Nowhere have the ramifications of “the long march through the institutions” been more apparent than in colleges of education.
New revelations seem to emerge every day of yet another program being stuck in the mud of critical theory. A University of Minnesota K-12 model curriculum includes lesson plans about “settler colonialism” and creating protest art. Harvard’s Graduate School of Education offers dozens of courses explicitly rooted in social justice themes, with one issuing a call to “liberate” youth. Many of Stanford’s general education courses have students respond to drag ballet troupes, ICE incidents, and the war in Gaza.