Written by Joseph Martin.
Recently, Gorham Public Schools in Maine has come under scrutiny for its educational content, which seems to tilt alarmingly towards what some are calling indoctrination rather than education. A particular assignment given by Sara Hampton, a high school social studies teacher, has sparked considerable controversy. The assignment, centered around the Declaration of Independence, appears to guide students towards questioning the very foundation of American societal values, including an emphasis on ‘institutionalized racism’ and ‘systemic racism.’ This course not only prompts students to reflect on these heavy themes but also pushes them to identify alleged racism within themselves.
The questions posed to students are both leading and provocative: “Why is it likely that most Americans, even women, are sexist?” and “What can you assume about your unconscious biases?” Such questions, critics argue, presuppose guilt and bias, fostering a sense of inherent wrongdoing among students. This approach to teaching, involving a deep dive into personal and collective faults related to race and gender, seems less about fostering understanding and more about enforcing a specific worldview.
The Declaration of Personal Independence
Further stirring concerns is another assignment from the same teacher, which encourages students to declare independence from ‘problematic’ aspects of their lives. Intriguingly, one suggested category for this symbolic declaration of independence is ‘parents.’ This aspect of the assignment has particularly alarmed parents and community members, leading them to question the appropriateness and intent behind encouraging children to distance themselves from parental guidance and authority. The implication that family structures or parental influences are ‘problematic’ underscores a deep-seated issue within the curriculum that seems to go beyond standard educational objectives.
This educational approach has ignited a fierce debate on the presence of Critical Race Theory (CRT) and Diversity, Equity, and Inclusion (DEI) initiatives in schools. Critics argue that such content not only diverts from traditional educational goals but also introduces divisive and politically charged material into the classroom. This situation in Gorham is not isolated but part of a broader national discussion about the role of education in shaping societal values versus promoting a political agenda.
Our Take
The situation in Gorham Public Schools serves as a poignant example of the ongoing national conflict over educational content. The role of education should be to enlighten and inform students from a balanced perspective, not to indoctrinate them with specific political or ideological beliefs. It is crucial for educational institutions to maintain a neutral stance and focus on equipping students with the tools to think critically and independently. As such, the educational system must ensure that it remains a ground for learning and not a battlefield for ideological dominance. Schools must be vigilant in maintaining a curriculum that respects diverse viewpoints while promoting a cohesive and inclusive educational environment.
