In recent months, I’ve advised hundreds of leaders across the country, from local school board candidates to members of the United States House and Senate. I’ve distilled down my advice into this briefing book, which contains definitions, quotations, stories, language, and model policies—everything you need to fight critical race theory in American institutions.
Right now, we have enormous momentum on this issue. But in order to turn this sentiment into victory, we need to build a persuasive argument to the public and implement smart policies at every level of government. I hope this guidebook will help thousands of leaders learn about critical race theory, explain it to their constituents, and abolish it from American public life.
Recently, on the Black News Channel, Temple professor and BNC host Marc Lamont Hill asked Manhattan Institute Senior Fellow Christopher Rufo to “name something positive about being white.” This took place during Lamont Hill’s 26 minute interview with Rufo about the pros and cons of Critical Race Theory in America.
This video highlights the excerpt, but also brings attention to the impact culture has on racial disparities in the United States (something Rufo attempted to analyze during the interview), and how exploring culture has become increasingly taboo with anti-racists and those who push Critical Race Theory in education and government.
Full interview of Christopher Rufo by Marc Lamont Hill on the Black News Network here:
Purchase Exploring White Fragility: Debating the Effects of Whiteness Studies on America’s Schools here.
As Christopher Rufo reported in a City Journal article titled “Merchants of Revolution, “California public schools are embarking on a new experiment: education as social justice. Earlier this year, the state Department of Education approved an ethnic studies model curriculum, and individual school districts have begun to implement programs that advocate ‘decolonizing’ the United States and ‘liberating’ students from capitalism, patriarchy, and settler colonialism.” Thanks for Watching.
Some parents of Haverford School District students are not happy with the lack of transparency surrounding the school’s Equity Team, and would like more information on members, their specific plans and objectives.
The resolution stated in part, “we must recognize that racism and hate have no place in our schools and society. However, we must understand that racism is systemic, and it is unconsciously and consciously rooted into our institutions, policies, and practices. Consequently, we acknowledge that we must look at our own school policies and practices through an anti-racist and equity lens to address traces of racism and inequity that still exist within our own school community.”
The resolution went on to establish the development of district-wide equity leadership teams, which, according to the resolution, “will be responsible for developing ideas and strategies to submit to SDHT administration and Board of Directors around equity.”
The establishment of diversity, equity, and inclusion teams in American schools has become the latest educational trend. And while there’s nothing controversial about assembling such teams (in some cases these teams do objective and meaningful work), there have been cases where school districts have used so-called “diversity, equity, and inclusion” to forward a political agenda, and usher in radical, identity politics aimed at indoctrinating students rather than educating them.
Such was the case last year in North Carolina. The Wake County Public School System, which serves the greater Raleigh, North Carolina area, held an equity-themed teachers’ conference with sessions on “whiteness,” “microaggressions,” “racial mapping,” and “disrupting texts,” encouraging educators to form “equity teams” in schools and push the new party line: “antiracism.”
According to an article by Christopher Rufo, the first session of this equity-themed conference was called, “Whiteness in Ed Spaces,” where school administrators provided two handouts on the “norms of whiteness.” The article stated:
These documents claimed that “(white) cultural values” include “denial,” “fear,” “blame,” “control,” “punishment,” “scarcity,” and “one-dimensional thinking.” According to notes from the session, the teachers argued that “whiteness perpetuates the system” of injustice and that the district’s “whitewashed curriculum” was “doing real harm to our students and educators.” The group encouraged white teachers to “challenge the dominant ideology” of whiteness and “disrupt” white culture in the classroom through a series of “transformational interventions.”
Parents, according to the teachers, should be considered an impediment to social justice. When one teacher asked, “How do you deal with parent pushback?” the answer was clear: ignore parental concerns and push the ideology of antiracism directly to students. “You can’t let parents deter you from the work,” the teachers said. “White parents’ children are benefiting from the system” of whiteness and are “not learning at home about diversity (LGBTQ, race, etc.).” Therefore, teachers have an obligation to subvert parental wishes and beliefs. Any “pushback,” the teachers explained, is merely because white parents fear “that they are going to lose something” and find it “hard to let go of power [and] privilege.”
While the School District of Haverford Township has not embraced such radical and polarizing ideas, Haverford High School’s so-called “Student Equity Team” did recently send out an anonymous survey—not open to parents—asking students if they “have experienced implicit forms of discrimination like microaggressions,” and if students are confident that they know what a microaggression is.
Some parents of Haverford High School students have found this concerning, being that children in high school have no real understanding of microaggressions, and even if they did grasp the complexity of this, it wouldn’t matter; the concept has been thoroughly debunked by science. In 2017, Emory University psychology professor Scott O. Lilienfeld published a paper titled, “Microaggressions: Strong Claims, Inadequate Evidence,” which argued that the microaggression research program (MRP) “is far too underdeveloped on the conceptual and methodological fronts to warrant real-world application.”
The paper also recommended the abandonment of the term “microaggression,” and called for “a moratorium on microaggression training programs and publicly distributed microaggression lists pending research to address the MRP’s scientific limitations.”
