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AI Summary. An analysis of 101 assigned readings in syllabi from the education schools at the University of North Carolina, the University of Michigan, and the University of Wisconsin finds a left-leaning slant, with 33 selections presented as scientific without being so and 27 explicitly political.

Jay Schalin The James G. Martin Center for Academic Renewal
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A Analysis of syllabi from leading education schools reveals a significant left-leaning bias in assigned readings, with 33 mislabeled as scientific & 27 displaying explicit political intent.

Do education school reading lists show a political slant?

Core argument: An analysis of syllabi at the education schools of the University of North Carolina, the University of Michigan, and the University of Wisconsin finds a left-leaning bias across 101 assigned reading selections.

An analysis of syllabi from leading education schools at UNC, Michigan, and Wisconsin reveals a significant left-leaning bias in assigned readings. Of 101 reading selections, 33 were misrepresented as scientific, while 27 explicitly displayed political intent. The remaining 41 selections, though seemingly apolitical, often featured contributors with leftist affiliations, such as Pierre Bourdieu and Michel Foucault. This trend suggests a successful "long march" through education schools, aiming to transform educational paradigms towards a collectivist vision. The implications for future educators and policy makers are profound, potentially influencing the ideological landscape of education and its economic impact on workforce development and innovation.

Takeaways by Macro Roundup® AI

  1. An analysis of syllabi at the education schools of the University of North Carolina, the University of Michigan, and the University of Wisconsin finds a left-leaning bias across 101 assigned reading selections.
  2. Of the 101 readings, the analysis classifies 33 as misrepresented as scientific and 27 as explicitly political, with the remaining 41 seemingly apolitical but often written by contributors with leftist affiliations such as Pierre Bourdieu and Michel Foucault.
  3. The analysis argues this pattern reflects a "long march" through education schools aimed at shifting education toward a collectivist vision, with implications for future teachers, policymakers, workforce development, and innovation.

Report you asked about

"....Education school syllabi were obtained from three leading schools of education: the University of North Carolina at Chapel Hill, the University of Michigan, and the University of Wisconsin at Madison. Recommended and assigned reading selections were quantified to discover the most popular authors. The results are unequivocal: the “long march” through the education schools has been successful; the most influential thinkers in our education schools are political radicals intent on transforming the nation to a collectivist, utopian vision.....There were 101 such reading selections in all. Of them, 33 (the first category in the chart) merely used the word “science” but were not,in fact, about science or science pedagogy. One example of a non-scientific work is from Michigan’s ED 516: “Montessori, The Science Behind the Genius.” Of the remaining 68 reading selections, 27 had titles that demonstrated some clear political intent.....The other 41 titles that included a variation of the keyword “science” were straightforward and betrayed little or no hint of politicization, such as a selection from UNC’s EDUC 504, “How Students Learn: History, Mathematics and Science in the Classroom.” While these reading selections’ titles may be apolitical, their contents may not be. One example is a book by Mario Biagioli, recommended in Michigan’s EDUC 830, with the innocuous-sounding title of The Science Studies Reader. The table of contents reveals a lengthy list of contributors, nearly all of whom can be identified as belonging to the political left, including French sociologist and philosopher of power relations Pierre Bourdieu. Many contributors were influenced by other French leftists, particularly Michel Foucault.....

Jay Schalin, "The Politicization of University Schools of Education," The James G. Martin Center for Academic Renewal, February 20, 2019, https://files.eric.ed.gov/fulltext/ED594180.pdf

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