The Protest at the Middle School
This
demonstration,
initiated
by
concerned
parents,
focuses
on
the
upcoming
introduction
of
a
specific
curriculum
designed
by
an
external
organization,
HiTOPS.
This
curriculum,
titled
Intersectionality,
Privilege,
and
Microaggression
held
within
a
class
called
Pathway to Racial Literacy, has sparked a heated debate among the parent community.
At
the
heart
of
this
controversy
is
the
curriculum's
approach
to
societal
issues,
particularly
those
related
to
race
and
LGBTQ
matters.
HiTOPS
appears
to
frame
these
issues
through
a
lens
of
oppressor
and
oppressed,
a
perspective
that
has
raised
alarm
among
parents.
The
concern
is
that
such
a
divisive
approach
may
not
only
oversimplify
complex
social
dynamics
but
also
sow
discord
among students.
The
ideological
roots
of
this
curriculum
can
be
traced
back
to
several
sources.
The
Frankfurt
School,
a
collective
of
neo-Marxist
thinkers,
renowned
for
Critical
Theory
an
approach
that
encouraged
academics
to
critique
and
change
society,
rather
than
merely
understand
it.
Instead
of
liberation
by
class
struggle
its
focus
is
on
stirring
racial
and
other
oppressed
social
groups
to
be
the
spark
for
the
revolutionary
social
change.
Post
Modernism
complemented
this
perspective
by
introducing
the
concept
of
relative
truths,
thereby
challenging
the
traditional
notion
of
objective
reality.
Influential
thinkers
such
as
Michel
Foucault
and
Paulo
Freire,
along
with
the
frameworks
of
Critical
Race
Theory
(CRT)
and
Queer
Theory,
have
significantly
shaped
this
ideology.
Kimberlé
Crenshaw
the
well
known
CRT
theorist
who
coined
the
term
intersectionality
is
explicitly
referenced
in
one
of
HiTOPS'
presentation
slides.
Concurrently,
Queer
Theory,
evolving
from
its
roots
in
challenging
heteronormativity,
has
expanded
to
challenging
the
normativity
of
a
wider
range
of
political
and
social
issues,
These
contentious
theories
coalesce,
creating
a
problematic
curriculum
framework
that
has sparked significant debate and concern among parents.
The
approach
of
the
HiTOPS
curriculum
echoes
elements
of
Paulo
Freire's
"Pedagogy
of
the
Oppressed,"
which
divides
society
into
'oppressors'
and
'oppressed'.
HiTOPS,
by
categorizing
students
as
'privileged',
subtly
aligns
with
Freire's
framework.
The
curriculum
doesn't
explicitly
use
the
term
'oppressor',
but
the
implication
is
present.
When
some
students
are
labeled
as
oppressed,
it
naturally
leads
to
the
inference
of
other
students
in
the
role
of
an
'oppressor'
in
this
context,
creating
an
undercurrent
of
Freire's
oppressor-
oppressed dynamic in the classroom environment.
The
problem
extends
beyond
academic
circles.
These
ideas,
like
an
'ideological
viruses,'
have
permeated
the
societal
fabric,
influencing
public
consciousness.
This
is
particularly
evident
in
the
education
system,
where
teachers
and
administrators
are
increasingly
adopting
these
perspectives.
As
a
result,
policies
and
teachings
that
many
parents
find
controversial
are
becoming
more
prevalent in schools, prompting the current protest.
The
HiTOPS
curriculum
is
often
defended
by
the
school
and
board
of
education
as
a
necessity
to
fulfill
state
mandates,
specifically
N.J.S.A.
18A:35-4.36a.
This
mandate
emphasizes
promoting
instruction
about
diversity,
equity,
inclusion,
tolerance,
and
belonging,
covering
a
range
of
topics
from
economic
diversity
to
religious
tolerance.
However,
a
closer
examination
of
the
NJ
Department
of
Education
provided
sample
activities
and
lessons
for
grades
6
through
8
reveals
a
significant
disconnect
with
HiTOPS'
approach.
The
NJDOE
examples,
such
as
"In
My
Other
Life,"
"Native
American
Cultures
Across
the
U.S.,"
and
"Underreported
Stories
of
Migration,"
encourage
exploring
diverse
perspectives
and
understanding
cultural
nuances.
Contrastingly,
the
HiTOPS
curriculum
shifts
its
focus
towards
categorizing
students
within
the
theoretical
constructs
of
privileged
or
oppressed
groups,
a
direction
that
markedly
deviates
from the mandate's intended scope.
