The Protest at the Middle School This demonstration, initiated by concerned parents, focuses on the upcoming introduction of a specific curriculum designed by an external organization, HiTOPS. This curriculum, titled Intersectionality, Privilege, and Microaggression held within a class called Pathway to Racial Literacy, has sparked a heated debate among the parent community. At the heart of this controversy is the curriculum's approach to societal issues, particularly those related to race and LGBTQ matters. HiTOPS appears to frame these issues through a lens of oppressor and oppressed, a perspective that has raised alarm among parents. The concern is that such a divisive approach may not only oversimplify complex social dynamics but also sow discord among students. The ideological foundation of this curriculum can be traced to several influential sources. The Frankfurt School, known for Critical Theory, encouraged scholars not just to understand society but to critique and transform it, focusing not on class struggle but on mobilizing racial and other oppressed social groups as drivers of revolutionary change. Postmodernism complemented this by introducing the concept of relative truths, challenging traditional notions of objective reality. Thinkers like Michel Foucault and Paulo Freire, alongside frameworks like Critical Race Theory (CRT) and Queer Theory, deeply inform this ideology. CRT theorist Kimberlé Crenshaw, who coined the term “intersectionality,” is even explicitly referenced in HiTOPS' slides. Meanwhile, Queer Theory, which evolved from challenging heteronormativity, now critiques a broader range of political and social norms. Together, these theories shape a curriculum framework that has sparked considerable debate and concern among parents.
The HiTOPS curriculum reflects aspects of Paulo Freire's "Pedagogy of the Oppressed," which frames society in terms of 'oppressors' and 'oppressed.' By identifying certain students as 'privileged,' HiTOPS aligns subtly with Freire's conceptual framework. Although the curriculum avoids directly labeling anyone as an 'oppressor,' the implication emerges when some students are designated as oppressed, which, in turn, suggests others as occupying an implicit 'oppressor' role. This creates an underlying dynamic in the classroom that mirrors Freire’s oppressor-oppressed perspective. The problem extends beyond academic circles. These ideas, like an 'ideological viruses,' have permeated the societal fabric, influencing public consciousness. This is particularly evident in the education system, where teachers and administrators are increasingly adopting these perspectives. As a result, policies and teachings that many parents find controversial are becoming more prevalent in schools, prompting the current protest. The HiTOPS curriculum is often defended by the school and board of education as a necessity to fulfill state mandates, specifically N.J.S.A. 18A:35-4.36a. This mandate emphasizes promoting instruction about diversity, equity, inclusion, tolerance, and belonging, covering a range of topics from economic diversity to religious tolerance. However, a closer examination of the NJ Department of Education provided sample activities and lessons r eveals a significant disconnect with HiTOPS' approach. The NJDOE examples for grades 6 through 8, such as "In My Other Life," "Native American Cultures Across the U.S.," and "Underreported Stories of Migration," encourage exploring diverse perspectives and understanding cultural nuances. Contrastingly, the HiTOPS curriculum shifts its focus towards categorizing students within the theoretical constructs of privileged or oppressed groups, a direction that markedly deviates from the mandate's intended scope.
The lesson plan provided by HiTOPS includes an activity where students are asked to identify their privileges and oppressions, potentially revealing sensitive personal information such as sexual orientation, gender identity, immigration status, economic background, and even religious and political affiliations. This activity raises concerns related to compelled speech, similar to the U.S. Supreme Court's rulings on involuntary participation in activities like the Pledge of Allegiance. It also presents a contradiction regarding privacy: while New Jersey's Attorney General has taken legal action against school districts for disclosing students' gender identities, this classroom activity allows for situations where students may disclose a range of personal identities. This inconsistency raises important questions about the ethics and consistency of such disclosures in an educational setting. A significant concern with the curriculum is its tendency to oversimplify conflicts between people into a binary framework of oppressor versus oppressed. This reductionist view risks excusing inappropriate behaviors by attributing them solely to systemic oppression and group identity, thus undermining personal responsibility. It fosters a mindset where individuals labeled as 'oppressed' might feel justified in their wrongful actions, attributing them to external forces rather than internal choices. Such a perspective not only excuses away the exercise of personal agency in correcting one's behavior but also risks entrenching cycles of blame and retaliation. This approach, rather than promoting self-reflection and integrity, encourages an externalization of faults, in doing so, it detracts from a student’s development of character and accountability, essential components of personal and social growth. Another critical aspect to consider is the curriculum's impact on students' mental health. Introducing concepts of privilege and categorizing students based on identity factors they cannot control may contribute to increased anxiety and stress. The approach of collective labeling and assigning negative attributes to certain identities can be psychologically damaging. It contradicts the school's stated commitment to promoting mental well-being among its students. The ideologies underpinning the HiTOPS curriculum are not limited to their immediate content but are part of a broader agenda that shapes students' perspectives, preparing them for more radical teachings in higher education and beyond. The resulting impact is evident in the increasing turmoil on college campuses and in broader society. The curriculum subtly primes students to dogmatically criticize and reform through a particular ideological lens of their targeted issues, such as whiteness, Christianity, Western civilization, capitalism, and meritocracy. It’s important to note that these topics are not off limits for examination; rather, the critical question is whether the analtytical tools provided to students enable them to constructively resolve the problems within each topic. The primary mission of our schools should be to direct students' attention to foundational subjects that will truly benefit their futures. This includes not only Math, English, and Sciences but also History and Civics. Education should aim to unify and prepare students to contribute positively to society, rather than dividing them along ideological lines. We've seen in the past, particularly the Chinese Communist Cultural Revolution, serves as a stark reminder of the perils inherent in a society engulfed by radical ideologies. Kurt Vonnegut’s "Harrison Bergeron" paints a vivid picture of a future where this kind of thinking leads to a twisted version of equity. In his story, a ballerina can't dance freely because she's weighed down to match others' abilities, and a genius gets constant interruptions from a device in his ear so he cant use his innate intellect, all instituted by the authority to make sure no one stands out or excels – it’s a world obsessed with making sure nobody has any qualities that could make them seem like 'oppressors.' These examples, one from history and one from fiction about a dystopian future serves as a warning for us to tread carefully of what to teach in the classrooms.
