Black/Non-White Institutional Racism

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Benjamin Bice
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Re: Black/Non-White Institutional Racism

Post by Benjamin Bice » Thu Oct 15, 2020 12:37 am

University Of Kentucky Segregated Residential Assistance Training By Race, Sent White People To ‘White Accountability Space’

By Ashe Schow

Oct 10, 2020 DailyWire.com


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Whites and non-whites training to be Residential Assistants at the University of Kentucky were segregated according to their race and put through different presentations.

The separate trainings were provided to Young America’s Foundation through the organization’s Campus Bias Tip Line, which included emails and documents about the training. White RAs were sent to a “White Accountability Space” where they were given a document that listed 41 “common racist behaviors and attitudes of white people.”

Number one on the list states that white people “believe they have ‘earned’ what they have, rather than acknowledge the extensive white privilege and unearned advantages they receive” and “believe that if people of color just worked harder …” The list also includes claims that white people don’t “notice the daily indignities that people of color experience; deny them and rationalize them away with PLEs (perfectly logical explanations),” “resent taking direction from a person of color,” and tend to ask “people of color to repeat what they have said.”

Brandon Colbert from the university’s Bias Incident Support Services offered a presentation for the training allegedly talking about “microaggressions and microinvalidations in the workplace and the harm that they cause.”

As YAF’s Kara Zupkus reported, Colbert’s previous tweets have “denounced the American Flag, National Anthem, and Independence Day all as being the stuff that makes [America] racist.”

The person who alerted YAF to the segregation wished to remain anonymous and said that white students were required to have the document on their computers and then discuss with which behaviors they were familiar.

“We talked about how we could best support our minority colleagues and be more mindful of the microaggressions we commit against them every day by being white,” the student told YAF. “They wanted us to acknowledge our ‘extensive white privilege.’”

The University of Kentucky did not defend or explain the training session when responding to YAF.

“Our RAs trained by zoom together and also in break-out sessions around particular topics of interest,” said university spokesman Jay Blaton. “Further, a number of our students – and others in our campus community – have approached our counseling center about resources that can be provided to help on issues related to racial reconciliation.”

YA’s University of Kentucky chapter president Parker Bowman gave a statement to Zupkus as well.

“This action by the university to segregate RA training is abhorrent,” Bowman said. “For a campus that prides itself on diversity, this is taking a step in the wrong direction. We should be talking to each other, not separating ourselves based on immutable characteristics.”

Further, as Zupkus reported, the University of Kentucky previously tried to block students from starting a YAF chapter on campus.

YAF’s Spencer Brown reported in August 2019 that students attempted six times to secure official recognition for a YAF chapter at the University of Kentucky. Internal communications between university staff revealed a personal bias against conservative ideas and YAF. At times, they mocked the students who were trying to find out why their organization was denied official recognition. “i didnt do it intetionally promise hehe,” wrote Caitlyn Walsh, the university’s Assistant Director of Student Organizations.

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Professor of Anti-White Discrimination and Racial Hypocrisy

Benjamin Bice
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Re: Black/Non-White Institutional Racism

Post by Benjamin Bice » Sun Nov 01, 2020 5:56 pm

San Francisco Votes To Allow People To Sue if Someone Makes a 'Racist' 911 Call Against Them

By Jennifer Jean Miller
Published October 25, 2020 at 1:17pm

A proposed law intending to prevent 911 calls perceived as “racist” has stirred up opposition from individuals who feel its acronym may fan the flames of stereotypes against the callers.

The Caution Against Racial and Exploitative Non-Emergencies (or CAREN) Act, which passed unanimously during its first reading Tuesday at the San Francisco Board of Supervisors meeting, would make 911 calls with perceived racial undertones illegal, permitting those targeted by such calls to sue.

However, critics say the measure’s connotations regarding the name “Karen” could further false stereotypes surrounding white people, especially women named Karen, who call 911.

“The ordinance’s name is a twist on ‘Karen,’ the name social media gives people making racially biased 911 calls,” CNN reported. “And it’s not just ‘Karen.’ There are also names like ‘Becky,’ which has also come to symbolize a stereotype of whiteness. And ‘Susan.’ And ‘Chad.'”

“Today the Board of Supervisors unanimously passed the Caution Against Racial and Exploitative Non-Emergencies Act, aka CAREN Act, on first reading (1 more reading next week),” tweeted city Supervisor Shamann Walton, who introduced the legislation in July.

Walton added: “911 calls, are not customer service for people’s racism.”

The day the measure was introduced, co-author Matt Haney tweeted, “The CAREN Act makes it unlawful to fabricate false racially biased emergency reports. Racist false reports put people in danger and waste resources.”


CNN reported Walton’s and Haney’s proposal is similar to Assembly Bill 1550, a statewide measure introduced by Democratic Assemblyman Rob Bonta of California’s 18th Assembly District.

Bonta tweeted in July that together, the two bills are a “two-prong strategy to join forces and stop discriminatory 911 calls.”

“Using 911 as a tool for your prejudice towards marginalized communities is unjust and wrong!” Bonta said.


RELATED: Big Tech CEO Emails All 10 Million Customers Warning a Vote for Trump Is a 'Vote Against Democracy'

In a June news release, Bonta’s office claimed the bill’s aim was not to deter legitimate use of the 911 system.

“The intent of AB 1550 is not to discourage individuals who are facing real danger or who seek to report a crime in good faith from calling 911,” the release said. “Instead, this bill could protect millions of Californians from becoming targets of hate and prevent the weaponization of our law enforcement against communities of color.”

