How the Public School System Went Woke: A Comprehensive Analysis

By Dr. Tim Orr

Over the last two decades, public education in the United States has undergone a profound transformation. What was once an institution primarily focused on equipping students with foundational skills and knowledge has increasingly become a platform for advancing social and political ideologies. The term “woke” has become shorthand for this shift, emphasizing social justice, identity politics, and systemic critique. While proponents argue these changes reflect progress and inclusivity, critics contend that they often come at the expense of academic rigor, neutrality, and parental trust. To understand how public schools have reached this point, we must explore the historical, cultural, and institutional forces that have shaped their evolution.

The Expanding Role of Public Education

The purpose of public education in America has always reflected broader societal priorities. In the 19th century, education reformer Horace Mann envisioned schools as the "great equalizer," institutions where children from diverse backgrounds could develop the skills and values necessary for informed citizenship (Cremin, 1980). Public schools largely fulfilled this mission for much of the 20th century, focusing on literacy, numeracy, and civics while promoting shared cultural norms and civic responsibility. However, the social upheavals of the 1960s and 1970s began to redefine education’s role, expanding its scope beyond academics.

The Civil Rights Movement brought attention to the structural inequalities embedded in American society, and schools became key arenas for addressing racial and economic disparities. Desegregation and affirmative action policies were landmark achievements that aimed to level the playing field for marginalized groups. Yet, this era also introduced the idea that education could be a tool for broader social transformation. Over time, this mission expanded to encompass various issues—race, gender, class, and identity—laying the groundwork for the ideological battles that define today’s educational landscape.

The Influence of Critical Theory

The ideological shift in public education cannot be understood without examining the influence of critical theory. Originating in the Frankfurt School during the early 20th century, critical theory challenged traditional power and authority structures, focusing on how systems perpetuate inequality and oppression (Jay, 1996). While initially rooted in Marxist critiques of capitalism, critical theory eventually expanded to cultural and social institutions, including education. Its principles permeated academia in the mid-20th century, particularly through fields like sociology, law, and cultural studies.

One of the most impactful offshoots of critical theory has been Critical Race Theory (CRT), developed by legal scholars like Derrick Bell and Kimberlé Crenshaw. CRT posits that racism is not merely a matter of individual prejudice but a systemic issue embedded in the structures of society (Delgado & Stefancic, 2017). Although CRT originated as a legal framework, its concepts—such as white privilege, intersectionality, and implicit bias—have been adapted for use in K-12 education. Teachers are encouraged to examine their biases and view classroom dynamics through a lens of systemic inequity. While proponents argue that these approaches promote equity, critics contend that they often create division by framing students as oppressors or oppressed.

Teacher Training and the Spread of Ideology

One of the primary vehicles for introducing woke ideology into public schools has been teacher training programs. Over the past two decades, colleges of education have increasingly adopted frameworks rooted in social justice and critical pedagogy. Aspiring teachers are often required to take courses in "culturally responsive teaching" or "anti-racist education," where they are taught to view themselves not only as educators but also as activists for social change (Schreiner, 2022). These programs emphasize the importance of addressing systemic inequities in the classroom, often framing traditional academic practices as tools of oppression.

For example, many training programs encourage teachers to adopt "equity-focused" practices, such as adjusting grading policies to account for systemic disadvantages. Similarly, implicit bias training has become a standard professional development component for educators, urging them to confront their potential prejudices and design lessons that challenge dominant narratives. While these approaches aim to create more inclusive learning environments, they also risk politicizing the classroom and diverting attention from core academic subjects. The ideological orientation of teacher training programs ensures that these ideas trickle down into every aspect of K-12 education, shaping curriculum and pedagogy.

Curriculum Overhaul: From Education to Activism

The curriculum changes driven by woke ideology have been among the most visible and contentious aspects of the transformation in public schools. Subjects like history, literature, and even math and science have been reimagined to align with the principles of social justice. In history classes, for instance, there is a growing emphasis on themes of colonialism, slavery, and systemic racism, often at the expense of exploring the complexities and achievements of American history (Ravitch, 2020). While it is crucial to acknowledge the darker chapters of the past, critics argue that this approach often presents a one-sided narrative, reducing historical events to simplistic binaries of oppressors and oppressed.

