In an astonishing development within Seattle Public Schools, students in a high school English class were subjected to an ideologically-charged lesson that deemed their appreciation for literature and composition as hallmarks of “white supremacy.” This incident, emerging from the Black Lives Matter at School Week at Lincoln High School, is a glaring example of the radical indoctrination infiltrating educational environments under the guise of progressive pedagogy.
The lesson in question distributed handouts to World Literature and Composition students, outlining the “9 characteristics of white supremacy.” Among these, a particular emphasis was placed on the “Worship of the Written Word,” asserting that prioritizing written communication over other forms constitutes an erasure of diverse communicative practices and, thus, a perpetuation of white supremacy. By this logic, the foundational elements of literature and composition, the very subjects being taught, are inherently racist.
One father, whose identity remains anonymous due to fears of retaliation, vocally criticized the lesson for its potential to sow division and undermine educational values. His perspective underscores a growing unease among parents witnessing an increasing trend toward embedding contentious and often unchallenged ideological assertions into school curricula.
The handout’s broad strokes further labeled “objectivity,” “individualism,” and “perfectionism” as attributes of white supremacy. It posits that denying one’s inherent racism or questioning the legitimacy of these characteristics as racist, too, falls under the umbrella of white supremacist behavior. Such a framework leaves little room for critical engagement or dissent, effectively stifling open discourse and critical thinking among students.
Moreover, the incorporation of a video titled “Getting Called Out: How to Apologize” into the lesson plan further cements a narrative that demands acquiescence rather than fostering genuine understanding or reconciliation. It propagates a one-dimensional view of social dynamics, wherein students, particularly those of white backgrounds, are positioned as default oppressors, obligated to accept and apologize without space for genuine dialogue or self-reflection.
This incident at Lincoln High School is emblematic of a broader trend that prioritizes ideological indoctrination over genuine education. It detracts from the enriching exploration of literature and composition, subjects that, at their core, should celebrate the diversity of human expression and foster critical thinking. Instead, students are being taught to view the world through a reductive lens of guilt and accusation, undermining the principles of individual merit and intellectual curiosity.
As this father rightly points out, such teachings do a disservice to students, preparing them not for success but for a world where ideological conformity supersedes critical skills and intellectual independence. It’s a concerning direction for education, one that prioritizes political agendas over the development of well-rounded, critically thinking individuals. In Seattle and beyond, it’s imperative that parents and educators push back against this trend, advocating for an education system that uplifts rather than divides, and that treasures the pursuit of knowledge for its own sake.
