If you’re an employer and trying to thin a pile of job applications, repeated errors of even simple grammar and spelling are, inevitably, going to be a big help, given their tendency to correspond with, and thereby signal, both carelessness and imprecision. If someone is apparently too distracted to proofread their own job application, that’s unlikely to inspire great confidence.

However, Dr Strouse has foreseen this practical problem and proposes a bold, if unorthodox, solution: “The workplace has way too much power and should not be allowed to determine something as fundamental as how we speak,” says he. “People need to tell their bosses, ‘Fuck you.’” And a long and satisfying employment history will no doubt follow.

You see, Dr Strouse is – in his mind, at least – “dismantling linguistic racism.” And he’s doing this using minority students as his little foot soldiers. How very brave of him. And that ungrammatical job application, the one enlivened with incomprehensible sentences and lots of inventive spelling, will do just fine. Because by the time any sufficiently credulous students have pinned their hopes upon it, it won’t be his problem. 

Apparently, San Francisco’s elementary-school children are expected to have, or at least regurgitate, strong opinions on the Israeli military.

Many young children are of course accustomed to being given a “word of the day,” though I would guess that such highlighted words don’t usually include “strike,” “ceasefire,” and “protest.” Nor, I suspect, would third-graders often be tasked with “disrupting whiteness,” which seems somewhat ambitious and just a tad question-begging, or with imagining “a world without police, money, or landlords.”

Yet here we are.

Readers may wish to ponder whether the sins against progressivism mentioned above – expressing doubts about rioting, or teaching Chinese pronunciation to students of Chinese – exist on the same level of inaptness as, say, a public-school teacher showing ten-year-olds shockingly graphic video of a man being shot in the neck – and killed, in front of his family – and showing that footage repeatedly, “numerous times,” while hectoring those same ten-year-olds on the merits of so-called “anti-fascism.”

Answers on a postcard, please.

The above does, I think, invite questions as to the vetting of public school educators and the kinds of personalities the job seems to attract in high concentrations. It also invites questions as to what kind of environment, what kind of workplace assumptions, might make a teacher of ten-year-olds think that such behaviour would be considered acceptable.

I mean, if nothing else, and even absent any conventional moral inhibition, you’d think that one of the obvious considerations for a teacher of ten-year-olds might at least be the assumption that parents will find out. In this case, when their children arrive home bewildered and distressed. And to therefore behave accordingly. And yet.

On the subject of parents being shocked to discover, belatedly, what their children are actually being taught, these three incidents came to mind. Among many others. Note, in the third link, the casual invention of a fake curriculum – yes, a fake curriculum – so as to deceive any curious parents. And all while insisting, “This is not being deceitful.”

In light of which, the “anti-fascist” snuff-video session mentioned above – the one for other people’s ten-year-olds – doesn’t exactly scream anomaly or aberration, or some unfortunate misreading of the room, so much as a ratcheting upwards.