Race segregation is back.
In the city of New York, white parents pay to have their children taught to feel guilty, to be ashamed, to hold themselves in contempt and loathing – for being white.
Paul Sperry reports at the New York Post:
An elite Manhattan school is teaching white students as young as 6 that they’re born racist and should feel guilty benefiting from “white privilege”, while heaping praise and cupcakes on their black peers.
Administrators at the Bank Street School for Children on the Upper West Side claim it’s a novel approach to fighting discrimination, and that several other private New York schools are doing it …
The K-8 school of 430 kids is separating whites in classes where they’re made to feel awful about their “whiteness”, and all the “kids of color” in other rooms where they’re taught to feel proud about their race and are rewarded with treats and other privileges.
“Ever since Ferguson, the school has been increasing anti-white propaganda in its curriculum,” said a parent who requested anonymity because he has children currently enrolled in the school.
Bank Street has created a “dedicated space” in the school for “kids of color”, where they’re “embraced” by minority instructors and encouraged to “voice their feelings” and “share experiences about being a kid of color” …
Meanwhile, white kids are herded into separate classrooms and taught to raise their “awareness of the prevalence of Whiteness and privilege,” challenge “notions of colorblindness (and) assumptions of ‘normal’, ‘good’, and ‘American’” and “understand and own European ancestry and see the tie to privilege”.
The same slides point out that a number of leading private schools across the country also have segregated students by “race-based affinity groups’. It lists several in New York, including Riverdale Country School, Brooklyn Friends School, The Cathedral School, The Calhoun School, Ethical Culture Fieldston School, and Little Red School House and Elisabeth Irwin High School.
Under Bank Street’s “Racial Justice and Advocacy” curriculum, parents say, teachers push white kids to grapple with America’s history of racism. Then they indoctrinate them into thinking “systemic racism” still exists, and that they’re part of the problem and must hold themselves accountable even for acts of racism committed by others.
“One hundred percent of the curriculum is what whites have done to other races,” said another Bank Street parent. “They offer nothing that would balance the story.”
Added the parent, who also asked to go unnamed: “Any questions they can’t answer they rationalize under the pretense of ‘institutional racism’, which is never really defined.”
The program, these parents say, deliberately instills in white children a strong sense of guilt about their race. Some kids come home in tears, saying, “I’m a bad person.”
They say white kids are being brainwashed into thinking any success they achieve is unearned. Indeed, a young white girl is seen confessing on a Bank Street video: “I feel guilty for having a privilege I don’t deserve.” Parents, moreover, say the classroom segregation only breeds resentment. Younger children, for instance, feel left out when the “kids of color” come back to the main classroom munching on cupcakes they were given in their “affinity group”.
The divisive program is run by Anshu Wahi, a longtime “social justice” activist who’s held the title of “director of diversity” at Bank Street since 2013. She referred questions to the school’s communications office, which did not respond to requests for comment.
Still, Wahi’s radical beliefs come into clear view from recorded conversations with parents, as well as handouts and emails to parents. She believes the answer to racism is teaching white kids to see race in everything — a process called “white racial socialization”.
Forget teaching them to be color-blind — that’s a cop-out, she suggests, an excuse to ignore the hardships of people of color. It’s also a “tool of whiteness” to perpetuate the “oppression” of people of color, according to one paper she recommends parents read.
Wahi believes even white babies display signs of racism, so she encourages parents to talk to their kids about race as early as kindergarten, making them hyperaware of racial differences, and even “examine your own whiteness”.
She defends segregating minority children by race by arguing they need a safe place where they can share their “ouch moments”, including subtle but offensive white comments known as “micro-aggressions”.
“Bank Street wants to give kids of color a space to talk about shared experiences,” Wahi explained in a parent handout, “because even in society today, people of color are treated unfairly.”
“In the recent past,” she added, “children of color in our Lower School have been told by well-intentioned peers that their skin looks like the color of poop.”
