The INSPE of the Créteil Academy and the Support Service for Pedagogy and Digital Uses of theParis-Est Créteil University (UPEC) have designed an online self-training site " anti-discrimination pedagogy "as part of the IDEA research project"Transfer of research findings into professional practice» thanks to state aid granted by theNational Research Agency (ANR) under the Future investment program (reference ANR-11-IDFI-022).

This site « anti-discrimination pedagogy » is inspired by the "radical pedagogy" or "critical pedagogy" of the Liberation theologian and Third World pedagogue Paulo Freire. It is a self-reeducation tool that takes up the intersectional catechism in its most fundamentalist version, combined with a penitential approach gone mad (see the long sequences of "conscientization" where the reader is addressed in the first person singular to better help him examine his conscience, before prescribing "Actions" to accomplish).

Here is the presentation of the site itself:

The online self-training site “anti-discrimination pedagogy» was designed as part of the IDEA project «Transfer of research findings into professional practice».
Its objective is to offer online training to education professionals who wish to integrate the fight against discrimination into the service of the success of all pupils and students.
Such an objective is part of inclusive education. In this sense, inclusive education aims to eliminate the obstacles that pupils and students may encounter due to their socio-economic background, gender, migratory origin, disability situation, etc.
This site draws on work from sociology in order to understand the mechanisms of how discrimination works and on educational research which studies the teaching practices implemented in educational systems renowned for their ability to help all students succeed regardless of their social position.

http://pedagogie-antidiscrimination.fr/

Right on the home page there is a reference to Peggy McIntosh, " White Privilege: Unpacking the Invisible Backpack » (1989), and “white privilege” is discussed in several other places e.g. here, where it is a training funded by the Ontario Ministry of Education that is cited:

– A public educational institution that trains teachers to recognize the existence of white privilege
“When we talk about ‘white privilege,’ we are referring to a distinction and preference based on ethnicity and skin color. People who have white skin and are of European descent have privileges that are often legitimized by a system where there is an imbalance of power. […]
People who benefit from white privilege are generally unaware of this fact. Even if they are not the perpetrators of this system, the reality remains that they benefit from it. For example, they tend to have greater access to social, political and cultural advantages, such as higher social status and income, positions of authority and greater control over the management of decision-making power. These unearned advantages are considered “normal” and reinforce the belief in the superiority of white people of European descent.

http://pedagogie-antidiscrimination.fr/mod/page/view.php?id=40

Of course, this site is not just about “white privilege,” but also about “whiteness,” “Islamophobia,” and then “heteronormativity,” “ableism,” “rape culture,” and even “ageism” (the domination of adults over children by creating an arbitrary legal distinction between these two categories!). Thus, in the section “Taking Action Against Ageism” [http://pedagogie-antidiscrimination.fr/mod/page/view.php?id=70], we note this point of the program: "– Consent education for children from kindergarten against rape culture", accompanied in the following paragraph ("To go further") by the reference to the very dubious Shulamith Firestone, For the abolition of childhood, 2007 [which can be read online here: http://tahin-party.org/textes/firestone.pdf]. A question that is perhaps not a detail: how do we fight against pedophilia, armed with such principles?

The "author of the site" [http://pedagogie-antidiscrimination.fr/mod/page/view.php?id=76], also “publication director” [http://pedagogie-antidiscrimination.fr/mod/page/view.php?id=1], is a professor of philosophy at the INSPE in Créteil, her main research area is “Scholarly critical theories and activist practices” [source: http://lodel.ehess.fr/gspm/document.php?id=696] and she is co-founder of IRESMO (Institute for Research on Social Movements), a “popular education” structure, a tool for disseminating “radical pedagogy” among unions and teachers: https://iresmo.jimdofree.com/2016/09/11/dossier-paulo-freire-et-la-p%C3%A9dagogie-critique/.

This teacher actively promotes the subversion of academic research through activism. One example among others is this article by The Conversation where she responds to F. Vidal's request to draw up "a balance sheet of all research" in order to distinguish "what is academic research and what is activism and opinion": “Maximizing Objectivity and Minimizing Neutrality: On Activism in the Social Sciences” (The Conversation, March 2, 2021).

