OK then, let’s look at how this stuff feeds into schools in practice, regardless of what in their purest sense CRT and ‘white privilege’ ideology set out to achieve
One small anecdote from the school I know most intimately (no longer involved there as we’ve relocated, but my daughter was until recently a pupil, I was a governor and I volunteered there twice weekly so was in class a fair bit). School is about 50% white British and 50% other ethnicities. London suburb, very socially mixed.
In Year 1 my daughter did a topic on space discoveries from their new, freshly decolonised, curriculum. Neil Armstrong and Buzz Aldrin were mentioned in passing; Yuri Gagarin not at all. Tim Peake and Helen Sherman - actual British astronauts - completely glossed over. The main focus - PowerPoint presentations, online research, work in books, homework task set- was on Mae Jemison. Year 5 did a similar unit the same year, and their focus was on the film Hidden Figures - watched the film in class, set homework task etc.
Later the same year came a unit on famous aviators: Bessie Coleman discussed at length (another follow-up homework research task set on black aviators); the Wright Brothers mentioned in passing; Amelia Earhart and Amy Johnson (again, British) completely omitted.
The space topic was actually raised in a governors’ meeting, as the school was very proud of their new curriculum and used it as an exemplar. It was explicitly stated by the SLT that the expectation was that children would learn about the more obviously famous pioneer astronauts either via parental input or by some kind of ‘cultural osmosis’ because they lived in a majority white culture. Of course, we filled in the gaps with DD through books and museum visits etc, but this doesn’t work for the working class white kids, who don’t have access to these things and don’t have parental expertise to draw on, so many of them would have remained none the wiser.
The school library was also decolonised - I volunteered there too. Enid Blyton, Roald Dahl, Rudyard Kipling and The Secret Garden were thrown out (problematic), as were Shirley Hughes, Judith Kerr and Jill Murphy (twee and old hat). Most of the old picture books were replaced by new issues-based ones, all bought from the same ‘diverse books’ website. Many of these were extremely didactic and lacked any kind of story or humour. When I volunteered with KS1 they spent most of the time asking where the animal/dinosaur/funny books had gone. Eventually some of them stopped coming to the library entirely.
Whether it’s well-intentioned or driven by political ideology this stuff has real-world impacts. The white working class issue aside, a particular issue for me is that, because they are lifted directly from American political ideology, these decolonised curriculums heavily feature black role models at the expense of other groups, and often actually fail to reflect the minority groups within the school (our main ones where Turkish/Kurdish, Albanian and South Asian, not Black).