Wahi says the school is merely empowering children of color who feel “alienated” and “devalued” in a “dominant white culture”. But some parents fear the school is nurturing resentment among minority pupils and reinforcing perceptions of victimization.
Only some? Would that be only some of the white parents? While other white parents are happy about it?
Probably. After all, this is a New York school we’re talking about.
Her extreme diversity program is based on the premise that America is still plagued by “systemic racism”, which she claims she saw first-hand while serving as a juror hearing criminal cases in Brooklyn. She told parents she was shocked to learn that every case involved a minority defendant. In the same May 2015 meeting with parents, she cited the GI Bill as proof of “white privilege”, claiming the popular post-World War II legislation only benefited white soldiers and their heirs, when in fact, black enrollment in colleges exploded under the GI Bill.
Most recently, parents were upset with her airing a documentary film lionizing leaders of the violent Black Panthers movement. On May 31, the Bank Street School screened Black Panthers: Vanguard of the Revolution, which depicts Panthers founder and convicted cop-killer Huey Newton as a martyr.
In 2013, moreover, parents expressed outrage over an email from Wahi that seemed to sympathize with Muslim terrorists after the Boston Marathon bombings.
The April 17, 2013, message — “From Anshu, our Director of Diversity and Community: The Boston Marathon — Another Perspective” — advised students and parents to “be mindful of stereotypes and dangerous ideas” regarding “Arabs (and) Muslims”.
It’s a qualification now for a well paid job, just being full of bitter envy.
If some of those white children grow up to hate non-white people, will only Social Justice Warrior Wahi be surprised? Or will the white parents wonder how on earth it could have happened?
Woolly animals. Children love them. Grown-ups give them to children to cuddle. And learn to care for real animals.
Except in Islam. Muslim grown-ups give them to children so they can learn to saw their heads off. Preparing them to do the same to real people.
Universities in South Africa are afflicted with the same sickness that’s killing the academies in the US.
It may even be worse there. Perhaps terminal.
Dr. James E. Martins, who lives in South Africa and keeps us informed about it, writes today:
Student violence is erupting on most campuses, and a headline in today’s evening paper, the Star, declares quite rightly that universities may well close down.
Pretoria University had to call in the police. And the University of the Orange Free State, with the admirable Professor Jonathan Jansen at the helm, had to allow riot police to intervene to prevent students from destroying a statue of General Martinus Steyn [president of the Orange Free State 1899-1902 -ed]. Jansen is a truly good and intelligent man – a firm and forceful black academic – and the students are “demanding” his resignation.
It is believed that these riots are politically engineered. Many suspect the Economic Freedom Fighters (EFF) – a revolutionary party led by the firebrand Julius Malema – is behind it. Whatever the causes, they will ensure the demise of higher education in South Africa pretty soon, I fear.
Demands for “decolonized” syllabi are really only demands to be permitted to read nothing at all and to get inflated grades – for vandalism and shrieking abuse at lecturers.
The numbers of rioting students are quite small, but, then again, Lenin’s Bolsheviks were hardly a majority party in the early days.
Philosophy students demand to be taught “philosophers” like Nelson Mandela and Steve Biko [political activist killed by police action in the apartheid era- ed]. Literature students want to ban Western classics.
I predict that wealthy South Africans will send their offspring to study at universities abroad, and poorer students will suffer at academic institutions that have become inferior to inadequate high schools. A very bleak scenario!
Will those wealthy parents find universities abroad still offering a higher education worth paying for?
We carried over this precious chalice full of nonsense from its incredulous discoverer, Steven Hayward of PowerLine, with respectful awe.
These are the words of Sidonie A. Smith, Mary Fair Croushore Professor of the Humanities at the University of Michigan, author of a book titled Manifesto for the Humanities: Transforming Doctoral Education in Good Enough Times.
