Controversy at Lincoln High School: Seattle Students Told Loving Reading and Writing is “White Supremacy”


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In a recent turn of events at Lincoln High School in Seattle, students found themselves in the midst of a controversy regarding their love for reading and writing. As part of the Black Lives Matter at School Week, World Literature and Composition students were handed a peculiar handout defining the “9 characteristics of white supremacy.” This unexpected twist left one local father outraged, deeming it nothing short of “educational malpractice.”

Unveiling the Controversy: Seattle High Schoolers Confronted with Unusual Lessons

Under the guise of promoting awareness during the Black Lives Matter at School Week, students at Lincoln High School were introduced to a thought-provoking discussion on white supremacy. The crux of the matter lay in the assertion that the adoration for the written word is a manifestation of white supremacy, as it allegedly disregards alternative modes of communication. This perspective not only challenges the essence of World Literature and Composition but also questions the value we place on written communication. THe handout, devoid of contextual clarity, left students grappling with perplexing notions.

Parental Concerns: An Anonymous Father Speaks Out

Expressing profound concern, an anonymous father voiced his apprehensions on the Jason Rantz Show on KTTH. He lamented the potential repercussions of such teachings on impressionable minds, fearing it might hinder their academic growth. Moreover, he highlighted the unsettling categorization of “objectivity,” “individualism,” and “perfectionism” as traits synonymous with white supremacy. This labeling, he argued, not only lacks coherence but also stifles critical thinking by discouraging dissent.

Educational Malpractice: A Call for Reasoned Analysis

The father’s outcry against what he perceives as educational malpractice underscores the need for a nuanced approach to sensitive topics. He contends that the curriculum, by equating dissent with white supremacy, obstructs constructive dialogue and fosters a culture of conformity. Moreover, he warns against the perils of indoctrination, urging educators to encourage students to question and challenge prevailing narratives.

Moving Forward: Nurturing Critical Thinkers

As the debate rages on, it becomes imperative for educational institutions to reassess their approach to addressing issues of race and identity. Instead of propagating dogma, educators should strive to cultivate critical thinking skills that empower students to navigate complex societal issues with discernment. By fostering an environment conducive to open dialogue and intellectual inquiry, schools can fulfill their mandate of nurturing informed and engaged citizens.

IN conclusion, the controversy at Lincoln High School serves as a poignant reminder of the delicate balance between promoting social justice and safeguarding academic freedom. It is incumbent upon educators, parents, and policymakers to collaborate in shaping an educational landscape that not only cultivates empathy and inclusivity but also upholds the principles of intellectual freedom and critical inquiry.

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