The proposal that “social justice and diversity issues” should become dominant themes in all education courses at the University of British Columbia should ring alarm bells for any who are familiar with what those terms mean to those engineers of educational thought who have incorporated them into their jargon. While real social justice is a goal which all right-thinking persons can approve of, and acceptance of diversity and in many other aspects of life is admirable, something more is meant by many educational planners, as has been shown in the institution of the Social Justice Twelve Course in response to the demands of pro-homosexuality activists.

The far-reaching proposals would see every aspect of UBC’s education courses change, according to the associate dean of education, as reported by Janet Steffenhagen of Vancouver Sun.
[Janet Steffenhagen, "New plan for teacher education focuses on social justice, diversity," The Vancouver Sun online, February 1, 2010 ]
The aim, apparently, is to make sure that future teachers cannot escape the message: Every class should be one where social justice and diversity issues are discussed. The seemingly unlikely setting of a mathematics class is given as an example. We can imagine the opportunities for political and social indoctrination that would present themselves in literature and the social studies if discussions of such topics were considered an integral part of even mathematics instruction!

(The above is part of a piece that I previously posted as an editorial on the British Columbia Parents and Teachers for Life site at http://www.BCPTL.org .)