Writing this book, I came to see the new scholar subject as a performative of passionate singularity, hybrid materiality and networked relationality. This is one sense in which the humanities scholar that is becoming is possibly posthuman, and a posthumanist scholar. The locus of thinking, for the prosthetically extendable scholar joined along the currents of networked relationality, is an ensemble affair. It involves the scholar, the device, the algorithm, the code. It involves the design architecture of platform and tool, the experiential architecture of networks, and the economy of energy. It involves the cloud, the crowd and the “rooms”, bricks and mortar and virtual, in which scholarly thinking moves forward. Ultimately, thinking is a collaborative affair of multiple actors, human and nonhuman, virtual and material, elegantly orderly and unruly.
Jihadis do all they can to make us afraid of Islam. Then they say that our fear is irrational – accusing us of “Islamophobia”.
Is there or is there not cause to be afraid of Islam? Of its advance by means of terrorism and indoctrination?
Irrational or not, the fear of Islam is spreading in America, as this story from CNN illustrates:
After a teacher at a Virginia school handed out a standard homework assignment on Islam, such an angry backlash flooded in that it prompted officials to close every single school in the county as a safety precaution.
“While there has been no specific threat of harm to students, schools and school offices will be closed Friday, December 18, 2015,” Augusta County Schools said. Extracurricular activities were shut down Thursday afternoon.
And social media exploded over the school lesson — a simple drawing assignment — into a caustic discussion about religion and education.
When the world geography class at Riverheads High School in Staunton rolled around to the subject of major world religions, homework on Islam asked students to copy religious calligraphy.
“Here is the shahada, the Islamic statement of faith, written in Arabic. In the space below, try copying it by hand. This should give you an idea of the artistic complexity of calligraphy.”
The illustrative classical Arabic phrase was the basic statement in Islam. It translated to: “There is no god but Allah, and Mohammed is the messenger of Allah.”
When students took it home, it was like a spark hitting a powder keg. Some of their parents saw the homework as an attempt to convert their children to Islam. Calls and emails flooded the school. Some of them demanded the teacher be fired for assigning it.
[The teacher] Cheryl LaPorte had not designed the assignment herself, but took it from a standard workbook on world religions, local newspaper The News Leader reported.
The county school system reacted.
It removed the shahada from world religion instruction. “A different, non-religious sample of Arabic calligraphy will be used in the future,” it said.
And it issued a statement saying no one was trying to convert anyone to any religion.
“Neither of these lessons, nor any other lessons in the world geography course, are an attempt at indoctrination to Islam or any other religion or a request for students to renounce their own faith or profess any belief,” Augusta County schools official Eric Bond said in a statement to CNN affiliate WHSV.
But that hasn’t been enough for Kimberly Herndon, who kept her ninth-grade son home from school.“There was no trying about it. The sheet she gave out was pure doctrine in its origin,” she told WHSV.
“I will not have my children sit under a woman who indoctrinates them with the Islam religion when I am a Christian,” she said.
By Tuesday, like-minded parents and residents of the town of nearly 24,000 gathered in the sanctuary of Good Will Ministries to voice their grievances, including against the teacher.
The anger may have had an effect. LaPorte told The News Leader that now her job involves getting students through Standards of Learning tests.
At the same time, former students have taken to Facebook to defend her.
“I’m against anyone getting steamrolled by convoluted logic and I’m very pleased to see that there is so many people around me that feel the same way,” a supporter wrote.
Back at the school, the sheriff and administrators had begun worrying about security.
On Monday, Augusta County issued a letter reassuring parents that schools in the county were safe. It did not reference the homework assignment but did say that parents had become worried about security.
“All doors are locked with the exception of one front door….Faculty and staff monitor all activities inside and out of the buildings.” Standard security procedures, the letter explained.
But as the week went on, officials got more specific about the source of concern — calls and email messages — and their target — the world geography class.
