Public school teachers in Portland given “social justice” education guides that praise Islam, communist revolutions and violent social justice groups

Public school teachers in Portland, Oregon, one of the most liberal cities in the country, are being instructed to implement as part of their teaching curriculum the far-left concepts contained in a new teaching guide entitled, “Planning to Change the World – A Plan Book for Social Justice Teachers.”

As its name implies, the guide contains all sorts of social justice warrior (SJW) dogma such as how to use the “correct” gender pronouns, how to cater to “trans” kids in the classroom, and how to best celebrate Islamic holidays. The guide also contains instruction about the “merits” of communism, and how violence can be used to create “social change.”

Published by “Rethinking Schools” and created by the “Education for Liberation Network,” the guide is basically the Communist Manifesto tailored to children. It encourages children as young as five years old  to “put their values into practice” – meaning, the values they’ll be indoctrinated into adopting as part of the curriculum.

“This plan book is designed to help teachers translate their visions of a just education into concrete classroom activities,” the book’s introduction explains. “It is both a daily reminder of the importance of teaching for justice and a collection of tools to help you do just that.”

Real education is far less important than “teaching for liberation,” guide explains

So how will this newfangled social justice curriculum coexist with an already busy classroom schedule that involves teachers teaching things like math, writing, and science? Simple: Teachers are being encouraged to basically scrap these other subjects and focus on the SJW curriculum instead.

If you don’t believe us, check out what else the guide’s introduction states. It highlights how the guide’s authors, many of them teachers themselves, feel as though their vision of “teaching for liberation often gets buried under the everyday realities of teaching.”

“Bombarded with paperwork, tests and curriculum mandates, we feel frustrated, overwhelmed, and alone,” it adds.

In other words, educating students in things that actually matter and that will help them succeed in life is boring to the SJW indoctrinators who created the “Planning to Change the World” curriculum. So they’re pushing to have these other educational subjects take a back seat to the SJW curriculum they’d rather have Portland public school students learn instead.

“This plan book was created to make that job just a little easier by helping you turn your daily lesson planning into strategies for teaching toward democracy, justice, freedom and peace,” the guide openly admits about its purpose.

So instead of studying literature, Portland public school students will now be learning about how Islam “teach[es] tolerance, not hatred; universal brotherhood, not enmity; peace, and not violence.” Portland public school students will also be encouraged to ponder what “eco-feminism” means and why it’s important in the world.

They’ll also be told about how the racist Black Panther group has a positive effect on society, and will even be encouraged to celebrate the birthday of its founder, Fred Hampton. Other dates for celebration in the guide include the anniversary of the founding of North Korea, and the Islamic holiday of “Muharram.”

Traditional American holidays like Christmas are barely even mentioned in the guide, while non-traditional ones like Kwanzaa are highlighted in bold. There are also entire pages of the guide that are dedicated to teaching children that words like “boy” and “girl” are bad because they might offend a transgender.

“In this edition, we also include a special feature on 15 Everyday Ways to Affirm Trans and Gender Nonconforming (TGNC) Students,” the guide adds.

“As we painfully recognize the hostility, intolerance, and lack of safety experienced daily by our TGNC young people, we wish to empower educators with everyday ways to create spaces of refuge for these students in our classrooms and schools, where they can instead experience authentic inclusion, recognition, and an embrace of their full humanity and identities.”

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