The start of the school year has placed education under significant examination, with parents and organizations closely evaluating curricula. In this context, the North American Values Institute (NAVI), an impartial educational watchdog group, has raised concerns about the new ethnic studies course introduced by Pittsburgh Public Schools (PPS) for high school seniors. NAVI contends that the course seems to promote political activism rather than focusing on teaching students history.
Steve Rosenberg, Pennsylvania Director at NAVI, remarked, “I have a simple philosophy: Teach kids about revolutions, don’t recruit them to be in one.” Through right-to-know requests, NAVI accessed PPS documents, expressing unease about the course approach and lack of counterarguments in the materials.
CONTROVERSIAL TEACHER TRAINING TARGETS PARENTAL AUTHORITY AS OPPRESSION, EDUCATION EXPERT WARNS
Dr. Ann Fillmore, Executive Director of K-12 Literacy, Humanities, and Library Services for PPS, commented on the course documents, stating that only a unit overview was provided, not the full curriculum. Fillmore clarified that some syllabi came from a College in High School (CHS) dual-enrollment course linked with LaRoche University, not devised by PPS.
The course comprises five units:
- Unit 1: Developing Our Identities: Using Language and History to Create Community
- Unit 2: The Journey of Cultural Legacies: Exploring, Honoring, and Embracing Diverse Histories
- Unit 3: Barriers and Bridges: Navigating Systems of Power
- Unit 4: From the System to the Self: How Society Shapes Identity, Opportunity, and Power
- Unit 5: Making an Impact
Each unit spans several weeks, beginning with identity formation in Units 1 and 2. NAVI’s concerns target Units 3 and 4. In Unit 3, students explore power systems and how to challenge and restructure these systems for equity. The expected outcomes include understanding how power systems privilege specific groups and examining strategies for marginalized communities.
BLISTERING REPORT EXPOSES HOW NATIONAL K-12 GROUP’S DEI AGENDA IS TRICKLING DOWN TO LOCAL SCHOOLS
Unit 4 addresses the limitations of power systems, focusing on their impact on opportunities and decision-making. Students are encouraged to devise strategies to advocate for changes in social systems that create inequities.
In Unit 5, students implement their learning by developing action plans to address community issues of race and diversity. NAVI criticizes the course for encouraging activism but Fillmore disputes these claims, stating the curriculum fosters civic reasoning.
Addressing units 3 and 4, Fillmore asserts they are aligned with the National Council for the Social Studies (NCSS) C3 Framework and aim to encourage active citizenship.
NAVI’s concerns extend beyond activism. They are troubled by how Jewish identity and antisemitism are addressed. Unit 1 includes readings on privilege, specifically Eric Goldstein’s “The Price of Whiteness: Jews, Race, and American Identity.” Rosenberg argued that this portrayal misrepresents Jewish experiences.
Fillmore countered the claim, stating the course does not label groups as “oppressor” or “oppressed,” emphasizing the complex nature of history and identity.
The North American Values Institute claims the curriculum presents a one-sided view.
Rosenberg and NAVI are concerned about the perspectives presented, expressing worry that students might feel restricted in expressing differing views. He encourages parents to thoroughly review course materials and engage by asking pertinent questions.