Based in the U.S., the Asia Society describes its mission as “preparing Asians and Americans for a shared future” and is favored by current and former high-level Chinese Communist Party officials.
The group’s Center For Global Education outlines its mission as “transforming education to build a more just and equal society” and partners with schools and school districts throughout the U.S. to do so. The center is expected to reach 4,000,000 students and 100,000 educators through various partnerships including dictating curricula and establishing schools alongside the Department of Education in states such as Ohio and Colorado.
Serving on the center’s board, however, are several Chinese Communist Party apparatchiks. The co-chair of the effort, Yu Lizhong, is the former president of two Chinese Communist Party-run universities and has held leadership roles at several state-run groups:
Dr. Yu was the vice chairman of Chinese Geography Association. He is the chairman of Geographic Education Commission of Chinese Education Society, chairman of Shanghai Science Promotion Committee for Youth, and senior adviser of Shanghai Association of Science and Technology.
Advisors also include former President of state-run Shanghai Normal University, a former President of the Clinton Foundation, and former Director at Chinese the military proxy, China Mobile.
The map below demonstrates the coast-to-coast reach of the program, which arose out of a 2015 agreement between Asia Society President and CEO Josette Sheeran and United Nations Educational, Scientific and Cultural Organization (UNESCO) Director-General Irina Bokova. “Welcoming the agreement, the Director-General stressed the heightened relevance of global citizenship education for countering violent extremism and promoting human rights, respect for diversity and a sense of solidarity and shared responsibility towards the future,” a press release summarized.
The United Nations and Chinese Communist Party-backed effort has led to the adoption of “social justice” teaching methods, as outlined in a 2018 curricula guide published by the Asia Society.
One case study highlighted by the group reveals a high school math teacher introducing “discussions of social justice issues in her algebra classes”:
“Rachel Fruin, a high school math teacher in Naperville, Illinois, in the United States uses newspaper stories as the starting point for brief math-informed discussions of social justice issues in her algebra classes.”
The document also reveals how this ideology has even permeated the hiring process for teachers, as Denver Center for International Studies (DCIS) principal Vanessa Acevedo admits to hiring people who are “committed to social justice and equity”: