This week’s Golden Horseshoe is awarded to the Department of Labor for a $10 million grant to promote “gender equity” in the workplace in Mexico.
In its grant notice, the DOL’s Bureau of International Labor Affairs (ILAB) announces that the goal of the project is to “improve gender equity in the Mexican workplace by supporting actions to increase the number of women in union leadership, strengthen protections, address harassment at work and augment wages for women.”
Oregon’s high school graduation rate is on the rise. But maybe not for the right reasons.
The onset of the coronavirus pandemic prompted state guidelines that essentially mandated a no-fail policy for high school seniors whose course work became remote during the latter half of the 2020 school year. Now, state graduation rates will likely remain artificially inflated, thanks to a new law that will allow Oregon students to get their diplomas without proving proficiency in core academic skills.
The ubiquitous term “paradigm” and the concept of “paradigm shifts,” were popularized by the historian and philosopher of science Thomas Kuhn. He used them to characterize, roughly, a scientific theory’s fundamental elements and the changes in fundamental elements that occur with scientific revolutions and changes in theory.
The push to create “equity” and more “social justice” in public schools in America’s largest state rests on this basic premise: “We reject ideas of natural gifts and talents,” declares the current draft of the California Math Framework, which also states that it rejects “the cult of genius.”
Informed by that fundamental idea, the 800-page Framework calls for the elimination of accelerated classes and gifted programs for high-achieving students until at least the 11th grade.
Arizona State University (ASU) debuted a new undergraduate degree geared toward social justice activism, called community development. The course description describes education on the basics of activism, citing concepts like diversity, inclusivity, sustainability, equity, and social and environmental justice. If students enjoy studying community development, they may also earn a graduate degree in it.
“The BA program in community development equips students with tools to collaborate with, empower and educate diverse community constituents by drawing on grassroots and inclusive frameworks such as sustainable development, social and environmental justice, participatory democracy, social and economic equity and social accounting,” reads the course description.
In a recent livestream, a Virginia state official gave a presentation on why the far-left and anti-White teachings of Critical Race Theory should be encouraged at the oldest military academy in the United States, the Daily Caller reports.
Janice Underwood, who holds the title of Virginia’s “Chief Diversity, Equity, and Inclusion Officer,” spoke before a virtual gathering of the Board of Visitors at the Virginia Military Institute (VMI). In the lecture, Underwood promoted the racist writings of Robin DiAngelo, the author of the book “White Fragility.” She explicitly called for such “uncomfortable” ideas to be promoted at VMI, and said that such race-based thinking should be incorporated into “every single course” at the academy.
“Discomfort is to be expected,” Underwood continued, but encouraged the faculty to “lean into that discomfort. Walk towards the discomfort, not away.” She added that students at the academy must “engage in self-reflection and engage their own racial engagement and biases.”
Both civilian and military personnel with the Joint Special Operations Command (JSOC) are being asked by the Pentagon to attend virtual conferences focusing on “diversity, equity, and inclusion,” in order to boost their “professional development,” according to a Breitbart exclusive.
The emails making the requests were sent in April and May by JSOC’s Civilian Training Office, claiming that the conferences that would normally cost “$500 a session per person” are now available “at no cost” to personnel, and would both be virtual and broadcast at JSOC’s compound in Fort Bragg, North Carolina.
There were three different conferences promoted by the email: “Diversity, Equity, and Inclusion,” “Change & Transformation,” and “Emotional Well-Being.” The diversity conference would include four different panels: “Inclusive leadership for building equitable organizations,” “psychological safety and belonging,” “restorative justice, community trauma, and the partisan divide,” and “racism, white supremacy, and anti-racism.”
A suburban Minneapolis theater company has cancelled a production of “Cinderella” because its cast was “too white.”
Chanhassen Dinner Theatres was scheduled to stage Roger & Hammerstein’s classic play later this year before its artistic director stepped in to criticise its lack of racial diversity, twincities.com reported.
“It was 98 percent white,” Michael Brindisi, the theater’s artistic director, told the Twin Cities Pioneer Press on Wednesday after looking at the actors who had been cast. “That doesn’t work with what we’re saying we’re going to do.”
by Debra Heine The Biden campaign is taking some heat after vice presidential candidate Kamala Harris unabashedly promoted the communist principle of equality of outcome in a campaign ad, rather than the American ideal of equality of opportunity. The animated video, shared by Sen. Harris (D-Calif.) on Twitter Sunday,…
In the initial draft of a student equity ambassador program informational packet, Loudoun County Public Schools (LCPS) barred students who weren’t colored from admission into the program.
Under “III. Process for Selecting Student Equity Ambassadors” the second process listing guidelines specifically mentioned students’ skin color as a qualifying factor.
Staunton City Schools (SCS) are developing an equity committee to solve achievement and opportunity disparities between students. The twenty members of the committee will focus on “ensuring equitable practices” within curriculum, teaching, student and parent experiences, school policies, and hiring.
Half of the committee will be comprised of individuals involved in the school, with the other half from the surrounding community.