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.
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.
Great News! Marlo Safi, the culture reporter for the Daily Caller, featured a story about my new book in an article headlined, ‘Exploring White Fragility’: Longtime School Teacher Explains How Critical Race Theory Is Hurting Multicultural Classrooms:
“It’s definitely not sensitivity and it’s definitely not diversity. There used to be sensitivity and diversity years ago, and this is not that.”
Christopher Paslay has spent 24 years working as a Philadelphia teacher, and has a background in multicultural education. He told the Daily Caller that celebrating diversity in the classroom used to include tolerance and understanding, but schools across the country are taking a different approach to educating about different cultures by hiring “anti-racism” trainers, who accuse others of being complicit in racism.
“I think it’s gotten to the point where people fear [being accused of not participating in racial justice efforts],” Paslay said. “People still don’t know what anti-racism is. They think it’s just social justice, but they don’t know the other components to it.”
Paslay is the author of “Exploring White Fragility: Debating The Effects Of Whiteness Studies On America’s Schools.”
The trainings have a variety of names. Conservatives refer to them that as “critical “race theory” sessions. Progressives have called the sessions “sensitivity” and “diversity” training. Paslay’s book explores research and presents alternative recommendations on approaching diversity and inclusion in the classroom to bringing in guest speakers to conduct “anti-racism” trainings. While school and workplace administrators may invite such experts with admirable intentions of remedying disparities, Paslay claimed such trainings carry the potential of being counterproductive in achieving social justice.
His book is written from the perspective of a longtime educator with a background in multicultural education. Paslay has spent 24 years teaching high school English, where he crafts his lesson plans with a selection of texts and literature that represent the different cultures of his students in an effort to be inclusive, he told the Caller. . . .
Click here to check out the rest of the article.
by Christopher Paslay
There’s nothing unifying about Critical Race Theory, Mr. President.
“I’m rescinding the previous administration’s harmful ban on diversity and sensitivity training and abolishing the offensive, counterfactual 1776 commission,” President Biden stated at a recent press conference. “Unity and healing must begin with understanding and truth, not ignorance and lies.”
It’s painful to watch Joe Biden squint at the teleprompter and stumble though a bunch of lines he seems to know nothing about. It’s unclear whether Joe has been duped by his handlers and staffers — those who tell him what to say and what sign — or whether Joe actually believes what he’s saying. The fact is, President Biden’s words to the American people about lifting a supposed ban on “diversity and sensitivity training” are so off-base it almost seems as though he comes from another planet. Either that, or he’s simply gaslighting the country with flat out propaganda.
Those familiar with Critical Race Theory — and its offshoot, anti-racism — know that it has little to do with “diversity and sensitivity,” and even less to do with unity. In fact, Critical Race Theory and anti-racism emerged because things like diversity and sensitivity training — and Martin Luther King’s Civil Rights Movement based in classic liberalism — were moving too slowly for militant activists who wanted a more aggressive and provocative approach to so-called racial equality.
Believers in Critical Race Theory and anti-racism don’t want unity, and freely admit as much. The notion of unity, along with trying to identify universal qualities that bring us together, is a big no-no for anti-racist educators pushing Critical Race Theory. People like Robin DiAngelo, author of White Fragility, and Ibram X. Kendi, author of How to Be an Anti-Racist, insist universal human values don’t exist, literally. Whites are so privileged and steeped in systemic racism, and people of color are so oppressed and victimized, that these two groups can only experience the world relative to their own cultures, and a universal or unifying system of values and communication is impossible; to anti-racists, everything is relative to culture, and processed through the lens of race.
Which is why anti-racists preach that whites could never understand the oppressive lives of people of color, and any attempts to do so are met with accusations of racism or claims of white acculturalization — which is a fancy way of saying that whites who believe traditional values transcend race are pushing white supremacy culture on people of color.
Robin DiAngelo flat out states, “Niceness is not anti-racist.” In fact, suggesting people should be nice to each other is a form of violence, she believes, because being nice isn’t going to stop systemic racism or oppression; being nice simply perpetuates white supremacy. This is why KIPP charter school founder Richard Barth recently announced KIPP was retiring its national slogan, ‘Work hard. Be nice.’ According to Barth, the slogan “ignores the significant effort required to dismantle systemic racism, places value on being compliant and submissive, supports the illusion of meritocracy, and does not align with our vision of students being free to create the future they want.”
So much for the phony notion of unity, at least where Critical Race Theory and anti-racism are concerned. Anti-racism, stated another way, could be called “anti-unity.” Again, the unity model, based in “niceness” and understanding, does not attack so-called systemic racism and white supremacy culture head on, but serves to perpetuate it. What anti-racists who espouse Critical Race Theory want is agitation, provocation, and confrontation — and advocate for the kind of racial unrest we witnessed over the summer. In short, they want to shock white society out of its inherently racist, privileged bubble.
Critical Race Theory aims to target, disrupt, and dismantle “whiteness.” It stereotypes entire groups of people into polarizing identity groups — oppressive whites on one side, oppressed people of color on the other. Trainings based in Critical Race Theory, in public schools and government agencies, require participants to segregate themselves into affinity groups by race, deconstruct their racial identity, and admit their privilege and participation in a racist system.
Despite what President Biden says, none of this has anything to do with sensitivity training or unity. The ban on Critical Race Theory was an attempt to stop the polarization of people by race, the racialization of government agencies and schools, and from using skin color to judge entire groups of people. It was an attempt at universal communication and values, an attempt at unity.
In essence, President Biden is calling for unity by rescinding a ban aimed at bringing unity. He’s rescinding a ban on judging people by the color of their skin, and not the content of their character. He’s rescinding a ban that aimed to forward the Civil Rights legacy of Dr. Martin Luther King, Jr. His out-of-touch Executive Orders are what’s counterfactual, as is his bizarre notion of “sensitivity training.”
Ironically, it was the 1776 Commission that aimed to counter the misinformation being purported in the New York Times “1619 Project,” misinformation called out by Princeton historian Sean Wilentz, who in November of 2019, began circulating a letter objecting to the project, and of author Nikole Hannah-Jones’s work in particular.
Soon James McPherson, Gordon Wood, Victoria Bynum, and James Oakes — all leading scholars in their field, signed the letter which stated the 1619 Project fabricated facts and that the project reflected “a displacement of historical understanding by ideology.”
The New York Times refused to correct the misinformation about Americas’ founding, and author Hannah-Jones won a Pulitzer Prize. But even Hannah-Jones admitted that the 1619 Project wasn’t necessarily about history, but about journalism. Loose translation: it was first a piece of social justice propaganda, which put activism over history, and politics over facts.
And yet President Biden inverts reality and flips facts on their head. The 1776 Commission was created to correcthistory, not distort it. The ban on Critical Race Theory was made to bring America together, not drive it part.
Unity and healing, Mr. President, indeed start with understanding and truth, not ignorance and lies. Perhaps, as the new leader of the free world, you’d like to get some perspective on both.