Left fascism, Right feebleness 6

What is the Republican Party FOR?

Where are its protests, its howls of rage,  its demands, its questions, its investigations, its objections, its actions?

As a national party in opposition to the dictatorship of the Oligarchy it is useless! Feeble! Positively collaborative with the destroyers of the Republic.

What is a conservative party needed for, what is it up against? Extreme bigotry that declares itself to be against bigotry; extreme racism that declares itself to be against racism; fascism that justifies its violence in the name of anti-fascism; terrorists that pretend they are acting against terrorists; relentless outpourings of bitter hatred against what is falsely called hate; oppressive dictatorship claiming to be against dictatorship; the spreading of fake news and misinformation to label true reporting as lies; a junta’s coup d’état to undo what it wrongly called a coup d’état; a continual committing of crimes of perjury to get honorable men punished for perjuries they did not commit; Americans destroying America. 

Daniel Greenfield writes at Front Page:

Why are Republicans so reluctant to confront Democrat racism? Why are they reluctant to use the word “traitors” for a party that funds Palestinian terrorists and favors Iranian Nazis, blows up America’s borders in the midst of a global pandemic and privileges illegal aliens and criminals over law abiding American citizens? Why isn’t it treason to systematically attack America’s constitutional order, and its revolutionary founding, aid and abet America’s enemies, and attack the integrity of America’s electoral system?

The Democrats are busily creating a one-party state by destroying the Supreme Court, abolishing the Electoral College, eliminating  voter I.D.s, flooding the polls with unsolicited mail-in ballots, demonizing opponents as “insurrectionists” and traitors, de-platforming presidents and prominent conservatives, banning books they find “offensive”, conducting witch-hunts of conservatives in the military, in the Capitol police, in the Department of Homeland Security, and turning our schools into indoctrination centers for anti-American racist ideologies. Critical Race Theory and the 1619 Project are now the curricula in thousands of K-12 schools. The crackpot racism of these theories  turns our national heritage upside down, caricaturing Americans as slaveocrats and racists rather than as the leading defenders of freedom and equality in the world.

Democrats control every major inner city in America, and have for fifty to a hundred years; every killing field – Chicago, Detroit, St. Louis, Baltimore, Minneapolis. Every injustice real or imagined in the inner cities, Democrats are 100% responsible for. The oppressor of inner city minorities is not “white supremacy”; it’s the flesh and blood racist, pro-criminal officials of the Democrat Party.

And nothing, no one, actively opposing it!

Please, Donald Trump, get a firm grip on the Republican Party and make it work for you, against them, and so for America.

Whites schaafted 4

… in the name of anti-racism:

John Nolte reports at Breitbart:

Oakland, California, [white] Mayor Libby Schaaf (D) announced a program that offers poor minority families $500 a month.

Poor white families are excluded for the sin of being white.

However, illegal aliens qualify.

The excuse for excluding whitey, per the far-left Associate Press, is that “White households in Oakland on average make about three times as much annually than black households”.

Yeah, but, um, 10,000 white households do not.

Okay, but they are still white. Duh.

Would a poor white person who is an illegal alien qualify? [No answer. “No” implied, because whiteness trumps all in undeservingness.]

The primary motives behind excluding whites from this $500 a month is to deliberately gin up racial hate and racial division and racial tensions, which is something else that is almost exclusive to Democrat-run cities.

Between the violence, the rotten schools, the deliberate gunning up of racial tensions, not to mention all the rioting led by the left-wing terrorists in Antifa and Black Lives Matter, these Democrat-run cities are deliberately tearing themselves apart.

No sympathy here.

You get what you vote for and the idiots of Oakland obviously enjoy racism and murder and poverty and chronic homelessness. They do keep voting for it.

Life remains peaceful, clean, safe, colorblind, and serene in MAGA Country.

Posted under Race, United States by Jillian Becker on Saturday, March 27, 2021

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Close the public schools 1

and avert race war.

Dan Gelernter writes at American Greatness:

The New York City public school system spends $28,800 per student per year—more than anywhere else in the world. A brand-new public school teacher with a master’s degree and zero prior experience starts at $65,000 a year, plus benefits. And the children can’t read. …

A seven-year-old girl’s school teacher asked everyone in class to say what they wanted to be when they grew up. The girl said she wanted to be a mother. Her (female) teacher said her choice was wrong, apparently making her feel that it was not just incorrect, but morally unacceptable. The teacher actually made the child stand in front of the class as an example of a bad girl. …

This incident is not simply a questionable decision on the teacher’s part, nor is it a bad yet defensible judgment. It is child abuse. It is criminal behavior. The teacher should be in prison. She definitely shouldn’t be a teacher. And yet, given the lifelong protection she enjoys as a union member in the public school system, she will most likely go on doing her share to ruin the lives of dozens or hundreds or thousands more children—children from poor neighborhoods with no one to protect them. Children who are being sentenced to permanent lower-class status and a life of menial work, to depression and frustration and worse, by the sick, demented, and obscenely expensive criminal enterprise that is the New York City public school system.

Public expenditure on education has nothing to do with education …

Public education is a failure in every city across the entire country. ...

Every child should have an education. It does not follow that we need public schools. And in practice, public schools do not educate. It’s easy enough to see this from the national literacy and numeracy rates. The more schools spend, the less they succeed in teaching. This is without even touching on the dastardly political indoctrination that exposes our children to the socialist biases of their hardly-less-ignorant teachers.

