Bettina L. Love: Abolishing Whiteness in Your Child’s School

Bettina L. Love, an antiracist professor at the University of Georgia, calls on educators to abolish “Whiteness” in schools across America. Her organization, the “Abolitionist Teaching Network,” demands teachers “disrupt Whiteness and other forms of oppression,” and offers “antiracist therapy for White educators and support staff.” In July, the U.S. Department of Education removed a link to the ATN website, claiming it was a “mistake.”

As Stanley Kurtz, a senior fellow at the Ethics and Public Policy Center, wrote in the National Review:

We Want to Do More Than Survive, the title of Love’s book, alludes to a saying of Maya Angelou: “My mission in life is not merely to survive, but to thrive.” Who can argue with that? A more accurate title — say, We Need a Socialist Revolution — would have been a tad more contentious. Yet somehow the book manages to move from “thriving” to revolutionary socialism. The connection comes from Love’s life story. . . .

Her book’s subtitle, “Abolitionist Teaching and the Pursuit of Educational Freedom,” supplies the name of Love’s “Abolitionist Teaching Network.” So, what does Love hope to abolish? Plenty. The educational survival complex must go, as we’ve seen, but also the prison-industrial complex, and pretty much every other pillar of the existing social order, including capitalism. Most especially up for abolition is “Whiteness.” At base, Bettina Love wants to abolish America itself and replace it with an entirely different system.

Parents and citizens concerned with upholding MLK’s “Dream” should keep a close eye on Love and her radical ATN, as both aim to abolish the legacy of the Civil Rights Movement by rejecting “colorblindness” as well.

Thanks for watching. 

Dept. of Ed. Removes Link to Abolitionist Teaching Network

As reported in the New York Post:

handbook with guidance for reopening schools prepared by the Biden administration included a hyperlink to a radical group called the Abolitionist Teaching Network that advocates for teachers to “disrupt Whiteness and other forms of oppression.”

The Abolitionist Teaching Network has a list of “demands” on its website including “[f]ree, antiracist therapy for White educators and support staff,” and its co-founder Bettina Love has said, “If you don’t recognize that White supremacy is in everything we do, then we got a problem,” adding, “I want us to be feared.” . . .

The DOE scrambled to explain its actions Wednesday in a statement that read, “The Department does not endorse the recommendations of this group, nor do they reflect our policy positions. It was an error in a lengthy document to include this citation.”

The link was removed by the DOE.

Thanks for watching.

Bill Gates’ Bigotry of Low Expectations

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”.

Anti-Racist Curriculum: Red Flags for Parents

by Christopher Paslay

A breakdown of major terms, and red flags for concerned parents.  

After the racial unrest over the death of George Floyd last summer, chances are your child’s school has adopted some form of “anti-racist” curriculum, aimed at ending racism and racial injustice. Also called “diversity,” “equity,” or “inclusion,” these programs sound reasonable and well-meaning, and some of them are.  However, there is a sliding scale between reasonable and radical, and every school district approaches things differently. 

Anti-racism is not a one-size fits all movement. The devil is in the details, and how one school implements such a program may differ greatly from district to district, and county to county. 

This article (and the video above) provides practical suggestions for keeping an eye on your school district’s “anti-racism” curriculum, and provides laymen’s definitions of terms, along with red flags to look for within the curriculum itself. As a rule, parents should keep an eye on their child’s curriculum at two levels: the district level, which includes official school board resolutions and school district approved material; and the classroom level: the actual lessons and activities that your child is doing with his or her teachers and classmates.   

In A Nutshell: The Terms of Anti-Racism

(Note: These definitions are not sponsored by any one school or district.)

Anti-Racism: Anti-racism is concerned with systems over individuals. Anti-racist educators, such as Robin DiAngelo and Ibram X. Kendi, believe all racial disparities in the United States are the sole result of one thing: racism. Racist systems and policies, both conscious and unconscious, are perpetuated by privileged whites, who benefit from this knowingly and unknowingly. Anti-racists attempt to end such systems by calling out, confronting, and disrupting white privilege and so-called “white supremacy culture.”        

