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Education for this generation’s youth is the key for our nation’s future well-being but it is now threatened by political correctness. A politically correct environment seeks to avoid controversial issues by maintaining the status quo on matters related to workers in the education system while avoiding the best interests of the stakeholders, and it is for this reason that political correctness must be challenged on many issues in our school system, so that our children have a better chance for learning well and then living well. This book’s focus is on using accountability to pressure the system toward implementing reforms necessary for winning. It deals with educational policies, which are controversial and also identified by others for being problematic, rather than classroom practices. The solutions, or recommendations, proposed are intended to ensure that policies align with the best interests of students, parents, and taxpayers rather than with those of the service providers.
Are you one of the millions who know there is something terribly wrong with the politically correct era we are in now? In this restrictive and too often cruel unjust world with its ideologically-driven censorship and merciless 'cancel culture', its increasing dystopian dysfunctionality, its threats to our democratic freedoms and its hostility towards so much of what made Western civilisation so dynamic, innovative, prosperous, tolerant, inclusive and successful, here is an account of a key dimension of this calamity, what went wrong in our high schools. Importantly, the sections of this book clearly explaining political correctness and postmodernism go beyond understanding education to help you to understand these terms and make sense of the world we live in. In regards to education, what is really going on in curricula and classrooms is revealed and explained. Every student, parent and grandparent needs to know this. As a private tutor since 1990, Dr Mark Lopez has been able to observe and reveal what the education bureaucrats don't want you to know but you need to know. The flawed but dominant progressive educational methodologies are explained and their negative impact is powerfully illustrated with the experiences of real students. Written in the spirit of the Enlightenment, in a clear, insightful and engaging style, at times you may find yourself laughing or crying as you discover that all your suspicions are confirmed. This devastating critique of the education system reveals it as characterised by irrationality, timewasting, and a stifling political correctness. The costs and ramifications of this are extensive. This led to Dr Lopez's inevitable conclusion regarding the state of education in the politically correct era: 'School sucks'.
This is an age in which even the most honest and intelligent debate on social topics is risky. Free inquiry, which was once the pride of higher education, has almost disappeared as our politicized campuses have become one-party systems tolerating little dissent from the established orthodoxy. The ideology of multiculturalism in particular has led to demands for conformity in education and in society in general, and even threatens the liberties of Western civilization. Debate on fundamental issues has become rare, and nowhere is it rarer than in higher education, which at one time exulted in debate and in defending unpopular views. This happens because almost all institutions of higher education are today dominated by a narrow portion of the political spectrum; fashion and rigid consensus, not debate, determine campus policy. The essays in this book deal with topics that in some quarters are in questionable taste, such as why: American students rank at the bottom in international tests Celebrating diversity may be a bad idea Artificial intelligence may eliminate all human jobs Demographic change threatens Americas 2-party system Marshmallows may make kids smarter We need the common core Etc, etc. Whatever the political stance of the reader, it is my hope that they will find these essays thought-provoking.
Political correctness, better known as “PC,” flourished in institutions of higher learning in the 1990s. With the rise of social media, a second wave of PC culture has emerged that is more aggressive than the first. It seems to many that nearly everyone is a target, at risk of being labeled a racist or misogynist based on one short tweet. The movement, though intended to be inclusive and pluralistic, has its detractors. Is political correctness protective or is it an attack on freedom? Do knee-jerk reactions cancel out the opportunity for thoughtful discourse? And what does this culture mean for our future?
The majority of students are required to attend their neighborhood public school unless their parents apply to an alternate program such as private and charter schools. Seldom is a comprehensive measurement program in place for parents to assist them in determining whether their local school is providing quality educational services and, when a reporting system is in place, an unbiased evaluation is lacking. This book demonstrates how parents can make informed choices regarding their local school or others within their community. The accountability model presented was highly rated by the U.S. Department of Education and its approach is used in Alberta and California. Fixed boundaries should be replaced and all schools labeled as “magnet centers” with locally developed mission statements to attract students without transportation costs. Democratizing the workplace is as necessary as democratizing our schools so that workers are recognized and rewarded according to their team’s performance.
This book traces back how male students are currently disadvantaged in school by instruction in an overwhelmingly female environment devoid of male role models, who can inspire the love of learning in male students. Further, teachers are unduly influenced by biases related to compliant behaviors which result in conflating assessments of student academic achievement with compliance. Therefore, males’ marks prevent to many from qualifying for courses leading to leading as well as achieving sufficiently high marks in those courses.