Culturally Responsive Teaching Standards Critical Race Theory
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Time and time again school boards ramble on about how their school districts are not involved with critical race theory. They will argue and stop at nothing to discredit concerned parents and citizens questioning newly adopted equity policies, mission statements, and new strategic plans. Parents aren’t picking on school boards, they have legitimate reasons for asking the questions they’re asking and they have the proof to back the questions they’re asking. 

This article takes one Illinois school district, Antioch CCSD 34 and provides information provided to the Diversity Equity Leadership Team (DELT). Members of DELT apparently played a part in the Equity Implementation. Recommended resources from Dr. Ivette Dubiel are located at the bottom of each agenda and this article will focus on some of those recommended resources. Below you will find the dates of each meeting and a link to the agendas.

Critical race (racism) theory materials which were either used or recommended to members who attended these meeting contain:

  • Obvious and clear racial biases
  • Ethnic discrimination by a government entity
  • Race identity materials that quite critical race theory advocates such as Ibram X. Kendi

Last month, several Antioch CCSD 34 teachers reached out to a member of our parents group with concerns about things about Antioch CCSD 34. Their concerns had to do with the newly adopted policy 7:12-Racial and Educational Equity, masks, vaccines, and testing. They fear they will lose their job to noncompliance. This member in our parent group set up a time and meeting place to discuss their concerns and at the last minute these teachers got cold feet and cancelled the meeting with us. Please note the photo below which is a poll sent to teachers in District 34 that was sent to this member of our group at this time. These teachers cancelled because they are afraid to speak up about what’s going on in District 34 because they fear they will lose their jobs for doing so.

Who is Dr. Ivette Dubiel?

  • Dr. Dubiel was selected to be a part of the Community Leadership and Equity Advisory Council for U.S. Representative, Lauren Underwood, for the IL 14th Congressional district.
  • The Diverse Learner and Teacher Ready Network led to Illinois’ newly adopted Culturally Responsive Teaching and Leading Standards. In other words, Dr. Ivette Dubiel had a strong hand in developing these newly adopted standards.
  • Her Systemic Educational Equity, LLC materials are copyrighted and therefore cannot be released to parents via FOIA request.

Dr. Ivette Dubiel’s Recommended Resources For Equity Team Members:

During Antioch CCSD 34’s Equity Conversation meetings (which can be found on Antioch CCSD 34’s website) , Dr. Ivette Dubiel provided resources to District 34’s members of the Diversity Equity Leadership Team (members are listed on page 7 of Antioch CCSD 34’s Equity Action Plan. Below I have listed some of the resources recommended that cause concern:

*Please note: If you click on a link that returns a 404 page error, please reach out to Parents for America and we will send you screenshots of the information contained in these links. There are some resource links on Dr. Ivette Dubiel’s recommended resource list that is already returning 404 page errors. We have observed that this has been happening more often now as concerned parents have been exposing this information. 

1. PBS New Classroom Resources: Three Ways to Teach the Insurrection of the U.S. Capitol

*Please note that this article was published on Jan. 6, 2021

What happened to innocent until proven guilty? Why is this being recommended when it wasn’t even proven in the court of law?

Below are some of the questions recommended in activities for students from PBS News:

“ACTIVITY ONE: Class discussion

Warm up questions:” 

“Why did Trump supporters seek to forcefully disrupt the counting of the electoral votes?”

“How have politicians reacted to the breach and President Trump’s initial encouragement of the attack?”

“Why are the events at the U.S. Capitol being referred to as an insurrection rather than a protest? How would you describe the event?”

“What changes do you think the assault should lead to, and what do you think are the biggest open questions to seek to resolve?”

“Several different U.S. departments and law enforcement agencies were sent to Washington D.C. including the National Guard during Black Lives Matter protests over the summer, which were overall very peaceful. Contrast this with Wednesday’s insurrection at the nation’s Capitol in which individuals stormed the halls of Congress, and the National Guard was initially held back.”