The
lesson
plan
provided
by
HiTOPS
includes
an
activity
where
students
are
asked
to
identify
their
privileges
and
oppression,
which
may
involve
revealing
sensitive
personal
information
like
sexual
orientation,
gender
identity,
immigration
status,
economic
status,
and
potentially
their
religious
and
political
affiliations.
This
activity
echoes
concerns
related
to
compelled
speech,
akin
to
the
U.S.
Supreme
Court's
rulings
on
involuntary
participation
in
activities
like
the
Pledge
of
Allegiance.
It
also
presents
a
contradiction
in
terms
of
privacy:
while
New
Jersey
Attorney
General
takes
legal
action
against
school
districts
for
disclosing
students'
gender
identities,
yet
our
school
allows
a
classroom
activity
that
could
lead
to
students
revealing
a
range
of
personal
identities.
This
discrepancy raises significant questions about the consistency and ethics of such disclosures within an educational setting.
A
significant
concern
with
the
curriculum
is
its
tendency
to
oversimplify
conflicts
between
people
into
a
binary
framework
of
oppressor
versus
oppressed.
This
reductionist
view
risks
excusing
inappropriate
behaviors
by
attributing
them
solely
to
systemic
oppression
and
group
identity,
thus
undermining
personal
responsibility.
It
fosters
a
mindset
where
individuals
labeled
as
'oppressed'
might
feel
justified
in
their
wrongful
actions,
attributing
them
to
external
forces
rather
than
internal
choices.
Such
a
perspective
not
only
excuses
away
the
exercise
of
personal
agency
in
correcting
one's
behavior
but
also
risks
entrenching
cycles
of
blame
and
retaliation.
This
approach,
rather
than
promoting
self-reflection
and
integrity,
encourages
an
externalization
of
faults,
in
doing
so,
it
detracts
from
a
student’s
development
of
character
and
accountability,
essential
components
of
personal
and
social
growth.
In
the
HiTOPS
curriculum,
students
labeled
as
'privileged'
might
self-censor,
fearing
their
viewpoints
are
inherently
flawed
due
to
their
perceived
societal
status.
This
stems
from
the
curriculum's
implication
that
such
privilege
aligns
with
being
an
oppressor,
leading
to
a
belief
that
their
contributions
are
intrinsically
wrong.
This
dynamic
stifles
open
dialogue
and
impedes
critical
thinking
development.
When
students
are
discouraged
from
sharing
their
perspectives,
it
not
only
diminishes
classroom
discussions
but
also
impacts their confidence in broader societal engagements, thereby affecting their educational and personal growth.
Another
critical
aspect
to
consider
is
the
curriculum's
impact
on
students'
mental
health.
Introducing
concepts
of
privilege
and
categorizing
students
based
on
identity
factors
they
cannot
control
may
contribute
to
increased
anxiety
and
stress.
The
approach
of
collective
labeling
and
assigning
negative
attributes
to
certain
identities
can
be
psychologically
damaging.
It
contradicts
the
school's
stated commitment to promoting mental well-being among its students.
The
ideologies
underpinning
the
HiTOPS
curriculum
are
not
limited
to
their
immediate
content
but
are
part
of
a
broader
agenda
that
shapes
students'
perspectives,
preparing
them
for
more
radical
teachings
in
higher
education
and
beyond.
The
resulting
impact
is
evident
in
the
increasing
turmoil
on
college
campuses
and
in
broader
society.
The
curriculum
subtly
primes
students
to
dogmaticly
to
only
criticize
and
reform
through
a
particular
ideological
lens
of
their
targeted
issues.
These
targets
mostly
concentrate on topics such as whiteness, Christianity, Western civilization, capitalism, and meritocracy.
The
primary
mission
of
our
schools
should
be
to
direct
students'
attention
to
foundational
subjects
that
will
truly
benefit
their
futures.
This
includes
not
only
Math,
English,
and
Sciences
but
also
History
and
Civics.
Education
should
aim
to
unify
and
prepare
students
to
contribute
positively
to
society,
rather
than
dividing
them
along
ideological
lines.
We've
seen
in
the
past,
particularly
the
Chinese
Communist
Cultural
Revolution,
serves
as
a
stark
reminder
of
the
perils
inherent
in
a
society
engulfed
by
radical
ideologies.
Kurt
Vonnegut’s
"Harrison
Bergeron"
paints
a
vivid
picture
of
a
future
where
this
kind
of
thinking
leads
to
a
twisted
version
of
equity.