If you were to abolish the Department of Education and also abolish every single public school in the nation, education would not cease. On the contrary, it might actually start happening. You would see, in short order, hundreds of new schools funded by donations both of money and of time—charity schools in the most basic and most important form of charity. These would be schools certified not by the government but by a demonstrable ability to teach children. Demonstrable, that is, to the parents themselves, not to a corrupt licensing board. …

If we took the future of the nation seriously, we would end public schools tomorrow. We would then take our young children, sit them down with the first and simplest of McGuffey’s English textbooks from the 1880s, and teach them to read.

Instead, right now, they are being taught that all races must hate the white race and avenge themselves upon it.

Public “education” is becoming intensive incitement to race war.

Example: California.

John Murawski writes, also at American Greatness:

California has struggled for five years to create a politically palatable “ethnic studies” curriculum that would teach high schoolers how systemic racism, predatory capitalism, heteropatriarchy, and other “structures of oppression” are foundational to American society.

Now, after more than 82,000 public comments, and four major rewrites, the state board of education is expected to approve the latest version this week, clearing the way for lawmakers to make a semester-long course in the material a graduation requirement for all of California’s 1.7 million high school students. …

The material emphasizing whites’ subjugation of nonwhites is not a conventional textbook subject, but an ideology with an activist political agenda. Revisions may never satisfy parents and teachers who believe public schools shouldn’t be in the business of teaching kids how to develop a “social consciousness” or using class time to pinpoint a student’s intersectional identity to determine where they fit on a hierarchy of power.

At the same time, ethnic studies activists are furious that their efforts at promoting social justice, and centering “voices of color” are being diluted by, as they put it, power structures such as “whiteness”, Zionism, and assimilationism.

The state’s guidelines grant teachers wide flexibility in how they teach the subject. Ethnic studies activists—including those who wrote the first, rejected draft of the curriculum—say high school teachers will have an escape clause to teach a watered-down version that the activists deride as a “Foods, Heroes & Holidays” and “all lives matter” pabulum. These advocates insist on hewing to a heroic narrative about how people of color have suffered from and fought against European capitalism, colonialism, and imperialism. …

Practitioners have formed their own organization—the Liberated Ethnic Studies Model Curriculum Institute—to promote an “authentic” ethnic studies, a discipline born in the late 1960s out of student campus protests led by the Third World Liberation Front to end Eurocentrism in education.

We recommend our readers see for themselves what the Liberated Ethnic Studies Model Curriculum Institute is all about.

For the past year, these activists have been meeting in online sessions to hash-out strategy, expound upon their “liberatory” and “transformational” ideology, and encourage educators to teach the full-strength curriculum that the state has flunked. Their unguarded comments in numerous videos convey the combative tone and spirit of ethnic studies already evident in some California classrooms, and likely to be adopted by many more teachers regardless of the model curriculum approved by the state.

“Inside of the United States, native people have been actively fighting a long war to dismantle the United States,” said Stevie Ruiz, who teaches in the Department of Chicana and Chicano Studies at the California State University, Northridge, during a May 2020 online strategy session. “So then we can actually think about what happens if we honor native people’s acknowledgments and begin to tear apart the United States internally … What if we decide to call this place the United States no longer?” …

Ethnic studies is not a traditional school subject, but a movement and a philosophy best described as “narrative medicine,” “radical healing” and even a “way of life”. It’s distinguished from traditional classroom instruction by its emotional, immersive pedagogy designed to deprogram kids from European cultural assumptions, to make teenagers conscious of systemic inequities, and to reconnect them with forgotten ancestral knowledge.

Or what we would call atavistic superstition.

According to one of the Liberated Institute leaders, Theresa Montaño, a professor of Chicana and Chicano studies at Cal State Northridge, the group’s K-12 lesson plans should be available online for free this spring. … [Its]  material will be based on five themes: racialized intersectional identity, collective narratives, systems of power and oppression, resilience and resistance, and solidarity among people of color. …

In repeated expressions of frustration, [these] advocates attribute the state’s political compromises to a common enemy: “whiteness”—what they call the oppressive force that their movement and its precursors have been seeking to disempower for 500 years. “All of the attacks against the ESMC [Ethnic Studies Model Curriculum] came from the realms of whiteness and authoritarian whitesplaining,” read a statement Los Angeles public school intervention counselor Guadalupe Carrasco Cardona posted during her May presentation on ethnic studies and teacher preparation.

“Well-funded attempts at whitewashing the ESMC ranged from right-wing white nationalists at Breitbart, to Wall Street Journal white capitalists who deny the climate crisis, to white moderates who superficially may say they support ethnic studies, but only if it’s done in the way they ‘as gate-keeping white moderates’ say it needs to be done.” …

[They refer] Palestinian resistance to the state of Israel as an example of ethnic studies in action. The removal of those references from the state’s revised curriculum, and the addition of lessons about anti-Semitism, is seen by the advocates as emblematic of the way white power structures erase the histories of those they oppress. … [They expect] an anti-Israel Boycott, Divestment, and Sanctions lesson to be included in the Liberated materials that the group is developing.

[Guadalupe Carrasco] Cardona is a longtime public school teacher and a veteran of California’s ethnic studies skirmishes, having been fired from a teaching position three years ago after some parents found out she was a member of a Marxist organization [Union del Barrio] that advocates political revolution, emulates Cuba’s Fidel Castro and Venezuela’s Hugo Chavez, and vows “to crush all forms of oppression and reactionary tendencies”.