In the “Toolbox” section of the site, there are self-diagnostic grids for primary and secondary school teachers:

Here is a set of questions that aim to reflect as a teacher on his social privileges, on the reproduction of social inequalities and on the social discriminations that as teachers we can contribute to constructing without realizing it.

http://pedagogie-antidiscrimination.fr/course/view.php?id=9

Here is a brief sample of these "questions" which cover different themes (the privileges of the teacher and his family; gender; class and race thus reformulated: "Ethnocentrism of social class and relative to migratory origin"):

– Am I contributing to or combating stereotypes about working-class families as being “neglectful” or not taking care of their children’s education?
[...]
– Am I aware that educational practices that value autonomy (for example: socio-constructivist pedagogies, project-based pedagogies, etc.) are the most in line with the educational style of upper-middle-class families?
– Am I aware that the presentation of the task intended to motivate students or get them active can lead to socio-cognitive misunderstandings between practical-oral culture and scriptural-school culture?
– Do I teach explicitly by specifying: what (what we are studying), how (by explicitly teaching learning strategies), for what (for what purpose), when (conditional knowledge)?
– Am I aware that numerical assessment produces stress linked to stereotype threat and is not favourable to students from working-class backgrounds? Do I implement, for example with assessment by trust contract, practices that aim to mitigate these negative effects?
– Am I aware that the behaviors valued by families in children are not the same depending on gender, social background and migratory origin?
Etc.

http://pedagogie-antidiscrimination.fr/mod/page/view.php?id=65

To use the terms and tone of the questionnaire, is the author of this litany aware that his self-accusatory "educational style" is directly derived from the worst fundamentalist and totalitarian practices, constantly perfected from Savonarola to Pol Pot? Is the author of this site aware of his kinship in spirit with the most indiscreet and punctilious lady catechists of yesteryear and with the Lefebvrist priests of today [for comparison: https://www.fsspsaintmartin.fr/wp-content/uploads/2015/06/Examen-de-conscience-pour-enfants.pdf], the neo-Maoist sauce only confirming this inquisitorial affinity?

Even more serious, in the same section (“ Toolbox"): the "observation grid" and the "checklists" which, in accordance with the "Actions" recommended after each "Awareness", make it possible to apply a real reform directly to educational practices, bypassing the Ministry by only obeying militant injunctions.

It is therefore not only a question for the designers of the site of making the teacher who engages in this self-training feel guilty, but also of transforming primary school and secondary education to put them at the service of a radical, sectarian, separatist and destructive ideology. Some questions therefore legitimately arise:

1) Do the INSPE of Créteil and the UPEC know the content of this site and assume its ideological orientation? The mention "This site was created with the support of IDEA (UPEC). However, the course content is the sole responsibility of the publication director.» [on the page Legal notices and credits] is it not particularly hypocritical, since this is not about research (an area in which the independence of the academic must obviously be respected) but about teacher training and concrete recommendations for pedagogy from kindergarten to high school? Are the logos of UPEC, INSPE of Créteil as well as that of IDEA Investissements d'avenir (representing a Marianne!) instrumentalized on the home page to endorse a militant discourse? Or does the presence of these logos signify an adherence of these institutions to the indictments and woke sermons that this site propagates among primary and secondary school teachers?

2) Does the National Research Agency know how its funds are used by the IDEA research project?Transfer of research findings into professional practice»? Here is the description of this project, given by the author of the site (who is also the project leader):

The aim of this project is to train student teachers to use the knowledge acquired from scientific research in their professional practice through a support system, based on alternation between the internship in a school establishment and their training at ESPE.
The educational support is carried out within the framework of the Master 2 MEEF – First degree mention, and the university diplomas linked to this Master. It is integrated into two Teaching Units (UE) dedicated to the articulation of the knowledge necessary for the exercise of the profession, in nursery and elementary school. The support offered is intended to be appropriate to the constraints of the students' internship field thanks to an experimental protocol adapted for non-researcher field actors.
[Source: http://idea.univ-paris-est.fr/fr/projets-lances/document-2946.html]

Is the creation of the self-training site "anti-discrimination pedagogy" is consistent with this project? Was there deception on the part of the project leaders, or did the ANR knowingly finance such a teacher training site which is similar to a political re-education enterprise?

3) The description of the IDEA project “Transfer of research knowledge into professional practice” indicates that it is integrated into two UEs of the Master 2 MEEF – First degree mention of the INSPE of Créteil. The brochure of this Master [https://inspe.u-pec.fr/medias/fichier/brochure-m2-2020-21_1599636006490-pdf] indicates (p. 79 n°34-1) that a course for trainee teachers, given by the author of the site, “will thus aim to provide students with simple tools to implement, derived from scientific research, which will allow them to self-assess their practices in class.". Are the "easy to implement tools" those on the site? And if that is the case, is such teaching consistent with what can be expected from the training of trainee teachers?
How can a state-funded site supported by academic institutions spread woke ideology among primary and secondary school teachers? Is this “self-training site” recommended or used, outside of Créteil, for continuing education or for initial teacher training?