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Karel | May 26, 2021

Critical Race Theory Drives Students Apart. Idaho Lawmakers Had Enough

Officials at an Idaho middle school tried pressuring teachers to judge students by the color of their skin. But state lawmakers rejected this application of critical race theory, a deeply divisive philosophy driving many federal, state, and local policies today.

Idaho lawmakers made the case that school officials should not force students to believe “any sex, race, ethnicity, religion, color, national origin is inherently superior or inferior.” This is a biased belief that would violate any reasonable interpretation of federal civil rights laws if students acted on it.

Gov. Brad Little, a Republican, approved the proposal this week. With the new provisions, “no public institution,” including colleges and K-12 schools, “shall direct or otherwise compel students to personally affirm, adopt, or adhere” to the idea that “individuals should be adversely treated on the basis of their sex, race, religion, color, or national origin.”

Lawmakers were right to be concerned that some educators were distorting the idea of equality under the law. The Idaho Freedom Foundation, a research institute based in the state, obtained a flyer posted by Meridian Middle School officials that says it is not enough for teachers to “treat ALL students the same” (emphasis in the original). Instead, school officials say educators must recognize students’ multiple identities based on race, sex, religion, and other immutable traits.

Colorblindness, according to the school officials, is a “myth,” a rejection of this once-cherished idea from the civil rights movement. The flyer, available on the Idaho Freedom Foundation’s website, says colorblindness “perpetuates the idea that ‘white’ is the norm and everything else is not.”

It goes on to say that teachers are biased, whether they know it or not. That’s why you should “be aware of the areas you may experience privilege based on your gender, race, and sexual or gender identity” and “acknowledge your role as a social activist,” even if you did not realize you had chosen to be one.

The flyer is a striking example of the woke mob’s attempt to control how people think and act. It tries to manipulate guilt (“you may experience privilege”) and rejects the idea that we are all created equal, and that legal and cultural institutions should treat us accordingly (“reject the myth of colorblindness”).

The critical race theory dogma on display in this Idaho middle school is a philosophy that originated in Germany in the 1920s among a group of Marxist intellectuals. Originally termed “critical theory,” it teaches that we must consider society as being inhabited only by oppressors and the oppressed.

This worldview influenced professors in American law schools in the mid-20th century, inspiring a generation of lawyers, legislators, and legal scholars to apply the idea to an interpretation of the U.S. Constitution and legal system, arguing that American law is systemically oppressive. President Joe Biden even used this term in his speech before Congress earlier this week.

Still other intellectuals and academics in the U.S. expanded critical theory into what is now known as critical race theory, which believes that racial discrimination causes the constant state of oppression in society.

These ideas should offend the generations of Americans who have been taught that, as historian and former adviser to President John F. Kennedy Arthur Schlesinger said, “There are few better arguments for the Bill of Rights than the revolution in race relations over the last half century.”

What bizarre times we live in when lawmakers feel it necessary to remind teachers that students should not be taught to discriminate against other people based on immutable characteristics.

State lawmakers in TexasLouisianaNew Hampshire, and Oklahoma, to name a few, are considering proposals similar to what Little approved in Idaho, and for good reason. For example, in Louisiana, the Orleans Parish school board adopted a resolution that says “our country’s racist history” is “still pervasive in today’s systems” and calls this nation “an unjust systemic racist America.”

How are students to believe that the American dream could ever be within their reach if school officials are telling them that this nation that they call home holds no such promise for them?

As lawmakers consider such proposals, policymakers should be careful to protect free speech rights. Teachers, especially college professors, commonly assign students critical reading material such as the “Communist Manifesto,” but lawmakers should be prepared to prohibit teachers from telling students to apply critical ideas.

Educators should not treat colleagues or students differently according to skin color or any other immutable characteristic, nor should teachers tell students to do the same.

“Wokeness is a problem and we all know it,” progressive campaign strategist James Carville told Vox this week in an interview. Shortly after Vox posted Carville’s comments, Sen. Tim Scott, R-S.C., responded to Biden’s address by saying, “Race is not a political weapon to settle every issue the way one side wants.”

It’s refreshing that we can still find such perspectives on both the right and left. Educators should be listening.

Original article here.

Texas bans ‘woke philosophies’ from being taught in classrooms

Republican lawmakers in Texas are reportedly moving forward with an effort to prohibit teaching of “woke philosophies” such as critical race theory in favor of “traditional history” being taught in schools.

Two pieces of legislation, Senate bill 2022 and House bill 3979, making their way through the legislature would ban teachers from teaching anti-racist material, and from receiving private funding or material for teaching the controversial 1619 Project.

The Senate bill, authored by Sen. Brandon Creighton, says that “no teacher shall be compelled by a policy of any state agency, school district, campus, open-enrollment charter school, or school administration to discuss current events or widely debated and currently controversial issues of public policy or social affairs.” 

In addition, schools would be barred from requiring “political activism” as part of a course or including as extra credit, and from teaching that people should feel “discomfort” or “guilt” because of their race or sex, according to the bill text. Students also would be prohibited from being taught that “meritocracy” or “hard work” are racist or sexist, the bill says. 

Creighton told the Texas Tribune the bills are meant to encourage schools to teach “traditional history, focusing on the ideas that make our country great and the story of how our country has risen to meet those ideals.” 

“Texans reject critical race theory and other so-called ‘woke’ philosophies that maintain that one race or sex is inherently superior to another race or sex or that any individual, by virtue of his or her race or sex, is inherently racist, sexist or oppressive,” Lt. Gov. Dan Patrick said in a statement, according to the Texas Tribune. “These divisive concepts have been inserted into curriculums around the state, but they have no place in Texas schools.”

But a Texas State Teachers Association representative told the Tribune the bills would make schools paper over American “injustices” in their curricula. 

“These bills try to ignore or downplay the racism, sexism and other injustices in our state’s and nation’s history, but students must be encouraged to fully explore and understand those injustices if Texas is to provide an equitable future for a rapidly diversifying population,” said spokesperson Clay Robinson, according to the report. 

Original article here.

Joe Biden Wants to Take Critical Race Theory to the Next Level

If the Biden administration gets its way, the federal government will soon be alternatively bribing and threatening every school district in the country to push divisive and damaging curricula on race in the classroom.

It would come courtesy of a proposed rule from the Department of Education, available for public comment until May 19. In announcing the rule, the Department cited the historically debunked 1619 Project from the New York Times, as well as the “scholarship” of Ibram X. Kendi, whose many radical arguments include a suggestion that every law in the country should be subject to the approval of an unelected board of “antiracist” academics.

