随着学年开始，教育正受到放大镜的审视，家长和组织正在仔细审查课程。现在，北美价值研究所（NAVI）——一个非党派的教育监督机构——对匹兹堡公立学校（PPS）为高中高年级学生开设的新民族研究课程发出了警报。该组织声称，该课程并非专注于教授学生历史，而更像是一本政治行动的操作手册。
As the school year kicks off, education is under the microscope, with parents and organizations scrutinizing curricula. Now, the North American Values Institute (NAVI), a nonpartisan education watchdog, is sounding the alarm over Pittsburgh Public Schools' (PPS) new ethnic studies course for high school seniors. The organization claims that rather than focusing on teaching students history, the course appears to be a how-to guide for political activism.
“我有一个简单的哲学：教孩子们了解革命，但不要招募他们参与其中，”NAVI宾夕法尼亚州主任史蒂夫·罗森伯格（Steve Rosenberg）对福克斯新闻数字版说。
"I have a simple philosophy: Teach kids about revolutions, don't recruit them to be in one," NAVI Pennsylvania Director Steve Rosenberg told Fox News Digital.
罗森伯格提到NAVI通过知情权请求获得的匹兹堡公立学校文件，表达了对学校如何处理该课程主题以及所提供课堂材料中缺乏反驳论点的担忧。NAVI将这些文件发送给了福克斯新闻数字版。
Referring to PPS documents that NAVI obtained through right-to-know requests, Rosenberg expressed concerns over how the school was planning to approach the course topic and the lack of counterarguments in provided class materials. NAVI sent the documents to Fox News Digital.
有争议的教师培训将家长权威视为压迫，教育专家警告。当被问及文件是否确实准确且最新时，匹兹堡公立学校K-12识字、人文学科和图书馆服务执行董事安·菲尔摩尔博士在一份声明中表示，‘我们向组织提供了单元概览，而非完整课程。部分文件包括教师自行制定的个别课程大纲。’菲尔摩尔还指出，一些个别教师大纲专门用于与拉罗什大学合作的高中大学双学分课程（College in High School，CHS），而非由学区编写的课程。
CONTROVERSIAL TEACHER TRAINING TARGETS PARENTAL AUTHORITY AS OPPRESSION, EDUCATION EXPERT WARNS When asked to confirm if the documents were in fact accurate and current, Dr. Ann Fillmore, executive director K-12 Literacy, Humanities and Library Services for Pittsburgh Public Schools, said in a statement, "We provided the organization unit overview — not full curriculum. Some of the documents included, are individual course syllabi created by teachers." Fillmore also noted that some of the individual teacher syllabi were specifically for a College in High School (CHS) dual-enrollment course affiliated with LaRoche University, rather than curriculum written by the district.
菲尔摩尔补充说，‘此外，CHS（高中大学）课程大纲已被包含，但该课程并非由匹兹堡公立学校课程与教学办公室（C&I）创建，’并指出学区的单元概览已为2026–2027学年进行修订。根据学区文件，该课程分为五个单元：每个单元的教学计划安排在数周内完成。课程的前两单元奠定了基础，重点关注身份形成、文化遗产和历史迁徙。
"In addition, the CHS [College in High School] course syllabus are [sic] included and that course is not created through Pittsburgh Public Schools C&I [Office of Curriculum & Instruction]," Fillmore said, adding that the district's unit overviews have been revised for the 2026–2027 school year. According to district documents, the course is divided into five units: Each unit is set to be taught over the course of several weeks. The first two units of the course lay the foundational groundwork, focusing on identity formation, cultural heritage and historical migration.
NAVI 的关注主要集中在课程后半段，从第3单元开始。震撼报告揭露全国K-12组织的DEI议程如何渗透到地方学校在第3单元，学生被要求探讨权力体系如何构建，以及他们如何“挑战、抵抗并重组”这些体系，以使其“对所有人公平”。第3单元的学习成果包括解释“权力体系如何为特定群体提供特权”，讨论这些体系如何“产生不平等”，以及考察“边缘化社区和群体如何改变社会中的权力动态，并阐述替代社会体系的愿景”。
NAVI's concerns are primarily focused on the latter half of the course, starting with Unit 3. BLISTERING REPORT EXPOSES HOW NATIONAL K-12 GROUP'S DEI AGENDA IS TRICKLING DOWN TO LOCAL SCHOOLS In Unit 3, students are asked to explore how systems of power are built and how they can "challenge, resist and restructure" those systems in order to make them "equitable for all." The learning outcomes for Unit 3 include explaining "how systems of power give privilege to specific groups of people," discussions on how those systems "develop inequities," and examining "strategies of marginalized communities and groups to shift power dynamics within societies and articulate visions of alternative social systems."
