In approaching the question of race teaching in the public schools it helps to apply the traditional distinction between grammar school and college. For well over 1,000 years the standard has been that grammar school teaches HOW to think, whereas college offers exploratory WHAT to think opportunities.
Many examples of race teaching I have seen violate this tradition. This is bad for all sorts of practical reasons.
First, it is a waste of time to teach college level material to grammar school students. They are literally unprepared to learn from it because they haven’t mastered HOW to think yet. Second, college level material is by nature experimental. It is subject to debate and revision and for that reason alone it is not factual in the same way that grammar school material needs to be.
With these considerations in mind, contemplate the following statement from the article:
The dominant culture is… in the U.S.: people who are white, middle class, Christian, and cisgender.
Is this particular statement grammar school or college material?
To my mind it is clearly college material because it is experimental. That is, one can readily see how the statement might be true in some respects, but false in many others. (The statement might be false, for example, based on the definition of “dominant” or how dominance is measured.)
When race teaching takes such a form it amounts to pedagogical abuse, no matter what one thinks of the racial issue itself.