In a New York Times article headlined “The Campaign to Cancel Wokeness,” opinion writer Michelle Goldberg claimed Christopher Rufo wanted to cancel Critical Race Theory because he was afraid to debate its ideas. Rufo responded immediately on Twitter by challenging The Times — as well as any Critical Race Theorist — to a debate on the floor of the New York Times. If the NYT doesn’t answer his challenge within five calendar days, Rufo stated on Twitter, it will be clear that they are the ones afraid to debate, and who “shelter their ideas from the public.” If I were Rufo, I wouldn’t hold my breath. Thanks for watching!
The Illinois State Board of Education just approved a resolution that will incorporate “Culturally Responsive Teaching and Leading” (CRTL) standards into Illinois K-12 schools. These standards are rooted in divisive, anti-American identity politics, which water down instructional rigor, support behavior standards based on race, push students into leftist activism, and undermine the concept of objective truth. Please click on the above picture to view the video. Thanks for watching!
Buffalo Public Schools diversity czar Fatima Morrell pushes polarizing and divisive anti-racist curriculum on teachers and students, stating “all white people play a part in perpetuating systemic racism.” According to a story in the City Journal by Christopher Rufo:
During one all-hands training session, the details of which I have obtained through a whistleblower, Morrell claimed that America “is built on racism” and that all Americans are guilty of “implicit racial bias.” She argued that “America’s sickness” leads some whites to believe that blacks are “not human,” which makes it “easier to shoot someone in the back seven times if you feel like it.” Morrell, who earned her Ed.D. from the University of Buffalo, said that the solution is to “be woke, which is basically critically conscious,” citing a pedagogical concept developed by Marxist theoretician Paolo Freire holding that students must be trained to identify and eventually overthrow their oppressors. After Morrell’s presentation, one teacher reaffirmed this political imperative, declaring that students must become “activists for antiracism” and public school teachers should begin “preparing them at four years old.”
Click on the picture above to watch the companion video. Thanks for watching!
The Gates Foundation recently donated $3.6 million to The Educational Trust, an advocacy group behind “A Pathway to Equitable Math Instruction,” which has designed a new “anti-racist” math curriculum which is more concerned with ending so-called “white supremacy culture” than teaching students objective, linear math. Please click on the picture above to watch a video analysis of Gates’ support of this program, and his bigotry of low expectations. Thanks for watching!
Interested in a toolkit to educate yourself against the misguided movement known as “anti-racism”? Purchase my new book, “Exploring White Fragility: Debating the Effects of Whiteness Studies on America’s Schools”.
Cartoon Network’s recent anti-racism indoctrination video titled “See Color: The Crystal Gems Say Be Anti-Racist,” uses misinformation and logical fallacies to push identity politics on impressionable children. Click on the picture above to view the video. Thanks for watching!
What the Oregon Department of Education is doing to its students, especially those who need help the most, is unconscionable. Click the picture above to watch the video.
The following is an excerpt from the Federalist article by David Marcus titled, “When Progressives Say ‘Whiteness’ They Mean ‘White People’.” (Please click on the picture above to watch the companion video.)
American progressives are the masters of euphemism. They don’t “censor” books or plays; they “retire” them. They don’t “remove” lessons about the founding fathers from our kids’ curriculum; they “de-center” them. At every turn, they find some friendly-sounding phrase to obscure the illiberal and savage attacks they make on our culture. But one progressive euphemism stands out as uniquely dangerous: whiteness. . . .
What makes all of this so dangerous is that progressives are not railing against a system; they are railing against people. They are not demonizing a culture; they are demonizing people. This is why white people must confess their privilege. They must feel shame and contrition for the immoral nature of their pigmentation. Any clear-headed person can see what a dangerous game this is.
The antidote to progressive doublespeak is to say what they refuse to say. They do censor, they do remove, and yes, they do mean white people when they talk about who has to change and how to save our society. In this way, progressives regularly express good old-fashioned racism about white people and their ways under the guise of some broad investigation of that society. But do not be fooled. The next time you read about whiteness, the next time it is scapegoated into the cause of all that ails society, know what is being said. They truly believe the problem is white people.