  • “Take a look at the two photos below (captions are below but read those after), one from a Black Lives Matter protest in 2016, and the other from today’s storming of the Capitol. What do you notice? Who is in the photo? What events are taking place? Why do you think the photographer took the picture? What questions do you have?”

*You can take a look at the two pictures in question by visiting the link we provided above.

“Caption for photo #1: A supporter of President Donald Trump being walked down the steps of the Capitol during the insurrection in Washington D.C. Jan. 6, 2021. Courtesy: CNN (screenshot)”

“Caption for photo #2: Lone activist Ieshia Evans stands her ground while offering her hands for arrest as she is charged by riot police during a protest against police brutality outside the Baton Rouge Police Department in Louisiana, July 2016. Evans, a 28-year-old Pennsylvania nurse and mother of one, traveled to Baton Rouge to protest against the shooting of Alton Sterling. Sterling was a 37-year-old black man and father of five, who was shot at close range by two white police officers. REUTERS/Jonathan Bachman”

2. Dr. Ivette Dubiel’s Anti-Racist Parenting Facebook Group

Dr. Ivette Dubiel also recommends a Facebook group (which runs herself) called Anti-Racist Parenting. I requested to be a part of this Facebook group because for one, it’s a parenting group and I’m a parent and two, because I was trying to understand exactly what this woman is consulting District 34 on which will affect District 34 children. My request was denied and I was also blocked from the group (I have a screen shot proving I was blocked). Why was I blocked? If there’s nothing wrong with what Dr. Ivette Dubiel and District 34 are doing why was I blocked from the Facebook group?

3. Dubiel also recommended District 65 Educators Council (DEC) (Evanston/Skokie School District)- BLM Week 

4. The McCormick Foundation’s Democracy Schools

This organization funds materials for curriculum as well as teachers training seminars.The McCormick website is run by Shawn Healy, who is the main person steering Illinois Civics Law and Mary Ellen Daneel, the leader of McCormicks course implementation seminars. Both of these individuals advocate for critical race theory and the culturally responsive teaching that came from it. The website is filled with material on critical race theory. Below you will find webinars and website pages from the Illinois Civics website:

Pages that endorse critical race theory on Illinois Civics website:

Webpage: Anti-Racism for Parents

Webpage: Anti-Racism for Classrooms

Two of Shawn Healy’s webinars that endorse critical race theory:

Webinar: “How to Raise a Socially Conscious, Anti-Racist Kid” with Amber Coleman-Mortley, Sonia Mathew and Dr. Shawn Healy

Webinar:Culturally Responsive Teaching to Promote Anti-Racist Classrooms

5. The National Equity Project blog post by Kathleen Osta The Role White People Can Play in This Moment.

*Recommends actions that can be taken.

This article talks about White people being trapped in history, “history of whiteness”, quotes Ibram X Kendi, and even includes an infographic titled: “Pyramid of White Supremacy”.

The “Pyramid of White Supremacy” labels white students and parents. It also creates a division among communities of Asian, Black and Brown students.

6.Teaching 6 year olds about privilege and power

The title speaks for itself.

7. The Anti-racist resources for a greater good (I have screenshots of this website to back up the information I have provided below. The link no longer works to this recommended resource).

This resource discusses the following:

8. 15 classroom resources for discussing racism, policing and protest Education Week. I have screenshots of this website to back up the information I have provided below. *The link to this article no longer works to this recommended resource, however, we were able to view the resource before the page became unavailable. We also have screenshots of the information.

This resource discusses:

9. 30 books to help you talk to your kids about racism.

Among the list of books recommended, you will find  “A for Activist” by Innosanto Nagra. It’s obvious that this book was not intended to teach young children proper capitalization or punctuation of words, it only aims to cause hatred, division, and activism.  Below you will find some of the content in this book for children ages 0-5 :

“A is for Activist

Advocate. Abolitionist. Ally.

Actively Answering A call to action

Are you an activist?”


Love who you choose,

Cuz, Love is true!