The Hill reported that under Walton and Haney’s proposed law, “a person can sue a 911 caller if the call made the person feel harassed, damaged their reputation or business prospects or forced them from an area where they had the right to be.

“Aside from racial discrimination, a person could also be targeted due to their sex, age, religion, disability, gender identity, weight or height,” according to The Hill.

“Multiple instances of white people calling 911 on people of color have gone viral this year, with the name ‘Karen’ now used to describe white women who use police to target members of other races,” the outlet added.

“These instances come amid protests against systemic racism and police brutality inflamed by the police killings of Black Americans including George Floyd, Breonna Taylor and Rayshard Brooks.”

CNN, meanwhile, pointed to its story about a white North Carolina Hampton Inn employee who called police on a black family to report a trespassing after spotting the children swimming alone in the hotel pool, as the mother reportedly charged her cell phone in her car.

The mother recorded her dealings with police on Facebook Live, reportedly declining to provide them her name and room number when asked and instead flashing her hotel key card.

The woman told CNN that the employee did not question other individuals who had been using the pool.

Following the incident, Hampton by Hilton tweeted an apology, stating the employee no longer worked for the company.

CNN also mentioned a story from May that occurred in the Ramble section of New York’s Central Park. The incident involved a black man said to be bird-watching who confronted a woman for walking her dog without a leash.

The dispute intensified after he began recording her on Facebook Live, refusing to stop when she asked him. On video, she told him she would call 911 and “tell them there’s an African-American man threatening my life.”



The woman, Amy Cooper, was terminated from her job following the viral confrontation and later charged with falsely reporting an incident in the third degree.

Not everyone supports the Board of Supervisors’ proposed bill.

“The name of the act places a target on my name as a racist and I am not,” a white woman named Caren wrote in a letter to the board. “By associating the name ‘Caren’ or anyone else’s name with such a law, really is offensive.”

“I do not have objection to this act; the issue it is trying to address is wrong,” another dissenter said. “I do strongly object to the … name. The insensitive choice of many people to use the name Karen as a general purpose term of disapproval for middle age white women needs to stop.”

The dissenter added that the acronym “has a significant negative impact on too many good women with this name.”

Others tweeted their dissatisfaction with Walton and Haney’s bill in July.

Similar legislation has been proposed or enacted in Los Angeles, Oregon and New York.

CNN reported the board will take its second vote on the bill in the coming week, and if it passes, Democratic Mayor London Breed can decide whether or not to sign it into law.

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Benjamin Bice
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Re: Black/Non-White Institutional Racism

Post by Benjamin Bice » Sun Dec 13, 2020 5:52 pm

Education or Indoctrination? ‘Anti-Racist’ Teaching Sweeps K-12 Schools Targeting ‘Whiteness’

John Murawski / @johnmurawski / December 03, 2020

The notices to parents began arriving fast and furious in the weeks after the death of George Floyd in late May.

In dramatic, urgent language, K-12 schools across the country—both public and private—professed solidarity with Black Lives Matter and vowed to dismantle white supremacy, as they scrambled to introduce anti-racist courses and remake themselves into racism-free zones.

The president of the Lower Merion School Board on Philadelphia’s affluent Main Line declared to families: “We need to eradicate white supremacy and heteropatriarchy in all of our institutions.”

In Maine, a coastal public school district where 3.7% of the 2,100 students are African American or Hispanic, the superintendent declared war on “the intentional barriers white people have built to harm Black people.” The top administrator added: “We grieve for all of the Black lives taken by white supremacy.”

Educators at the prestigious Brentwood College School in Los Angeles have made more changes to the curriculum this year than any other in the private school’s nearly five-decade history. Teachers are introducing critical race theory, which views U.S. history through the prism of racial conflict, and assigning readings from Ibram X. Kendi, the academic and author who contends race-neutral policies are the bulwark of the “White ethnostate.”

As part of the makeover, Brentwood School leaders have rolled out a fresh theme this year for fifth graders: “Identity and Power.”

“While some view these recent shifts as indoctrination, we see them as opportunities for engagement,” Brentwood’s head of school, Mike Riera, wrote to families this fall, acknowledging the growing resistance from some parents. “Will we overstep in some areas? Possibly. Will we understep in others? Possibly.”

The nation’s K-12 schools have been incrementally adopting multiculturalism and ethnic studies for decades, but such courses have been the exception rather than the rule. This summer’s Black Lives Matter protests have sparked new level of commitment, a newfound urgency, and a new trend: anti-racist pedagogy.

If administrators deliver on their promises, the sweeping changes underway will introduce new courses, shift hiring priorities, rebalance student demographics, redirect stipends and scholarships, and revise conduct standards—in many ways modeling K-12 educational philosophy on the social justice values endorsed by many universities and, increasingly, corporations.

The changes come at an unprecedented time when many schools are struggling to offer basic instruction under COVID-19 restrictions.

Fabienne Doucet, a New York University professor of early childhood education and urban education, said this momentum has been building for decades and the culture now appears primed to understand race in America from the moral perspective of the Black Lives Matter movement.

“What’s really different now—and this has been decades in coming—is talking explicitly about whiteness,” Doucet said, citing a term that academics and activists use to critique the cultural, political, and economic dominance exercised by Europeans and their descendants.

