Commenter “shadow” writes:
My mother told me about a news segment she watched this morning on CRT. Someone defended it against accusations that it was making kids feel bad, saying that you need to feel hurt sometimes in order to learn. First of all, if that’s their answer, that’s pretty damning. They can’t even pretend to say “no, we’re not teaching anything that hurts kids!” – they jump straight to saying “it’s okay because kids need to be hurt sometimes.” And second, while ADULTS can certainly learn from being hurt and sometimes need to feel a sense of shame in order to have insight into their actions and improve their behavior, that method of teaching is not appropriate for elementary-school-aged children.
Of course you don’t need to feel hurt in order to learn. We learn plenty of things without being hurt at all. However, in the course of learning, sometimes children do feel hurt. You might call it a sort of collateral damage.
One small example is grades. If a child gets poor grades, that child often might feel hurt. That hurt can take one or more of several forms: embarrasment, guilt, feelings of failure, or fear of parental anger, for example. But the inflicting of hurt is not the intention of grading systems, which are there to measure students’ learning and performance, and also to let the student and parents know whether the student is absorbing and understanding the material. After all, the point of school is to learn, and grades supposedly measure the extent of learning, although they are an imperfect instrument. No overt shaming goes along with the process; in other words, teachers don’t say, “If you get poor grades you are a bad person.” At least, they’re not told or taught to say that – not anymore, anyway.
Some students don’t feel hurt when they get bad grades because they don’t care what grades they get, and their parents sometimes don’t care either. In fact, poor grades can be something to brag about. When I was growing up, I actually felt some hurt as a result of good grades – for example, I was sometimes teased or even shunned by some kids because of them. But that certainly wasn’t the intent of giving good grades.
The hurt many students getting bad grades feel can act on them in different ways depending on the student. For some it’s a goad to do better. For others the pain makes them give up and just feel bad about themselves. But the infliction of pain is always a side issue nowadays, and not an overt part of the lesson (although in the past it sometimes included a public tongue-lashing).
Another thing that modern parents are told to do is to avoid shaming a child for what or who that child is. In other words:
Only the behavior is treated as unacceptable, never the child…
Limit criticism to a specific event—don’t say “never”, “always”, as in: “You never listen,” “You always manage to spill things”, etc.
In other words, don’t say to a misbehaving child: “You’re a bad girl” or “You’re a bad boy.” Say “What you did there was bad.” It may seem like a little thing, but it’s actually very helpful because children are very aware of labels and they will often decide that, if their essence is to be bad, then there’s no hope of change so why bother? Some children may even come to embrace it: “If I’m bad, I’m going to be the baddest m-f-er I can be. That’ll show you all for hurting me.”
So to purposely make a child feel bad in that very basic way – about who or what that child may be – is, among other things, often counter-productive. And to do it intentionally hasn’t been taught to teachers for over fifty years.
Till now, that is. Now it’s okay and even desirable to tell white children that their essence is bad. In addition, children are being told that race is the most essential part of them, rather than what they do.
That just may be the most pernicious thing about CRT for children.
It’s also ironic that such a pedagogical device, when used in CRT, is being defended by educators who otherwise have tried to protect children very thoroughly not only from those who would purposely make them feel bad but also from any collateral bad feelings that might come as a natural consequence from other teaching practices such as grades. That protection has been so extreme that many children are crippled by it and have no tolerance for anything other than praise in school, no matter what they do wrong.
However, with CRT, the rules are reversed – for white children, who are purposely made to feel bad about who they are and who their parents are, through no fault or action of their own.