Liberate your notions of Limited emotions.

Celebrate with pride, our Links of devotion.”

“Open minds Operate Best. 

Critical thinking Over Bests.

Wisdom can’t be memorized.

Educate! Agitate! Organize!”

“Radical Reds!” the headlines said.

“Ruinous Rioters!” the Rumors spread.

“Rabble Rousing Riff Raff…”…Really?”

“T is for Trans.

For Trains, Tiaras, Tulips, Tractors, 

And Tigers Too!

Trust in the True.

The he she They That is you!”

“U is for Weekends.

U is for Workers Rights!

Wait. That’s not U, that’s DOUBLE U. 

U is for Union. 

Union yes!!”

10.From Chicago Public Schools- Say Their Names

The document states that this is a toolkit which helps foster productive conversations about race and civil disobedience and mentions George Floyd,  Breonna Taylor, Ahmaud Arbery.

11. American Bar Association- Syllabus: 21 day racial equity habit building challenge

*This challenge examines the “White fragility” that prevents White Americans from confronting racism.

This website recommends the following:

  • Project Implicit, Implicit Association Test (IAT)
  • Unpacking the Invisible Knapsack of White Privilege
  • Lavergne Cox talks about intersectionality at Harvard
  • Who is ‘Karen’ and why does she keep calling the police on Black men
  • Critical racial and social justice education list of resources by Robin DeAngelo
  • How to be a better White person in 2020
  • Whiteness as a property

12. The Indianapolis Public Schools Resource link returns a 404 error page.

13. The Illinois State Board of Education Implements New Teaching Standards to Better Serve Diverse Populations of Students from Antioch CCSD 34’s Equity Conversation meeting from 1/11/2021 link no longer works. We were not able to view this information.

The Student Intervention for Anti-Racist Education discusses the following:

  • White fragility
  • White rage
  • White identity
  • Whiteness
  • White-dominant culture
  • white supremacy
  • Racial affinity group

14. Racial Equity Tools: Glossary includes terminology such as:

*Racial Equity Tools asks that MP Associates Center for Assessment and Policy Development, and World Trust Education Services, October 2021 is cited for this information.

Causausing (affinity groups)

“To advance racial equity, there is work for white people and people of color to do separately and together. Caucuses provide spaces for people to work within their own racial/ethnic groups. For white people, a caucus provides time and space to work explicitly and intentionally on understanding white culture and white privilege and to increase one’s critical analysis around these concepts. A white caucus also puts the onus on white people to teach each other about these ideas, rather than placing a burden on people of color to teach them. For people of color, a caucus is a place to work with peers to address the impact of racism, to interrupt experiences of internalized racism, and to create a space for healing and working for individual and collective liberation. At times, people of color may also break into more specific race-based caucuses, sometimes based on experiences with a particular issue, for example police violence, immigration, or land rights. Groups that use caucuses in their organizational racial equity work, especially in workplaces and coalitions, generally meet separately and create a process to rejoin and work together collectively.” SOURCE:

Critical race theory

“The Critical Race Theory movement considers many of the same issues that conventional civil rights and ethnic studies take up, but places them in a broader perspective that includes economics, history, and even feelings and the unconscious. Unlike traditional civil rights, which embraces incrementalism and step by step progress, critical race theory questions the very foundations of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and principles of constitutional law.”

SOURCE:  Richard Delgado and Jean Stefancic, Critical Race Theory: An Introduction, NYU Press, 2001 (2nd ed. 2012, 3rd ed. 2017).

Intersectionality (related to intersectional identities)

Per Kimberlé Williams Crenshaw: “Intersectionality is simply a prism to see the interactive effects of various forms of discrimination and disempowerment. It looks at the way that racism, many times, interacts with patriarchy, heterosexism, classism, xenophobia — seeing that the overlapping vulnerabilities created by these systems actually create specific kinds of challenges. “Intersectionality 102,” then, is to say that these distinct problems create challenges for movements that are only organized around these problems as separate and individual. So when racial justice doesn’t have a critique of patriarchy and homophobia, the particular way that racism is experienced and exacerbated by heterosexism, classism etc., falls outside of our political organizing. It means that significant numbers of people in our communities aren’t being served by social justice frames because they don’t address the particular ways that they’re experiencing discrimination.”