She was fired for that – then! But would she be now, in the Biden era? Almost certainly not.

Rejecting the state’s assimilationist bent, Cardona suggested that ethnic studies has a totally different focus than the current equity push to get people of color into middle management positions.

“They just want little youth to want this little piece of this American pie because that’s what they think social justice is: put black, brown, indigenous bodies in college, put them into these corporate positions and have them do the same old thing that this country does,” she said in a May podcast. “And we’re saying, No, there’s something wrong with this system. We want black, brown, and indigenous bodies in universities to learn about it and to transform and to end all of this oppression, not to continue the roles of the oppressor.”

Another flashpoint in the 2019 model curriculum was the exclusive focus on people of color, with no mention of European ethnicities that were subject to discrimination and genocide. The experiences of European groups, including Jews and Armenians, deserve to be studied, the advocates say, but they have no connection to the ethnic studies movement, whose true focus is the worldview and struggle of people of color against white supremacy. …

According to one of several definitions of “race” provided, American society comprises two opposing racial factions: “In the United States today, races very broadly break down as people of color (POC) and white people.” …

It is assumed by many in the field that California’s standards could serve as a national model for years to come.

California’s push to make a semester-long ethnic studies class a graduation requirement for all of its 1.74 million high school students in 1,322 high schools would be an exponential expansion for a course taught to 20,500 students in 314 high schools during the 2018-19 academic year.

Ethnic studies advocates … see encouraging signs in President Biden’s choice of education secretary, Miguel Cardona, considered a champion of the cause who will be well-positioned to put federal muscle behind it. As Connecticut’s commissioner of education last year, Cardona oversaw that state’s adoption of a requirement that all high schools offer courses in African American, Black, Puerto Rican, and Latino studies. …

Some warn that the ethnic studies curriculum amounts to political indoctrination, violates state anti-discrimination policy, and at times borders on child abuse.

These critics are concerned that kids won’t be required to just study the material, take a multiple-choice test, write a paper and move on; they may be required to espouse progressive politics as a condition of passing the class and graduating from high school.

It’s a totalitarian worldview that is every bit as much a faith community as any religion,” said Tammi Rossman-Benjamin, director of AMCHA Initiative, an anti-Semitism watchdog group in Santa Cruz, California. “In a public school, it really is the imposition of a state religion,” she said. “This kind of proselytizing has no place in public schools.” …

Students are taught to see themselves not as individuals but through their identity. And after they start seeing themselves through the prism of race, gender, and other intersectional modes of power and oppression, they are taught that their identity is exposed and vulnerable to malevolent external forces.

And what follows from that? Tolerance? Peace and loving kindness?

Or an attempt at the genocide of Whites on the continent of America?

Usurpers in power 1

Opinions we agree with from American Greatness

Theodore Roosevelt Malloch writes: Kamala Harris personifies identity politics gone wild. The records show as California attorney general, Harris put more than 1,500, mostly poor, black and brown men in jail for smoking or possessing pot. But then she laughed about smoking weed in college while listening to Tupac Shakur, who, strangely, would not release his debut album for another five years. Oh, well, caught again in deceit. Kamala Harris has built a monumental career out of hypocrisy and dishonesty. The soon-to-be president sets new low standards even for a politician. One thing she does consistently is to oppose the constitutional rights of individuals, on speech, on assembly, on bearing arms, on fair trials, on just about everything. Kamala—and please pronounce her first name correctly or you will be in really big trouble—the now future president of the United States, a chief cackler well beyond the novice abilities of a Hillary Clinton or Nancy Pelosi, is—make no mistake—a woke authoritarian.  Her phoniness is fraudulence in spades. But her cackle? Pure evil.

Debra Heine writes about Joe Biden’s choice to lead the Department of Justice’s enormously powerful Civil Rights Division: a nasty woman named Kristen Clarke. She has a history of pushing a radical, anti-white, anti-Semitic, anti-police agenda; defending Jussie Smollett’s vicious lie about being attacked by Trump supporters (when he actually paid two Nigerians to pretend to do it); and claiming Blacks are superior to Whites because the more melanin you have in your body the smarter you are. She fervently insists on the innocence of Mumia Abu-Jamal, the convicted murderer of police officer Danny Faulkner.

What hope do normal Americans have of justice when people like this are given power over them?

Segregation returns with extra cant 1

The Western Journal reports:

When Columbia University in New York City holds its virtual graduation ceremonies for the Class of 2021, it wants to be sure that there are separate ones for certain identity groups.

“Complementing our school- and University-wide ceremonies, these events provide a more intimate setting for students and guests [not] to gather, incorporate meaningful cultural traditions and celebrate the specific contributions and achievements of their communities,” the Ivy League university said in announcing a series of graduation ceremonies designed for those groups Columbia has deemed special.

The ceremonies begin with one for Native Americans on April 25.

Next comes what is called “Lavender Graduation” to spotlight the “LGBTQIA+ community” on April 26.

So not only races are to be segregated – each from every other and especially from “whites” – for celebration, but there is to be similar apartheid between the sexually abnormal and the normal. But in what – except sexual practices – can the sexually abnormal claim as “meaningful cultural traditions” or “specific contributions and achievements” different from the cultural traditions, contributions, and achievements of normal students?