“The school division began receiving voluminous phone calls and electronic mail locally and from outside the area,” the school system said. And the “tone and content” were nasty.
The sheriff deployed more officers to county schools and began monitoring the communications.
Then all the schools in the county shut down.
Cheryl E. Matias is an “Assistant Professor & Motherscholar, Ph.D. in Race and Gender Studies in Education” (at the University of Colorado at Denver), who “Studies the Emotionality and Psychoanalytics of Whiteness”.
Her article, Why do you make me hate myself?: Re-Teaching Whiteness, Abuse, and Love in Urban Teacher Education, was published in Teaching Education this year.
In her article, Matias writes that teachers must address “normalized, oppressive Whiteness”, saying that a “colorblind” society cannot truly exist in the United States.
The study of race, racism, and exertions of Whiteness are rarely recognized as a substantive issue in teacher education and the teaching profession. … We cannot even begin to address symptoms, such as the racial achievement gap, if we do not address the underlying diseases of racism and Whiteness.
She teaches that “Whiteness” is a disease.
And here’s another sentence of hers to arouse your disbelief and scornful laughter: “[Another academic] argued that white fragility plays an essential role in the maintenance of Whiteness and when unfettered, the consequences can be dire.”
What can that possibly mean? What exactly has been “fettered”? “White fragility”? How do you fetter fragility? Or the “maintenance of Whiteness”? How do you fetter maintenance? Or Whiteness itself? How do you fetter Whiteness?
You can read the whole nonsensical thing in pdf form by going here and passing a short exam set by Google.
But be warned. It is all gibberish, balderdash, blather, gobbledygook, tripe, hogwash, baloney, bilge, bunkum, twaddle and poppycock.
And it is all too typical of the gibberish etc. that is now being taught in American universities.
We well know the evils of racism. Racial hatreds have been the cause, through oppression, persecution, discrimination, and attempted genocide, of extreme human suffering.
In the United States, the Civil Rights Act of 1964 made discrimination against Blacks in the public sphere illegal; and the Voting Rights Act of 1965 removed all legal barriers to Blacks voting in federal, state and local elections, so theoretically enfranchising all adult, sane, free Americans. Laws against “mixed race” marriages persisted in some southern states for a couple more years, but were declared unconstitutional by the Supreme Court in 1967.
Of course acts of law cannot root out irrational hatreds from people’s minds. It certainly cannot be claimed that after 1967 race differences went unnoticed, or that no one was disadvantaged in America by his or her race.
But it could fairly be said that between then and 2009, race was in general a less troubling issue than it had been.
Then in 2008 a vast number of Whites decided to vote Barack Hussein Obama into the presidency of the USA for no better reason than that he was black. By doing so, they wanted to prove that they were not racists. What they actually proved was that they were.
And ever since the absurd election of Obama – a wholly unqualified candidate, but the son of a black African father and a white American mother – race has become a hugely troublesome issue again. President Obama consciously tried to make it so. He has succeeded. And the result is that Black racism has become a serious problem; interfering most disastrously with the administration of justice, most dangerously with the enforcement of law and order, and most vociferously in the universities.
For Obama’s defense of the Black Lives Matter movement, see here.
For examples of Obama’s leaping to judgment and taking sides in disputed cases of Black arrests or deaths during violent confrontations: the Professor Henry Gates case, see here; the Trayvon Martin case, see here; his quick reactions to the deaths of the black men Michael Brown in Ferguson, Missouri, and Freddie Gray in Baltimore, Maryland, and his ignoring of the shooting of the white victim Kate Steinle by an illegal Hispanic alien in San Francisco, see here.
For the refusal by Obama’s appointee, Attorney General Eric Holder, to allow the prosecution of the Black Panthers see here.
For a probable effect of Obama’s biased attitude to the deaths of Blacks in confrontation with the police – ie. the murder of two policemen in New York after the death in custody of the black man Eric Garner – see here.