Exploring White Fragility: Debating the Effects of Whiteness Studies on America’s Schools is the slingshot in the David vs. Goliath fight to save our schools from the polarizing and toxic tenets of Critical Race Theory and anti-racism. (Click the picture above to watch the companion video).
“Paslay’s thorough review of attitudes and actions associated with whiteness studies and racism give voice to all sides of diversity and pluralism so that we, as a nation, can continue the ongoing conversation about how to treat each other with the respect ALL humans deserve.” –Dr. Eugenia Krimmel, education professor and ESL/Bilingual education advisor at the Pennsylvania Department of Education
“This is a brave book. Paslay reveals and cuts through the endless layers of antiracist gospel which, in the name of enlightenment, leave one cohort of brown kids after another uneducated. Aspiring teachers seeking clear eyes and genuine progressivism should start by inhaling this book.” –John H. McWhorter, associate professor of linguistics and comparative literature at Columbia University
“This well-researched, well-argued, and thoughtful book provides a clear and comprehensive account of how the theory of white fragility is dividing rather than uniting American society and America’s classrooms. A must-read.” –Jonathan Church, author of Reinventing Racism: Why ‘White Fragility’ Is the Wrong Way to Think About Racial Inequality
“Paslay provides a thorough exposition and measured critique of the new ideology that has colonized the minds of America’s school administrators and threatens to wreak havoc on our students—especially students of color. It’s a must-read for any parent or teacher who is concerned about the soul of the next generation.” –Max Eden, education policy expert and senior fellow at the Manhattan Institute
by Christopher Paslay
Bree Picower, an Associate Education Professor at Montclair State University, projects her own racist anti-white worldview onto preservice teachers in education programs, as well as on active teachers in K-12 schools.
Bree Picower, an Associate Education Professor at Montclair State University, is anti-white. Her new book, titled Reading, Writing, and Racism: Disrupting Whiteness in Teacher Education and in the Classroom, projects her own racist anti-white worldview onto preservice teachers in education programs, as well as on active teachers in K-12 schools.
Which makes Picower’s particular brand of anti-whiteness even more concerning, being that her audience are educators instructing America’s children, who not only mold the minds of youth, but also have the ability to indoctrinate these young people with Picower’s poisonous ideas.
Like DiAngelo’s White Fragility (which begins with a Forward from noted Black Georgetown Professor Michael Eric Dyson), Picower’s book begins with a Forward from Bettina Love, a Black “abolitionist” professor from the University of Georgia. Beginning each book with a Forward from a person of color is obviously their attempt to provide a level of authenticity to their racist worldviews — worldviews which see America as a nation founded on slavery and oppression, and see “whiteness” and the cultures of those who identify as white as violent entities that must be disrupted and dismantled.
“The United States is not just racist; it is anti-Black,” Love writes in her forward to Picower’s book. “The word ‘racism’ does not adequately describe the ways in which the US kills, destroys, and spirit murders Black people.”
Love goes onto write that “America’s obsession with greed, violence, hate, and Black suffering always reaches into the most sacred spaces of American democracy, including schools.” This line is important, because it serves as a thesis for Picower’s book, Reading, Writing, and Racism: that the United States is a violently racist and anti-Black country, and that this violence and anti-Blackness stems directly from the white supremacist curriculum pervading K-12 schools, curriculum steeped in so-called “whiteness” that must be called out and eradicated.
Love states in her Forward:
Too often teachers want to reflect a happy world to children, where no one was enslaved, no one was beaten, no families were separated, and White people never hurt anyone. These feel-good stories of White heroes and do-gooders uphold White supremacy and undermine the mental well-being of youth of color. To be frank, I am tired of seeing children, all children, opening up a textbook and reading about Black people as slaves and Native Americans as savages. I am even more appalled when teachers do not see anything wrong with these representations.
Love’s logic, or lack of logic, is a microcosm of the fallacious and propagandistic nature of Picower’s entire book. In literally the same paragraph, Love insists slavery shouldn’t be white-washed from school textbooks, but then complains that she’s sick of seeing children opening up books that portray Black as slaves. But again, this lays bare the central theme of the book: that whites, no matter what they teach, are racist and oppressive and can do no good.