In
his
story,
a
ballerina
can't
dance
freely
because
she's
weighed
down
to
match
others'
abilities,
and
a
genius
gets
constant
interruptions
from
a
device
in
his
ear
so
he
cant
use
his
innate
intellect,
all
instituted
by
the
authority
to
make
sure
no
one
stands
out
or
excels
–
it’s
a
world
obsessed
with
making
sure
nobody
has
any
qualities
that
could
make
them
seem
like
'oppressors.'
These
examples,
one
from
history
and
one
from
fiction
about
a
dystopian
future
serves
as
a
warning
for
us
to
tread
carefully
of
what
to
teach in the classrooms.
A teacher being denounced by students at a
struggle session during Cultural Revolution
Parents,
voice
your
concerns
and
demand
the
school
and
board
of
education
to
change
the
curriculum.
Steer
the
educational
focus
back
to
subjects
and
approaches
that
build
a
cohesive,
informed,
and
resilient
society.
The
future
of
our
children
and
the
integrity
of
our educational system depend on our willingness to stand up for these fundamental principles.
You
can
attend
a
board
of
education
meeting
to
express
your
concerns
about
HiTOPS
curriculum
during
public
comment.
The
next
meeting will be on Tuesday, January 30. The meeting could be in-person or Zoom it is TBD. Please
check
with PPS website.
Contact info for the Board of Education and Princeton Public School:
Board of Education - ppsboe@princetonk12.org
Assistant Superintendent for Curriculum and Instruction, Dr. Kimberly Tew - KimberlyTew@princetonk12.org
Supervisor of Humanities (Grades 6-12), Keisha Smith-Carrington -
Keishasmith-Carrington@princetonk12.org
Acting Superintendent, Dr. Kathie Foster - KathleenFoster@princetonk12.org
Princeton Middle School Principal, Jason Burr - jasonburr@princetonk12.org
We
invite
you
to
connect
with
us.
Please
email
hello@prepyes.org
for
the
latest
updates
regarding
this
issue
or
to
share
any
information or concerns about the curriculum being taught in our schools.
Parents for Responsible
Educational Policy
PREP
Parents for Responsible
Educational Policy
PREP
The Protest at the Middle School
This
demonstration,
initiated
by
concerned
parents,
focuses
on
the
upcoming
introduction
of
a
specific
curriculum
designed
by
an
external
organization,
HiTOPS.
This
curriculum,
titled
Intersectionality,
Privilege,
and
Microaggression
held
within
a
class
called
Pathway
to
Racial
Literacy,
has
sparked
a
heated
debate
among
the
parent community.
At
the
heart
of
this
controversy
is
the
curriculum's
approach
to
societal
issues,
particularly
those
related
to
race
and
LGBTQ
matters.
HiTOPS
appears
to
frame
these
issues
through
a
lens
of
oppressor
and
oppressed,
a
perspective
that
has
raised
alarm
among
parents.
The
concern
is
that
such
a
divisive
approach
may
not
only
oversimplify
complex
social
dynamics
but
also
sow
discord
among students.
The
ideological
roots
of
this
curriculum
can
be
traced
back
to
several
sources.
The
Frankfurt
School,
a
collective
of
neo-Marxist
thinkers,
renowned
for
Critical
Theory
an
approach
that
encouraged
academics
to
critique
and
change
society,
rather
than
merely
understand
it.
Instead
of
liberation
by
class
struggle
its
focus
is
on
stirring
racial
and
other
oppressed
social
groups
to
be
the
spark
for
the
revolutionary
social
change.
Post
Modernism
complemented
this
perspective
by
introducing
the
concept
of
relative
truths,
thereby
challenging
the
traditional
notion
of
objective
reality.
Influential
thinkers
such
as
Michel
Foucault
and
Paulo
Freire,
along
with
the
frameworks
of
Critical
Race
Theory
(CRT)
and
Queer
Theory,
have
significantly
shaped
this
ideology.
Kimberlé
Crenshaw
the
well
known
CRT
theorist
who
coined
the
term
intersectionality
is
explicitly
referenced
in
one
of
HiTOPS'
presentation
slides.
Concurrently,
Queer
Theory,
evolving
from
its
roots
in
challenging
heteronormativity,
has
expanded
to
challenging
the
normativity
of
a
wider
range
of
political
and
social
issues,
These
contentious
theories
coalesce,
creating
a
problematic
curriculum
framework
that
has
sparked
significant
debate and concern among parents.