Doucet, who’s on leave from NYU and working as a program officer at the William T. Grant Foundation in New York, acknowledged that some of the content of anti-racist pedagogy may seem militant to those hearing it for the first time. But, she said, it serves an important purpose; namely, chronicling the nation’s history from all perspectives, even if those perspectives conflict with one another.

“Sometimes you need to go too far to get there or else we might not go far enough,” Doucet said. “I’m less anxious about overshooting than not ever getting there because the stakes are so high.”

The rapid and radical changes in public and private schools have triggered a backlash among some parents who find the anti-racist message to be anti-white and anti-American, and those who say it’s historically inaccurate, inflammatory, and divisive.

Parents are forming Instagram sites, and at least one group calling itself No Left Turn in Education is seeking to mobilize parents around the country to reverse the woke juggernaut. The parents swap examples from their schools, but many are keeping incognito for fear of being accused of racism or other repercussions. Indeed, several parents interviewed for this article didn’t want their names to be used.

Their concern is that the edgy, new educational materials indoctrinate pupils with identity politics and leftist ideology, and leave no room for discussion.

“They are using very positive words like diversity, equity, and inclusivity to mislead you, but the message behind these words is horrifying,” said Elana Yaron Fishbein, a suburban Philadelphia mom who created the No Left Turn in Education organization.

“They are grouping and stereotyping human beings by skin color, and they are attributing characteristics to your personality based on skin color,” she said.

Some parents say that immersing students in the concepts of white privilege, structural racism, and whiteness should be balanced out with “viewpoint diversity.” They want their kids not only to be exposed to multiple perspectives, but also to be able to freely critique anti-racist materials and to form their own opinions.

Jerome Eisenberg, a Los Angeles developer of apartments whose middle-school daughter attends the Brentwood School, said it’s irresponsible to introduce American history to uninformed students from the single perspective of race.

“It’s just wrong to present this [material] as true to children who have no other background in U.S. history,” Eisenberg said. “It causes me consternation that bright-line American heroes like Jefferson and Lincoln are cast as bad guys.”

Among the protesting parents: Megyn Kelly, the former Fox News anchor who now has her own podcast. On a recent episode, she said she was so put off by what she saw as a radical turn in K-12 education that she’s pulling her three kids from their schools in New York City.

“It’s out of control, on so many levels,” Kelly said. “They have gone off the deep end.”

She read from an article that she said was circulated among the school diversity group, which included Kelly and other parents, and was recommended by the group to be circulated to all the faculty.

“I’m tired of White people reveling in their state-sanctioned depravity, snuffing out Black life with no consequences,” Kelly read, quoting a June piece by Nahliah Webber, the executive director of the Orleans Public Education Network. “They gleefully soak in their White-washed history that downplays the holocaust of Indigenous, Native peoples and Africans in the Americas. They happily believe their all-White spaces exist as a matter of personal effort and willingly use violence against Black bodies to keep those spaces white.”

Advocates of anti-racist pedagogy say that the insistence on viewpoint diversity rings hollow to activists who have been trying to diversify the curriculum for decades.

“How is it that when you’re talking about a Eurocentric curriculum, there isn’t this request that the story of Christopher Columbus be presented through multiple lenses?” said Julia Jordan-Zachery, the chair of the Africana Studies Department at the University of North Carolina in Charlotte. “It begs the question of why do we now insist on viewpoint diversity?”

Educators are overwhelmingly progressive on social justice issues. This summer, the EdWeek Research Center found that 81% of the nation’s teachers, principals, and district leaders support the Black Lives Matter movement, compared with 67% of the general population, as surveyed separately by the Pew Research Center.

The American Federation of Teachers, the nation’s second-largest teachers labor union, was among the numerous professional educator organizations that issued a statement in support of Black Lives Matter in response to “the crisis of anti-Blackness.”

The K-12 changes are already taking shape. Some institutions, such as Hopkins School in Connecticut and Princeton Day School in New Jersey, are segregating faculty and staff into “affinity groups”—such as “Latinx” or “White Consciousness”—while holding discussions about racism and white privilege.

Others, such as Montgomery County Public Schools in Maryland, are spending nearly a half-million dollars for “anti-racist system audits” conducted by outside consultants.

The $46,300-a-year Hopkins School, the third-oldest independent school in the United States, is revamping its courses “to incorporate a social justice lens, de-center Anglo-European voices,” focus instruction on race and identity, fund student activism and projects, and add a stand-alone course on social justice.

Buffalo Public Schools, where whites account for 22% of enrolled students, this fall adopted Black Lives Matter-themed lessons plans that ask students in grades 2-4 if there are any similarities between the coronavirus epidemic today and the supposedly intentional spread of smallpox to the Native Americans, described as an 18th-century form of “biological warfare.”

Middle schoolers and high schoolers are taught to think of Western justice as “punitive” and the justice meted out in traditional societies as “restorative/empathetic.” One of the included documents for instructors states: “All white people play a part in perpetuating systemic racism.”

While some urban public school districts, including those in Chicago, New York City, and Washington, D.C., have been integrating social justice and anti-racism into their core curricula for years, at many schools, administrators and teachers are new to the game and playing catch-up.

To fill the need, professional educator organizations and advocacy groups are posting K-12 teaching materials online for teachers to use in their classrooms.

The National Education Association, the nation’s largest labor union for teachers, has posted an entire page of BLM teaching resources, while Black Lives Matter is also disseminating educational materials.

Anti-racist materials present a mix of themes—an emphasis on liberation and resistance movements, critiques of whiteness and systemic racism that come from critical race theory, and an introduction to other social justice causes.

