them all the practical skills required to teach children to read and write, or to manage classrooms.

Up to one-third of recent teaching graduates from some universities declared their degree had failed to prepare them for the classroom.

Teachers-in-training have been lectured on “postmodernism, existentialism and reconstructionism” in the University of Canberra’s initial teacher education degree.

Remember, too, that these are young people who’ve survived 12 years of indoctrination in school already.

If the education bureaucrats had their way, the indoctrination would be even more rigorous.

Course materials sent to students show lecturers have critiqued the “social and political content’’ of the Australian Curriculum, mandated by the nation’s education ministers for teaching children from primary school through to year 10.

A lecture slide notes “we aren’t even doing a very good job”, tallying up 19 references to social justice, Aboriginal rights, invasion, colonisation, the Stolen Generation, assimilation, social justice and racism.

The course material includes a slide from CNN, with the title “Our World Today’’, linking climate change to aggression and violent behaviour, depression and anxiety, farmer suicide and forced migration.

We’re seeing the predictable outcome of this indoctrination, as year on year, education results plummet further.

One-third of school students failed to meet the minimum standards for reading, writing and numeracy in this year’s NAPLAN (National Assessment Program, Literacy and Numeracy) tests, with students twice as likely to fail than to excel in the tests.

But many teachers are struggling with literacy and numeracy themselves, as universities fill their teaching degrees with lectures on social justice.

The federal Education Department revealed on Tuesday that many teachers fresh from university feel their degrees failed to prepare them for classroom teaching.

“They said the placement was too short, the course was too theoretical and even a bit outdated.’’

They’re also very aware of what the end game of university teaching courses really is: advancing the Long March through the Institutions.

One University of Canberra final-year student told The Australian the education degree was “teaching us to indoctrinate students’’. “It teaches about gender diversity and critical race theory rather than drilling down on the fundamental skills so we can be really effective teachers ourselves,’’ the student said.

“I’m pretty irritated by all the politically correct and woke stuff.

“The move from a structuralist account in which capital is understood to structure social relations in relatively homologous ways to a view of hegemony in which power relations are subject to repetition, convergence, and rearticulation brought the question of temporality into the thinking of structure, and marked a shift from a form of theory that takes structural totalities as theoretical objects to one in which the insights into the contingent possibility of structure inaugurate a renewed conception of hegemony as bound up with the contingent sites and strategies of the rearticulation of power’’
Example teaching lecture slide, University of Canberra.

It’s not just one university, either. They’re all doing it.

Students [at the University of Queensland] are assessed, in part, on a 10-minute verbal presentation explaining concepts such as “decolonising knowledge’’, the “myth of meritocracy” and “deficit discourses’’. Another lecture is about “expanding notions of sex, gender and sexuality’’.

At Victoria University, the very first subject in its teaching degree aims to “develop understanding for the cultures, histories and languages of Aboriginal and Torres Strait Islanders and to use this knowledge in the promotion of reconciliation”.

The teaching of science, maths and reading is not covered until the second year, and students must wait until the final year of their four-year degree to specialise in subjects such as biology and humanities, or to integrate the use of digital technologies in lessons.

Charles Sturt University’s course handbook for its Bachelor of Education (Early Childhood and Primary) has a list of 11 outcomes for its graduates.

The top priority is for graduates to be “agents of change’’’.

“Graduates from this course will teach for social justice and equity,’’ it states. The fifth priority is that “graduates from this course will teach for student learning’’.

It’s a start, comrades. Soon, “teaching for student learning” won’t be a priority at all, and the revolution will be complete.

Lushington describes himself as Punk rock philosopher. Liberalist contrarian. Grumpy old bastard. This article was first published HERE


Anonymous said...

Choking on my despair that my beloved grandson - nurtured by me from birth to think, question, analyse !, is after 2 years at university (MY alma mater) about to cancel my vote , so woke is he!

Erica said...

This is pure John Dewey , the main instigator of progressive education.
He still rules the education scene from the grave. He was an aggressive atheist and socialist who wrote 50 books which the Bolsheviks applauded. That alone should have raised alarm bells but he has managed to determine the nature of Western Educational. Culture for 100 years..
Know thine enemy before you can change anything. The woke aspect is just a recent addition to a general trend.