But the rule’s consequences would be more than academic. It would infuse critical race theory into the whole of the federal government’s primary governing law concerning K-12 schools, the Elementary and Secondary Education Act. And if Congress standardizes state civics metrics, the rule will help shape the content of it (and do it with a billion-dollar-a-year cash infusion), unwittingly moved forward in a bipartisan way by Republicans.

Initially, the rule would apply only to a couple of small grant programs. But it wouldn’t stop there. Its introduction would follow a pattern similar to that of other unpopular national curriculum efforts, such as Common Core, which gained entrée to classrooms all over America through a carrot-and-stick approach.

Critical race theory is already engendering strong pushback from parents and state legislatures, incensed by an ever-growing list of outrages.

In New York City, parents lamented that white students as young as ten years old are learning that they are perpetuating the problem of racism and that their families are racist. In North Carolina, a teachers’ conference focused on “whiteness” and “disrupting texts.” In Oregon, teachers were encouraged to take “ethnomathematics” in order to “dismantl[e] racism in mathematics.” In California, teachers were taught to hide radical left-wing indoctrination from students’ families.

Now Washington proposes to do another end-run around parents through Department of Education bureaucracy, one that will add jet fuel to the already-burgeoning industry of radicals, grifters, and consultants all intent on hocking an ideology that drives a wedge between students of different backgrounds and divorce students of color from any feelings of patriotism for their country.

States are already responding to teachers’ union-led school closures against scientific advice by proposing school choice programs. No fewer than thirty state legislatures are considering new and expanded options that would empower parents to take their education dollars to whatever learning option best suits their children.

It’s imperative that parents be freed financially from dependence on public schools that will be tempted to take the grants offered under this proposed rule. However, school choice will be effective if parents are involved—and vigilant, because as recent events have demonstrated, private schools are not immune to this pernicious ideology.

In a recent open letter, Paul Rossi, a school teacher at a private school in New York City, walked through how his school has implemented “antiracist” teachings and how those teachings are impacting children. As Rossi explains, CRT and its calls to “undo history . . . lacks any kind of limiting principle and pairs any allegation of bigotry with a priori guilt.”

Or take the case of Brearley parent Andrew Gutmann. Brearley is a tiny $54,000-per-year private school that now requires parents to sign an “antiracism pledge” prior to admission. Gutmann recently pulled his daughter from the school and penned a scathing letter on the pernicious nature of CRT. “I cannot tolerate a school that not only judges my daughter by the color of her skin, but encourages and instructs her to prejudge others by theirs,” he said in his letter.

The fight is everywhere. Critical race theory is turning Americans against one another by weaponizing what used to be the fantasies of tenured professors in dimly lit offices of the Ivory Tower, now transmitting it through colleges of education to teachers who carry it into the K-12 classroom. The Biden administration now plans to supercharge that effort through federal rules and regulations, access to billions in taxpayer funding, and the imprimatur of the federal government.

Children deserve better than to have the emotional distress of CRT inflicted upon them. Parents must make their voices heard at the more than fourteen thousand school boards across the country. Taxpayers must shout “no” to their hard-earned money being used to further this pernicious ideology. And people must have the courage to speak out against this great threat to the greatest country in the world.

Original article here.

[Video] Concerned parent speaks out against critical race theory on 'Tucker Carlson Tonight'

Concerned mother opposes the teaching of Critical Race Theory in the school of her child.

A New History Curriculum or Anti-American Propaganda?

President Joe Biden wants educators to teach students that racism is endemic in America. He and his “woke” allies think students should learn that our nation was born of the desire to enslave other humans, not as a struggle for freedom. They also believe that the government should racially discriminate, today and in the future.

The president wants these things so badly he’s asked his secretary of education to prioritize grant funding for K-12 history and civics curricula that preach this revisionist history.

That would be a huge mistake. The vile, ahistorical teachings of critical race theory (CRT) should be consigned to the ashbin of history, not taught as sacred ideology in our nation’s schools.

Like other forms of Marxism, CRT teaches young minds to see the world as divided into two categories: oppressors and their victims. The only difference with traditional Marxism is that the CRT categories consist of immutable traits such as race, sex or national origin, not economic classes like the bourgeoisie and the proletariat.

CRT eschews economic classifications because they are too fluid. People can change their stations in life—and under capitalism, they often do. Critical Theorists readily concede this point as being one of the downsides of trying to start a revolution with classes that are not immutable.

Critical race theory wants to solve this problem by adding race to Marxism. CRT teaches young minds to focus on nothing but skin color and power, and how one influences the other in public and private life. It promotes racial stereotypes and assumes that humans act according to their category, not as individuals.

This pernicious ideology is already making its way into classrooms across the country—even without the proposed stimulus of federal grants. One example is the Learning for Justice curriculum, a K-12 civics program created by an organization of the same name that operates under the Southern Poverty Law Center.

The Learning for Justice curriculum teaches that “White supremacy culture…appears in any organization that is not actively and effectively working to dismantle it.” Educators, it insists, must acknowledge how racism “is embedded into the fiber of our nation and our schools.”

The proposed rule from Biden’s Education Department goes much further. For example, it recommends material created by the National Museum of African American History and Culture. The museum’s website hosted a chart claiming that “hard work,” “objective, rational, linear thinking,” and following “rigid time schedules” are racist values, mere appurtenances of white culture rather than human practices that lead to success.

The museum, a Smithsonian institution funded through your tax dollars, didn’t remove this racist chart until officials received blowback for such propaganda.

The proposed rule also praises Ibram X. Kendi, one of the nation’s best known CRT trainers, who has written, “The only remedy to past discrimination is present discrimination. The only remedy to present discrimination is future discrimination.” This, one therefore assumes, is what the Biden administration wants American children to be taught.

The rule also approvingly cites the New York Times’s 1619 Project, a mendacious series of essays on race that historians spanning the ideological spectrum have denounced. The project derives its name from its misleading contention that America’s birthdate is not signified by the signing of the Declaration of Independence in 1776, but by the arrival of the first enslaved Africans in 1619 on the shores of what would later become the United States. The project rejects the document that outlines America’s creed that "all men are created equal.”

The project couldn’t even meet basic standards of accuracy. Spanish conquistadors first brought slaves to what are today South Carolina, Florida, and New Mexico starting nearly a half-century before 1619. Another of the 1619 Project’s errors—one from which The New York Times later backed away—was its claim that the colonists fought the Revolution because they feared that Britain would end the practice of slavery. This is flatly false.