At times, the readings and lessons can take an unapologetic, even confrontational, stance toward America’s past and present. But unlike Black History Month, there are few, if any, mentions of African Americans who defied the color barrier as athletes, artists, inventors, scientists, or soldiers.

The NEA teaching themes include Justice for George [Floyd] Day, Transgender Day of Remembrance, Globalism and Collective Value, Queer Organizing Behind the Scenes, Unapologetically Black Day, and Student Activist Day.

A link to social justice math used in Seattle Public Schools teaches data analysis and mathematical modeling through examples of police brutality and excessive use of force.

“Racism is perpetuated by silence—and silence is complicity,” one NEA teacher instruction reads. “Being ‘colorblind’ often serves as a pretense to downplay the significance of race, deny the existence of racism, and erase the experience of students of color.”

The BLM materials starting at the early childhood level are rooted in such guiding principles as empathy, loving engagement and diversity, as well as trans-affirming, queer-affirming, and disrupting the Western nuclear family societal norm to celebrate extended families, nontraditional families, and villages that “collective[ly] care for one another.”

Elementary school activities introduce kids to community activism, the visual symbols of the LGBT movement, advocating for people with physical disabilities, and a creating a communal activism mural.

An elementary school-level proposed activity called “Match the Action” teaches children to identify different forms of resistance: boycotts, protests, rallies, marches, sit-ins, walkouts, petitions, etc. A proposed activity for middle schoolers reads: “Think about the names of people who are no longer with us who you wish you could talk to. Activists, leaders, elders, people who have been murdered by police.”

Fatima Morrell, an associate superintendent at Buffalo Public Schools, describes her district’s approach to education as an “emancipation pedagogy” that empowers black pupils by “problematizing the Eurocentric perspective” and by authentically representing the African American experience, which allows black students see themselves reflected in the curriculum and realize their human potential.

Buffalo’s schools have been incorporating these concepts for the past five years, she said, but the introduction of Black Lives Matter-themed lessons this fall alarmed some parents.

Morrell said she talked to concerned parents by phone, and Buffalo school officials held a virtual town hall via Zoom in September. School district officials plan to hold three more town halls to address concerns and explain changes to the curriculum, she said.

Morrell, who oversees the district’s Office of Culturally & Linguistically Responsive Initiatives, said many parents wrongly assumed that Buffalo schools were advocating defunding the police. Some of the parental anger, she said, came from a “historically dark place.”

“When you teach from a black or brown voice about the legacy of enslavement, it has a very different tone and tenor,” Morrell explained during the Zoom virtual town hall. “One of the misconceptions is that this is about white hate, and it couldn’t be farther from the truth.”

Buffalo students learn about the BLM movement, and focus on such themes as “I Love My Hair,” “Unapologetically Black,” “Understanding My Family’s History,” “What Is Community?,” and “Mass Incarceration.” They learn about the late civil rights giant John Lewis and the concept of making a positive difference through protest and activism. And they complete a Jim Crow-era literacy test administered to black voters in Alabama.

They also learn about the concepts of “racist,” “not racist,” and “anti-racist,” as defined by Kendi, who is quoted: “There is no neutrality in the racism struggle. … The claim of ‘not racist’ neutrality is a mask for racism.”

One of the lessons for students in seventh and eighth grade, based on The New York Times’ 1619 Project, asks: “Why isn’t slavery considered/or included as a cause to the American Revolution? Possible Responses: Our founding is pure/righteous, protect the narrative.”

In grades 11 and 12, students are asked to pick an assignment for their final project. One option is to write a rap about police brutality, compose a poem on inequality, draft a prose piece on systemic racism, or “Create a collage on a poster board that connects to any specific example related to the Black/Brown Genocide.”

This pedagogy runs counter to the educational philosophy of Ian Rowe, who has run single-sex charter schools in New York City for the past decade and is the co-founder of Vertex Partnership Academies, which is opening charter schools in the South Bronx in 2022 that will primarily attract black and Hispanic students.

Rowe, who is also a resident fellow at the conservative American Enterprise Institute, said that anti-racist pedagogy glosses over inconvenient facts, like Africans’ role in the global slave trade, and promotes a defeatist philosophy fixated on racial oppression, subjugation, and injustice.

“It taps into white guilt and black people’s sense that someone else is responsible for these problems that I have,” Rowe said. “The way this stuff plays out, if you are a low-income black kid, after a while you really start to believe it. You develop a very skewed version of the country, where you believe everyone is hostile to your efforts and that white supremacy is so strong that you don’t have the ability to control your own destiny.”

Some of today’s most vocal converts to anti-racist pedagogy previously regarded the nation’s racial reckoning from the perspective of their whiteness, before they experienced an epiphany. That’s what happened to Jeff Porter, the superintendent of Maine School Administrative District #51, which serves the towns of Cumberland and North Yarmouth, after he went through mandatory diversity and equity training this past summer with an outside organization called Community Change Inc.

“I also recognize that some of the terminology may have felt confrontational, such as ‘white majority’ and ‘white supremacy,’” Porter wrote to parents this summer. “When I first went through training on this subject I was very much taken aback by this language, as well and felt personally attacked as a racist.”

Porter described himself as a “life-long Mainer” whose family’s farming roots in Aroostook County go back to his great-great-grandfather.

“To think because I am white and have always lived here would mean that I somehow contribute to a ‘white supremecist’ [sic] culture was deeply troubling and insulting,” Porter wrote. “I had never before considered myself in this way.”

