This is what CRT does to education. From our neighbors to the north. But don't think it stops at the border, we already see variations of this crap here in the US.
"Mathematics is often positioned as an objective and pure discipline. However, the content and the context in which it is taught, the mathematicians who are celebrated, and
the importance that is placed upon mathematics by society are subjective. Mathematics
has been used to normalize racism and marginalization of non-Eurocentric mathematical knowledges, and a decolonial, anti-racist approach to mathematics education makes visible its historical roots and social constructions. The Ontario Grade 9
mathematics curriculum emphasizes the need to recognize and challenge systems of power and privilege, both inside and outside the classroom, in order to eliminate systemic barriers and to serve students belonging to groups that have been historically disadvantaged and underserved in mathematics education."
If only we focused on teaching skills in school instead of this type of crap. The idea that math has been used to normalize racism? That is straight up CRT crap. And that is the type of ideology they want in all aspects of education, etc.
Just Say No
Race can be discussed as a social reality with a biological component. The consequences of that social reality have been very serious, however, and continue to be so. So are the consequences of the fallacies surrounding race.
Among these fallacies are that race was the basis of slavery, and that racism is the main reason for black-white differences in incomes and in all the other aspects of life that depend on income. Moreover, there is often an implicit assumption that racism and discrimination are so closely linked that they go up or down together, when in fact as we shall see, some times and places with more racism have been known to have less discrimination— and discrimination can exist without racism. Lurking in the background of some discussions of race is the question whether races differ in innate intelligence, a question that has generated fallacies among those on both sides of this issue.
It has often been common to compare a given group, such as blacks in the United States, with the national average and regard the differences as showing a special peculiarity of the group being compared, or a special peculiarity of policies or attitudes towards that group. But either conclusion can be misleading when the national average itself is just an amalgamation of wide variations among many ethnic, regional and other groups.
While the black and white populations of the United States have long differed in various economic and social variables— in income, years of schooling, life expectancy, unemployment rates, crime rates, and scores on a variety of tests— so have other groups differed widely from one another and from the national average in countries around the world.
One of the most overlooked, but important, differences among groups are their ages. The median age of black Americans is five years younger than the median age (35) of the American population as a whole, but blacks are by no means unique in having a median age different from the national average or from the ages of other groups. Among Asian Americans, the median age ranges from 43 for Japanese Americans to 24 for Americans of Cambodian ancestry to 16 for those of Hmong ancestry. Incomes are highly correlated with age, with young people usually beginning their working lives earning much less than older and more experienced workers. Therefore gross comparisons of incomes among racial or ethnic groups can be misleading when the median ages of groups can differ by a decade or even a quarter of a century. Nor are age differences the only differences among Asian Americans. While 61 percent of Japanese Americans were born in the United States, less than a third of the Asian Americans of Chinese, Filipino, Vietnamese, Korean, or Asian Indian ancestry were.5 Native-born citizens are obviously more familiar with the opportunities available in the society and better able to take advantage of those opportunities.
Educational differences are likewise as great among American ethnic minorities as they are between minorities and the larger population. Although Hispanics have overtaken blacks numerically as part of the population, blacks still receive more doctorates than Hispanics. While the Asian American population is only a fraction of the size of either the black or the Hispanic population, Asian Americans receive more doctorates than Hispanics and nearly as many as blacks. In short, an even distribution of groups is by no means common, whether in age, education, or other characteristics.
The United States is by no means unique in the nature or magnitude of economic or social differences among racial or ethnic groups. Income differences between the Chinese and Malay populations of Malaysia, for example, have long been greater than income differences between blacks and whites in the United States. So have economic differences between different tribes in Nigeria or between Asians and Africans in East Africa.
Various groups around the world have differed in everything from alcohol consumption per capita to IQs. Indeed, differences have been the norm and identical economic or social outcomes have been the exception. That is why singling out any given group for comparison with the national average can be misleading if it suggests that the situation of the group in question is peculiar, rather than being part of a worldwide pattern of wide variations from group to group. This is not to say that intergroup differences don't matter. Some of these differences matter greatly.
What are the reasons behind these disparities? Perhaps a more fundamental question might be:
What reason was there to expect these groups to be the same in the first place? Geography, demography, history and culture have all differed among groups in countries around the world
From the Great Thomas Sowell's Economic Facts and Fallacies