Let’s hope the president and his education secretary weren’t fully steeped in the tenets of CRT when they issued their proposal to subsidize this anti-American propaganda. If that’s the case, you can help straighten them out. If you agree that these pernicious ideas should not be taught to our children, you can submit your comments about the administration’s proposed rule (as we have) here

Original article here.

Nearly a dozen states want to ban critical race theory in schools

Earlier this month, Idaho Governor Brad Little became the first Republican governor to sign into law a bill that restricts educators from teaching a concept called critical race theory.

And more could follow: Nearly a dozen states have introduced similar Republican-backed bills that would direct what students can and cannot be taught about the role of slavery in American history and the ongoing effects of racism in the U.S. today. But critics say the legislation isn't aimed at what children are learning in the classroom.

Idaho's law prohibits educators from teaching "individuals, by virtue of sex, race, ethnicity, religion, color, or national origin, are inherently responsible for actions committed in the past by other members of the same sex, race, ethnicity, religion, color, or national origin." 

proposal in Rhode Island would prevent schools from teaching that Rhode Island or the United States "is fundamentally racist or sexist."

However, proponents of critical race theory say it does not teach that any race is inherently racist or is superior, but how race is ingrained in our history.

Critical race theory is not typically "taught in elementary and secondary schools because it is based in legal theory," Jazmyne Owens, of public policy think tank New America, told CBS News. She said the wave of legislation "is really aimed at erasing and whitewashing American history."

Owens pointed to a Texas bill that just passed in the state's House that opponents say bans any discussion of privilege and white supremacy. "In the long term, bills of this nature, and those that intend to censor the way that race and systemic racism is discussed in the classroom are way more harmful to students," she said.

"Protecting education means being honest about the parts of our history that hurt, particularly chattel slavery, and being proactive in ensuring that we end current reproductions of racism and inequity in classrooms and beyond," Owens said. 

Many of the state bills have similar goals as two executive orders former President Donald Trump introduced in 2020, one that called for patriotic education and a one that sought to ban diversity training and training on critical race theory for federal workers. President Joe Biden has revoked both.

In introducing his executive order on the 1776 Commission, which was created to reinstate "patriotism" in American schools, Mr. Trump blasted critical race theory and the 1619 Project, a Pulitzer Prize-winning New York Times Magazine project that details the history of America through a collection of essays and resources that look at how slavery shaped the country since the first slaves arrived. It is available to schools as a teaching resource.

"Critical race theory, the 1619 Project and the crusade against American history is toxic propaganda, ideological poison, that, if not removed, will dissolve the civic bonds that tie us together, will destroy our country," Mr. Trump said.

Journalists on the project consulted with numerous scholars of African-American history, conducted research, and fact-checked, with researchers carefully reviewing with subject-area experts, the Times has said.

Mr. Biden has proposed a grant program that would fund curriculum about bias, discriminatory policies in America and the value of diverse student perspectives and would invoke lessons from the 1619 Project, a proposal Republican Senator Mitch McConnell pushed back on.

"Families did not ask for this divisive nonsense. Voters did not vote for it. Americans never decided our children should be taught that our country is inherently evil," McConnell said in a letter to U.S. Secretary of Education Miguel Cardona asking him to stop the program.

Republican Representative Ken Buck, who called the project "un-American," and Senator Tom Cotton each introduced bills last year that sought to prevent teachers from using the 1619 Project. Neither advanced. 

The National Council for the Social Studies denounced legislation to prevent educators from teaching critical race theory and "resoundingly reject any effort by the federal government to silence social studies curriculum that explicitly addresses the centrality of slavery in the historical narrative of the United States."

"In the National Council for Social Studies, we support social studies education and any legislation that is attempting to curtail our students' equitable access to the real truth, to all of history is problematic to us," Wesley Hedgepeth, a member of the council's board of directors, told CBS News.

The council has also defended the 1619 Project, saying teachers who use it "accurately depict the history of slavery in the United States, broaden the horizons of their students, and prepare citizens for a just democratic society."

Owens said while critical race theory "has been around, and debated for many years," Mr. Trump "seems to have made it a part of a political agenda, and now the subject of potential legislation."

Still, state lawmakers have joined the effort to block the 1619 Project specifically and critical race theory from curricula. 

"Policy happens at the state level and bills at the state level have a much larger chance of passing and remaining in place based on the makeup and power of their legislatures," Owens said. "The federal government can try and set the tone, but it's going to be up to voters and advocates at the state and local levels to ensure those bills do not pass." 

In Missouri, Republican State Representative Brian Seitz introduced an amendment that would specifically ban educators from teaching about the 1619 Project to a bill that would prevent critical race theory lessons.

He called the project "revisionist history, seeking to determine our national origins to be based on a negative act (slavery), therefore, everything that follows, including The Constitution, The Declaration of Independence, Capitalism, our healthcare system, road systems, even the foods that we eat are fatally flawed and inherently 'racist.'"

In an email to CBS News, Republican state Representative Patricia Morgan, who sponsored the Rhode Island bill, said that critical race theory "seeks to find racism in every part of American society. It is poisonous. It should have no place in our schools." 

Morgan said Martin Luther King Jr. "looked to the day when all of us would be judged by the content of our character, not the color of our skin" in his 1963 'I Have a Dream' speech."

"America embraced that goal and we have made great progress," Morgan said. "Alarmingly, critical race theory does the opposite."

Critics pushed back against quoting Martin Luther King Jr. to argue against critical race theory.

"Utilizing civil rights-era figures to talk about equality" is "really insidious," said Ameila Moore, an associate professor at University of Rhode Island who submitted written testimony opposing Morgan's bill. 

"I think there is an intentional misunderstanding," she said. "And perhaps the people like Patricia Morgan are not aware that they are being manipulated by other powers who are trying to reframe what we're capable of discussing as Americans." 

Media

When teaching becomes impossible ...
Sara
|
Mar 11, 2022

This article was a comment in response to the article by John van den Berg, a parent and husband to a teacher, who wrote on on the capitulation by St. Mary's DSG (Pretoria) to racial witch hunting which resulted from the implementation of Diversity, Equity and Inclusivity training at the school. Both articles were published on Politicsweb. Prof. Van den Berg's article can be found on this book.

How to ruin a school
John van den Berg
|
Mar 02, 2022

John van den Berg, a parent and husband to a teacher, writes on the capitulation by St. Mary's DSG (Pretoria) to racial witch hunting

RIGHT OF REPLY | Try this for meaning, Prof Jansen
Sara
|
Feb 14, 2022

Prof. Jonathan Jansen in an article in TimesLive “Read this for meaning, Institute of Race Relations” (February 10), levelled certain accusations against the Institute of Race Relations, suggesting that “(bodies) such as the IRR should assist in achieving education goals instead of peddling right-wing fluff”. In essence he was criticising us for our concern over CRT being taught in our schools; he denies that is being taught and accused us of seeking 'to piggyback on the reactionary lies of zealots on the other side of the Atlantic.’ This is our reply.