On April 27, the university will hold a ceremony for Asian students, followed by one for low-income students … 

So class difference is to be observed too…

and [one for] those who are the first generation in their family to graduate from college.

The series of racially profiled ceremonies continues April 29 with one for Hispanic studentsbilled as “Latinx Graduation” to reflect current liberal language — and concludes April 30 with a ceremony for black graduates.

Say, what happened to “diversity and inclusion”?

Posted under Race, Sex, United States by Jillian Becker on Friday, March 19, 2021

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The powers that be 2

Prince Harry and his wife Meghan may have deliberately harmed the institution of the British monarchy by slandering it in an interview with Oprah Winfrey in a broadcast to tens of millions, and  that is the only thing about them that is of any interest.

The Queen’s reaction to their complaints of being ill-used by the royal family because Meghan is non-white, was – as her reactions always are – pitch-perfect: she spoke as Harry’s grandmother of her regret that he and his wife had been unhappy, and said simply that “Harry, Meghan and Archie will always be much loved family members”.  She did not allude to them by their titles; she wants the scandal that Markle has made to be treated as a family affair. She may thus have prevented Meghan’s vindictive ploy of smearing the institution from succeeding.

The monarchy has little power other than to symbolize the pride of the nation. To defame it is to traduce the nation. But now it is not fashionable for any citizen in the West to care about his nation, if it is Western and mostly white. President Trump and his tens of millions of American followers, the workers of America and the self-reliant middle class – consisting of many ethnicities and colors – have pride in their nation; so the priesthood of correct speech declare him and them to be unfit to live.

The worst moral offense, the worst sin according to the dogma of the predominant political religion, is to cast a slur on “non-whiteness”. “Whiteness” can be insulted, despised, slandered, shamed. condemned, yet thou shalt not call it “racism”. But touch, even obliquely, on the subject of non-whiteness, and – whether you are white or not – you are reveling in your power, you are gloatingly oppressing your eternal black victims, you are a “racist” and a “white supremacist”.

In this era of our Western decay, you cannot say or imply anything more harmful, more destructive, more indefensible, more indelibly smearing, than that he or she, or a commercial company, or an institution, is “racist”. And that is what Prince Harry and his wife have chosen to do to the British monarchy. 

In truth, no one could be less race-prejudiced than Queen Elizabeth II. The pride she takes in the British Commonwealth of Nations over which she presides, her genuine affection for its peoples of many cultures and colors, have been manifest throughout her reign. (The issue of race which the complaining couple raised was “concerning”, the Queen said, and would be “addressed by the family privately”.)

John Nolte writes at Breitbart:

Harry and Meghan appear to be appealing to the worst people in the world. You know, now that I think about it, in the end, the interview might be a success of sorts. The duo’s goal wasn’t so much to appeal to the masses but to appeal to the world’s wretched elites who consider self-confession, narcissism, race-baiting, and playing the victim the coin of their appalling realm. By behaving in such an appalling way, Harry and Meghan were signaling to the corporate media, Big Tech, and left-wing Hollywood — Hey, we are one of you. Let us in. These days, if you successfully do get in, it doesn’t matter if we the people loathe you — you are in and the game will be rigged inside the velvet bubble to ensure an endless supply of unearned riches, awards, and boot-licking.

Harry and Meghan are powerless except as pieces in the class of “the world’s wretched elites”, now all-powerful having captured the American republic.

It is a thing to wonder at: that the very wealthy who have the most real power – over the financial institutions, the biggest corporations, the mass news media, the means of communication, the entertainment industry, the curricula of schools and universities – have persuaded the poor, the illiterate, the homeless, the displaced, the criminal, the demented, the unemployed and unemployable to vote their party into government.

So this is not Marxism. Though it is as bad as Marxism.

China is Marxist: in theory, the workers govern China. In the West, the New Left abandoned faith in the proletariat as the ” revolutionary class”, and substituted the Lumpenproletariat – the underclass that Marx despised, the Third Worlders, the non-white nations, the “wretched of the Earth” as Frantz Fanon called them.

It could be called Neo-Marxism, except that no revolution is actually expected. The wretched are to be kept wretched.

But how, in the long run, will it profit the rulers to destroy the workers and the productive middle-class?

Posted under Commentary, government, Race by Jillian Becker on Sunday, March 14, 2021

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The right answer 7

We do not believe in gods and no one here in the United States of America expects us to.

But we are expected to believe that some 80,000,000 Americans voted for a frail, unintelligent, corrupt, demented old career politician who has never done anything good for them, never could and never will, to be their president.

And we are expected to believe that 2+2=any number according to taste.

It’s a matter of ideology. Leftism. The ideology that put up the senile old man as its presidential candidate.

One of its doctrines is that “people of color” cannot do math. So math is a failure. A blot on the intellectual history of humankind. Racially discriminating.

It can be reformed, however. Ideologically cleaned up. Purged of its racism. Transmuted into something more pliable, more adaptable to non-white people’s sensibilities, more indulgent of human emotion. Rendered less European, less colonialist, less accurate, less formidable.

Sergiu Klainerman, Romanian born professor of math at Princeton, writes at Bari Weiss’s website Clubhouse:

The woke ideology … treats both science and mathematics as social constructs and condemns the way they are practiced, in research and teaching, as manifestations of white supremacy, Euro-centrism, and post-colonialism.

