UW–Madison alumnus Kenneth Teitelbaum is the author of a new article in Kappan magazine that is headlined “Curriculum, conflict, and critical race theory.”
Teitelbaum earned his PhD from the School of Education’s Department of Curriculum and Instruction in 1985. A former high school social studies teacher, education professor, and college dean, he is most recently the author of “Critical Issues in Democratic Schooling: Curriculum, Teaching, and Socio-Political Realities.”
In the article, Teitelbaum argues that while battles over what is taught in K-12 schools are not new, rarely have they been as heated as recent attacks on critical race theory (CRT).
Teitelbaum describes the current furor over CRT as “both real and unreal.”
“It is real in the sense that scholars, political figures, media personalities, business leaders, and others are making serious, impassioned arguments for and against it,” he writes. In addition, “some state legislatures have banned the teaching of it; some parents are up in arms about the threat they think it poses to their children or are insistent that it be included in the curriculum; and in some places, teachers and administrators have been threatened or even lost their jobs over it.”
“But the debate has an unreal quality as well,” he adds, “in that very few people seem to know what CRT is or how, why, and when it originated.”
In moving forward, Teitelbaum argues, “What we require today is thorough and honest study of how racism has shaped our history and continues to influence us in significant ways. We need open and respectful conversation about these issues, followed by more inquiry and more reasonable discussion, both in and out of schools.”
Teitelbaum advises educators to tread lightly, however, given that these are “dangerous and divisive times.” This, he says, does not mean “that educators should be dishonest or deceptive,” or teach a watered-down curriculum. Instead, he writes, “one must essentially ‘work with what you’ve got’ in pursuing one’s goals.”
“This might mean refusing to be baited by over-the-top criticisms and attacks that seem to be born out of insensitivity or outright hostility,” he explains. “In short, educators may need to choose their words, instructional materials, and lesson activities more carefully for now, being mindful of those that could seriously threaten their continued work in schools.”
Teitelbaum urges educators to work to “create a safe classroom environment, teach in ways that invite respectful dialogue and debate, provide evidence-based materials for students to review, and adapt their lessons to fit the students in their classrooms.”
Kappan, the journal of Phi Delta Kappan International, is described as “a professional magazine for anyone who cares about K-12 education.” It aims to provide a civil forum for honest debate about how best to govern and improve the nation’s public schools.
To learn more, check out the full article at kappanonline.org.