Why Is Critical Race Theory Dangerous For Our Kids?
Marsha Balckburn
|
Dec 20, 2021

A seven-year-old comes home from school saying, “I’m ashamed that I’m White. Is there something wrong with me? Why am I hated so much?” In terms of the tenets of CRT this is the desired result of her lessons. This mental and emotional trauma is seeping into every classroom in America.

Parents CAN beat critical race theory — by running for school boards

The battle to win control of school boards from the clutches of racial indoctrinators is high stakes. Lose, and a generation is lost.

The outcome will determine whether our children learn to see themselves and other people as ­individuals, instead of merely members of racial groups. Parents of all ethnicities who never thought they’d get involved in politics must step up.

Under the critical race theory pushed in schools, white kids are shamed as racists and oppressors. Black kids are taught to think of themselves as victims. And the ­nation’s history is being presented as something to despise.

When parents object to this brainwashing, school administrators respond with double-talk, ­insisting schools just want to be ­inclusive and diverse.

That’s why it’s time to shift from complaining to fighting for control of local school boards. These boards hire superintendents, set policies and have the clout to stop CRT. Except in large cities like New York, school boards are where the power is.

In Loudon County, Va., parents are organizing to recall a majority of the school board. They’re distressed that teachers are being ­required to learn about “systemic oppression and implicit bias.” One of the recall organizers explains that Loudon schools are focusing less “on individuals” and “more on identity groups and putting everybody into an identity box.”

Last month, parents in Smithtown Central School District on Long Island put up three school-board candidates and swept all three races. Organizers said they acted to stop the school from promoting the 1619 Project, which recasts America’s founding as driven by slavery. Voter turnout was nearly triple the usual turnout.

In Southlake, a Dallas suburb, parents against “divisive, race-conscious learning” ran candidates committed to promoting the ideal of colorblind fairness. They won, too. Hannah Smith, one of the winning candidates, explained the outcome. “By a landslide,” she said, voters “don’t want racially divisive critical race theory taught to their children.”

Even so, capturing a school board isn’t a cake walk. Unions have a grip on the process. Often, candidates are union members or their races are funded by union ­donations. In Fairport, NY, a suburb of Rochester, two opponents of critical race theory lost in May to candidates supported by the teachers’ union.

In Oregon, Sonja McKenzie, vice president of state’s School Boards Association, says she is disturbed to see board races becoming hotly contested political events. “School-board work is not political work. It’s community work.”

Don’t buy that. Incumbents are posing as nonpartisan, but it’s a ruse. Teachers’ unions give 94 percent of their money to Democrats. School boards tend to be pro-union, pro-Democratic Party and in favor of critical race theory.

Last month in Oregon, ColorPAC described its school-board candidates as living “at the intersection of multiple intersecting oppressions.” Opposing them were parents like Maria Lopez-Dauenhauer, who wants unity. She lost her race.

But there is help on the way. Last week, a national political action committee called the 1776 Project announced it will be supporting school-board candidates battling critical race theory. That could even the playing field somewhat against unions.

In many places, the fight for school boards actually started with parents frustrated that teachers’ unions wouldn’t allow schools to reopen. In Eastchester, NY, Jonah Rizzo-Bleichman never thought he would run for political office. But seeing that “hybrid learning” was “a disaster” for his daughter, he concluded “someone had to step up to fight for reopening the schools.”

Now schools are open, but the stakes in the school-board wars are even higher. Of course, schools should teach about America’s past failures, along with its triumphs, and probe racial injustice where it still exists. But of paramount ­importance, young people should learn that their character and deeds matter more than their race.

Original article here.

[Video] Father destroys Critical Race Theory in heartwarming video with daughter

A video, depicting a father educating his young daughter about the dangers of Critical Race Theory, has gone viral on the internet as Republican state houses across the country move to ban the academic theory.

[Video] Students Reject Critical Race Theory After Learning What It's Really About

American students are asked if they know what Critical Race Theory is and if they agree with some of its basic principles.

Interracial couple says critical race theory ‘hurts’ people of color

An interracial couple from Chicago has condemned the controversial critical race theory movement — arguing that it “hurts” the black community by victimizing people of color.

“When I hear the ideas of critical race theory, they don’t remind me of my experience here in Chicago at all,” Takyrica Kokoszka, a black woman and Chicago public school teacher, told Fox News.

Kokoszka and her white husband, Martin, live in the toney, liberal Illinois suburb, Oak Park, with their biracial children.

The couple spoke to the outlet about their experience living in the long-integrated neighborhood, where they say the local school administration tells teachers that “all schools are rooted in white supremacy” and that “racism… is truly all around us.”

Oak Park actively integrated in the 1960s and 1970s, thanks to years of local activism. Now, the couple believes critical race theory is harming that progress and “dumbing down” issues around race and equality.

“Our school that our kids go to, there’s a lot of questions coming from the community about why not more black students are on grade level,” Takyrica said.

“We are looking to explain it away using critical race theory. Instead of us actually digging deep and looking into all the nuances that are involved with school achievement, we’ve watered it down. We’ve dumbed down the reason now to ‘It’s because the system is racist.'”

In fact, the couple believes the critical race theory movement underestimates and oppresses people of color.

“We believe that it hurts our black and brown community that the message is: ‘You’re a victim. You can never make it until we tear down all these systems and structures,” Martin said.

“Black people overcame slavery, Reconstruction and Jim Crow… and all of a sudden black people cannot succeed?”

The controversial ideology is also harmful and confusing to interracial children.

“Our kids, are they half-oppressor, half-victim? How does that work?” Martin asked.

Original article here.

Black Mom Torches Critical Race Theory: It’s ‘Racist,’ It’s ‘Teaching Hate,’ Will Destroy America

A black mother in Florida unloaded on critical race theory during a speech to the Florida Board of Education, warning that the far-left ideology was racist and that it will destroy America if it is not stopped.

Keisha King, a Duval County parent representing Moms for Liberty, praised school choice and slammed the idea of dividing people on the basis on race 100 years after the Tulsa riots happened.