Take for example the recent educational program called “a pathway to equitable math instruction”. The program is backed financially by the Bill and Melinda Gates Foundation; it counts among its partners the Lawrence Hall of Science at UC Berkeley, the California Math project, the Association of California School Administrators, and the Los Angeles County Office of Education, among others; and it was recently sent to Oregon teachers by the state’s Department of Education.

The program argues that “white supremacy culture shows up in the classroom when the focus is on getting the ‘right’ answer” or when students are required to show their work, while stipulating that “the very concept of mathematics being purely objective is unequivocally false”. The main goal of the program is “to dismantle racism in mathematics instruction” with the expressly political aim of engaging “the sociopolitical turn in all aspects of education, including mathematics”. 

In the past, I would have said that such statements should be ignored as too radical and absurd to merit refutation. But recent trends across the country suggest that we no longer have that luxury.

So let me state the following for the record: Nothing in the history and current practice of mathematics justifies the notion that it is in any way different or dependent on the particular race or ethnic group engaged in it.

For historical reasons, we often discuss contributions to the field of mathematics from the Egyptians, Babylonians, Greeks, Chinese, Indians and Arabs and refer to them as distinct entities. They have all contributed through a unique cultural dialogue to the creation of a truly magnificent edifice accessible today to every man and woman on the planet. Though we pay tribute to great historical figures who inform the practice of mathematics, the subject can be taught — and often is — with no reference to the individuals who have contributed to it. In that sense it is uniquely universal. 

Schools throughout the world teach the same basic body of mathematics. They differ only by the methodology and intensity with which they instruct students. 

It is precisely this universality of math — together with the extraordinary ability of American universities to reward hard work and talent — that allowed me, and so many other young scientists and mathematicians, to come to this country and achieve success beyond our wildest dreams. 

The idea that focusing on getting the “right answer” is now considered among some self-described progressives a form of bias or racism is offensive and extraordinarily dangerous.

The entire study of mathematics is based on clearly formulated definitions and statements of fact. If this were not so, bridges would collapse, planes would fall from the sky, and bank transactions would be impossible.

The ability of mathematics to provide right answers to well-formulated problems is not something specific to one culture or another; it is really the essence of mathematics. To claim otherwise is to argue that somehow the math taught in places like Iran, China, India or Nigeria is not genuinely theirs but borrowed or forged from “white supremacy culture”. It is hard to imagine a more ignorant and offensive statement. 

Finally, and most importantly, the woke approach to mathematics is particularly poisonous to those it pretends to want to help. Let’s start with the reasonable assumption that mathematical talent is equally distributed at birth to children from all socio-economic backgrounds, independent of ethnicity, sex and race. Those born in poor, uneducated families have clear educational disadvantages relative to others. But mathematics can act as a powerful equalizer. Through its set of well-defined, culturally unbiased, unambiguous set of rules, mathematics gives smart kids the potential to be, at least in this respect, on equal footing with all others. They can stand out by simply finding the right answers to questions with objective results. 

There is no such thing as “white” mathematics. There is no reason to assume, as the [Leftist racist] activists do, that minority kids are not capable of mathematics or of finding the “right answers”.  And there can be no justification for, in the name of “equity” or anything else, depriving students of the rigorous education that they need to succeed.

The real antiracists will stand up and oppose this nonsense.

And John McWhorter, black American linguist and associate professor of English at Columbia, writes:

There is a document getting around called Dismantling Racism in Mathematics Instruction, a guide put together by a group of educators. It has a black boy on the cover.

… This is in essence a document that could be called Math For Black Kids.

… This lovely pamphlet is teaching us that it is racist to expect black kids to master the precision of math. …

Of course the authors have it that “The framework for deconstructing racism in mathematics offers essential characteristics of antiracist math educators and critical approaches to dismantling white supremacy in math classrooms by visualizing the toxic characteristics of white supremacy culture.” But translated, this means that math as we have always known it is racism. That’s a rich claim … But is it correct? Let’s see how it holds up. …

This entire document is focused on an idea that making black kids be precise is immoral.

The document pays lip service otherwise, claiming at one point to seek to “teach rich, thoughtful, complex mathematics”.  … But the thrust of this pamphlet is that:

    1. a focus on getting the “right” answer is “perfectionism” or “either/or thinking”;
    2. the idea that teachers are teachers and students are learners is wrong;
    3. to think of it as a problem that the expectations you have of students are not met is racist;
    4. to teach math in a linear fashion with skills taught in sequence is racist;
    5. to value “procedural fluency” – i.e. knowing how to do the fractions, long division … — over “conceptual knowledge” is racist. That is, black kids are brilliant to know what math is trying to do, to know “what it’s all about”, rather than to actually do the math, just as many of us read about what physics or astrophysics accomplishes without ever intending to master the math that led to the conclusions;
    6. to require students to “show their work” is racist;
    7. requiring students to raise their hand before speaking “can reinforce paternalism and powerhoarding, in addition to breaking the process of thinking, learning, and communicating”.

(All italicized emphasis is in the original.)

You may wonder if this is a cartoon but no, this is real! This is actually what this document tells us, again and again. This, folks, is the Critical Race Theory that so many of us are resisting, not a simple program for “social justice”. To distrust this document is not to be against social justice, but against racism. …

The main thing is that those who see that this document is a racist screed must resist it if it pops up in your school district. Know that it may not be instantly aired that this specific document is being pored over by the people entrusted with the education of your children. However, sniff out the basic tenets I numbered above, and then ask if this thing has been shared by the school board members.