与此同时，在第4单元，学生被要求探讨权力体系的限制因素，例如它们如何影响机会和资源的获取，以及人们如何“选择自己的生活”。学习成果包括让学生“制定并提出策略，以倡导在导致不同族群产生不平等结果的社会体系中实现变革”。Rosenberg 对第3和第4单元评价道：“这与仅仅了解人们经历过的事情以及他们在这个国家的旅程截然不同。”
Meanwhile, in Unit 4, students are asked to explore the limiting factors of systems of power, such as how they can impact access to opportunities and resources and how people make "choices about their lives." The learning outcomes include having students "develop and propose strategies to advocate for change within social systems that create inequitable outcomes for different ethnic groups." "Those are very different from just learning about what people have gone through and [their] journey through this country," Rosenberg said of the third and fourth units.
在第5单元，学生被指导将所学付诸实践。学习目标指出，学生应“制定行动计划，包括明确的问题、目标和步骤”，并“制定并传达针对与种族和多样性相关的社区问题的解决方案”。学生被要求与学校或社区内的其他人一起完成他们的计划。教师工会总部的极左激进分子会议引发课堂担忧在提交给福克斯新闻数字版的声明中，菲尔莫尔驳斥了NAVI对该课程的描述，称其“不准确”，并强调课程旨在教授公民推理，而非政治激进主义。
In Unit 5, students are instructed to take what they have learned and put it into action. The learning objectives state that students are to "develop an action plan, including a clear problem, goal, and steps" and to "develop and communicate solutions to community issues relating to race and diversity." The students are instructed to work on their plan with others within the school or the community. FAR-LEFT ACTIVIST CONFERENCE AT TEACHERS UNION HQ RAISES CLASSROOM CONCERNS In the statement provided to Fox News Digital, Fillmore refuted NAVI's characterization of the course, calling it "inaccurate" and emphasizing that the curriculum is designed to teach civic reasoning, not political activism.
“我们不训练学生——这违背了教育机构的宗旨——我们希望他们发展自己的原创想法、对历史的理解以及解决问题的方法，基于探究式学习原则和全国社会研究委员会（NCSS）的大学、职业与公民生活（C3）框架。”菲尔莫尔的声明写道。
"We don’t train students — it is disrespectful to what the education institution is — we want them to develop their own original ideas, understandings of history, and solutions to problems, based on the principles of inquiry-based learning and National Council for the Social Studies (NCSS) College, Career, and Civic Life (C3) Framework," Fillmore's statement read.
针对第3和第4单元，菲尔莫尔表示它们基于全国社会研究委员会（NCSS）的C3框架，旨在“通过帮助学生识别社区问题、通过研究进行调查、评估潜在回应，并考虑社区如何共同应对挑战，来促进积极参与的公民身份。”
Addressing units 3 and 4, Fillmore said that they are grounded in the National Council for the Social Studies (NCSS) C3 Framework and are meant to "promote engaged and active citizenship by helping students identify community issues, investigate them through research, evaluate potential responses, and consider how communities work together to address challenges."
NAVI的担忧超出了关于政治激进主义的辩论，团体反对课程如何处理犹太身份和反犹主义。
NAVI's concerns go beyond the debate over political activism, with the group objecting to how the course addresses Jewish identity and antisemitism.
CHS课程大纲的第1单元包括关于白人身份与特权的阅读，以及埃里克·戈德斯坦的《白人身份的代价：犹太人、种族与美国身份》。
Unit 1 of the CHS syllabus includes readings on Whiteness and privilege, as well as Eric Goldstein's "The Price of Whiteness: Jews, Race, and American Identity."
罗森伯格认为，通过特权理论来过滤犹太身份会曲解犹太人的经历。
Rosenberg argued that filtering Jewish identity through theories of privilege misrepresents the Jewish experience.
