> Figuring out "how many people from each racial group are likely experiencing food insecurity across the U.S." is an everyday problem? It's more of an everyda

> Figuring out "how many people from each racial group are likely experiencing food insecurity across the U.S." is an everyday problem? It's more of an everyday problem than just giving students unlabeled categories. > Would you think I don't have any ulterior motive if I asked "these are the arrest statistics across the US, tabulated by race. What conclusions can be drawn from this?"? If by "ulterior motive" you mean raising awareness about different socioeconomic cohorts in American society, I have no issue with those kinds of motives. If the stance was more aggressive e.g. "you need to draw these conclusions from these numbers and support this kind of policy", that's essentially indoctrination and we can both agree that it's out of place in any genuine education. But just raising awareness about different demographics and socioeconomic groups and encouraging discussion (in a way that's open, socratic, with minimal teacher intervention): this I have no issue with.