First things first. To most Americans, how teachers teach and what they include in daily lessons once the classroom door is closed remains as mysterious as the Bermuda Triangle.
Well, not quite since every American knows from childhood and teen years what a classroom is like, what teachers typically do, and how schools smell. Yet beyond remembrances of classroom lessons–not many, however, since memories of particular lessons disappear swiftly–there has been (and is) little direct observation of what elementary and secondary school teachers do in any of the many lessons they teach over the course of a school day. Hard to believe that what we know about teaching daily often comes from our dredged-up memories, what our children and friends’ children recount of their days in school, and, finally, rumors of what is taught and how it is taught. Moreover, not too much comes from educational researchers, except for occasional surveys of teaching practices (see here and here)
I state all of this because of the recent brouhaha over “critical race theory” being taught in classrooms. Instigated by mostly Republican national and state political leaders (see here and here), there is no there, there. Largely because there are no data, past or present, on what content teachers do actually teach daily in schools, districts, and states. Statements about actual teaching of the theory are no more than hot air and excited panting.
Sorry, but I have to repeat that: there are no data, past or present on what content teachers do actually teach daily in schools, districts, and states.
Finding teachers who have taught “critical race theory” is nearly impossible not because of fear but simply because it seldom appears in actual lessons.
Surely, teachers refer to state and district curriculum guides, use textbooks, and assign homework that give clues to what content and skills they include in their lessons, but beyond that, all we know is what teachers say they are teaching, students recollect from lessons, and administrators aver is being taught. And “critical race theory” whatever it is (see here and here), rarely, if at all, enters teachers’ vocabulary much less the content of a lesson. In the hundreds of classrooms I have observed in the Bay area over 20 years, maybe one, perhaps two, came even close to mentioning or discussing it in a lesson.
Many times in the past have deep cultural splits among Americans, in this instance about race, been fought out within the nation’s public schools (see here and here). Until evidence of teaching practices are collected about whether or not or to what degree “critical race theory” is taught in U.S. schools, the current hysteria about the theory being actually taught is no more than another instance of political bluster wrapped around another educational kerfuffle.