According to the National Education Association, each American school child has “a multitude of identities that shape how they feel entering school each day.” The organization goes on to ask, “How can we, as educators, ensure our schools support each of those identities so that each of our students can learn and flourish?” This focus on students’ “identities” is both misplaced and misleading — misplaced because the only relevant identity of any school-age child as far as a public educational institution is concerned should be “young person learning to read, write, reason, and do arithmetic,” and misleading because it’s really the multitudinous identities of adults, not those of childre
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