没有相反的解读能够表明，犹太人很可能一直是这个国家历史上受压迫最严重的两大群体之一；在犹太人生活过的每一个国家，他们也都遭受过严重压迫，所到之处皆遭驱逐。罗斯伯格告诉福克斯新闻数字网站：“因此，不能只因为写这本书的某个人或教授这门课程的教师认为犹太人是压迫者，就据此下结论。他们可以持有这种观点，但必须提出另一种说法，也就是反叙事。这样，你才能把这些材料交给学生，让两种说法都读一遍，然后由学生自行作出判断。”
"There is no counter reading to that, that would show that Jews have been one of the two most oppressed people probably in the history of this country, in every country that the Jews have ever been, kicked out everywhere they've ever been," Rosenberg told Fox News Digital. "So, just to show because this one person that wrote this book or the teacher that's teaching this curriculum thinks that Jews are the oppressor is not OK. They can have that opinion, but show a second, a counter narrative, so that you can take the material to the students, read both, and then make their own determination."
然而，菲尔莫尔否决了这一说法，称该课程并未将任何特定群体描述为“压迫者”或“被压迫者”。菲尔莫尔说：“族裔研究有意避免将个人或群体简化为‘压迫者’和‘被压迫者’这类简单类别，因为历史、身份和亲身经历要复杂得多。”
However, Fillmore rejected the claim, saying that the course does not characterize specific groups as "oppressor" or "oppressed." "Ethnic Studies intentionally avoids reducing individuals or groups to simplistic categories such as 'oppressor' and 'oppressed' because history, identity, and lived experiences are far more complex," Fillmore said.
“犹太人的历史、文化、韧性和贡献贯穿于整门课程。学生会了解犹太裔美国人长期在美国生活的历史与经历，包括他们所面临的挑战，以及犹太社群如何跨越世代维护自身身份、文化和集体记忆，”菲尔莫尔补充说，同时提及2018年生命树犹太教堂遇袭事件所反映的匹兹堡当地反犹主义问题。
"Jewish history, culture, resilience, and contributions are embedded throughout the curriculum. Students learn about the long-standing presence and experiences of Jewish Americans, including the challenges they have faced and the ways Jewish communities have preserved identity, culture, and collective memory across generations," Fillmore added, noting Pittsburgh's local connection with antisemitism after the 2018 attack at the Tree of Life synagogue.
菲尔莫尔还不认同NAVI对该课程未呈现反叙事的担忧，称这种担忧“并未反映该课程的实际设计或教学方式”。她指出：“该课程的一项核心原则是基于探究的学习。”教师在组织讨论时会选取多种资料，包括一手资料、二手资料、口述史和文学读物等。
CLICK HERE FOR MORE COVERAGE OF MEDIA AND CULTURE Fillmore also disagreed with NAVI's concerns about the curriculum not presenting counter narratives, saying that it "does not reflect how the course is designed or taught." She noted that a "core principle of the course is inquiry-based learning" and that teachers pull from several sources, including primary and secondary sources, oral histories, literature and more when facilitating discussions.
对于罗森伯格和NAVI来说，学校如何处理课程的核心关注点仍然存在，尤其是关于课堂中包含的观点。他认为学生可能不愿意提出相反的观点。
For Rosenberg and NAVI, the central concern about how the schools will handle the course remains, particularly when it comes to the perspectives included in the class. He argues that students may not feel comfortable raising counterpoints of view.
“如果站在教室前面讲课的老师告诉你这就是事实，年轻人很难有反叙事，难以持有任何不同的意见，因为他们担心会得不到好成绩，或者会受到其他人的偏见，”罗森伯格对福克斯新闻数字版表示。
"If the teacher who's standing up in front of the room is telling you this is the way it is, it is very hard for young people to have a counter-narrative, to have any kind of other opinion, because they're afraid they're going to not get a good grade, or they are going to be bias against them from other people," Rosenberg told Fox News Digital.
罗森伯格敦促家长要彻底了解课程材料。他说，家长需要“知道如何提出正确的问题”，以了解孩子在课堂上听到的内容。
Rosenberg is urging parents to be thorough and go through course materials. He said parents need "to know how to ask the right questions" when it comes to what their children are hearing in the classroom.