“Just coming off of May 31st, marking the 100 years of the Tulsa riots, it is sad that we are even contemplating something like critical race theory, where children will be separated by their skin color and deemed permanently oppressors or oppressed in 2021,” she said. “That is not teaching the truth, unless you believe that whites are better than blacks. I have personally heard teachers teaching CRT and we have had an assembly shutdown because a Duval County Public School System consultant thought it would be a great idea to separate students by race. This is unacceptable.”

“CRT is not racial sensitivity, or simply teaching unfavorable American history, or teaching Jim Crow history. CRT is deeper and more dangerous than that,” she continued. “CRT and it’s out working today is a teaching that there is a hierarchy in society where white male heterosexual able-bodied people are deemed the oppressor and anyone else outside of that status is oppressed. That’s why we see corporations like Coca-Cola asking their employees to be less white, which is ridiculous. I don’t know about you, but telling my child or any child that they are in a permanent oppressed status in America because they are black is racist, and saying that white people are automatically above me, my children or any child is racist as well.”

“This is not something that we can stand for in our country,” she concluded. “And don’t take it from me, look at the writers of these types of publications, our ancestors, white, black, and others hung, bled, and died right alongside each other to push America towards that more perfect union. If this continues, we will look back and be responsible for the dismantling of the greatest country in the world by reverting to teaching hate and that race is a determining factor on where your destiny lies.”

Original article here.

[Video] Black father demolishes CRT at school board meeting. Video goes viral. Listen to this man.

Watch this parent absolutely obliterate Critical Race Theory at an Illinois school board meeting: “How do I have two medical degrees if I’m sitting here oppressed?”

He is absolutely right.

  • Critical Race Theory is poison.
  • It literally teaches division. It teaches children to segregate themselves by skin color and dislike each other.
  • CRT is incredibly patronizing toward people of color!

This dude really nails that last point. It's stunning to me that so many people can't see how racist it is to tell people of color, "Oh, you can't make it on your own, let the white people take you by the hand and help you and then maybe you'll be able to achieve something." BULL!

Original article here.

Stop Gaslighting Parents on Critical Race Theory

Some proponents of Critical Race Theory are resorting to semantic gaslighting to defend a dogma that most Americans instinctively abhor. This is false - it has spread through to schools.

Proponents of Critical Race Theory are resorting to semantic gaslighting to defend a dogma that most Americans instinctively abhor.

Some pundits claim that CRT is exclusively a school of thought taught in legal academia. On her MSNBC show, Joy Reid claimed that “law school is really the only place it is taught. NBC has looked into everywhere.” Former Lincoln Project co-founder George Conway tweeted: “I don’t think critical legal studies should be taught in elementary schools, and I am ready to die on that hill[.]”

Some journalists, informed by other “experts,” contend that CRT is synonymous with “talking about racism.” NPR defined CRT as “teaching about the effects of racism”; the New York Times called it “classroom discussion of race, racism.” NBC News labeled it the “academic study of racism’s pervasive impact.” 

These definitions are, of course, mutually exclusive. But they both serve to paint parents into a corner. If CRT is defined just as talking about racism, then parental objections to it must be rooted in racism. If CRT is defined just as a thesis discussed in law schools, then parental objections to it must be rooted in ignorance.

There’s no doubt that CRT has become a politicized term. Manhattan Institute senior fellow Chris Rufo forthrightly explained his strategy on this issue as follows: “The goal is to have the public read something crazy in the newspaper and immediately think ‘critical race theory.’ We have decodified the term and will recodify it to annex the entire range of cultural constructions that are unpopular with Americans.”

Liberal writer Freddie DeBoer has argued that CRT is now a “completely floating signifier.” Conservatives label a host of things they don’t like as CRT. Liberals, then, “feel compelled to defend CRT because conservatives attack it,” and defend it by claiming that it has nothing to do with any of the bad things conservatives say.  

But words have meaning. Parents and policymakers should understand CRT not as conservatives or liberals define it, but as it defines itself. Here’s a definition from a 2001 book, Critical Race Theory: An Introduction by Richard Delgado and Jean Stefanic, widely credited as key architects of CRT:

The critical race theory (CRT) movement is a collection of activists and scholars interested in studying and transforming the relationship among race, racism, and power. The movement considers many of the same issues that conventional civil rights and ethnic studies discourses take up, but places them in a broader perspective that includes economics, history, context, group- and self-interest, and even feelings and the unconscious. Unlike traditional civil rights, which embraces incrementalism and step-by-step progress, critical race theory questions the very foundations of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and neutral principles of constitutional law.

Although CRT began as a movement in the law, it has rapidly spread beyond that discipline. Today, many in the field of education consider themselves critical race theorists who use CRT’s ideas to understand issues of school discipline and hierarchy, tracking, controversies over curriculum and history, and IQ and achievement testing. Political scientists ponder voting strategies coined by critical race theorists. Ethnic studies courses often include a unit on critical race theory, and American studies departments teach material on critical white students developed by CRT writers. Unlike some academic disciplines, critical race theory contains an activist dimension. It not only tries to understand our social situation, but to change it.  (Emphases added.)

Several points here deserve restatement: CRT defines itself in opposition to traditional civil rights and even Enlightenment rationalism. It defines itself not simply as a “Theory,” but also as movement of activists who seek to transform society. Many educators consider themselves to by Critical Race Theorists, and CRT ideology has had a profound impact on a wide range of education policy and pedagogical issues.

Anybody who tries to peddle the line that CRT is just “talking about racism” is either gaslighting or being gaslit themselves. And anyone who maintains that CRT is simply an academic theory discussed in law school, at best, is ignorant of what CRT really is.

By contrast, parent intuitions about CRT are spot on. Given that CRT informs so many aspects of education policy and pedagogy, the real crux of the issue for parents is, as Andrew Sullivan adroitly put it, “not teaching about critical race theory; it is teaching in critical race theory.” (Emphases in original.) 

Public schools may be commonly assigning Critical Race Theorists like Kimberlé Crenshaw. But they have embraced a host of policies and practices that are rooted in Critical Race Theory. When parents hear terms like: “Equity,” “Anti-Racism,” “Cultural Competence,” “Culturally Responsive Education,” “Restorative Justice,” “Ethnic Studies,” “Equitable Math,” “Whiteness,” they would be fundamentally correct to go to a school board meeting and complain about Critical Race Theory. All of these practices are influenced by and have the same politicized purpose as CRT, which – to reiterate – defines itself not merely as a “theory” but also as an activist practice.

School boards that are implementing CRT-infused programming should not follow the media’s lead and gaslight parents by claiming that they are “not teaching CRT” on the grounds that they are not assigning academic journal articles by self-avowed Critical Race Theorists. Because the more parents look into it, the more may realize that although their schools might not assign canonical CRT academic journal article, they are teaching “in” CRT.