Racial Capitalism

“If capitalism is intended to maximize profit, its operation inherently divides workers and extracts labor from communities of color, including enslaved people, Indigenous people, and immigrants. 

If you think of race as assigning meaning to whole groups of people, ideologically convincing others that some people are inferior to others, that some people are designed as beasts of burden, then what you end up getting is a system of extraction that allows for a kind of super-exploitation of Black and brown people. And racial capitalism also relies on an ideology or racial regime, and the racial regime convinces a lot of white people, who may get the crumbs of this extraction through slavery, through Jim Crow, convinces them to support or shore up a regime that seems to benefit whiteness based in white supremacy but where their own share of the spoils is actually pretty minuscule. So if you think of capitalism as racial capitalism, then the outcome is you cannot eliminate capitalism, overthrow it, without the complete destruction of white supremacy.”

SOURCE:  Robin D.G. Kelley, “The Rebellion Against Racial Capitalism,” interviewed by Jeremy Scahill, The Intercept (2020).

Racial Identity Development Theory

“Racial Identity Development Theory discusses how people in various racial groups and with multiracial identities form their particular self-concept. It also describes some typical phases in remaking that identity based on learning and awareness of systems of privilege and structural racism, cultural, and historical meanings attached to racial categories, and factors operating in the larger socio-historical level (e.g. globalization, technology, immigration, and increasing multiracial population).”

SOURCE:  New Perspectives on Racial Identity Development: Integrating Emerging Frameworks, edited by Charmaine L. Wijeyesinghe and Bailey W. Jackson (NYU Press, 2012).


“Unearned social power accorded by the formal and informal institutions of society to ALL members of a dominant group (e.g. white privilege, male privilege, etc.). Privilege is usually invisible to those who have it because we’re taught not to see it, but nevertheless it puts them at an advantage over those who do not have it.”

SOURCE:  Colours of Resistance Archive, “Privilege” (accessed 28 June 2013).


“States have a legal duty to acknowledge and address widespread or systematic human rights violations, in cases where the state caused the violations or did not seriously try to prevent them. Reparations initiatives seek to address the harms caused by these violations. They can take the form of compensating for the losses suffered, which helps overcome some of the consequences of abuse. They can also be future oriented—providing rehabilitation and a better life to victims—and help to change the underlying causes of abuse. Reparations publicly affirm that victims are rights-holders entitled to redress.”

SOURCE:  International Center for Transitional Justice.

“White fragility”

“A state in which even a minimum amount of racial stress becomes intolerable [for white people], triggering a range of defensive moves. These moves include the outward display of emotions such as anger, fear, and guilt, and behaviors such as argumentation, silence, and leaving the stress-inducing situation. These behaviors, in turn, function to reinstate white racial equilibrium.”

SOURCE:  Robin DiAngelo, “White Fragility” (International Journal of Critical Pedagogy, 2011).

White privilege

“Refers to the unquestioned and unearned set of advantages, entitlements, benefits and choices bestowed on people solely because they are white. Generally white people who experience such privilege do so without being conscious of it.

Structural White Privilege: A system of white domination that creates and maintains belief systems that make current racial advantages and disadvantages seem normal. The system includes powerful incentives for maintaining white privilege and its consequences, and powerful negative consequences for trying to interrupt white privilege or reduce its consequences in meaningful ways. The system includes internal and external manifestations at the individual, interpersonal, cultural and institutional levels. 

The accumulated and interrelated advantages and disadvantages of white privilege that are reflected in racial/ethnic inequities in life-expectancy and other health outcomes, income and wealth, and other outcomes, in part through different access to opportunities and resources. These differences are maintained in part by denying that these advantages and disadvantages exist at the structural, institutional, cultural, interpersonal, and individual levels and by refusing to redress them or eliminate the systems, policies, practices, cultural norms, and other behaviors and assumptions that maintain them.

