As New Zealanders watch their childrens’ education subsumed by a fug of anti-white hate and oogabooga nonsense, it might be cold comfort to know that you’re not alone. Across the ditch, the Australian school curriculum is being suffocated by a possum-skin rug of ridiculous ‘magic Aborigine’ lunacy.
Not even supposedly ‘hard’ subjects like science and maths are immune. While Kiwi kids are supposed to pretend that Māori myths are ‘science’, Australian kids are forced to pretend that a culture that never even developed writing has anything to do with mathematics.
School maths teachers are expected to incorporate Indigenous dance and storytelling in lessons, despite evidence First Nations children are falling further behind their classmates in numeracy.
That sentence also showcases the degradation of our language in the crazy pursuit of supposed Aboriginal wonderfulness. ‘First Nations’ is a nonsensical, imported American terminology that has somehow become de rigeur despite its obvious denial of the reality of a primitive social organisation that barely rose above the level of the tribal band.
But the really mind-boggling stuff is the idiotic conceit that dancing has anything to do with maths.
The mathematics curriculum includes 37 complicated and at times incomprehensible instructions for teachers to use Indigenous dances, storytelling, reconciliation plans and even traditional weaving to teach the foundational numeracy skills of addition and subtraction, algebra, statistics, and trigonometry.
In year 5, Acknowledgement of Country can be used to teach 10-year-old students about binary coding in computing.
Are these people completely deranged?
When year 10 students are taught to apply Pythagoras’s theorem, they can “explore navigation, design of technologies or surveying by First Nations Australians, investigating geometrical and spatial reasoning, and how these connect in trigonometry’’ […]
In year 7, when students are introduced to algebra, teachers can link the core mathematical skill to Indigenous culture by “recognising and applying the concept of variable as something that can change in value, investigating the relationships between variables, and the application to processes on Country/Place including how cultural expressions of First Nations Australians, such as storytelling, communicate mathematical relationships that can be represented as mathematical expressions”.
In year 3, when seven-year-olds are learning to add and subtract, teachers are advised to prepare lessons “exploring First Nations Australians’ stories and dances that show the connection between addition and subtraction, representing this as a number sentence”.
‘If Morton drinks two goon bags how many broken bones does his missus get?’
All of this Soviet-level propaganda nonsense might be excusable if it had tangible results. Big surprise: it doesn’t. It makes it worse. Since this garbage was shoe-horned into the curriculum, maths results have accelerated their downward spiral. Not even Aboriginal kids are benefitting from this debased usurpation of their ancestors’ culture.
Despite the focus on Indigenous culture, First Nations students are falling further behind their non-Indigenous classmates in national numeracy tests.
In 2008, the year before cross-curriculum priorities were mandated, 19.8 per cent of Aboriginal and Torres Strait Islander children and 2.5 per cent of non-Indigenous children failed to meet the minimum standard for year 7 numeracy in the National Assessment Program – Literacy and Numeracy (NAPLAN).
By 2022, the proportion of failing students had jumped to 27.8 per cent of Indigenous and 5 per cent of non-Indigenous students.
Our kids are being set up to fail by deranged ideological loons roosting in taxpayer-funded sinecures in the education bureaucracy. It’s long past time to take a DOGE-like axe to the entire, corrupt, white-anted edifice.