Classical works by authors like Shakespeare, Hawthorne, and Twain are increasingly replaced or supplemented by contemporary texts focusing on race, gender, and identity. While these additions bring valuable perspectives, critics contend that sidelining the classics deprives students of a shared cultural foundation and a broader literary canon. Even math and science have not been immune to ideological influence. Ethnomathematics, a framework that examines the cultural dimensions of mathematical practices, has gained traction in some districts. Advocates argue that it helps address disparities in STEM fields, but opponents worry it undermines the objective nature of these disciplines (Powell, 2021).

Gender ideology has also become a flashpoint in curriculum debates. Many schools now teach concepts like gender fluidity and pronoun usage as early as elementary school, often without parental consent. Policies allowing students to choose their gender identity and access facilities accordingly have sparked lawsuits and protests, highlighting the growing divide between schools and families over who should have the final say in a child’s education.

The Role of COVID-19 in Exposing the Shift

The COVID-19 pandemic acted as a catalyst for exposing the extent of ideological changes in public education. Remote learning brought classrooms into family living rooms, giving parents unprecedented visibility into their children’s lessons. Many were shocked to discover that discussions of systemic racism, gender identity, and climate activism were often prioritized over traditional academics. This realization galvanized grassroots movements, such as Moms for Liberty, and fueled widespread protests at school board meetings (Goldstein, 2021).

Simultaneously, teachers’ unions became more overtly aligned with progressive causes during the pandemic. Organizations like the National Education Association (NEA) and the American Federation of Teachers (AFT) advocated for policies that extended school closures, citing safety concerns, while also pushing for the inclusion of CRT-based curricula and gender-inclusive policies. These actions deepened the rift between parents and schools, with many families feeling their concerns dismissed or actively opposed.

Implications and the Path Forward

The woke transformation of public schools has profound implications for students, families, and society. While proponents argue that these changes create a more inclusive and equitable education system, critics highlight several unintended consequences. Academic rigor has declined, with test scores in core subjects like reading and math reaching historic lows. Trust between schools and families has eroded as parents feel excluded from decisions about curriculum and policies. Perhaps most troublingly, the emphasis on systemic oppression risks fostering division among students, undermining the sense of unity that public education was designed to promote.

To address these challenges, public education must return to its foundational principles. Schools should prioritize academic excellence, equipping students with the knowledge and skills they need to succeed in a competitive world. Transparency is essential; parents must have access to curricula and a meaningful voice in shaping educational policies. Finally, schools must strive for neutrality, teaching students to think critically rather than prescribing what to think ideologically. Focusing on these goals ensures that public education fulfills its true purpose: preparing students for informed, engaged citizenship.

References

Cremin, L. A. (1980). American education: The national experience, 1783-1876. Harper & Row.

Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction (3rd ed.). NYU Press.

Goldstein, D. (2021). The teacher wars: A history of America’s most embattled profession. Anchor.

Jay, M. (1996). The dialectical imagination: A history of the Frankfurt School and the Institute of Social Research, 1923-1950. University of California Press.

Powell, A. (2021). "The politicization of math education: An analysis of ethnomathematics." Educational Review, 73(4), 482-498.

Ravitch, D. (2020). Slaying Goliath: The passionate resistance to privatization and the fight to save America’s public schools. Knopf.

Schreiner, S. (2022). "Social justice and teacher training: Navigating the divide." Journal of Educational Policy, 34(2), 212-228.

Tim Orr is a scholar of Islam, Evangelical minister, conference speaker, and interfaith consultant with over 30 years of experience in cross-cultural ministry. He holds six degrees, including a master’s in Islamic studies from the Islamic College in London. Tim taught Religious Studies for 15 years at Indiana University Columbus and is now a Congregations and Polarization Project research associate at the Center for the Study of Religion and American Culture at Indiana University Indianapolis. He has spoken at universities, including Oxford University, Imperial College London, the University of Tehran, Islamic College London, and mosques throughout the U.K. His research focuses on American Evangelicalism, Islamic antisemitism, and Islamic feminism, and he has published widely, including articles in Islamic peer-reviewed journals and three books.