But Porter urged the white families in the school district to open their minds and consider how they contribute to structures of oppression.

“However, I now fully understand that this language is an accurate (and necessary) depiction of the long historical reality of race in this country, whether we want to accept it or not,” Porter declared. “The facts speak for themselves: America has a 400-year-old history of discrimination and oppression of African-Americans that must be acknowledged if we are ever to truly live up to the ideals to which our nation was founded.”

This article originally appeared at RealClearInvestigations.com.

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Benjamin Bice
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Re: Black/Non-White Institutional Racism

Post by Benjamin Bice » Sat Jan 02, 2021 6:18 pm

Most Whites Must Adhere to Ivy League University Vaccination Requirement; Minorities Allowed To Claim Racism To Opt Out

By Michael Austin
Published December 27, 2020 at 3:38pm

Cornell students are required to get a flu vaccination before arriving on campus as part of the Cornell Student Behavioral Compact in response to the COVID-19 pandemic.

Or, to put it more accurately, white students are required to get a flu vaccination.

Most white students, anyway. If you’re Caucasian, you must obtain a medical or religious exemption in order to opt out.

Meanwhile, all “Black,” “Indigenous” and other students of color are allowed to cite their racial identity — or a medical or religious reason — as a cause for exemption from the Ivy League school’s requirement.

“Students who identify as Black, Indigenous, or as a Person of Color (BIPOC) may have personal concerns about fulfilling the Compact requirements based on historical injustices and current events,” Cornell’s website reads.

According to another page on the website, some minority students “may have concerns about needing to agree to such requirements” because of “longstanding systemic racism and health inequities in this country.”

“For example, historically, the bodies of Black, Indigenous, and other People of Color (BIPOC) have been mistreated, and used by people in power, sometimes for profit or medical gain. It is understandable that the current Compact requirements may feel suspect or even exploitative to some BIPOC members of the Cornell community,” Cornell’s website read.

“Additionally, recent acts of violence against Black people by law enforcement may contribute to feelings of distrust or powerlessness.”

These “acts of violence” or course likely refer to police killings decried by the Black Lives Matter movement and others in 2020, the most noteworthy of which are George Floyd, Breonna Taylor and Jacob Blake (all three cases came with extenuating circumstances).

“We know this history and validate the potential concerns it may raise. At the same time, we know that long-standing social inequalities and health disparities have resulted in COVID-19 disproportionately affecting BIPOC individuals,” the website reads.

There are numerous reasons why the language in these health guidelines is troubling, with the school’s use of the phrase “systemic racism” at the top of that list.

This idea posits that any and all racial disparities among minority groups and America’s white population must be due to a series of mostly invisible and unseen forces known as “systemic racism.”

Although historical racism indeed has had long-lasting effects, racial divides in economic success are due to many factors, including differences in culture and demographics.

By buying into this nonsense and using it to treat racial groups differently instead of equally, Cornell University is only helping to pull America further away from Martin Luther King Jr.’s colorblind ideal.

If we truly want to unite as a country and move forward, we need to start treating all people as equals, regardless of their race.

Cornell’s policies don’t do this. Instead, they treat minorities as victims and white people as oppressors.

No wonder race relations in this country continue to worsen.

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Re: Black/Non-White Institutional Racism

Post by Benjamin Bice » Wed Jan 20, 2021 8:26 pm

Critical Race Theory Infiltrates Government, Classrooms

Image
Critical race theory is becoming pervasive in America's leading institutions, including schools. (Photo: Klaus Vedfelt/Getty Images)

Critical theory, an ideology that has dropped deep roots into America’s most powerful institutions, is opposed to the very foundation of Western civilization.

This is according to a group of panelists on a Heritage Foundation webinar on Monday, who laid out what critical race theory is, how pervasive it has become, and what needs to be done to stop it.

https://www.youtube.com/watch?v=imWcoo- ... e=emb_logo

Mike Gonzalez, a senior fellow at The Heritage Foundation and author of the new book “The Plot to Change America: How Identity Politics is Dividing the Land of the Free,” laid out the development of critical theory, which had its origin in Germany in the 1930s and was further developed into critical race theory in the 1970s.

Critical race theory combines Marxist theories of oppressor versus oppressed with the lens of race. It ultimately defines all history and human interactions as a perpetual racial conflict.

The Left has declared war on our culture, but we should never back down, nor compromise our principles. Learn more now >>

Jonathan Butcher, a senior education analyst at The Heritage Foundation, who co-authored a Heritage Foundation paper on critical race theory along with Gonzalez, explained why this ideology is such a threat to America’s future.

“Critical race theory and its parent, critical theory, are rooted in a worldview that wants to dismantle social and governmental norms,” Butcher said.

While racism and other prejudices still and will continue to exist, Butcher said this does not mean that we don’t have to ignore the intolerance and “dogmas” of critical theory.

“Critical theory is not a sympathetic perspective with policy goals that lead to racial reconciliation, freedom, and opportunity,” Butcher said. “It’s talking about subjugation and retribution.”

Proponents of critical theory, Butcher explained, even acknowledge that their ideas counter the values of the Enlightenment and classical liberalism, which were essential elements of the American founding.

These ideas are not just consigned to the margins of academia, however, as explained by Christopher Rufo, director of the Center on Wealth and Poverty at Discovery Institute and fellow at The Heritage Foundation. Instead, they have become pervasive in countless private and governmental institutions.

