It really exists. Many progressives consider the term “woke” as an invention of the right; a fictional narrative aimed at discrediting issues related to anti-racism and social justice. It will be too. But then it turns out that, in California, a public school (the Glassbrook Elementary Schoolin Hayward, near San Francisco) paid 250 thousand dollars to an organization called Woke Kindergarten (literally Woke Kindergarten) for educational support services. They also have a website.
Let’s see what their pedagogical proposals are. “Power to the little ones”, the home page immediately proclaims. And that’s where you can go. The beauty comes a little further down. “We support children, families, educators and organizations in their commitment to primary education abolitionist And pro-Black and pro-queer and trans liberation.” The founder of the organization is a young black girl with purple hair, Akiea Gross (pronouns “they/them”, specify). She introduces herself as a cultural organizer “currently engaged in the development of innovative pedagogical methods for resistance, healing and liberation”.
The words of the day to teach little ones are “strike”, “anti-racism”, “protest”. A series of woke questions are presented to inculcate in the little ones. Things like: “If we abolished home ownership, how would we provide affordable housing for everyone?” Or: “How to return the land that was stolen from them to the natives”. There is also a specific session on free Palestine and, of course, one of the words of the day is “ceasefire”. On display on the home page is a brochure entitled “Your first protest! Sensory guide for children”.
Some parents would have preferred to invest public funds in a more traditional support program. Something like calculation activities and reading assistance. How retrograde! Following the advice of the enlightened teaching staff, it was decided to commission the Woke Kindergarden in the belief that an anti-racist and militant program would be more suitable for non-white students.
“We are 100% committed to abolishing a system of oppression that blocks and holds back our students. We believe it is right to choose support programs based on their work and effectiveness,” explained the school district superintendent. So, after two years of work, what are the results? English and math scores of Glassbrook recorded new lows last spring. Less than 4% of students were proficient in mathematics. The 4th! And just under 12% have reached a sufficient level of English. A decrease of approximately 4 percentage points in each category.
These are disadvantaged students, from a relatively poor district, who will now be even more disadvantaged. But at least these future citizens of Hayward, incapable of reading and doing math, have been catechized and know who to blame. If they don’t know how to read, are poor at math and can’t find a job, it will always be the fault of white people, racism, the police and even Israel.