White Supremacy: White supremacy does not refer to individual white people per se and their individual intentions, but to a political-economic social system of domination. This system is based on the historical and current accumulation of structural power that privileges, centralizes, and elevates white people as a group. The anti-racist definition of white supremacy is not hatred or white nationalism, but simply the fact that whites in America are the dominant culture. 

White Privilege:  The collective power, both conscious and unconscious, that whites have in society which makes things easier for them, and more difficult for people of color.  

Racism: Racism is more than race prejudice. Anyone across any race can have race prejudice. But racism is a macro-level social system that whites control and use to the advantage of whites as a group. Thus all whites are collectively racist. 

Equity: Equity is not about equal opportunity — but about equal outcome. It’s not concerned with a level playing field, but with level scores and level results.  Under an anti-racist framework, equity is zero-sum: one group must be disrupted or dismantled for another group to make gains. 

Anti-Blackness: This is a white person’s inherent hatred or marginalization of people of color. Anti-racist educators teach that all whites have inherent anti-blackness, whether conscious or unconscious. 

Critical Race Theory: Critical Race Theory, in a nutshell, encompasses all of the above ideas: that systems must change for racial progress to be made; that white supremacy, white privilege, and anti-blackness must be disrupted; and that those who do not get on board are perpetuating racism and inequity by default.  

Red Flags For Concerned Parents 

Parents should approach with caution curriculum that includes one or more of the following: 

Any material related to Ibram X. Kendi (How to Be an Anti-Racist) or Robin DiAngelo (White Fragility). These books are extremely polarizing, agenda-driven, and divide people into identity groups — judging them by the color of their skin, and not the content of their character, and have no place in K-12 schools.  These books violate federal anti-discrimination laws, and should be met with extreme caution. 

Any activity, lesson, or material that uses the phrase “white privilege,” “white fragility,” or “white supremacy.” These materials polarize and judge students by race, and may violate federal anti-discrimination laws.       

Any activity, lesson, or material that uses the phrase “anti-blackness,” or encourages a student to admit to or acknowledge their anti-blackness.  

Any curriculum that focuses too heavily on identity, or has children dissect or analyze their identity, or complete an identity map or identity wheel. 

Any curriculum that targets “whiteness,” or asks students to disrupt or deconstruct “whiteness,” “white privilege,” or “white supremacy.”  Such material is in violation of federal anti-discrimination laws. 

Any lesson or activity that is too heavily focused on race or identity, or that divides or polarizes students by race — splitting students into so-called “affinity groups.” 

Finally, any use, mention, or inclusion of Black Lives Matter curriculum, which is extremely agenda-driven, polarizing, and based in politics. A good way to object to this is by exposing it as political indoctrination — the kind of political indoctrination parents oppose and most school boards deny exists.  BLM is a political organization with a PAC, and their agenda (defunding police, disrupting the nuclear family structure, etc.) has no place in any school that claims to teach students how to think, and not what to think. The National Education Association recently adopted BLM curriculum, a decision that must be rectified and reversed; most school districts prohibit any form of politicking or political campaigning in the classroom, and BLM is indeed a political organization with a PAC.

The first step for concerned parents is getting educated about what is going on in your child’s school. If you have a concern, make your voice heard. 

Seattle Public Schools: Indoctrinating Teachers in PC Racism

This video presents whistleblower documents from Seattle Public Schools, which, according to an article published in the New York Post by Christopher F. Rufo, “held a racially charged teacher-training session that convicted US schools of committing ‘spirit murder’ against black kids and demanded that white teachers ‘bankrupt [their] privilege in acknowledgment of [their] thieved inheritance.’ 

The video also compares true instructional equity models — like the ones being used in the School District of Philadelphia, which focus on giving all students access to rigorus, grade-level instruction — with those in Seattle, which aim to indoctrinate students in polarizing identity politics in an effort to make them antiracist activists. 