Many will dislike the general flavor of it but, amidst so much we all have to pay attention to, may question just what we must object to specifically about Dismantling Racism in Mathematics Instruction.

There are two things. Racism and religion. Just those.

As in, first it is racism propounded as antiracism. Black kids shouldn’t be expected to master the precision of math and should be celebrated for talking around it, gamely approximating its answers and saying why it can be dangerous? This is bigotry right out of Reconstruction, Tulsa, Selma, and Charlottesville.

Second, it is not science but scripture. It claims to be about teaching math while founded on shielding students from the requirement to actually do it. … It does so with an implication that only a moral transgressor numb to some larger point would question the contradiction. This is, as such, a religious document, telling you to accept that Jesus walked on water. …

This is not pedagogy; it is preaching.

Thank you, Professor Klainerman and Professor McWhorter, for giving the right answer.

Whiteness punished? 4

Are the teachers and school administrators we wrote about in our post Thinking skin (January 24, 2021), and the writers Robin DiAngelo and Ibram X. Kendi, and the New York Times, and all those who promote anti-white racism, accessories in the murder of three-year-old Victoria Rose Smith?

The teachers do that in their classrooms, DiAngelo does it with her book White Fragility and Ibram X. Kendi does it with his book How to be AntiRacist, and the NYT does by promoting both books and publishing many columns to the same effect. The whole of international Left does it.

Their insistence that all whites are guilty of cruelty to blacks, so all blacks have cause to hate whites, has consequences.

Victoria Rose Smith, the three-year-old white child beaten to death allegedly by the black couple who adopted her, could be one of their victims. 

The Blaze reports:

A woman who criticized “white privilege” on social media was charged with the child abuse murder of her 3-year-old foster child, who was white.

The disturbing story unfolded in Simpsonville, South Carolina.

Police allege that Ariel Robinson, 29, and her husband, Jerry Robinson, 34, inflicted a “series of blunt force injuries” on their adopted child, Victoria Rose Smith. The two were charged with homicide by child abuse.

The parents called 911 on Jan. 15 to report that the child was unresponsive. When medical professionals arrived, they immediately suspected child abuse.

[Victoria] was taken to a hospital where she was pronounced dead.

[Ariel Robinson posted social-media] entries decrying “white privilege” while talking about her three adopted children, all of whom were white.

 

Unless the guilt of Jerry and Ariel Robinson is proved in court, we cannot know that they killed Victoria. It is possible one or both of the child’s own white brothers, also adopted by the Robinsons, did it; or one or both of the two black boys who are the couple’s natural sons. Perhaps it was not done out of race hatred. Perhaps one or more of the boys did it out of jealousy because they felt the parents treated the little girl more leniently or indulgently than they treated them.

But if the motive of the killer or killers was anti-white racism, then those who teach it in schools, and DiAngelo, and Kendi, and the NYT, and the entire Left, are guilty of the murder.

WE ACCUSE them of murderous intent now, and the predictable mass murder of whites and not-whites in the age of anti-white racism that they are ushering in.

*

We tried to post the following abstract of Thinking skin, our post of January 24, 2021 – incorporating quotations from an article by Katherine Kersten at the American Experiment – on our Facebook page, but Facebook did not allow it.

The Appalling Racism of the Left

Racism is only wrong when whites judge people according to their race. When not-whites do it, it is the paramount principle of the ideology of the Left, now forcibly taught by both whites and not-whites. The doctrine of “racial equity” advances in the name of justice and harmony. Yet its fundamental premise is deeply divisive: it splits the human species into two hostile camps, white and non-white. Whites, it teaches, are perpetual oppressors and non-whites are perpetual victims. Racial equity instruction warns children they can take no pride in their accomplishments because these are merely a function of “white privilege”. It insists they routinely harm their non-white classmates by committing micro-aggressions of which they aren’t even aware. It’s a no-win situation: if they think they aren’t racist, this just proves how racist they are. The message is that white skin is a source of self-deception, guilt and shame. The idea that people’s skin color doesn’t matter is, according to the indoctrinators, actually “whiteness-at-work”, a “socialization strategy that perpetuates a racist status quo”. Not-white children are told they bear no responsibility for their behavior. They are urged to feel anger and resentment. All that matters about you is the color of your skin. Skin color is the measure of all worth, the desideratum of morality. White is bad; not-white is good.

Posted under Crime, Race by Jillian Becker on Tuesday, January 26, 2021

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Thinking skin 5

Racism is now the paramount principle of Leftist ideology.

The Left insists that it is even more necessary to be racist – that is, to abominate, despise, persecute, humiliate, torment and destroy white people – than to save the planet from burning up by not eating meat, or to force everyone to destroy their natural reproductive organs and substitute prosthetic imitations of the opposite sex’s genitalia.

While babies are still in the womb – not yet even human enough to be protected from idealistic murder by having its limbs torn off and its inner organs extracted – Biden Record Players must be played continuously through the night, close to the sleeping mother, to message the fetus that if it is white, it is guilty of being a slave owner, an oppressor, unfairly privileged and deserving of utter contempt and severe punishment, and if it is not white, it is a victim of enslavement and oppression by the privileged white race.