Link to the 5 Intersectionality PDF
Link to all the lessons
A teacher being denounced by students at a struggle session during Cultural Revolution
Parents, voice your concerns and demand the school and board of education to change the curriculum. Steer the educational focus back to subjects and approaches that build a cohesive, informed, and resilient society. The future of our children and the integrity of our educational system depend on our willingness to stand up for these fundamental principles. You can attend a board of education board meeting to express your concerns about HiTOPS curriculum during public comment. The next board meeting is on Monday, March 18, 7:30 PM at 25 Valley Road. Contact info for the Board of Education and Princeton Public School: Board of Education ppsboe@princetonk12.org Asst. Superintendent for Curriculum and Instruction, Dr. Kimberly Tew KimberlyTew@princetonk12.org Supervisor of Humanities (Grades 6-12), Keisha Smith-Carrington Keishasmith-Carrington@princetonk12.org Acting Superintendent, Dr. Kathie Foster KathleenFoster@princetonk12.org Princeton Middle School Principal, Jason Burr jasonburr@princetonk12.org We invite you to connect with us. Please email hello@prepyes.org for the latest updates regarding this issue or to share any information or concerns about the curriculum being taught in our schools.
The Protest at the Middle School This demonstration, initiated by concerned parents, focuses on the upcoming introduction of a specific curriculum designed by an external organization, HiTOPS. This curriculum, titled Intersectionality, Privilege, and Microaggression held within a class called Pathway to Racial Literacy, has sparked a heated debate among the parent community. At the heart of this controversy is the curriculum's approach to societal issues, particularly those related to race and LGBTQ matters. HiTOPS appears to frame these issues through a lens of oppressor and oppressed, a perspective that has raised alarm among parents. The concern is that such a divisive approach may not only oversimplify complex social dynamics but also sow discord among students. The ideological foundation of this curriculum can be traced to several influential sources. The Frankfurt School, known for Critical Theory, encouraged scholars not just to understand society but to critique and transform it, focusing not on class struggle but on mobilizing racial and other oppressed social groups as drivers of revolutionary change. Postmodernism complemented this by introducing the concept of relative truths, challenging traditional notions of objective reality. Thinkers like Michel Foucault and Paulo Freire, alongside frameworks like Critical Race Theory (CRT) and Queer Theory, deeply inform this ideology. CRT theorist Kimberlé Crenshaw, who coined the term “intersectionality,” is even explicitly referenced in HiTOPS' slides. Meanwhile, Queer Theory, which evolved from challenging heteronormativity, now critiques a broader range of political and social norms. Together, these theories shape a curriculum framework that has sparked considerable debate and concern among parents.
The HiTOPS curriculum reflects aspects of Paulo Freire's "Pedagogy of the Oppressed," which frames society in terms of 'oppressors' and 'oppressed.' By identifying certain students as 'privileged,' HiTOPS aligns subtly with Freire's conceptual framework. Although the curriculum avoids directly labeling anyone as an 'oppressor,' the implication emerges when some students are designated as oppressed, which, in turn, suggests others as occupying an implicit 'oppressor' role. This creates an underlying dynamic in the classroom that mirrors Freire’s oppressor- oppressed perspective. The problem extends beyond academic circles. These ideas, like an 'ideological viruses,' have permeated the societal fabric, influencing public consciousness. This is particularly evident in the education system, where teachers and administrators are increasingly adopting these perspectives. As a result, policies and teachings that many parents find controversial are becoming more prevalent in schools, prompting the current protest. The HiTOPS curriculum is often defended by the school and board of education as a necessity to fulfill state mandates, specifically N.J.S.A. 18A:35-4.36a. This mandate emphasizes promoting instruction about diversity, equity, inclusion, tolerance, and belonging, covering a range of topics from economic diversity to religious tolerance. However, a closer examination of the NJ Department of Education provided sample activities and lessons reveals a significant disconnect with HiTOPS' approach. The NJDOE examples for grades 6 through 8, such as "In My Other Life," "Native American Cultures Across the U.S.," and "Underreported Stories of Migration," encourage exploring diverse perspectives and understanding cultural nuances. Contrastingly, the HiTOPS curriculum shifts its focus towards categorizing students within the theoretical constructs of privileged or oppressed groups, a direction that markedly deviates from the mandate's intended scope.