Rufo conducted research into human resource departments and governmental agencies that have become increasingly reliant on critical race theory.

“The National Nuclear Laboratory in New Mexico was holding a critical race theory-based training in which they took their white male executives to a resort and forced them to go through a series of trainings to deconstruct their white male identity, which was consonant with the [Ku Klux Klan], MAGA hats, mass killings,” Rufo said.

They then had to publicly condemn themselves and write letters of apology for their “whiteness.”

This was one among many examples, Rufo said.

“The [Federal Bureau of Investigation] was holding intersectionality training for FBI employees, the Justice Department was teaching the tenets of critical race theory, and even the Treasury Department was holding training sessions outlining how the United States was a fundamentally racist and irredeemable country,” Rufo said.

Rufo’s research led to an executive order from President Donald Trump banning these trainings in the federal government, but he said that it’s likely the executive order will be cancelled and the training sessions “will come back with a vengeance.”

The Heritage Foundation’s director of the Center for Education Policy, Lindsey Burke, said that colleges and universities have become a fountain from which the ideas of critical race theory have spread.

She said that for those concerned about its spread, attention needs to be paid to school boards, which are responsible for shaping the content of curriculum in classrooms across America.

A recent report by Burke and Gonzalez laid out how interest groups are able to lean on school boards and get material, like The New York Times’ 1619 Project, into classrooms.

“State lawmakers should require public school boards to make curricular materials available for public review,” Burke said.

Butcher spoke about other ways that critical race theory can be countered.

“Those in churches and community groups, in the workplace, I would cast a very careful eye to things that go under the guise of diversity trainings,” Butcher said. “I think that anything that is casting accusations or calling people to apologize for simply their identification or their category, that removes hope. You are what you are born into.”

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Re: Black/Non-White Institutional Racism

Post by Benjamin Bice » Wed Jan 20, 2021 8:46 pm

AOC: Federal Govt. Needs to Fund Programs to ‘Deradicalize’ GOP White Supremacists

The federal government should use taxpayer funds to “deradicalize” white supremacists in order to make sure “their world will never exist,” radical socialist Rep. Alexandria Ocasio–Cortez, D-N.Y., claimed.

“The white supremacist cause is futile, it’s nihilist—-it will never be realized,” she said during a virtual town hall on Friday.

“The path forward for all of us is a multiracial democracy that fights for the economic and civil rights of every American,” Ocasio–Cortez said, accusing the men and women who participated in the pro-Trump rally in Washington, D.C., on Jan. 6 of racism.

“Their world will never exist,” she said. “That’s why we’re seeing violence right now.”

When asked how Americans should respond to those who believe the 2020 presidential election was fraudulent but did not participate in the Jan. 6 Capitol riot, Ocasio–Cortez warned Republicans should never be trusted with power again.

“This is a problem that doesn’t go away on Jan. 20,” she said, adding that it will require “many, many, many millions of hands” to help “pick up the pieces.”

One solution she floated is a federally-funded program to deradicalize white supremacists.

“We need to double, triple or quadruple, or increase funding for these deradicalization programs en masse,” Ocasio-Cortez said.

Ocasio-Cortez has previously suggested that all of Trump’s supporters are guilty of white supremacy.

“I don’t want to hear or see the Republican Party talk about blue lives ever again. This was never about safety for them, it was always a slogan because if they actually cared about rule of law they would speak up when people break the law. They would speak up. They would enforce fairness and equity, but they don’t give a damn about the law. They don’t give a damn about order. They don’t give a damn about safety,” she said during an Instagram Live video last week.

“They give a damn about white supremacy, they care about preserving the social order and the mythology of whiteness,” she added. “They lust for power more than they care about democracy.”

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Re: Black/Non-White Institutional Racism

Post by Jim Mathias » Fri Jan 22, 2021 8:16 pm

“The National Nuclear Laboratory in New Mexico was holding a critical race theory-based training in which they took their white male executives to a resort and forced them to go through a series of trainings to deconstruct their white male identity, which was consonant with the [Ku Klux Klan], MAGA hats, mass killings,” Rufo said.

They then had to publicly condemn themselves and write letters of apology for their “whiteness.”
Shades of Germany, 1945-present! Thoroughly Semitic, it is. This is what the "Greatest Generation" fought their own kind for.
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Re: Black/Non-White Institutional Racism

Post by Benjamin Bice » Mon Feb 15, 2021 4:54 pm

Biden Nominates Lawyer Who Outright Said Whites Are Inferior

By Hans Bader | February 1, 2021 | 10:14am EST

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President Biden has nominated lawyer Kristen Clarke to be Assistant Attorney General for Civil Rights. Clarke has said that blacks are genetically superior to whites.

"Melanin endows blacks with greater mental, physical and spiritual abilities," while "most whites are unable to produce melanin because their pineal glands are often calcified or non-functioning," wrote Clarke in the Harvard Crimson newspaper in 1994.

If Clarke still believes blacks are superior to whites, and is involved in formulating the Biden administration's affirmative-action policies, her racist views may affect their legality, by tainting their motivation.

On Jan. 10, Biden said his administration will give "priority" to "Black, Latino, Asian and Native American-owned" businesses. Biden's racial-equity plan calls for a major expansion of affirmative action, and more race-based federal spending.

That is presumptively unconstitutional: The Supreme Court has said that giving priority to particular racial groups should be done only as a "last resort," and thus is subject to "strict scrutiny" by the courts. Strict scrutiny means the government must show that using race is a necessary and narrowly-tailored way to achieve a "compelling government interest."

