Public schools in Seattle are instructing students that appreciating reading and writing is a characteristic of “white supremacy.” This lesson is being delivered to high school students as part of their English classes.

A concerned parent has criticized the radical curriculum, labeling it as “educational malpractice.” During a lesson in World Literature and Composition at Lincoln High School, students were given a handout outlining the “9 characteristics of white supremacy.”

The classes were reportedly conducted in conjunction with Black Lives Matter at School Week, according to the parent of a student. The father found it peculiar that this specific lesson was included in the curriculum given the subject matter of the class.

Students in Seattle were informed that “Worship of the Written Word” is synonymous with “white supremacy.” The school argues that enjoying reading and writing leads to “an erasure of the wide range of ways we communicate with each other.” By this logic, the very content of World Literature and Composition is deemed racist.

Furthermore, the curriculum criticizes the notion that we place excessive value on written communication, suggesting that it only honors a narrow standard filled with misinformation and falsehoods. The handout fails to provide any context for the meaning behind these statements.

“I feel bad for any students who actually internalize stuff like this as it is setting them up for failure,” the father explained to the Jason Rantz Show on KTTH.

The father expressed his desire to remain unidentified due to concerns about potential retaliation from Seattle Public Schools towards his child. He mentioned that the remaining sections of the worksheet were equally troubling.

The worksheet categorizes “objectivity,” “individualism,” and “perfectionism” as forms of white supremacy. Furthermore, if students refuse to acknowledge their own racism or deny the legitimacy of any of the nine characteristics being racially biased, it is also considered white supremacy.

The father argues the concepts are “incoherent and cannot stand any sort of reasoned analysis.”

“How is a 15-year-old kid supposed to object in class when ‘denial and defensiveness’ is itself a characteristic of white supremacy?

“This is truly educational malpractice.”

“My problem with this curriculum is that this is supposed to be a writing and literature class and lessons like these do nothing to help my kid become a better writer,” the father explained.

“I’m sure Lincoln administration will point to the high ELA proficiency scores but the high proportion of HCC [highly capable]kids (40% of the student body) is a big factor.

“With so many smart, hard-working kids (white supremacists) it’s easy to support these luxury beliefs but system-wide only 63% of kids are proficient in English.

“Is this really the best use of class time? ”

“I feel bad for any students who actually internalize stuff like this as it is setting them up for failure,” he said.