San Francisco ‘adultism’ workshop calls teachers oppressors
A recent workshop at a San Francisco public school has sparked controversy as it delved into the concept of “adult supremacy,” labeling teachers and adults as oppressors in the eyes of students. The workshop, titled “Youth as Knowledge Producers: Challenging Adult Supremacy Through Ethnic Studies,” took place during an “Ethnic Studies Everywhere” weekend seminar at John O’Connell High School in April.
Led by Jennifer Sanchez, a third-year ethnic studies educator from the Central Valley, the workshop was organized by Teachers 4 Social Justice, a nonprofit organization focused on creating empowering learning environments and promoting equity in education. The presentation at the workshop highlighted the inherent power dynamics in the student-teacher relationship, framing educators as oppressors and students as the oppressed.
The presentation went on to explain that adult supremacy constructs adults as superior based solely on their age, leading to adults controlling resources and decision-making in society. It also claimed that success within a Western context can be demanding, overwhelming, and dehumanizing. The workshop cited the work of academic Jackson Matos, who connects “adultism” to cultural imperialism, marginalization, exploitation, powerlessness, and violence.
The Friends of Lowell Foundation, an organization advocating for academic merit in San Francisco schools, compiled the slides on adult supremacy. One concerned parent expressed disbelief at the notion that adults should not impart knowledge and life experience to the younger generation. The focus on adult supremacy in education has raised questions about the effectiveness of the school district’s curriculum, particularly as many students struggle to meet grade level standards in English language arts and math.
In addition to the workshop in San Francisco, the concept of adultism has gained attention in California, with consultant Adam Fletcher incorporating it into equity training for teachers. The Oakland Youth Commission and the Santa Clara Behavioral Health Services Department have also addressed adultism in their training programs, highlighting how ageism and adultism contribute to discrimination and marginalization of youth and elders.
The controversy surrounding the ethnic studies program in the San Francisco Unified School District has drawn scrutiny, with Superintendent Maria Su scheduled to testify at a congressional hearing on parents’ rights and concerns about inappropriate content in schools. The district’s response to these issues remains unclear, as they did not provide a comment on the matter.
As discussions around adult supremacy and adultism continue to unfold in educational settings, it is essential for stakeholders to consider the implications of these ideologies on student-teacher relationships and the overall learning environment. Emphasizing respect, collaboration, and mutual understanding between adults and students is crucial in fostering a positive and inclusive educational experience for all.