Just remedying societal discrimination against black people is not reason enough to give them a racial preference. Instead, the government must generally show that a racial preference is necessary to remedy the government's own recent, systemic, intentional discrimination, or a prima facie case of such discrimination. (See Richmond v. J.A. Croson Co. (1989); Hammon v. Barry (1987); Builders Association v. Chicago (2001); Middleton v. Flint (1996)).

Such discrimination generally does not exist at federal agencies. Moreover, Biden cannot give a preference to all racial minorities, just because some racial minority groups may have experienced discrimination. (See L. Feriozzi Concrete Co. v. CRDA (2001)).

But even if such discrimination did exist, the government still can't use race if its motive for doing so is racist, rather than to remedy its own past wrongs. An improper motive for using race taints an otherwise valid affirmative-action program, under Supreme Court decisions like Shaw v. Hunt. Remedying governmental discrimination must be the government's “actual purpose” for using race, and the government's use of race is thus illegal if another motive “actually precipitate[d] the use of race.” (See Shaw v. Hunt (1996)).

So if Clarke signs off on federal affirmative action programs out of a belief in black superiority, that may render those affirmative-action programs unconstitutional, even if there actually were evidence of recent, systemic, intentional discrimination by the government against black people.

While Clarke has expressed racist views against white people, some of the policies she has espoused could harm black people, too. For example, Clarke advocates defunding the police. Last year, in Newsweek, Clarke wrote three times, "We must invest less in police."

That would result in more violent crime and killings. America already spends a smaller share of its economy on the police than the European Union does. Europe has a lower murder rate -- and fewer police killings. A larger police force deters crime by catching a higher percentage of criminals, and thus increasing the probability of punishment. An overstretched police department is less knowledgeable about the community it serves, and more likely to use force unnecessarily.

By increasing the murder rate, defunding the police will harm minorities most, because they are disproportionately the victims of homicide. In 2019, about half of all homicide victims in America were black, even though only 13% of Americans are black.

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Re: Black/Non-White Institutional Racism

Post by Benjamin Bice » Mon Feb 15, 2021 5:11 pm

Pentagon Orders Military-Wide ‘Stand-Down’ To Address ‘White Supremacy,’ Extremism In Ranks

"There may be cultural issues we have to deal with here."

By Amanda Prestigiacomo

Feb 4, 2021 DailyWire.com


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U.S. Secretary of Defense Lloyd Austin has ordered all branches of the military to enact a “stand down” within the next 60 days so they can address supposed internal threats posed by white supremacy and other forms of extremism.

“The Pentagon on Wednesday said it was still uncertain how to grapple with the problem of extremism in its ranks and announced a military-wide pause to allow troops and commanders a chance to focus on the issue,” NBC News reported Wednesday. “Lloyd Austin, the first Black secretary of defense who recently took over at the Pentagon, ordered each branch of the military to stand-down at some point over the next 60 days to discuss the threat posed by white supremacy and similar extremism, said Pentagon press secretary John Kirby.”

Austin gave the order on Wednesday during a meeting with the leaders of each military branch, including Chairman of the Joint Chiefs Gen. Mark Milley and Vice Chairman Gen. John Hyten. “There wasn’t one being in the room that didn’t agree that there wasn’t a problem,” Pentagon press secretary John Kirby said.

Announcing the pause to the press, Kirby said the breach on the U.S. Capitol on Jan. 6 served as “a wake-up call” for the Department of Defense. “Current and former members of the military took part in the siege, and the Pentagon is under scrutiny over how it vets recruits and tracks extremism within the ranks,” NBC reported.

“We don’t know how we’re going to be able to get after this in a meaningful, productive, tangible way and that is why he had this meeting today and that is why he certainly ordered this stand-down,” Kirby told the media, adding, “There may be cultural issues we have to deal with here.”

A staggering 25,000 troops from across the nation were ordered to Washington, D.C., to secure the inauguration of President Joe Biden on Jan. 20. The troops, as The Washington Post noted, were screened repeatedly for extremism.

Republican Gov. Greg Abbott (TX) ripped into the vetting, likening the process to “loyalty” screenings. This is the most offensive thing I’ve ever heard,” Abbott said. “No one should ever question the loyalty or professionalism of the Texas National Guard.”

Notably, service members are already screened for ties to extremism or other potential red flags. Thus, the additional round of screenings seemed to have been excessive and perhaps linked to suspicion directed at supporters of President Donald Trump after the Capitol riot. The Associated Press, for example, named supporters of the president as potential threats to a Biden inauguration.

The AP report added that U.S. defense officials said they were conducting the vetting process out of concern about an “insider attack or other threat” from service members involved in securing the inauguration. The “threats against Biden’s inauguration,” AP underscored, “have been fueled by supporters of President Donald Trump, far-right militants, white supremacists and other radical groups”:

Insider threats have been a persistent law enforcement priority in the years after the Sept. 11, 2001, attacks. But in most cases, the threats are from homegrown insurgents radicalized by al-Qaida, the Islamic State group or similar groups. In contrast, the threats against Biden’s inauguration have been fueled by supporters of President Donald Trump, far-right militants, white supremacists and other radical groups. Many believe Trump’s baseless accusations that the election was stolen from him, a claim that has been refuted by many courts, the Justice Department and Republican officials in key battleground states.

Austin pledged during his confirmation hearings that he would “rid our ranks of racists and extremists,” The New York Post noted.