The lesson plan provided by HiTOPS includes an activity where students are asked to identify their privileges and oppressions, potentially revealing sensitive personal information such as sexual orientation, gender identity, immigration status, economic background, and even religious and political affiliations. This activity raises concerns related to compelled speech, similar to the U.S. Supreme Court's rulings on involuntary participation in activities like the Pledge of Allegiance. It also presents a contradiction regarding privacy: while New Jersey's Attorney General has taken legal action against school districts for disclosing students' gender identities, this classroom activity allows for situations where students may disclose a range of personal identities. This inconsistency raises important questions about the ethics and consistency of such disclosures in an educational setting. A significant concern with the curriculum is its tendency to oversimplify conflicts between people into a binary framework of oppressor versus oppressed. This reductionist view risks excusing inappropriate behaviors by attributing them solely to systemic oppression and group identity, thus undermining personal responsibility. It fosters a mindset where individuals labeled as 'oppressed' might feel justified in their wrongful actions, attributing them to external forces rather than internal choices. Such a perspective not only excuses away the exercise of personal agency in correcting one's behavior but also risks entrenching cycles of blame and retaliation. This approach, rather than promoting self-reflection and integrity, encourages an externalization of faults, in doing so, it detracts from a student’s development of character and accountability, essential components of personal and social growth. Another critical aspect to consider is the curriculum's impact on students' mental health. Introducing concepts of privilege and categorizing students based on identity factors they cannot control may contribute to increased anxiety and stress. The approach of collective labeling and assigning negative attributes to certain identities can be psychologically damaging. It contradicts the school's stated commitment to promoting mental well-being among its students. The ideologies underpinning the HiTOPS curriculum are not limited to their immediate content but are part of a broader agenda that shapes students' perspectives, preparing them for more radical teachings in higher education and beyond. The resulting impact is evident in the increasing turmoil on college campuses and in broader society. The curriculum subtly primes students to dogmatically criticize and reform through a particular ideological lens of their targeted issues, such as whiteness, Christianity, Western civilization, capitalism, and meritocracy. It’s important to note that these topics are not off limits for examination; rather, the critical question is whether the analtytical tools provided to students enable them to constructively resolve the problems within each topic. The primary mission of our schools should be to direct students' attention to foundational subjects that will truly benefit their futures. This includes not only Math, English, and Sciences but also History and Civics. Education should aim to unify and prepare students to contribute positively to society, rather than dividing them along ideological lines. We've seen in the past, particularly the Chinese Communist Cultural Revolution, serves as a stark reminder of the perils inherent in a society engulfed by radical ideologies. Kurt Vonnegut’s "Harrison Bergeron" paints a vivid picture of a future where this kind of thinking leads to a twisted version of equity. In his story, a ballerina can't dance freely because she's weighed down to match others' abilities, and a genius gets constant interruptions from a device in his ear so he cant use his innate intellect, all instituted by the authority to make sure no one stands out or excels – it’s a world obsessed with making sure nobody has any qualities that could make them seem like 'oppressors.' These examples, one from history and one from fiction about a dystopian future serves as a warning for us to tread carefully of what to teach in the classrooms.
Link to the 5 Intersectionality PDF
Link to all the lessons
A teacher being denounced by students at a struggle session during Cultural Revolution
Parents, voice your concerns and demand the school and board of education to change the curriculum. Steer the educational focus back to subjects and approaches that build a cohesive, informed, and resilient society. The future of our children and the integrity of our educational system depend on our willingness to stand up for these fundamental principles. You can attend a board of education board meeting to express your concerns about HiTOPS curriculum during public comment. The next board meeting is on Monday, March 18, 7:30 PM at 25 Valley Road. Contact info for the Board of Education and Princeton Public School: Board of Education ppsboe@princetonk12.org Asst. Superintendent for Curriculum and Instruction, Dr. Kimberly Tew KimberlyTew@princetonk12.org Supervisor of Humanities (Grades 6-12), Keisha Smith-Carrington Keishasmith-Carrington@princetonk12.org Acting Superintendent, Dr. Kathie Foster KathleenFoster@princetonk12.org Princeton Middle School Principal, Jason Burr jasonburr@princetonk12.org We invite you to connect with us. Please email hello@prepyes.org for the latest updates regarding this issue or to share any information or concerns about the curriculum being taught in our schools.