If the thing is allowed to be born, and even allowed to survive long enough to become a toddler, the message about it’s color must start being reinforced at toddling stage. Getting it to understand that it is either guilty or wronged, that its proper self-assessment with which it is to go through life is either one of shame and penance or righteous resentment and vengefulness, according to its color, cannot start too early.

Your skin, comrade, is your character. From it issues your thoughts, your abilities. Contrary to the unscientific suppositions of past ages (before November 3, 2020) it is scientifically accurate (because thousands of scientists say so) to believe that it is the organ with which you think. It directs your actions. It qualifies you, or not, to have society’s esteem and access to higher education, specialist medical treatment, a good job, safe housing, banking services, travel, and burial.

All that matters about you is the color of your skin. Skin color is the measure of all worth, the desideratum of morality. White is bad; not-white is good.

That is the Eternal Message of the Skin.

By the time a child starts school, it is ready to learn difficult concepts like “multiracial whiteness“; that police officers are evil even if they are not white; that everything – institutions, corporations, industries, government – must be run by people whose skin is not white (and preferably whose genitals are prosthetic, but that is secondary to skin color).

Katherine Kersten writes at the Center for the American Experiment:

In the name of ending white supremacy and systemic racism, school districts are indoctrinating students with a new radical vision of American society.

In fall 2020, a fourth-grade class in Burnsville read a book that warns students that police are “mean” to black people, but “nice” to white people. “Cops stick up for each other,” it says. “And they don’t like black men.”

At Eagan High School, a 9th-grade class began the 2020-21 school year by watching a YouTube video entitled Uncomfortable Conversations with a Black Man. In the words of one parent who saw the video and the leading questions students had to answer: “It was white guilt, all the way down.”

In Hopkins, Superintendent Rhoda Mhiripiri-Reed told returning faculty and staff that “to eradicate a pandemic of racial injustice, we need to examine the role that whiteness plays in our macrosystem of white supremacy”.

Hopkins school officials vowed to restructure student learning around the “13 characteristics of white supremacy“.  These include requiring black students to turn in assignments on time, along with any expectations that smack of “perfectionism” or “objectivity” (thinking in a logical or “linear” fashion). Hopkins junior highs have dropped traditional letter grades for a new assessment system since letter grades are linked to “dominant white culture” and thus inequitable, a school staff member told Minnesota Public Radio.

As the 2020-21 school year got underway, abrasive, in-your-face “demands” and name-calling were becoming the norm at school board meetings and on parent websites. In June 2020 in Minnetonka, for example, students and alumni styling themselves the Minnetonka Coalition for Equitable Education issues “11 Anti-Racism Imperatives”, demanding – among other things – that the district adopt “an anti-oppressive curriculum (that is, a curriculum that is not Euro-centric)“.

Students who object to this new racialist ideology hesitate to speak up, fearing they will be denounced as bigots.

They will be so denounced anyway. It is orthodox doctrine that all whites are bigots.

Teachers worry that refusal to give in to groupthink could cost them their job. In District 197 (West St. Paul-Eagan- Mendota Heights), Superintendent Peter Olson-Skog made the threat explicit: “If you think we’re being too sensitive, too politically correct,” he said in a speech to staff, “I would encourage you to look elsewhere for employment as I do not believe you will feel aligned with difficult and uncomfortable work ahead.”

Today, a revolution of sorts is underway in many Minnesota schools. In the name of ending white supremacy and systemic racism, school districts are falling over themselves to promote a radical new vision of American society.

The upside-down thought world of “racial equity” advances in the name of justice and harmony.

Yet its fundamental premise is deeply divisive: It teaches that life is a relentless power struggle, and splits human beings into two hostile camps (white and non-white), labeling whites as perpetual oppressors and BIPOC (“Black, Indigenous and People of Color”) as perpetual victims.

Education Minnesota, the state teachers’ union, is aggressively pushing this ideology. Teaching While White (TWW), an equity organization the union endorses, puts the zero-sum claim this way: “As I [a white person] am elevated, someone else is marginalized or oppressed.”

Which is equivalent to the popular Leftist view that one can only become rich by making others poor.

Racial equity instruction conditions white children to question their ability to grasp reality It warns they can take no pride in their accomplishments because these are merely a function of “white privilege”. It insists they routinely harm their non-white classmates by committing micro-aggressions of which they aren’t even aware. It’s a no-win situation: If they think they aren’t racist, this just proves how racist they are. The message is that white skin is a source of self-deception, guilt and shame.

Indoctrination often starts with the youngest, most vulnerable students. For example, in the Melanin Project, which Edina Highlands Elementary School has used in K-2 classrooms, students trace their hands and color them to reflect their skin tone for a classroom poster that reads, “Stop thinking your skin color is better than anyone else’s.”

The idea that people’s skin color doesn’t matter is [according to the indoctrinators] actually “whiteness-at-work”, a “socialization strategy that perpetuates a racist status quo”.

A reminder there of the orthodox doctrine that racism is only wrong when whites judge people according to their race. When not-whites do it, as we said, it is the paramount principle of the ideology of the Left, now forcibly taught by both whites and not-whites. 

Older students are subjected to more sophisticated propaganda, such as an eight-week course on Critical Theory and “privilege” at Apple Valley’s Eastview High School, or videos on Uncomfortable Conversations with a Black Man at Eagan High School.

Black children, too, have it drummed into their heads that they lack self-awareness and agency. As victims of “white supremacy” they are told they bear no responsibility for their behavior … They are constantly urged to feel anger and resentment.

