UW–Madison’s CJ Greer is the author of guest column published in The Capital Times that is headlined, “CRT ban fuels division, stifles conversation.”
Greer is a PhD student in the School of Education’s Department of Educational Leadership and Policy Analysis.
In his column, Greer argues that recently passed legislation in the Wisconsin State Assembly that would ban critical race theory (CRT) in K-12 classrooms reveals “a lack of understanding of what (CRT) actually is, what it entails, as well as its role in K-12 classrooms.”
The bill has not yet been voted on by the Wisconsin State Senate.
“Many of the things (that would be) outlawed have no direct relationship with CRT,” says Greer, including terms and concepts specifically banned — such as multiculturalism and patriarchy.
However, he writes, “lessons from CRT (such as racism affecting us all) are present in our children’s classrooms. And rightfully so — after all, schools should be one of the places for Wisconsin children to learn that racism is bad. CRT could potentially inform Wisconsin educators on more effective ways of talking about race and racial inequities with our kids.”
Greer adds: “The topics that the Wisconsin Assembly politicians are trying to ban (such as racial and restorative justice) rob our youth of learning our history, helping their neighbors, and understanding what race and racism mean in America.”
Greer writes that the actions of Wisconsin policymakers encourage the spread of misinformation across the state.
“The Assembly’s action fuels division and makes it more difficult for Wisconsin educators to uplift the lives and experiences of every young person in the classroom,” he concludes.
To learn more, check out the full column by Greer at madison.com.