Interpersonal White Privilege: Behavior between people that consciously or unconsciously reflects white superiority or entitlement.

Cultural White Privilege: A set of dominant cultural assumptions about what is good, normal or appropriate that reflects Western European white world views and dismisses or demonizes other world views.

Institutional White Privilege: Policies, practices and behaviors of institutions—such as schools, banks, non-profits or the Supreme Court—that have the effect of maintaining or increasing accumulated advantages for those groups currently defined as white, and maintaining or increasing disadvantages for those racial or ethnic groups not defined as white. The ability of institutions to survive and thrive even when their policies, practices and behaviors maintain, expand or fail to redress accumulated disadvantages and/or inequitable outcomes for people of color.”


  1. Peggy McIntosh, “White Privilege and Male Privilege: A Personal Account of Coming to See Correspon­dences Through Work in Women Studies” (1988).
  2. Transforming White Privilege: A 21st Century Leadership Capacity, CAPD, MP Associates, World Trust Educational Services (2012)

white supremacy

“The idea (ideology) that white people and the ideas, thoughts, beliefs, and actions of white people are superior to People of Color and their ideas, thoughts, beliefs, and actions. While most people associate white supremacy with extremist groups like the Ku Klux Klan and the neo-Nazis, white supremacy is ever present in our institutional and cultural assumptions that assign value, morality, goodness, and humanity to the white group while casting people and communities of color as worthless (worth less), immoral, bad, and inhuman and “undeserving.” Drawing from critical race theory, the term “white supremacy” also refers to a political or socio-economic system where white people enjoy structural advantage and rights that other racial and ethnic groups do not, both at a collective and an individual level.”

SOURCE:What Is Racism?” − Dismantling Racism Works (dRworks) web workbook.

white supremacy culture

“White Supremacy Culture refers to the dominant, unquestioned standards of behavior and ways of functioning embodied by the vast majority of institutions in the United States. These standards may be seen as mainstream, dominant cultural practices; they have evolved from the United States’ history of white supremacy. Because it is so normalized it can be hard to see, which only adds to its powerful hold. In many ways, it is indistinguishable from what we might call U.S. culture or norms – a focus on individuals over groups, for example, or an emphasis on the written word as a form of professional communication. But it operates in even more subtle ways, by actually defining what “normal” is – and likewise, what “professional,” “effective,” or even “good” is. In turn, white culture also defines what is not good, “at risk,” or “unsustainable.” White culture values some ways of thinking, behaving, deciding, and knowing – ways that are more familiar and come more naturally to those from a white, western tradition – while devaluing or rendering invisible other ways. And it does this without ever having to explicitly say so…

An artificial, historically constructed culture which expresses, justifies, and binds together the United States white supremacy system. It is the glue that binds together white-controlled institutions into systems and white-controlled systems into the global white supremacy system.”


1. Gita Gulati-Partee and Maggie Potapchuk, “Paying Attention to White Culture and Privilege: A Missing Link to Advancing Racial Equity” (The Foundation Review vol. 6: issue 1, 2014).

2. Sharon Martinas and the Challenging White Supremacy Workshop, 4th revision (1995).


“The term white, referring to people, was created by Virginia slave owners and colonial rules in the 17th century. It replaced terms like Christian and Englishman to distinguish European colonists from Africans and indigenous peoples. European colonial powers established whiteness as a legal concept after Bacon’s Rebellion in 1676, during which indentured servants of European and African descent had united against the colonial elite. The legal distinction of white separated the servant class on the basis of skin color and continental origin. The creation of ‘whiteness’ meant giving privileges to some, while denying them to others with the justification of biological and social inferiority.

