The College Fix reported that the University of North Carolina-Chapel Hill School of Medicine crafted a “Task Force to Integrate Social Justice into the Curriculum” — to include teaching students that sex organs are not necessarily gender-specific.
School administrators opted to revamp the curriculum in the wake of George Floyd’s 2020 death.
What are the details?
The task force, headed by E. Nate Thomas III, the vice dean for diversity, equity, and inclusion at the time, issued a report containing at least 42 suggested changes to “implement social justice” into the school’s overall curriculum.
A portion of the report, obtained by the outlet, said that a “curriculum embedded in social justice and anti-racist components is essential to patient care, health equity, reduction of health disparities, and most importantly, social change” and to “meet the needs of a growing diverse state.”
The report explained that the onset of COVID-19 as well as Floyd’s death “unveiled an ongoing reality that race has been and continues to be an extreme problem in America,” thus prompting the need for a more inclusive and woke educational experience.
“To navigate this problem we must continue to address the implications of race in our educational system and history,” the report added. “If we fail to meet this challenge, we will continue to experience and witness the disparities that disproportionately affect people of color. Ultimately these disparities, and the structures that perpetuate their growth, undermine the quality of life for all individuals and the vitality of the state.”
A school-produced document titled “Guidelines for Appointment, Reappointment, and Promotion” also stated that instructors looking to advance in the university are compelled to follow the diversity, equity, and inclusion recommendations set forth in the guidelines.
The task force, according to the report, is responsible for training instructors on “implicit bias, the history of discrimination and racism in the U.S. and their relationship to health and health care, and skills to effectively incorporate issues of discrimination based on race/ethnicity, gender, sex, sexuality, nationality, religion, veteran status, socioeconomic status, body size, and other factors.”
One such recommendation, according to the College Fix, includes the notion of teaching students that organs — namely sexual reproductive organs — are are not gender-specific.
The guideline states that instructors would be required to “explain the difference between sex and gender and how specific organs and cells do not belong to specific genders.”
Both Vice Dean Thomas and the Office of Diversity, Equity, and Inclusion declined to comment to the outlet for its story.
The report concluded, “While social issues will continue to exist, each generation has a chance to create social change and make this world better for marginalized and oppressed groups. Our goal is to one day eliminate the oppression and marginalization of diverse people and groups in our state and society. To do so, would allow everyone to lead a healthy and high-quality life.”