That will further heighten alienation and distrust between schools and families – alienation and distrust that is unavoidable so long as schools educate students through a “lens” intended to train children to oppose the foundations of our liberal order.

Max Eden is a research fellow at the American Enterprise Institute.

 

 
 

A Cheat Sheet for CRT

A cheat sheet for policy makers responding to social justice justice rhetoric compiled by Dr. James Lindsay, Prof. Bruce D Gilley and Asst. Prof. Peter Boghossian.

Critical Race Theory Is Dangerous. Here’s How to Fight It

Samantha Harris discusses the dangers attendant upon CRT and how to deal with it.

A new orthodoxy has taken over our educational institutions with frightening speed. People who likely never heard the phrase “critical race theory” (CRT) before this summer are now getting emails from their children’s schools about “Decentering Whiteness at Home.” They are discovering that their children’s elementary-school teacher has read them “a book about whiteness” that teaches them how much “color matters” and encourages them to confront “the painful truth” about their “own family” — i.e., that they are being raised by racists. And that’s just the tip of the iceberg.

This is a dangerous and divisive ideology, one that assigns moral value to people on the basis of their skin color. It is inconceivable that anyone could look back at human history and not see that singling out a particular racial or ethnic group as the cause of all societal problems can quickly lead us to a very bad place.

It is understandable, therefore, that the ascendancy of CRT in our educational institutions is deeply frightening to so many people. People feel like their children are being indoctrinated. In many cases, they are right. This ideology is not simply being presented as one way of looking at the world. It is being taught as the Truth with a capital ‘T,’ and you will be cast into outer darkness or punished for questioning it. Just ask David Flynn, the father of two children in the Dedham, Mass., public schools who was fired from his position as head football coach there after raising concerns about changes to his seventh-grade daughter’s history curriculum. (Flynn is now suing the school district.)

We need to fight the rise of this toxic and destructive orthodoxy if we want America to be a place where, as Martin Luther King said, our children are judged by the content of their character and not the color of their skin. But we have to fight it in the right way, without compromising the very freedoms we seek to preserve.

Recently, a number of state legislatures have begun considering bills that would ban or severely restrict the teaching of CRT and its analogues. The Arkansas legislature, for example, is considering a bill that would prohibit any Arkansas public school from offering “a course, class, event, or activity within its program of instruction that . . . promotes division between, resentment of, or social justice for (A) Race; (B) Gender; (C) Political affiliation; (D) Social class; or (E) Particular class of people.” Anti-CRT bills are also under consideration in Iowa, New Hampshire, Oklahoma, South Dakota, West Virginia, and elsewhere.

Yet preventing supporters of this ideology from making their case is not the answer. We know what it is like to have our right to free speech suppressed, because it is happening day in, day out to the critics of CRT and other left-wing ideologies at educational institutions around the country. I understand why it is so tempting to fight fire with fire, but that won’t advance freedom and equality in the long run.

As journalist and author Jonathan Rauch has so eloquently written — in opposition to the kinds of hate-speech prohibitions common on campuses around the country — the tolerance of hateful speech is critical to freedom and progress:

I feel more confident than ever that the answer to bias and prejudice is pluralism, not purism. The answer, that is, is not to try to legislate bias and prejudice out of existence or to drive them underground, but to pit biases and prejudices against each other and make them fight in the open. That is how, in the crucible of rational criticism, superstition and moral error are burned away.

Rauch is right. The battle against these identity-based ideologies needs to be waged in the marketplace of ideas, not through censorship. Proponents of CRT, critical feminist theory, postcolonial theory, etc. have every right to argue for the validity of their positions, just as we have the right to argue for the validity of ours. We must recognize their rights even as we try to convince the world of the dangers of their arguments.

That does not mean, however, that they have the right to indoctrinate our children, or to create a hostile environment in which students or teachers are continually treated as “less than” on the basis of skin color. When these things happen — and they are happening — then we must fight back hard not only in the court of public opinion, but in courts of law as well.

Most people know that the First Amendment protects freedom of speech. But it also protects freedom of conscience — that is, the right to hold our personal thoughts and beliefs free from government intrusion. The freedom of conscience is why the Supreme Court ruled that, even during the darkest days of World War II, a public school could not require its students to salute the American flag. Justice Robert H. Jackson, writing for the majority, explained that “if there is any fixed star in our constitutional constellation, it is that no official, high or petty, can prescribe what shall be orthodox in politics, nationalism, religion, or other matters of opinion or force citizens to confess by word or act their faith therein.”

The freedom of conscience is also why a Nevada mother is suing a Las Vegas charter school for forcing her son to participate in a mandatory class that “required students to reveal their race, gender, sexual orientation and disabilities and then determine if privilege or oppression is attached to those identities.” In the coming years, the First Amendment right to freedom of conscience will play a crucial role in the fight against the indoctrination of our children.

The Civil Rights Act of 1964 also prevents discrimination, including the creation of a hostile environment, at public and private institutions receiving federal funding (which include most private colleges and universities). Many of these critical race trainings, particularly when mandatory, may create a hostile environment by continually singling people out for criticism solely on the basis of their skin color — such as when an employee at Smith College expressed discomfort at discussing her race publicly and was berated in front of her colleagues and told that her distress was merely a “power play,” a manifestation of white supremacy. These trainings have even infiltrated the corporate world: A whistleblower recently leaked slides from a diversity training for Coca-Cola employees suggesting that they “be less white.”

State legislatures can also fight indoctrination and promote viewpoint diversity in schools without turning to censorship. In Florida, for example, the legislature is considering a bill that would require institutions of higher education “to conduct an annual assessment related to intellectual freedom and viewpoint diversity,” in order to ensure that students are exposed to “a variety of ideological and political perspectives.” This could be done at the K–12 level as well, and would help the marketplace of ideas function properly rather than shutting it down.

The bottom line is that our future as a free society depends on fighting back against the pall of orthodoxy that has descended over our educational institutions. But we must resist the temptation to fight back with the traditional tools of our ideological opponents — censorship and repression — and instead stay true to the freedoms we are fighting for.

 

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Press Release: Formal launch of Educate don't Indoctrinate

Educate, don’t Indoctrinate – New initiative to combat and expose Critical Race Theory indoctrination in South African schools

The teaching of Critical Race Theory (CRT) is starting to take place in South Africa’s private schools.

CRT holds that all black people are victims of a system designed to keep them oppressed and that all white people act together to maintain that system in order to protect their unearned, white privilege. Unique, individual characteristics are irrelevant to CRT.