This is from Campus Reform by the Dartmouth Review Staff:
Black-clad protesters gathered in front of Dartmouth Hall Thursday night, forming a crowd roughly one hundred fifty strong.
Ostensibly there to denounce the removal of shirts from a display in Collis, Dartmouth’s student center the Black Lives Matter collective began to sing songs and chant their eponymous catchphrase. The band then marched into Baker-Berry Library.
“F*** you, you filthy white f***s!”
“F*** you and your comfort!”
“F*** you, you racist s***!”
These shouted epithets were the first indication that many students had of the coming storm. The sign-wielding, obscenity-shouting protesters proceeded through the usually quiet backwaters of the library. They surged first through first-floor Baker-Berry, then up the stairs to the normally undisturbed floors of the building, before coming back down to the ground floor of Novak Café.
Throngs of protesters converged around fellow students who had not joined in their long march. They confronted students who bore “symbols of oppression” such as “gangster hats” and Beats-brand headphones. The flood of demonstrators opened the doors of study spaces with students reviewing for exams. Those who tried to close their doors were harassed further. One student abandoned the study room and ran out of the library. The protesters followed her out of the library, shouting obscenities the whole way.
Students who refused to listen to or join their outbursts were shouted down:“Stand the f*** up!” “You filthy racist white piece of s***!” Men and women alike were pushed and shoved by the group.
“If we can’t have it, shut it down!” they cried. Another woman was pinned to a wall by protesters who unleashed their insults, shouting “filthy white b****!” in her face.
In the immediate aftermath of the demonstration, social media was abuzz with comments condemning the protesters for their tactics. Many students who had experienced the protests took advantage of Yik Yak’s anonymity to air their grievances. Some students reached out toThe Dartmouth Review to provide additional details.
An anonymous member of the class of 2019 explained that while working on a group project in a private study room, his undergraduate advisor came in and expressed his disappointment that the he was not joining in the protest. The advisor then demanded that he and the other members of his group project to leave the room and join in.
Another member of the class of 2019 recalled clapping after a protester said, “let’s give a round of applause for the beautiful people of color who were here for this protest.” The protester then turned on her saying, “for all of you that are sitting down and applauding right now, we don’t care about you.”
Protesters have also spoken out in the aftermath of their march. One woman, who identified herself as one of the protesters in a lengthy post to Facebook, wrote, “we raised hell, we caused discomfort, and we made our voices heard all throughout this campus in the name of standing up for our brothers and sisters across the country who are staring terrorism and assault directly in the face.” She went on to accuse those she thought were insincere in their support for the movement of “faking allyship” …
So if you are white, don’t try to pretend that you ally yourself with this Black racist movement. You won’t get away with it.
What can you do? Lie in the dust and apologize for your “white privilege”?
Or continue the long fight against racism of any kind, including this kind, in whatever way you can?
This was written by a VERY STUPID huwoman being.
Her name is Mina Shah.
She is a student at Stanford University. She actually expects to teach English Literature. Be paid to do it.
The article is titled Enough of Shakespeare.
Here’s her picture so if you see her you can point at her and laugh.
Contrary to what the title of this article might lead you to believe, this column isn’t going to be about Shakespeare. Well, not exactly. I was reading an introduction to a volume of Shakespeare last week for one of my classes, so he has become my scapegoat. Also, there are apparently a bunch of novelists who are lately excited about going through and modernizing Shakespeare’s works. Again. But this is much bigger than just him.
Why do we read Shakespeare? Because we’re told he’s great, sure. Because he speaks to universal themes, whatever those are. But is he that great? Does he really speak to an all-encompassing audience? Can anyone?
I believe that no human experiences are unrecognizable, which is just to say that if a person tries to understand someone else’s experiences, and truly listens to their stories, it is always possible to get (at least partially) into their shoes. We can sympathize (not always empathize, but certainly sympathize) with any experiences that we make a true effort to understand. But there aren’t any universal themes of human experience. Thus, it’s impossible for Shakespeare (or any other “classical, great” white writer) to write masterfully and comprehensively about the human experience. Those writers simply don’t exist.