Whiteness itself refers to the specific dimensions of racism that serve to elevate white people over people of color. This definition counters the dominant representation of racism in mainstream education as isolated in discrete behaviors that some individuals may or may not demonstrate, and goes beyond naming specific privileges (McIntosh, 1988). Whites are theorized as actively shaped, affected, defined, and elevated through their racialization and the individual and collective consciousness formed within it … Whiteness is thus conceptualized as a constellation of processes and practices rather than as a discrete entity (i.e. skin color alone). Whiteness is dynamic, relational, and operating at all times and on myriad levels. These processes and practices include basic rights, values, beliefs, perspectives, and experiences purported to be commonly shared by all but which are actually only consistently afforded to white people.”


1. PBS, “Race: The Power of an Illusion” (2018–2019 relaunch of 2003 series).

2. Robin DiAngelo, “White Fragility” (International Journal of Critical Pedagogy, 2011).

15. The Institute for Educational Leadership (Courageous Conversations about Race Protocol) returns a 404 error page. We were unable to view this information.

Stop Insulting The Intelligence of Parents

The Antioch CCSD 34’s Board of Education Policy Manual : Policy 8:95 under Section 8-Community Relations>Parental Involvement states:

“In order to assure collaborative relationships between students’ families and the
District, and to enable parents/guardians to become active partners in their children’s
education, the Superintendent shall:

  1. Keep parents/guardians thoroughly informed about their child’s school and
  2. Encourage parents/guardians to be involved in their child’s school and
  3. Establish effective two-way communication between parents/guardians and
    the District.
  4. Seek input from parents/guardians on significant school-related issues.
  5. Inform parents/guardians on how they can assist their children’s learning.
    The Superintendent shall periodically report to the School Board on the implementation
    of this policy.

CROSS REF.: 6:170 (Title I Programs), 6:250 (Community Resource Persons and
Volunteers), 8:10 (Connection with the Community), 8:90 (Parent
Organizations and Booster Clubs)

ADMIN. PROC.: 6:170-AP1, E1 (District Level Parent and Family Engagement Compact),
6:170-AP1, E2 (School Level Parent and Family Engagement Compact)”

Commonly Used Coaching

Equity consulting firms are also known to coach school boards and superintendents to:

Use predetermined talking points and language in order to avoid using the words “critical race theory”

Stay focused on the message

Urge school boards to have law enforcement at school board meetings

To be prepared to “turn off” the mic on parents and community members during public comment as needed

Encouraged to avoid a quorum of the school board in order to escape disclosure of critical race theory meetings which is legally required under [5 ILCS 120/1.02]. The Open Meetings Act states “OMA states clearly that actions of public bodies are to be taken openly and that their deliberations are to be conducted openly. Any time “a majority of a quorum” of a school board meets to discuss public business. However, a quorum must be present to hold a meeting. The law applies to board committees as well as to the full board.” Antioch CCSD 34’s Equity Action Plan clearly states on page 29 “monthly meetings with strand leaders”. Who are these strand leaders? Are these meetings the Equity Conversation meetings or these different meetings in addition to the Equity Conversation meetings? Are there any school board members who are also strand leaders? If so, who are they and how many of them attend the strand leader meetings?

Does this sound like the Antioch CCSD 34 School Board and superintendent are keeping parents/guardians thoroughly informed about their child’s school and education? Does this sound like they are encouraging parents/guardians to be involved in their child’s school and education? Does this sound like they’ve established effective two-way communication between parents/guardians and the District? Does this sound like they’ve sought input from parents/guardians on significant school related issues? It appears that the only thing they’ve informed parents/guardians as far as assisting their children’s learning is how to teach their child not to be a racist.

After reading through these recommended resources from Dr. Ivette Dubiel which was provided to Antioch CCSD 34, it’s very difficult believing that District 34’s newly adopted policy 7:12-Racial and Educational Equity has nothing to do with critical race theory. How can the Antioch District 34 School Board expect concerned parents to trust and believe that critical race theory does not play a factor in their child(rens) education? Not once have they tried explaining to concerned parents why this is not critical race theory, they just repeat they’re not teaching critical race theory.

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