PragerU Fails to Align with New Hampshire’s Values: A Critical Analysis of Its Influence

Distant Dome: PragerU Is a Bad Fit for the Granite State

Introduction

In a recent article for InDepthNH.org, Garry Rayno raises concerns about the potential approval of PragerU Kids’ financial literacy course by the New Hampshire State Board of Education. Rayno argues that PragerU is a far-right propaganda organization known for producing misleading information on topics such as climate change, slavery, and LGBTQ+ issues. He questions the wisdom of associating the state with an organization that seeks to indoctrinate children and normalizes harmful ideologies. This report will examine the arguments presented by Rayno and explore the implications of PragerU‘s influence on education in New Hampshire.

The Controversy Surrounding PragerU

PragerU, established in 2009 by conservative talk radio host Dennis Prager and radio producer Allen Estrin, is known for its conservative philosophy and the dissemination of its videos to schools free of charge. However, PragerU has faced criticism and controversy for its content. YouTube and Google have restricted some of its videos, including those featuring Candace Owens, for violating hate speech policies. These restrictions raise concerns about the organization’s credibility and the accuracy of the information it presents.

The Threat of Misinformation

Rayno raises important questions about the potential harm caused by PragerU‘s misinformation. He highlights the video “A Short History of Slavery” by Candace Owens as an example of content that normalizes slavery. Such misleading narratives can perpetuate harmful ideologies and distort historical facts. It is essential that students receive comprehensive and accurate information to develop a nuanced understanding of complex issues such as slavery and climate change. PragerU‘s track record raises doubts about its ability to provide unbiased and reliable educational content.

Educational Standards and Competency

The New Hampshire State Board of Education is responsible for approving educational programs and ensuring they meet sufficient competency requirements. Rayno reports that there are concerns about the adequacy of PragerU‘s financial literacy course and the competency requirements it entails. Some board members and educators worry that students may simply Google the answers without actually learning the subject matter. This raises questions about the effectiveness of such a course in providing students with the necessary skills and knowledge for financial literacy.

Replacing Quality with Convenience

Michael Bessette, Assistant Superintendent of the Kearsarge Regional School District, compares using PragerU instead of a locally developed curriculum to choosing McDonald’s over a four-star restaurant. He argues that substituting a high-quality curriculum with a low-quality alternative is a disservice to students. Bessette’s analogy emphasizes the importance of maintaining rigorous educational standards and ensuring that students receive the best possible education.

The Risk of Ideological Influence

Rayno suggests that the approval of PragerU‘s financial literacy course may open the door to the organization’s other free content, which reflects its political philosophy and goals. By associating the state of New Hampshire with PragerU, there is a risk of giving the organization a platform to further promote its ideological agenda. This raises concerns about the potential indoctrination of students with biased and misleading information. Rayno criticizes Education Commissioner Frank Edelblut for seemingly pushing a political agenda by advocating for PragerU‘s application.

Implications for Public Education

Rayno argues that aligning New Hampshire’s public education system with PragerU is part of a larger movement to undermine public education. He highlights the Education Freedom Account program pushed by the local arm of the Koch Foundation, Americans for Prosperity, as evidence of this broader agenda. He contends that these efforts to privatize education and introduce alternative curricula may not necessarily address the supposed shortcomings of the state’s public schools. Instead, they may serve to advance a particular political ideology at the expense of quality education.

Conclusion

The potential approval of PragerU as a provider of a financial literacy course in New Hampshire raises significant concerns about the influence of far-right propaganda organizations on education. Garry Rayno provides a critical analysis of the situation, highlighting the risks of misinformation and ideological indoctrination. As the New Hampshire State Board of Education considers this application, they must carefully evaluate the credibility and educational value of PragerU‘s offerings. It is crucial to prioritize the academic integrity of the curriculum and protect students from biased and misleading information. The future of public education in New Hampshire rests on keeping the focus on providing high-quality, comprehensive, and unbiased education to all students.