Why is this? Oppression. Oppression based on race, gender, sexual orientation, socioeconomic status and any other demographic categorization.
So when we say, “Shakespeare writes to universal themes,” what we really mean is that “Shakespeare writes to themes that reflect the experiences of white people of Anglophone descent who are either comparatively well off socioeconomically or have opportunities to gain such a status through upwards social mobility.” That’s not universal. It’s not even neutral.
Don’t confuse whiteness and socioeconomic privilege with neutrality or universality. They’re not the same thing. The incorrect equation of the two contributes to reinforcing terrifyingly omnipresent white supremacy, both in our own country and internationally. The eventual breakdown of white supremacy depends on our rejection of equating whiteness and socioeconomic privilege with “universality” and “neutrality”.
The destruction of white supremacy depends on ordinary people refusing to take on ideas of “universality” in experiences. It depends on parents discussing the subject at home. It depends on social studies teachers saying, “Fuck McGraw Hill and fuck textbooks. We’re going to work with a diverse array of primary sources, a collection of which will actually reflect history from the perspectives of all the people who lived it.”
The destruction of white supremacy depends on math and science teachers demanding more diversity in their own classrooms and more equity across analogous classrooms all across the nation. It depends on English teachers getting tired of Shakespeare and Austen and Bronte and Joyce, and electing to teach authors who write books with themes that are “less universal”, like Chimamanda Adichie, Junot Diaz, Toni Morrison, Sandra Cisneros, Kofi Awoonor, Gabriel Garcia Marquez, Ama Ata Aidoo, Aimé Cesaire and countless other brilliantly talented authors of color. (If you’re curious what I plan to teach in my classroom in several years when I get there, well, I’ve left a couple of clues …)
If we want a better world, one in which a dream for equal opportunity can be realized, white supremacy must be destroyed. And it must be destroyed actively by us, by ordinary individuals who desire a better world. It’s a big project, but one that can begin in small ways that include realizing the fallacy of the term “universal art”, and teaching and learning specific cultures outside of an idea of “universal” that doesn’t really exist.
Here, to restore you after that, is a touch of the profound genius of Shakespeare.
He is writing about oppression.
It is from The Merchant of Venice, Act III, Scene 1.
He hath disgraced me, and hindered me half a million; laughed at my losses, mocked at my gains, scorned my nation, thwarted my bargains, cooled my friends, heated mine enemies; and what’s his reason? I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions? Fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer, as a Christian is? If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge? If we are like you in the rest, we will resemble you in that. If a Jew wrong a Christian, what is his humility? Revenge. If a Christian wrong a Jew, what should his sufferance be by Christian example? Why, revenge. The villany you teach me, I will execute, and it shall go hard but I will better the instruction.
And here, in stark contrast, is Toni Morrison.
Also on oppression.
Not bad, not wrong, but flat, undistinguished, dull. She is tone deaf to the music of language.
I always looked upon the acts of racist exclusion, or insult, as pitiable, from the other person. I never absorbed that. I always thought that there was something deficient about such people.
Students – do not let people like Mina Shah rob you of your incalculably valuable cultural inheritance!
A non-American public company largely owned by alleged terrorism financiers orchestrated the development and implementation of Common Core, defined and oversees its standards, and evaluates teacher and student performance– not state or federal agencies.
Islam is being taught as part of the Common Core in the public schools, and children are being forced to practice Muslim worship.
We quote an article by Bethany Blankley at Constitution:
Should parents be penalized for demanding that their child be exempted from the required teaching of Islamic in Common Core curriculum? Should a teach or public school administrator penalize parents and children for seeking exemption? Parents are finding out the answers to these questions first hand.