Teachers are inundated with the same debilitating propaganda in their school-sponsored racial equity training. Teaching While White is typical, insisting that teachers are hapless victims of false consciousness. “Schools are full of people who without intending to create racial hurdles or hostility, manage to create a fair amount of both,” admonishes a TWW text entitled Being an Ally: The Role of White Educators in Multicultural Education. Clueless white teachers “cannot see what they have done”, it says.

The goal of manipulation like this is to convince students and teachers they must turn for guidance to their enlightened betters – activists who alone can see reality and understand justice – if they are to atone for guilt (whites) or avoid being dupes (blacks).

Leftist ideologues “introduce an alternate system of reality, and restrict access to ideas that challenge it”. The Marxist BLM movement is working to bring this about:

[For K-5 students} the Black Lives Matter at School coalition offers Activism, Organizing and Resistance lessons, which define activism as including “participating in (or leading of) demonstrations, protests or passive resistance”. Projects include … Role-playing a Teachers’ Strike.

For older students, there’s Social Justice Mathematics, which uses “numbers and maps to look at the impacts of housing discrimination, low minimum wage, and the school to prison pipeline”. Students can also study the Black Panthers’ revolutionary socialist ideology and create their own personal versions of the Panthers’ radical Ten-Point Program. That program included demands that black defendants be tried by all-black juries and that “American black colonial subjects” [?] vote in a “United Nations-supervised plebiscite” to determine their “national destiny”.

All this is happening now in America’s public schools:

Today, the agenda of racial identity politics is advancing almost unopposed in our public schools, as cowed school officials bow to activist and union pressure. …

The agenda was proposed by Saul Alinsky, teacher of “community organizing” (aka communist agitating), who influenced Hillary Clinton directly and Barack Obama indirectly.

Saul Alinsky, author of the 1971 Rules for Radicals, pioneered the use of identity politics as a divide-and-conquer strategy. An organizer making a power bid, “must stir up dissatisfaction and discontent and rub raw the resentments of the people“, Alinsky wrote. “Your function [is] to agitate to the point of conflict.”

With both the presidency and the legislature fallen into the hands of the Left since January 2021, the implementation of the agenda will be accelerated and ever more firmly established.

Whites! Learn to think with your skin.

Hear it cry out for abasement. Hear it say: “Remember the doctrine of the Eternal Message: white is bad, not-white is good.”

Capitulate. Burn your culture – it is worse than worthless.

Kneel in its charred remains and throw its ashes over your heads. Your day is done. Your civilization is over.

Kill whitey! Whitey, laugh! 3

It is not only in America that race hatred is being stoked up by the Left. The work is being done all over the Western world, and everywhere the media are hard at it, helping to bring the hatred to boiling point.

Benjamin Harris-Quinney writes at Breitbart (September 15, 2020):

I have worked with pretty much every major media organization in the West, and by far the most biased and dishonest in dealing with me as a conservative has been the BBC.

If I was in the U.S. I could just switch it off and refuse to appear on their programming, but what sticks in the craw most is that we in Britain are forced to fund it via the near-compulsory [actually compulsory if you own a TV or radio – ed] taxation of a “TV licence”. I am paying someone to pop up on TV to insult me, my way of life, and then advocate for my murder.

I have never received nor have I ever seen an apology from the BBC even when they have been exposed for the most outrageous instances of bias…

Although the BBC depends entirely on public funds, it sees no need to apologize for insulting the public.

Because the BBC depends entirely on public funds, extorted by the government, it sees no need to apologize for insulting the public.

We were told last week by the new BBC Director-General Tim Davies that he was going to immediately perform a “radical overhaul” of their programming to eradicate “perceived left-wing bias”.

Yet this week we are graced with “kill whitey” among a diatribe of Marxism. …

I encourage anyone who thinks the new chairman of the BBC is capable of reforming the cesspit of radical Marxism it has become to watch the clip, or better yet the whole episode of Frankie Boyle’s New World Order.

You won’t laugh, but you will be in no doubt that the licence fee needs to go and the whole BBC needs to go with it.

New World Order… had the [black] comedienne Sophie Duker come on to explain how terrible white people, white culture, and white economics are, before stating: “We don’t want to kill whitey — actually, we do, but not yet.”

There’s a video of her saying it. The others, black and white at the table, laugh as she says:

White power is Trump Tower. When we say we want to kill whitey we don’t really mean we want to kill whitey (we do) but when we say we want to kill whitey, it’s like but not today. … Whiteness is a capitalist structure.

This was delivered with all the comedy timing of a coronavirus briefing. It was deadpan and serious. There was no discernible joke. The point was that white people are terrible, have had their time, and need to be replaced.

It wasn’t a parody, it wasn’t tongue in cheek, it was a racist incitement to violence at a time when exactly this type of violence is spreading across the West, destroying lives and livelihoods in its wake.

The writer says,”There are no jokes, just infantile conspiratorial Marxist drivel.” But that is the joke. To the BLM rioters, to Antifa, to the Labour Party in Britain, to the Democrats in America, to the Marxist cabal that governs the EU, denigrating “whitey”, insulting him, destroying his property, killing him is fun. A gleeful sport.  They laugh as they do it.

And many a whitey laughs with them.

Laugh, whitey, laugh as you perish!

Posted under Britain, Comedy, Race by Jillian Becker on Friday, September 18, 2020

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