According to the administration, Vieyra's classroom activity is not a mistake that needs correction. No, her activity is one of the best that the district has to offer. A clap on the back and a hearty well done.
Vieyra is off, no doubt, but it is the administrators who really have screws loose. They have been advocating this stuff for years, and now they have a superintendent who agrees.
Over the summer I wondered what nonsense would come out of the district; now we know. But, once again, please note that this is the stuff made public by the district, one can only imagine what goes on behind closed doors -- the hush, hush, make this go away stuff.
Let me leave you with some profound nonsense from the fountainhead of the public school agenda (the pedagogies, ideologies, etc.), the Teachers College Record from the Teachers College of Columbia University.
You will read the article summary from today's TCRecord This Week -- the email update from the Teachers College Record -- below and think, "What in the world is this?" Olentangy administrators will read the same and think, "Hey, great ideas. Let's adopt and implement." You will then know why the administration thinks that Vieyra is onto something.
Folks, whether you send your kids to district schools or not, you pay for this nonsense. And, when you advocate for the schools, you also advocate for this. They -- the district and the nonsense -- are now inseparable.
At the Interstices: Engaging Postcolonial and Feminist Perspectives for a Multicultural Education Pedagogy in the South
by Nina Asher — 2005
This article argues for a decolonizing multicultural education pedagogy, which engages the interstices - in-between, hybrid spaces - that emerge at the intersections of different cultures, histories, and locations. It also examines how those who work for social transformation are implicated in the very systems and structures they are attempting to deconstruct. The author draws on postcolonial and feminist theories, her own border crossings, and her reflections on her multicultural education pedagogy to discuss how she engages the particular interstitial identifications of her Southern students. A critical analysis of White students' autobiographies reveals the complex ways in which issues of race and racial difference intersect with their lives. Implications in terms of rethinking multiculturalism as relevant to all - White students and those of color - are discussed.