CRT aims to ensure that racism becomes an eternal obsession, patronising black children and shaming white children.

This obsession with punishing racism disproportionately and separating children so that they ‘learn’ their place will result in alienation, not integration. 

Accordingly, the Institute of Race Relations has launched an initiative ‘Educate, don’t Indoctrinate’ in an attempt to equip parents and teachers with the tools necessary to recognise and resist the spread of the harmful ideas of CRT in schools.

The IRR is aware that a significant number of schools have incorporated elements of CRT in official school policies and are presenting this worldview to students as the only viable and moral way to conceive of social justice.

This way of thinking is divisive and celebrates the kind of race essentialism that we have fought so hard.

CRT’s origins are American with specific reference to American history and a society where blacks are a minority group. Given the fact of our dreadful history and that whites currently comprise less than 10% of the population, the consequences of this racial essentialism will be disastrous.

In addition, CRT rests on the assumption that any disparity in outcome between racial groups is the result of discrimination of one group by another, whether conscious or unconscious. As such, white children are being admonished for their complicity in white supremacy with some schools going so far as to teach white students that white supremacy is an evil they have been born with and need to continually purge themselves of.

The IRR believes that the freedom to question what we are told is a hallmark of a successful society and worth fighting for. The IRR recognises the importance of creating a socially just society. However, it strongly opposes any worldview that does not allow its assumptions to be questioned.

We have discovered that students are being told that to question the assumptions of CRT is to admit racism, and doing so invokes the risk of being vilified as racist.

Students are being told what to think instead of how to think: this is untenable as it is not the function of schools to indoctrinate pupils into one political theory while ignoring all others.

Our overarching goal is to support the education of well-adjusted young men and women of sound character and strong moral standing. We do that by helping to:

  • Teach parents and teachers how to spot the danger signs of CRT indoctrination in their children and their schools;
  • Educate parents and teachers about the damage that CRT indoctrination does to the psychological development of children;
  • Provide them with the resources to become informed enough to oppose CRT indoctrination effectively;
  • Provide them with advice and strategies for confronting school governing bodies and teachers that drive such indoctrination.

Please click on to www.edonti.org and complete a form if you wish to contact us regarding CRT at a school, and we will get back to you asap.

Media contacts

  • Sara Gon, IRR Head of Strategic Engagement – Tel: 083 555 7952; Email: info@edonti.org
  • Caiden Lang, Researcher – Tel: 072 239 6145; Email: caiden@irr.org.za

Media enquiries

 

Critical Race Theory - a primer

Critical Race Theory (CRT) is an academic theory, the purpose of which is to convince people that in order to overcome racism they need to embrace anti-racism. A basic explanation of the concept is set out.

This theory is perpetuated by creating a method for addressing racism. However, while CRT purports to end racism, it in fact entrenches it.

CRT propounds that blacks are eternal victims of ‘white supremacy’ and whites are eternally guilty as ‘white supremacist’ victimisers, irrespective of their never having participated in the subjugation of blacks.

The theory suggests that the only way to change these black:white power relationships is to destroy “the system”. The theory originated in the United States and is framed in the context of slavery and white dominance in the power structures. This means undermining law enforcement and implementing a Marxist – socialist political governing structure. 

CRT was devised with reference to American history, structures and a 13% minority black population. Like much that originates from American academia, CRT has found its way to our shores. 

CRT is little known in South Africa in general, but of concern is the increasing implementation of it in our schools. This is a pernicious development because it is a form of indoctrination based on Marxist ideas.

CRT seeks to promote the paradigm of victim: victimiser in a society where over 90% of the population is black and under 10% is white. Theoretically it should be relatively easy to marginalise whites from blacks here, particularly given our apartheid history.

Most of us take it as a given that to develop healthy race relations is to know and understand our history; to know what makes us different, but also what makes us similar. It is the humanist response to try to get different races, creeds and religions to understand and appreciate each other as equals. Any idea that promotes victimhood and encourages guilt for historical injustices solely due to the colour of our skin is opprobrious. It is designed to keep people separate and wary of each other – it is the flip side of the apartheid coin.

Schools that implement CRT damage the mental and psychological development of children by teaching them that racial discrimination and segregation are acceptable because different races have mutually incompatible characteristics, beliefs and values that should not be shared across racial lines. This is a very depressing thought.  

CRT came to our attention mostly during the #RhodesMust Fall and #FeesMustFall protests on university campuses from 2015 to 2017. Our concern is that it is being introduced into schools to indoctrinate children into adopting a particular political view. It is not the role of a school to indoctrinate a child into what to think politically – and CRT is a political movement.

It certainly doesn’t preclude a school from dealing with racism and, if that occurs, there must be serious discipline. But If a child says or does something racist, the management may not assume that all the children are racists requiring to be subjected to CRT.

One of the most insidious features of CRT which we have been exposed to at certain schools is the separation of students by race in order to educate each group into the fundamentals of ‘anti-racism’.

We have not been privy to what is communicated in the groups for black students, but what is being reported from parents about what white students are exposed to is deeply disturbing.

In essence, white students are being told that their skin colour identifies them as being ‘associated’ with the harm caused by white colonialism. 

This is terrifying for a number of reasons:

  • It is immoral to attribute hackneyed and shameful characteristics to children of any colour simply because of the colour of their skin. Skin colour tells us nothing about the attitudes, morality and opinions of the individual;
  • It is bizarre and cruel to attribute guilt to young people for something done historically  by people whose only shared characteristic is their skin colour; 
  • No account is thus taken of the person’s personal or family history, which may have been blighted by hardship. Individual white history doesn’t count;
  • The same applies to young blacks being told that they are victims, irrespective of whether or not they remain disadvantaged. No weight is given to improvement of their conditions and therefore the mitigation of positions of weakness and victimhood;
  • It makes no sense for a society that is trying to overcome recent history of legislated discrimination to perpetuate division, mistrust, and attitudes of superiority and inferiority. It cannot be good for society and gives the lie to CRT’s claim to promoting ‘anti-racism’. 

The insidious appeal of CRT is that it is presented as a way to promote social justice and uses language that supports that goal. For this reason some teachers and parents believe that CRT is aimed at achieving a laudable goal. Many people have the best of intentions in applying CRT to achieve social justice. 

The IRR has developed a website, ‘Educate don’t Indoctrinate’, to provide a resource to explain what CRT is. We explain CRT’s origins, the language it uses, how to identify it and what to do about it. (https://edonti.org)

Parents, teachers and school administrators may feel uncomfortable with what appears to be undertaken for the sake of social justice. We encourage them to seek further information, as their anxiety may be justified.

