Oh it’s worse than that:
https://www.wsj.com/articles/can-school-be-antiracist-a-new-...Under a policy proposal by the Evanston, IL superintendent, white and Asian students would be held behind doing remote learning while other students were prioritized for return to in-class education. When people opposed the policy, they were called racists. The condemnation was worse for Asians who objected to their kids being given a worse educational experience on account of their race—they were called, in essence, traitors to non-white solidarity.
Critical theory has some really f—ked up premises about Asians. The classical liberal, even left-liberal view, doesn’t require an explanation for Asian economic success. Asians don’t face the legacy of say Jim Crow, and the American system is otherwise basically fair, so Asians have been able to prosper even if roadblocks have hampered other groups.
Under critical theory, however, the country and its institutions are considered systematically racist and white supremacist. That creates a dilemma with respect to Asians. How can they have prospered in a system of white supremacy? The solution is to suppose that whites “allowed Asians to succeed” to “serve as a wedge with other non-whites.” Asians are thus stripped of agency—their success isn’t their own, but instead the byproduct of a ploy by whites.
Therefore, when an Asian complains when his child must continue distance learning while other students return to in-person education, they’re not merely being self-centered. They’re not merely failing to acknowledge that other kids suffer from disadvantages that their own children don’t. That would be the typical liberal view. In the critical theory view, they are collaborators. They owe their status due to white supremacy and they’re complicit in white supremacy unless they act in solidarity with other non-whites. Even if that means suffering disadvantageous treatment in schools, etc.