Cultural Marxism is a far-left intellectual movement that seeks to systematically destabilize society from within.
For a considerable length of time now those who subscribe to this ideology have been hard at work materially altering the values of the Western World, with a particular emphasis on values conveyed in society’s schools.
Some in the establishment media and institutional elite make the assertion that Cultural Marxism doesn’t even exist.
So what’s in a name? Well in this case, it’s a lack of truth in labeling.
Karl Marx, co-author of The Communist Manifesto, was of the political philosophy that human society develops through class conflict. The conflict takes place between the ruling class that controls the means of production and the working class that facilitates the production.
Marx espoused that a capitalist system eventually self-destructs, and communism is the ultimate governmental answer.
When World War I ended, some Marxist thinkers came to believe that in trying to achieve communist goals, Marx hadn’t really paid close enough attention to the need to infiltrate culture.
There was an influential group of European thinkers who methodically carried out an assault on the foundational pillars of society: religion, patriotism, marriage, family and the criminal justice system.
Cultural Marxism adopted the viewpoint that traditional culture is a source of oppression and that existing conventions, institutions and even history must be torn down in order to rebuild a society with new Marxist structures.
More contemporary Cultural Marxism primarily tries to destroy the notion of absolute truth and replace it with relativism, political correctness, multiculturalism and communist revolutionary theory.
We are at a point in our society where this replacement ideology has saturated our colleges and universities. Now there is quite a bit of evidence that in large part it has made its way to the elementary and high school levels of education as well.
Parents have disturbingly discovered that the Cultural Marxist concepts of “systemic racism” and “unconscious bias” are embedded in much of the school curricula, oftentimes under the label of DEI, which stands for diversity, equity and inclusion.
One of the ways in which the far-left has increased and actually solidified the presence of Cultural Marxism in educational institutions is through the screening process for prospective K-12 hires.
Public school districts across the country are using a screening process for potential teachers that is apparently designed to ensure that future educators will be singularly aligned with Cultural Marxist ideology.
The National Opportunity Project (NOP), a nonprofit government watchdog and educational organization, has produced the first survey and overview of the DEI-model hiring process in K-12 education, with nearly 70 public schools participating.
The NOP found countless examples of the restrictive underlying ideology in the teacher hiring process.
Unfortunately, the notion of seeking out the most qualified candidates for open teaching positions appears to be taking a back seat. Instead would-be teachers are being evaluated on whether or not they adhere to desired DEI tenets.
For example, districts are using politically loaded language within job postings, seeking candidates who “demonstrate the qualities of an equity-literate educator” or who “demonstrate a commitment to diversity and recognized equity and inclusivity.”
Across the nation public school job postings are setting forth ideological pre-requisites that are rooted in Cultural Marxism.
Here is a sampling of some of the school districts that are apparently all-in with the ideology, along with some of the language that is being utilized:
- Evanston Township High School District 202 is seeking those applicants who demonstrate a commitment to “social justice” and “equity.”
- Denver Public Schools is looking for candidates who have an “anti-racist mindset” and will “work to dismantle systems of oppression and inequity.”
- The public school district in Washington, D.C. is recruiting teachers who are able to “define, understand, and promote equity” in order to “systematically interrupt institutional bias.”
- City Schools of Decatur, Ga., is looking to hire educators that are committed to “dismantling systemic racism and generating racial equity.”
In a similar vein, questions being posed during interviews appear to be attempting to screen candidates on the basis of their allegiance to DEI-Cultural Marxist concepts.
Here are some examples of such school districts, along with questions that are being employed:
- Virginia’s Loudoun County Public Schools asks prospective hires, “How would race and diversity impact your classroom?”
- Homewood-Flossmoor High School in Illinois asks candidates to “provide an example of how you have created equity in your classroom.”
- Montgomery County Public Schools in Maryland inquires, “How do you ensure that student outcomes are not predictable by race, ethnicity, culture, gender, or sexual orientation?”
It is up to all of us to continue to monitor our local school districts and hold school administrators accountable with regard to the teacher selection process.
Yes, it’s one more thing to worry about and one more thing to have to contest.
But aren’t our children truly the best of what we’re all fighting for?
James Hirsen, J.D., M.A., in media psychology, is a New York Times best-selling author, media analyst, and law professor. Visit Newsmax TV Hollywood. Read James Hirsen's Reports — More Here.
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