Here’s a link to the Rufo story, “Indoctrinating an entire school system in PC racism.” Thanks for watching!

The Tragic Radicalization of Colin Kaepernick

by Christopher Paslay

According to Colin Kaepernick, the central intent of policing is to surveil, terrorize, capture, and kill marginalized populations, specifically Black folks.

In his recent article called “The Demand for Abolition,” a very radicalized Colin Kaepernick demands we get rid of all police and prisons in America, writing that all cops are terrorists and murders, whose injustice is perpetuated by a white supremacist society that is steeped in racism and anti-blackness.

Kaepernick writes:

In the wake of the state-sanctioned lynchings of Breonna Taylor and George Floyd, the United States has been forced to grapple with not only the devastation of police terrorism but also the institutions that constitute, enhance, and expand the carceral state.

State-sanctioned lynchings? Such radicalized hyperbole is dangerous and irresponsible. In the case of Breonna Taylor, a grand jury found that the police officers committed no criminal act, and despite public misinformation, indeed knocked before entering; ballistics reports also showed that Taylor’s boyfriend shot the officer.

In the case of George Floyd, Derek Chauvin has been arrested and charged with second-degree murder and manslaughter, and Tou Thao, Thomas Lane, and J. Alexander Kueng have been arrested and charged with aiding and abetting second-degree murder and aiding and abetting second-degree manslaughter. 

“The central intent of policing is to surveil, terrorize, capture, and kill marginalized populations, specifically Black folks,” Kaepernick writes in his article. This is a clear departure from his more moderate position on police brutality, which simply criticized what he termed “rogue cops.” Now all cops must be abolished, as well as all prisons. 

The fact that the overwhelming majority of black Americans disagree with Kaepernick on this issue doesn’t seem to matter to him. In August, a Gallup poll found that 81 percent of African Americans want the same or even more police presence in their neighborhoods.    

Kaepernick makes no bones about his feelings on police reform: “Fuck reform,” his articles states in a sub-heading. He writes: 

I began to ask myself the question “What is being reformed or reformulated?” Ultimately, I realized that seeking reform would make me an active participant in reforming, reshaping, and rebranding institutional white supremacy, oppression, and death. This constant re-interrogation of my own analysis has been part of my political evolution.

Kaepernick has had a political evolution indeed. He’s now a full-fledged radical, committed to indoctrinating America’s youth.  Several year ago, he founded a youth activist organization called “Know Your Rights Camp,” whose mission is to “advance the liberation and well-being of Black and Brown communities through education, self-empowerment, mass-mobilization and the creation of new systems that elevate the next generation of change leaders.”

In these camps he teaches impressionable youth that police terrorize, kidnap, and murder black people for no good reason, an injustice perpetuated by a white supremacist society that is systemically racist and anti-black.

His radical message and “political evolution” is both tragic and alarming. Incredibly, Kaepernick himself is half-white, whose biological mother, Heidi Russo, got pregnant with him when she was only 18. After Kaepernick’s African American father left Russo, she did not abort her child, rather, worked hard to find a family with the resources to adopt him and give him the proper care he needed. These parents ended up being Rick and Teresa Kaepernick, who are both white. They raised Colin from the time he was several weeks old, giving him everything they had. 

But the now radical Kaepernick seems to have forgotten his roots, and the fact that he’s not only half-white himself, but that two kind and caring white parents — from a predominantly white Milwaukee community — raised him to be a strong, successful athlete and human being. 

“Over the next month,” Kaepernick writes in his anti-cop diatribe, “my hope is that you, the reader, will have confronted the white supremacist underpinnings of policing and prisons and the state-sanctioned oppression, destruction, and execution of Black and Indigenous people and people of color.”

“Abolition now,” says the radicalized ex-football player. “Abolition for the people.”