Not for schools to decide what political philosophy children adopt

We argue that political theory should not be taught to the exclusion of all other theories. In so far as CRT sets out a method for training children in the absence of parental permission, it is not in schools' purview.

The IRR formally launched the website ‘Educate don’t Indoctrinate’ (Edonti) on Friday 20 August as a resource for parents, teachers and students, to inform them about Critical Race Theory (CRT), how to recognise it and how to respond to it. Through the site we also offer talks, presentations and circumstance-specific advice.

CRT theory holds that every society is divided into two absolute and unbridgeable, racially determined, groups. The first is black: its members are permanently disadvantaged victims of a society which is set up to enforce black poverty and underdevelopment. The second is white: its members are permanently privileged and perpetrate various crimes against the black group in order to secure their unearned privilege and maintain black poverty.

CRT also applies, though to a lesser extent, to issues of gender, women, sexual orientation, the disabled and other minorities. The inversion of the meaning of language and the adoption of ‘equity’ to mean the achievement of the equality of outcomes, point to a theory that, although it has ‘social justice’ as its aim, is just political indoctrination towards socialism. What we associate with ‘wokeness’ and ‘political correctness’ is suffused into the application of CRT.

Its origins lie in American academia and it is based on America’s 200-year history of slavery and its consequences. CRT has evolved in a country where blacks represent about 13% of the population and whites a majority (although ever shrinking).

Like much American academic theory it is being imported into South Africa wholesale, and although we come from an unimaginably cruel past, it is not the solution to race relations in a society where 90% of citizens are black and under 10% white.

Some comments in response to our site launch ask whether CRT actually exists in our schools. It does and although our early experience suggested that it was a private-school phenomenon, it is also emerging in government schools.

Fear

We have been made aware of about seven schools which are taking up CRT to a greater or lesser extent. Generally, teachers are not adherents of CRT, but fear losing employment if they challenge it.

We set out some examples of CRT that we have either heard about or been asked about.

School #1 has an ‘Anti-discrimination Policy’ which states: ‘Saying that you “don’t see colour” is an example of racial discrimination.’ ‘Not seeing colour’ is seen in the CRT context as being opprobrious since seeing colour is exactly what CRT determines a person must do. The contortion of logic required to regard ‘not seeing colour’ as a racist sentiment, rather than the CRT obsession with skin colour, is deeply counterintuitive. The school goes so far as to categorise the comment as ‘hate speech’.

‘Not seeing colour’ is not usually used literally; it simply means that a person doesn’t consider the colour of another person’s skin in interacting with them.

At school #2 the students are prohibited from using the word ‘monkey’ at all even though there are monkeys living in the vegetation around the school. They should rather refer to ‘vervets’. At the same school teachers may not address the students as ‘girls’.

School #3 is a school founded and run according to the precepts of a particular religion. Demands are being made to minimise if not desist from the particular ethos and replace it with ‘social justice’ and ‘inclusion’.

A review of the school’s practices found that interaction between students is racially divided. The review didn’t delve into the reasons for these divisions. Is it a natural division? Is it one engendered by one race or another? Is it possible that the long-standing, active addressing of issues of transformation and diversity are not constructive, but rather destructive of healthy interaction? Are the races so aware and self-conscious of potential racism that separation has grown rather than decreased?

Threatened to destroy careers

School #4 is also a school based on a religious ethos. The school was made aware of anonymous social media messages accusing teachers of racism. These messages threatened to destroy careers, yet no disciplinary action was taken against the students who could be identified, and nor were formal complaints lodged by the students. Nevertheless the teachers were suspended for months before any disciplinary action was taken against them and seven weeks before the charges were provided.

A protest against ‘racism, homophobia and xenophobia’ erupted in and around the school, with mainstream media in attendance. In an all-girls school a protest against homophobia and xenophobia is unlikely to be supported by evidence.

School #5’s transformation programme included the separation of black and white students. The white students have been expected to consider their ‘white supremacy’ and ‘white guilt’. Creepily, they are required to think about their racist thoughts and commit them to writing. It fits the CRT playbook that students are expected to develop guilt for the actions of some white people’s misdeeds in history. This is irrespective of whether their individual experience is in any way relevant to their forebears or their skin colour.

Disturbing has been the school’s recourse to a book as a textbook called Me and White Supremacy by Layla Saad. We will discuss this book in more detail in a later article, but it’s worth noting some of the observations Saad makes:

  • White supremacy is an evil;
  • It is a system of oppression, which has been designed to give you benefits at the expense of the lives of BIPOC [blacks and indigenous peoples of colour], and it is living inside of you;
  • The process of examining it and dismantling it will necessarily be painful. It will feel like waking up to a virus that has been living inside of you all these years, that you never knew was there;
  • Raging against this process and denial is the response of the white fragility and anti-blackness lying within you;
  • The student must commit ‘to your own healing’.

Brainwashes

The above examples point to a cult which brainwashes the target into accepting guilt, but with no possibility of redemption.

The school’s workbook, which is based on Saad’s book, holds that ‘(this) workbook is for any person* who holds white privilege**.’

And ‘Who holds white privilege means “persons who are visually identifiable as white, white-passing, or holding white privilege”.’

School #6 has a hair policy that provides for a prohibition on the ‘cultural appropriation’ of hair styles.

School #7 which, when faced with one act of racism by a student, brought ‘consultants’ in to coach all the students. The children were separated by race and a consultant presented views on ‘whiteness’ to the white children. The views of the consultant reflected in some of her writings include statements that ‘South Africa’s rainbow nation is a myth that students need to “unlearn”,’ and that the ‘Democratic Alliance’s Federal Chairman, Helen Zille, should have been jailed for her tweets’.

The school set up a group for parents ‘to create a safe space to share knowledge, facilitate conversations and build relationships and sense of belonging’. The principal advised the parents who had complained about CRT in the school, that he had decided that they weren’t invited to join the group ‘until we feel that you are wanting to come on board to hear/listen and be heard’.

The first group newsletter recommends a podcast by Eusebius McKaiser, and the books White Fragility by Robin DiAngelo and I’m still here – Black Dignity in a world made for Whiteness by Austin Channing Brown.

In 2020 an advert for a history teacher required applicants to teach from a ‘decolonisation perspective’.

CRT is in our schools and, given that its ultimate aim is to overthrow capitalism to create a Marxist state, such indoctrination must be resisted. It is not for schools to decide what political philosophy children adopt.

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