Part 6/13:
One of the compelling aspects of Izumi’s discussion involves firsthand accounts from students and parents experiencing these teachings. For example, he recounts the story of a middle school student from California, identified as Joshua, who was required to participate in a “privilege walk”—a lesson meant to illustrate societal advantages but felt by the student as targeted and humiliating because he was the only white male in his class. Joshua described feeling like he was in a “criminal lineup,” rather than a learning environment, highlighting the emotionally damaging atmosphere some of these lessons produce.