MICHAEL SCHEERINGA
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The connection between trauma activism and radical left-wing ideologies being taught to future teachers in higher education

9/30/2024

 
CATEGORY: SCHOOLS
Picture
Cover of the 70-page CorruptED report
Source: Parents Defending Education
Read time: 1.7 minutes

 
This Happened
On August 28, 2024, a report was issued that reviewed syllabi of college courses for future teachers across the nation which exposed the radical ideologies being taught.
 
Who Did This?
Parents Defending Education produced the report. The organization website describes itself as “a national grassroots organization working to reclaim our schools from activists promoting harmful agendas.”
 
The Premise
The report, CorruptED: Colleges of Education and the Teacher As Activist Pipeline, examined 110 syllabi and 53 course descriptions from over 50 universities and colleges. The purpose was to document guiding principles being taught to the next generation of teachers which included radical left-wing ideologies. Organized by state, university or college, and course title, the report was narrative in style, listing specific phrases of course content. Oft-repeated topics included:
  • How whiteness operates and is maintained
  • White privilege is not an opinion
  • The book White Privilege: Unpacking the Invisible Knapsack
  • White supremacy
  • White fragility
  • Critical race theory
  • Decolonization
  • Systemic racism
  • How to become anti-racist educators
  • Intersectionality
  • The 1619 Project
  • How to interpret outcomes as oppressor versus oppressed
  • How to identify micro- and macro-aggressions
  • Writings of Karl Marx and Robin D’Angelo
  • Examination of the book Pedagogy of the Oppressed (1968)
  • Social emotional learning
  • Queer theory
  • Teacher activism
 
Analysis
What is the connection to trauma? Multiple courses that taught these progressive views included trauma as another source of unequal and unfair form of oppression. Their definition of trauma, however, was from a distorted reality. Discrimination, whether real or perceived, is viewed as trauma. Because certain groups suffer discrimination as “trauma,” the remedy is implementation of trauma-informed classrooms.
While the other topics of woke ideology get all the attention, many may not yet have realized how the leveraging of trauma over the past thirty years is part of the same movement.
 
The psychiatric concept of trauma is a victim of its own success. The designation of posttraumatic stress disorder (PTSD) in 1980 and the following explosion of research to validate the disorder and develop effective treatments is one of the great success stories of psychiatry. Part of the success of PTSD research has been to show that the development of PTSD is always limited to experiences of life-threat because those are the types of sudden, unexpected, overwhelming moments of panic and fear for one’s life that causes the syndrome with true functional impairment. Experiences that do not rise to that level may be stressful and cause other problems, but they do not cause PTSD.
It seems to have been inevitable that any social justice cause that sought status worthy of political action would claim their unique situation of social stress was trauma. Hence, nearly every form of perceived or real oppression is now being exaggerated as trauma in the progressive vision.

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