Exposing Seattle’s ‘Internalized Racial Superiority for White People’ Training

by Christopher Paslay

Under the banner of “antiracism,” Seattle’s Office of Civil Rights is now explicitly endorsing principles of segregationism, group-based guilt, and race essentialism—ugly concepts that should have been left behind a century ago.

Christopher F. Rufo, the director of the Discovery Institute’s Center on Wealth & Poverty and a contributing editor for City Journal, recently obtained new documents from Seattle’s segregated “whites-only” trainings, which induct white employees into the cult of critical race theory.

As Rufo writes on his website:

Seattle’s Office of Civil Rights has developed a “race and social justice” curriculum for all 10,000 city employees.

I’ve obtained new documents from the city’s segregated “whites-only” trainings, which induct white employees into the cult of critical race theory.

The trainers require white employees to examine their “relationships with white supremacy, racism, and whiteness” and explain how their “[families] benefit economically from the system of white supremacy even as it directly and violently harms Black people.”

Under the banner of “antiracism,” Seattle’s Office of Civil Rights is now explicitly endorsing principles of segregationism, group-based guilt, and race essentialism—ugly concepts that should have been left behind a century ago.

Clearly, this is a violation of The Civil Rights Act of 1964, which exists to outlaw discrimination based upon a person’s race, color, religion, sex, or country of national origin. It explicitly expands these protections to employment programs. Under  Title VII:

It shall be an unlawful employment practice for any employer, labor organization, or joint labor-management committee controlling apprenticeship or other training or retraining, including on-the-job training programs to discriminate against any individual because of his race, color, religion, sex, or national origin in admission to, or employment in, any program established to provide apprenticeship or other training. (42 U.S. Code §2000e-2(d).)

Here are some of Seattle’s ‘Internalized Racial Superiority for White People’ training documents:

This slide below introduces the segregated training based on race, and asks white participants to introduce themselves and name their preferred “pronouns,” callously assuming the participants are even comfortable doing so (or communicating in such a manner).

This slide below, titled “Internalized Racial Superiority,” teaches that all whites internalize a “system of white supremacy,” and insists that all segregated white participants in the room suffer from such stigmatizing things as “cognitive dissonance,” “arrogance,” “violence,” and “anti-blackness,” among a dozen others.

This slide, titled “What We Do In White People Space,” encourages the segregated whites in the room to process white feelings (like sadness, shame, paralysis, confusion, and denial), to accept retraining (to learn new behaviors, concepts, missing histories, and ways of seeing that are hidden from them in white supremacy), and to take action to shift power (get politically active in helping redistribute resources, change who’s in power, and alter situations).

This slide, titled “Our Relationship With White Supremacy, Racism, and Whiteness in this Moment,” asks the segregated whites in the room to respond to one prompt. Prompt #1 asks: How are you aware of the ways that your family benefits economically from the system of white supremacy even as it directly and violently harms Black people and non-Black people of color and Indigenous people? Prompt #2 asks: How are you aware of your “white silence” (not naming race, racism or the system of white supremacy or taking action to end it) when it comes to comments and actions that cause harm to Black people? And prompt #3 asks: How is your “white fragility” showing up at work? (White fragility is a reflexive, defensive and sometimes deflecting response that we as white people can experience when feeling challenged about our relationship to race, racism and the system of white supremacy.)

It’s unclear whether any Seattle employee has filed a lawsuit against the city thus far.  However, Christopher F. Rufo is planning to file a complaint against Seattle’s Office of Civil Rights. In a July 29 Tweet, Rufo writes:

In the coming weeks, I will be filling an official civil rights complaint against Seattle’s Office of Civil Rights. They have created a new form of “institutional racism” that violates the core principle of “equality under the law.” It’s time to fight back.

It’s only a matter of time before others take Rufo’s lead and stand up against such divisive and polarizing racial discrimination. Proactively advocating for diversity, equity, and inclusion is one thing (and should be encouraged and applauded), but reeducating employees with toxic racial bigotry that clearly violates Title VII under The Civil Rights Act of 1964 should not be tolerated.