The
approach
of
the
HiTOPS
curriculum
echoes
elements
of
Paulo
Freire's
"Pedagogy
of
the
Oppressed,"
which
divides
society
into
'oppressors'
and
'oppressed'.
HiTOPS,
by
categorizing
students
as
'privileged',
subtly
aligns
with
Freire's
framework.
The
curriculum
doesn't
explicitly
use
the
term
'oppressor',
but
the
implication
is
present.
When
some
students
are
labeled
as
oppressed,
it
naturally
leads
to
the
inference
of
other
students
in
the
role
of
an
'oppressor'
in
this
context,
creating
an
undercurrent
of
Freire's
oppressor-oppressed
dynamic in the classroom environment.
The
problem
extends
beyond
academic
circles.
These
ideas,
like
an
'ideological
viruses,'
have
permeated
the
societal
fabric,
influencing
public
consciousness.
This
is
particularly
evident
in
the
education
system,
where
teachers
and
administrators
are
increasingly
adopting
these
perspectives.
As
a
result,
policies
and
teachings
that
many
parents
find
controversial
are
becoming
more
prevalent
in
schools,
prompting
the
current
protest.
The
HiTOPS
curriculum
is
often
defended
by
the
school
and
board
of
education
as
a
necessity
to
fulfill
state
mandates,
specifically
N.J.S.A.
18A:35-
4.36a.
This
mandate
emphasizes
promoting
instruction
about
diversity,
equity,
inclusion,
tolerance,
and
belonging,
covering
a
range
of
topics
from
economic
diversity
to
religious
tolerance.
However,
a
closer
examination
of
the
NJ
Department
of
Education
provided
sample
activities
and
lessons
for
grades
6
through
8
reveals
a
significant
disconnect
with
HiTOPS'
approach.
The
NJDOE
examples,
such
as
"In
My
Other
Life,"
"Native
American
Cultures
Across
the
U.S.,"
and
"Underreported
Stories
of
Migration,"
encourage
exploring
diverse
perspectives
and
understanding
cultural
nuances.
Contrastingly,
the
HiTOPS
curriculum
shifts
its
focus
towards
categorizing
students
within
the
theoretical
constructs
of
privileged
or
oppressed
groups,
a
direction
that
markedly
deviates
from
the
mandate's intended scope.
The
lesson
plan
provided
by
HiTOPS
includes
an
activity
where
students
are
asked
to
identify
their
privileges
and
oppression,
which
may
involve
revealing
sensitive
personal
information
like
sexual
orientation,
gender
identity,
immigration
status,
economic
status,
and
potentially
their
religious
and
political
affiliations.
This
activity
echoes
concerns
related
to
compelled
speech,
akin
to
the
U.S.
Supreme
Court's
rulings
on
involuntary
participation
in
activities
like
the
Pledge
of
Allegiance.
It
also
presents
a
contradiction
in
terms
of
privacy:
while
New
Jersey
Attorney
General
takes
legal
action
against
school
districts
for
disclosing
students'
gender
identities,
yet
our
school
allows
a
classroom
activity
that
could
lead
to
students
revealing
a
range
of
personal
identities.
This
discrepancy
raises
significant
questions
about
the
consistency
and
ethics
of
such
disclosures
within
an educational setting.
A
significant
concern
with
the
curriculum
is
its
tendency
to
oversimplify
conflicts
between
people
into
a
binary
framework
of
oppressor
versus
oppressed.
This
reductionist
view
risks
excusing
inappropriate
behaviors
by
attributing
them
solely
to
systemic
oppression
and
group
identity,
thus
undermining
personal
responsibility.
It
fosters
a
mindset
where
individuals
labeled
as
'oppressed'
might
feel
justified
in
their
wrongful
actions,
attributing
them
to
external
forces
rather
than
internal
choices.
Such
a
perspective
not
only
excuses
away
the
exercise
of
personal
agency
in
correcting
one's
behavior
but
also
risks
entrenching
cycles
of
blame
and
retaliation.
This
approach,
rather
than
promoting
self-reflection
and
integrity,
encourages
an
externalization
of
faults,
in
doing
so,
it
detracts
from
a
student’s
development
of
character
and
accountability,
essential
components
of
personal
and
social
growth.
In
the
HiTOPS
curriculum,
students
labeled
as
'privileged'
might
self-censor,
fearing
their
viewpoints
are
inherently
flawed
due
to
their
perceived
societal
status.
This
stems
from
the
curriculum's
implication
that
such
privilege
aligns
with
being
an
oppressor,
leading
to
a
belief
that
their
contributions
are
intrinsically
wrong.