“We also owe our people a working environment free of discrimination, hate and harassment. If confirmed, I will fight hard to stamp out sexual assault, to rid our ranks of racists and extremists, and to create a climate where everyone fit and willing has the opportunity to serve this country with dignity,” Austin said during the confirmation process.

“The job of the Department of Defense is to keep America safe from our enemies. But we can’t do that if some of those enemies lie within our own ranks,” he said.

Kirby noted Wednesday, “The vast majority of men and women who serve in uniform and the military are doing so with honor, integrity and character, and do not espouse the sorts of beliefs that lead to the kind of conduct that can be so detrimental to good order and discipline and in fact is criminal.”

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Re: Black/Non-White Institutional Racism

Post by Benjamin Bice » Thu Feb 25, 2021 4:42 pm

A Harrowing Look at Buffalo Public Schools' Anti-White and Anti-Fact Curriculum

By Hans Bader | February 25, 2021 | 12:02pm EST

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A teacher lectures the class. (Photo credit: MARTIN BUREAU/AFP via Getty Images)

In their new curriculum, the Buffalo Public Schools claim that "all white people" perpetuate systemic racism. The curriculum makes kindergarteners watch a disturbing video of dead black children, warning them about the danger of being killed by “racist police and state-sanctioned violence.” The school district's diversity czar, who developed this new "antiracism" curriculum, tells teachers they must become “woke” and achieve “critical consciousness,” a Marxist concept.

In a presentation, diversity czar Fatima Morell claimed that America “is built on racism” and that “America’s sickness” leads whites to believe that black people are “not human,” which makes it “easier to shoot [them] in the back seven times if you feel like it.” The school district's mandatory Black Lives Matter curriculum requires schools to commit to "dismantling cisgender privilege," creating "queer-affirming network[s]," and "the disruption of Western nuclear family dynamics."

Bufffalo's new lesson plans are racially divisive and inflammatory. As Chris Rufo notes in the New York Post, "In kindergarten, teachers ask students to compare their skin color with an arrangement of crayons and watch a video that dramatizes dead black children speaking to them from beyond the grave about the dangers of being killed by 'racist police and state-sanctioned violence.' By fifth grade, students are taught that America has created a 'school-to-grave pipeline' for black children."

In middle school, students are told that “all white people play a part in perpetuating systemic racism” and that “white elites work to perpetuate racism through politics, law, education, and the media.” Whites derive their wealth from slavery and are "unfairly rich," Buffalo claims.

In high school, students must begin “confronting whiteness in [their] classrooms,” with teachers asking white students to atone for their “white privilege” and to “use their voices” to eliminate it. The lesson plan includes false history, about the supposed difference between white and African systems of justice. It claims whites created a “retributive,” harsh, “merit-based” justice system, while traditional Africans relied on “restorative” justice focused on healing. (In reality, traditional African justice was often brutal: vast numbers of people in Africa "were enslaved for petty debts or minor criminal or religious offenses," while countless others were executed).

Buffalo's repeated depiction of all white people as racist could create a racially hostile environment for the white teachers forced to peddle this hateful message, and the white students subjected to it. That would violate laws against racial harassment, such as Title VII, and the New York Human Rights Law.

Federal civil-rights laws do not agree with Buffalo that all whites are racist. Quite the contrary, courts have ruled that "baseless accusations of racism" made against employees because they are white, can be illegal racial harassment. (See Underwood v. Northport Health Services (1989)).

"White privilege" theorists often claim that only whites can be racist. But the courts reject that claim, and say that blacks can be racist, too. They let whites sue over racial harassment by blacks. (See Huckabay v. Moore (1998); Bowen v. Missouri (2002)).

Forcing kindergartners to look at dead black children could be scary and traumatizing for them. It's wrong for Buffalo to suggest that police routinely kill black children. In 2019, 9 unarmed black people were shot and killed by police, compared with 19 whites, in a country of over 330 million people. Police seldom kill young children. Race is not a significant factor in police shootings, according to a black economist at Harvard.

Nor are blacks in special danger from whites. As a black attorney noted in the National Review, "blacks aren't being 'hunted' by whites." Indeed, "'Between 2012 and 2015, blacks committed 85.5 percent of all black-white interracial violent victimizations...That works out to 540,360 felonious assaults on whites. Whites committed 14.4 percent of all interracial violent victimizations.'"

Buffalo is wrong to say whites derive their wealth from slavery. They don't. Most wealth is not inherited, and most of the wealth gap between whites and blacks is not due to differences in inherited wealth. Nearly half of all Fortune 500 companies were founded by immigrants or the children of immigrants, and few trace their origins to the time of slavery. People often spend their wealth, rather than leaving it to their kids.

Slavery does not keep black people poor. African immigrants to America, especially those from Nigeria, actually out-earn whites — even though they, too, have a legacy of enslavement. Slavery wasn’t abolished in parts of Nigeria until 1936 -- long after it ended in the United States. Moreover, forced labor persisted in Africa well into the twentieth century. Yet, African immigrants have no trouble succeeding in our country, where people of all races have an opportunity to succeed. Asians, too have higher incomes than whites in America, on average. That shows America is not racist against non-whites.

There is a simple "roadmap out of poverty" that works for people of any race, according to the black economist Walter Williams: "Complete high school; get a job, any kind of a job; get married before having children; and be a law-abiding citizen. Among both black and white Americans so described, the poverty rate is in the single digits."

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