To date, public school students are required to:
- Attend public school-sponsored trips to mosques, which also require non-Muslim girls to wear head scarves?
- Question if the Holocaust was “merely a political scheme created to influence public emotion and gain”?
- Learn Islamic indoctrination via vocabulary lessons, and world history (from an Islamic perspective), including the five pillars of Islam?
- Pledge allegiance to the flag in Arabic?
- Have school days off for “Muslim holy days”?
- Proselytize to younger school children by creating a pamphlet about Islam to “introduce Islam to 3rd graders” by describing Allah as the same God of Christians and Jews?
- Recite in class the Shahada (“There is No God but Allah”) and kneel and learn to pray the Muslim call to prayer?
Parents must first understand the origins of Common Core, and more importantly assert their First Amendment and Fourteenth Amendment rights – which protect their parental rights to make educational decisions for their children.
Technically, Common Core originated from the National Governor’s Association (NGA), Council of Chief State School Officers (CCSSO), Achieve Inc., ACT and the College Board. Its state standards are copyrighted by the NGA and CCSSO, a private company, which means they cannot be changed. (The Bill and Melinda Gates Foundation, the United Nations, and Pearson Education, an NGA donor and CCSSO’s listed business and industry partner, were integral to creating these standards.)
In 2009 the “Race to the Top” federal education initiative encouraged states to receive federal money to adopt new standards that would improve their public school children’s test performance results. In order to participate, members of both state boards of education and state educational professional standards boards voted to adopt Common Core.
However, Common Core really originated from the Connect All Schools program, which is part of the “One World Education” initiative orchestrated by Qatar Foundation International (QFI). The director of QFI’s Research Center for Islamic Legislation and Ethics is Tariq Ramadan, grandson of Hassan al-Banna who was the founder of The Muslim Brotherhood.
QFI enlisted Pearson Education to implement and assess Common Core. Pearson Education is listed on the London and New York Stock Exchange; the Libyan Investment Authority is its largest financial contributor, most recently holding 26 million shares.
According to the Financial Times, the Libyan Investment Authority was founded by Muammar Gaddafi’s son, Seif al-Islam. Along with Qatar, Turkey and Saudi Arabia also invested in the Libyan Investment Authority to fund Pearson Education’s implementation of Common Core.
According to the Guardian, Pearson Education claims it operates in a free market as a public company and has no control over its shareholders’ alleged terrorist-related activities.
Notably, in 2007, two years before the “Race to the Top” initiative, the FBI uncovered documents revealing the goals of the Muslim Brotherhood, which entailed indoctrinating American K-12 students by teaching Islam.
The seized documents were part of a 2007 Holy Land Foundation trial, the largest terrorist-related funding trial in American history. The FBI uncovered an invaluable document, which exposed the Muslim Brotherhood’s manifesto “on the General Strategic Goal for the Group in North America” (Exhibit 42945 and Exhibit 42946).
In addition to creating Common Core curriculum and standards, Pearson Education also solely evaluates teachers in some states.
In order for New York State, for example, to continue receiving “Race to the Top” federal funds, New York was required to implement “reforms”. Pearson Education now solely administers the Teacher Performance Assessment (TPA).
As a result, New York State no longer evaluates its teachers — a private company does whose primary investors allegedly finance terrorism and propagate Islam.
To date, no state or federal oversight exists for university programs (under Title VI of the Higher Education Act), which train K-12 teachers to develop lesson plans and seminars on “Middle East Studies.”
Essentially, a non-American public company largely owned by alleged terrorism financiers orchestrated the development and implementation of Common Core, defined and oversees its standards, and evaluates teacher and student performance– not state or federal agencies.
As a result, the American government handed over public school education to foreign interests.
Parents have the Constitutional right to reject the indoctrination of Islamic teaching of their children by “unreasonable state interferences”.
(Hat tip to our Facebook commenter Darryl Kerney)
Friedrich von Hayek on why socialism must always fail: