A St. Louis middle school social studies teacher named Sarah Miller offers a unique glimpse into the warped mind of a social justice educator.
As the College Fix reports, Miller encourages her students to become activists for social justice:
Two of Sarah Miller’s former students were arrested while peacefully protesting the not-guilty verdict in the murder trial of former St. Louis police Officer Jason Stockley. The Clayton teacher was proud.
What is unique about Miller is that she appears to support protesting not-guilty verdicts even when she believes the person on trial really was innocent:
Regardless of the specifics of the case, events such as killings by police seem to happen to African-Americans over and over, she said.
Miller also thinks it’s okay to prop-up verifiable thugs such as Michael Brown as symbols of the social justice movement, with Brown’s name appearing on a group art project from her class.
As I’m sure you recall, media manipulation and hype after the shooting death of Michael Brown in 2014 led to months of violent rioting in Ferguson, MO as well as to the rise of the so-called “Ferguson Effect,” in which police across the country felt dis-empowered in the performance of their basic law enforcement duties, leading to a significant uptick in crime.
(In case you slept through 2014 and 2015, you can get most of the details here. And here. And here. And here. And here.)
Miller is president of an organization of St. Louis teachers called Educators for Social Justice. These teachers apparently see themselves less as teachers, and more as activists. The group’s mission statement is “to promote the idea that developing socially just curriculum is a form of activism.”
Miller herself says teaching should be a form of protest:
“I decided that my way of protesting was to be the teacher that I am and to teach my students,” Miller told a group of about 60 St. Louis-area educators at a recent social justice teach-in at De Smet Jesuit High School.
As Miller amply demonstrates, social justice education has become about the replacement of truth, reason, and rationality with emotional fairy tales. Social justice educators often can’t tell the difference, frequently using the term “critical thinking” to refer to the emotional propagandizing they push on students.
As Miller says, “I can teach them the roots of this, to historicize it, to help them understand the anger the community feels, to help them understand how they can make change.”
Understanding truth no longer matters. Instead, social justice teachers help students understand feelings built on lies and propaganda, and then push students to further those lies to stoke those hatreds.
Because that is how you help empower students to become successful, productive members of society.