This
dynamic
stifles
open
dialogue
and
impedes
critical
thinking
development.
When
students
are
discouraged
from
sharing
their
perspectives,
it
not
only
diminishes
classroom
discussions
but
also
impacts
their
confidence
in
broader
societal
engagements,
thereby
affecting
their
educational
and personal growth.
Another
critical
aspect
to
consider
is
the
curriculum's
impact
on
students'
mental
health.
Introducing
concepts
of
privilege
and
categorizing
students
based
on
identity
factors
they
cannot
control
may
contribute
to
increased
anxiety
and
stress.
The
approach
of
collective
labeling
and
assigning
negative
attributes
to
certain
identities
can
be
psychologically
damaging.
It
contradicts
the
school's
stated
commitment
to
promoting
mental
well-being among its students.
The
ideologies
underpinning
the
HiTOPS
curriculum
are
not
limited
to
their
immediate
content
but
are
part
of
a
broader
agenda
that
shapes
students'
perspectives,
preparing
them
for
more
radical
teachings
in
higher
education
and
beyond.
The
resulting
impact
is
evident
in
the
increasing
turmoil
on
college
campuses
and
in
broader
society.
The
curriculum
subtly
primes
students
to
dogmaticly
to
only
criticize
and
reform
through
a
particular
ideological
lens
of
their
targeted
issues.
These
targets
mostly
concentrate
on
topics
such
as
whiteness,
Christianity,
Western
civilization, capitalism, and meritocracy.
The
primary
mission
of
our
schools
should
be
to
direct
students'
attention
to
foundational
subjects
that
will
truly
benefit
their
futures.
This
includes
not
only
Math,
English,
and
Sciences
but
also
History
and
Civics.
Education
should
aim
to
unify
and
prepare
students
to
contribute
positively
to
society,
rather
than
dividing
them
along
ideological
lines.
We've
seen
in
the
past,
particularly
the
Chinese
Communist
Cultural
Revolution,
serves
as
a
stark
reminder
of
the
perils
inherent
in
a
society
engulfed
by
radical
ideologies.
Kurt
Vonnegut’s
"Harrison
Bergeron"
paints
a
vivid
picture
of
a
future
where
this
kind
of
thinking
leads
to
a
twisted
version
of
equity.
In
his
story,
a
ballerina
can't
dance
freely
because
she's
weighed
down
to
match
others'
abilities,
and
a
genius
gets
constant
interruptions
from
a
device
in
his
ear
so
he
cant
use
his
innate
intellect,
all
instituted
by
the
authority
to
make
sure
no
one
stands
out
or
excels
–
it’s
a
world
obsessed
with
making
sure
nobody
has
any
qualities
that
could
make
them
seem
like
'oppressors.'
These
examples,
one
from
history
and
one
from
fiction
about
a
dystopian
future
serves
as
a
warning
for
us
to
tread
carefully
of
what to teach in the classrooms.
A teacher being denounced by students at a
struggle session during Cultural Revolution
Parents,
voice
your
concerns
and
demand
the
school
and
board
of
education
to
change
the
curriculum.
Steer
the
educational
focus
back
to
subjects
and
approaches
that
build
a
cohesive,
informed,
and
resilient
society.
The
future
of
our
children
and
the
integrity
of
our
educational
system
depend
on
our
willingness
to
stand
up
for
these fundamental principles.
You
can
attend
a
board
of
education
meeting
to
express
your
concerns
about
HiTOPS
curriculum
during
public
comment.
The
next
meeting
will
be
on
Tuesday,
January
30.
The
meeting
could
be
in-
person
or
Zoom
it
is
TBD.
Please
check
with
PPS
website.
Contact info for the Board of Education and
Princeton Public School:
Board of Education - ppsboe@princetonk12.org
Assistant Superintendent for Curriculum and
Instruction, Dr. Kimberly Tew -
KimberlyTew@princetonk12.org
Supervisor of Humanities (Grades 6-12), Keisha
Smith-Carrington -
Keishasmith-Carrington@princetonk12.org
Acting Superintendent, Dr. Kathie Foster -
KathleenFoster@princetonk12.org
Princeton Middle School Principal, Jason Burr -
jasonburr@princetonk12.org
We
invite
you
to
connect
with
us.
Please
email
hello@prepyes.org
for
the
latest
updates
regarding
this
issue
or
to
share
any
information
or
concerns
about the curriculum being taught in our schools.