Ontario Teachers Union Lesson Plan Seeks To Accuse Children Of Sexism And Racism

The Elementary Teachers Federation of Ontario (ETFO) has been releasing multiple school resources for their member teachers to teach Ontario elementary-age children about “white privilege” through things like the Re-Think, Re-Connect, Re-Imagine PDF package they released fairly recently. 

The rather insidious nature of this lesson plan package and its other supplementary materials is how it is deliberately designed to teach white children that they are somehow racist or are beneficiaries of “privilege” based only on their skin colour.

At one point in the introduction of what privilege is at the beginning of the Re-Think, Re-Connect, Re-Imagine, package it states “white privilege” is:

Our race is one of those factors that shapes the benefits and resources that we have access to in our society. These privileges based on race vary depending on the other identities that we hold, such as our gender, sexual orientation, class, citizenship status, physical ability, religion and so on. 

It is patently absurd to think in the year 2022 that any white person simply has access to more benefits and resources based on their skin colour. If anything the package the ETFO put out shows there tends to be a bias against white people in major institutions based on the false premise that white individuals are unfairly receiving unseen group benefits.

Of course, the package also promotes the idea of equity over equality; which is the notion that equal opportunity and merit-based outcomes are racist and instead equal outcome is the desired target of the academic system. 

One specific lesson plan the ETFO recommends giving to children in the classroom shows how they are seeking to deliberately manipulate children in order to indoctrinate them into their radical woke ideology.

The lesson plan tells teachers to ask their students “who they think are the best people in the world” and then after writing down all the different people on the board, picking apart who the students chose to find out if the students chose mostly people who are male and or white. 

The lesson play even gives specific notes that “It will usually be the majority” (in reference to underlining male names), or that “in most cases, the majority of names generated are White names.”

The labeling of children as being inheritors of “white privilege” because they picked mostly white people during an exercise the ETFO acknowledges a lot of children will pick their parents during is pretty sick and twister when you think about it for more than a few seconds. They are effectively implying that a classroom of mostly white children looking up to their own parents is somehow a sign of racism even though the majority of children of any ethnic background would do the same. 

This sort of social experimentation on children is downright abusive, and should not be allowed in the classroom.

Over and over again in the ETFO package, the organization seeks to tare down the legitimacy of the education system by asking teachers to reflect on whether the “diversity” of the teaching staff at their schools matches the student population, or “re-imagining” the “colonial ideas” in the education system. 

There is a persistent view that somehow treating all children in the classroom the same is somehow insensitive and that the classroom should instead be a space that is uncomfortably aware of race, gender, religion, etc, etc. 

Parents should be demanding that teachers should be focused on helping their children to learn to read, write, and solve mathematical equations, not have woke ideology downloaded onto them from teachers who seem more invested in talking about race than preparing their children for the real world.