Thus the stage is set for Bree Picower’s anti-white book titled Reading, Writing, and Racism: Disrupting Whiteness in Teacher Education and in the Classroom. In it, Picower cherry-picks bizarre and strange examples of so-called “viral racist curriculum,” some of which she literally pulls from anonymous sources on Facebook, others which she dredges up from dusty, long-abandoned textbooks from the early 1970s. And it’s these strange, cherry-picked curriculum resources, which have been collected under the #CurriculumSoWhite, that Picower holds up as the norm in America’s K-12 schools.
“I have made the choice to focus on these viral examples because they are telling for many reasons,” Picower writes in her Introduction. “These singular examples reflect the toxicity of the entire body of school curricula. People outside of education rarely have a window into what happens behind classroom doors, so when these examples appear online for all to see, they call into question what other racial injustices are going on in schools.”
This is a key part to Picower’s anti-white indoctrination: like DiAngelo, she prays on naïve and unsuspecting preservice teachers and college education majors, baiting them with distorted facts and misinformation, hoping to turn them into activists who will go out and recruit others to push the radical message.
But these singular examples do not reflect the entire body of school curricula, not by any stretch of the imagination, and saying so is a form of educational malpractice. Like DiAngelo, Picower seems very comfortable generalizing about entire groups of people and entire bodies of curriculum.
The ideas at the heart of Picower’s book, most of which are creative regurgitations of DiAngelo’s questionable theories, are packaged into five chapters. The first is titled “Curricular Tools of Whites” (defined by Picower as “scripted responses used to maintain teachers’ investment in White supremacy”), is a clear rip-off of what DiAngelo refers to as “moves of whiteness” (defined by DiAngelo as “a linguistic strategy used to support or challenge current power relations”).
In a nutshell, the chapter lays out seven “tools” racist teachers use to maintain white supremacy in schools, none of which are based in any rigorous scientific analysis or backed-up with any quantitative research. In short, these “tools of whiteness” have come straight out of Picower’s brain, invented to increase the appeal of her anti-white racism and to better enable her to indoctrinate young, unsuspecting preservice teachers into this toxic ideology.
Chapter 2 is called “The Iceberg: Racial Ideology and Curriculum,” which is a reinvention of DiAngelo’s “iceberg of culture” and “white racial frame,” and examines four “case studies” to show how America’s teaching force both consciously and unconsciously produces curriculum based in white supremacy and anti-black racism.
Chapters 3, 4, and 5 continue to recycle DiAngelo’s writings on historical racism, white socialization, white privilege, systemic racism, colorblind racism, and how these combine to form a K-12 educational system steeped in white supremacy and anti-blackness. Again, no rigorous testing of any of these theories are done by Picower, and she employs no quantitative studies of any kind.
Picower indeed acknowledges in her book that she is a privileged white person, who has no right profiting off of black suffering. She has two principles when it comes to her racial justice work. One, she keeps her “gaze” on “Whiteness” (which means she focusses all her research on how only whites need to change for the world to improve). And two, when asked to present or consult on racism, she makes sure she has a person of color with her, so she can hide behind them and claim she’s not racist.
Perhaps a third principle could be to refrain from indoctrinating America’s future teachers with racist propaganda aimed at disparaging entire groups of people, or to stop writing racist books that do all of the above.
Cornell Law School professor William Jacobson has launched a database listing 220 universities and their approach to critical race theory (see video above).
As reported in the Daily Mail:
- Cornell Law School professor William Jacobson has launched a database listing 220 universities and their approach to critical race theory
- He claims the database will help parents choose a school for their children
- Jacobson told Fox News’ Tucker Carlson that the site is for parents who don’t want their kids to be ‘indoctrinated’ by an ‘anti-racism ideology’
- He claims that critical race theory teaches student that the ‘most important thing in society is the color of your skin’
- Critical race theory says that white supremacy is an ideology which is baked into the structures of society and particularly the law
- Critics say that it leaves people exposed to the training feeling that they are being blamed for problems which they did not cause
Here is a link to the website. Thanks for watching!