A highly praised English teacher at an upscale New Jersey private school tendered her resignation due to the school’s insane adoption of critical race theory. They claimed that the headmaster of the school told the staff on two separate instances that he “would fire us all if he could so that he could replace us all with people of color.”
The teacher in question, Dana Stangel-Plowe, is an alumnus of Cornell University and established herself as a lawyer before she decided to start her teaching career. she then started teaching at the $52,000-per-year Dwight-Englewood School in Bergen County. She has issued accusations at the school stating that they were fostering a “hostile culture of conformity and fear” as part of her resignation letter.
The school has a long list of former students who went on to becomes famous individuals including chef Anthony Bourdain, economics guru Larry Kudlow, actress Brooke Shields, and former Secretary of State George Schultz.
Stangel-Plowe issued her resignation letter on Tuesday, in which she wrote, “Over the past few years, the school has embraced an ideology that is damaging to our students’ intellectual and emotional growth and destroying any chance at creating a true community among our diverse population. I reject the hostile culture of conformity and fear that has taken hold of our school.”
“The school’s ideology requires students to see themselves not as individuals, but as representatives of a group, forcing them to adopt the status of privilege or victimhood,” the letter read. “They must locate themselves within the oppressor or oppressed group, or some intersectional middle where they must reckon with being part-oppressor and part-victim. This theory of power hierarchies is only one way of seeing the world, and yet it pervades D-E as the singular way of seeing the world.”
“As a result, students arrive in my classroom accepting this theory as fact: People born with less melanin in their skin are oppressors, and people born with more melanin in their skin are oppressed,” she stated. “Men are oppressors, women are oppressed, and so on. This is the dominant and divisive ideology that is guiding our adolescent students.”
She deftly changed subjects to focus on how this decision affected the students of the school: “In my classroom, I see up close how this orthodoxy hinders students’ ability to read, write, and think. I teach students who recoil from a poem because it was written by a man. I teach students who approach texts in search of the oppressor. I teach students who see inequities in texts that have nothing to do with power. Students have internalized the message that this is the way we read and think about the world, and as a result, they fixate on power and group identity. This fixation has stunted their ability to observe and engage with the full fabric of human experience in our literature.”
“Sadly, the school is leading many to become true believers and outspoken purveyors of a regressive and illiberal orthodoxy,” she stated as a warning. “Understandably, these students have found comfort in their moral certainty, and so they have become rigid and closed-minded, unable or unwilling to consider alternative perspectives. These young students have no idea that the school has placed ideological blinders on them.”