Source:https://www.edpost.com/
Ryan Walters, Oklahoma’s Superintendent of Public Instruction, is initiating changes to the state’s K-12 social studies curriculum with input from Kevin Roberts of The Heritage Foundation and Dennis Prager of PragerU. The Heritage Foundation and PragerU have faced scrutiny for promoting a conservative and revisionist view of American history, potentially leading to a curriculum that minimizes or distorts issues like institutional slavery, segregation, civil rights, and systemic racism affecting people of color.
Key Highlight:
Ryan Walters, Oklahoma’s Superintendent of Public Instruction, is facing criticism for potentially minimizing or omitting aspects of American history that reflect negatively on the treatment of Black people and other communities of color, as well as the Jewish community. This concern arises from a desire to make White students feel more comfortable and less targeted in the classroom. Critics argue that this erasure of history could hinder students’ understanding of the full context of social and racial issues, both past and present.
Walters has expressed worry about discomfort among students and teachers, especially White individuals, during discussions about race. His decision to involve Dennis Prager and Kevin Roberts in revising Oklahoma’s Social Studies curriculum aligns with Project 2025’s stance, which rejects the idea that America is systemically racist. However, this perspective contradicts the experiences and beliefs of many Black Americans and other communities of color who have directly faced systemic racism in the United States.
Langston University, Oklahoma’s sole Historically Black College and University (HBCU), has been consistently underfunded, receiving only 45 cents for every $3.14 allocated to Oklahoma State University (OSU), another land-grant institution. OSU historically excluded Black students from enrollment until 1949, highlighting disparities in funding and historical access.
Studies reveal disproportionate rates of suspensions and expulsions for Black and Latino students compared to their White counterparts in Oklahoma. Additionally, minority contributions in history and literature curricula are frequently marginalized, underscoring a broader lack of culturally responsive teaching in the state’s education system.
DEI initiatives are responses to systemic racism aimed at educating educators on disparities and advocating for students. They seek to address racial biases irrespective of teachers’ backgrounds, contrary to claims by Project 2025 and Superintendent Walters. Walters opposes CRT and related discussions, fearing discomfort or guilt among students and teachers regarding historical injustices. This stance aligns with national efforts to limit certain aspects of American history and race relations in education.
The involvement of ideologically-driven organizations in curriculum overhaul raises concerns about inadequate representation of diverse perspectives and contributions of Black Americans and other communities of color. This could lead to an education system less inclusive of multiculturalism and diversity in American society. There are fears that such involvement may result in a curriculum lacking cultural sensitivity and failing to address the unique challenges faced by students of color, potentially alienating them and undermining a supportive educational environment.
Ryan Walters’ push to overhaul Oklahoma’s K-12 social studies curriculum is criticized for its lack of transparency and inclusion of individuals with little background in education. This initiative, driven by Walters’ personal motivations and political ambitions, risks undermining student learning and the state’s public schools. Any proposed changes must navigate legislative approval and potential legal challenges due to existing statutes governing educational standards, impacting textbooks, assessments, and curriculum development.
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