Concerned parents did reach out to Haverford High School about the anonymous Student Equity Team survey, and were told by school officials that the Student Equity Team hoped to get more honest responses from students by keeping the survey anonymous. School officials did ultimately show the survey to concerned parents, and explained the survey results would go to Haverford High School administrators and the Teacher Equity Team to review; the purpose was to look for areas to improve at Haverford High School, and to bring in training to address such areas.
But not all parents are happy about the survey, and the Haverford School District Equity Team in general. The leader of a local parent group expressed frustration at the lack of transparency by the School District, especially involving the details of their so-called “Equity Team.” The parent group leader stated that they still have no idea who is on this equity team, or what exactly they are working to implement in the school—even after the parent group made numerous requests and filed “right to know” documents.
Is the School District of Haverford Township’s equity team approach the same as the Wake County Public School System? Will Haverford Township’s equity team strive to end the achievement gap by educating students with rigorous academic skills, or by indoctrinating them with identity politics?
This remains to be seen. Perhaps if the School District of Haverford Township were more transparent with their Equity Team, and responded more appropriately to parent requests for information, none of this would be an issue.
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!
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!
According to Christopher Rufo’s latest newsletter:
Critical race theory is a grave threat to the American way of life. It divides Americans by race and traffics in the pernicious concepts of race essentialism, racial stereotyping, and race-based segregation—all under a false pursuit of “social justice.” Critical race theory training programs have become commonplace in academia, government, and corporate life, where they have sought to advance the ideology through cult-like indoctrination, intimidation, and harassment. It is time to fight back. . . .
Our ambition is to take one of these cases to the United States Supreme Court and establish that critical race theory-based programs—which perpetuate racial stereotypes, compel discriminatory speech, and create hostile working environments—violate the Civil Rights Act of 1964 and the United States Constitution. When we are victorious in the courts, it will have an immediate ripple effect through every school, government agency, and private employer in the nation. We will effectively abolish critical race theory programs from American life.
Christopher Rufo’s most recent article, “Woke Elementary,” exposes how an elementary school in Cupertino, California, recently forced a class of third-graders to deconstruct their racial identities, and rank themselves according to their “power and privilege.”
An elementary school in Cupertino, California—a Silicon Valley community with a median home price of $2.3 million—recently forced a class of third-graders to deconstruct their racial identities, then rank themselves according to their “power and privilege.”
Based on whistleblower documents and parents familiar with the session, a third-grade teacher at R.I. Meyerholz Elementary School began the lesson on “social identities” during a math class. The teacher asked all students to create an “identity map,” listing their race, class, gender, religion, family structure, and other characteristics. The teacher explained that the students live in a “dominant culture” of “white, middle class, cisgender, educated, able-bodied, Christian, English speaker[s],” who, according to the lesson, “created and maintained” this culture in order “to hold power and stay in power.”
Please watch the video above for an analysis of the article.
A mother sues a Las Vegas charter school after critical race theory and intersectionality create a hostile environment in her son’s classroom.
It appears that the push to indoctrinate American students with polarizing identity politics has finally gone too far. According to an article in the Epoch Times:
A high school senior of mixed race is suing a taxpayer-funded charter school in Nevada over the “coercive, ideological indoctrination” that is central to its Critical Race Theory-based curriculum that forces students to associate aspects of their identity with oppression.
In the lawsuit, Clark v. State Public Charter School Authority, filed Dec. 22 in federal court in Nevada, the young plaintiff William Clark and his mother Gabrielle Clark claim their First and Fourteenth Amendment rights were being violated. Students were allegedly told that by refusing to identify with an oppressive group, they were exercising their privilege or underscoring their role as an oppressor. . . .
The new curriculum “inserted consciousness raising and conditioning exercises under the banner of ‘Intersectionality’ and ‘Critical Race Theory.’ These sessions … are not descriptive or informational in nature, but normative and prescriptive: they require pupils to ‘unlearn’ and ‘fight back’ against ‘oppressive’ structures allegedly implicit in their family arrangements, religious beliefs and practices, racial, sexual, and gender identities, all of which they are required to divulge and subject to non-private interrogation.”
William was directed “in class to ‘unlearn’ the basic Judeo-Christian principles [his mother] imparted to him, and then [the school] retaliated against [him].”
“Some racial, sexual, gender and religious identities, once revealed,” the complaint states, “are officially singled out in the programming as inherently problematic, and assigned pejorative moral attributes by Defendants.”
The lawsuit, filed by Attorney Jonathan O-Brien in association with Schoolhouse Rights, can be found here. The suit involves “compelled speech” and alleges violation of the First, Fifth and Fourteenth Amendments (Due Process: Invasion of Privacy & Equal Protection), among other counts.
With critical race theory and intersectionality becoming more contentious and invasive, any student, parent, or other member of the education community who feels they’ve been subject to a hostile environment is encouraged to speak out and report the incident. This includes being stereotyped and publicly judged by race, religion, gender, or sexuality — or being compelled to accept or submit to derogatory labels such as “privileged” or “oppressed,” or of suffering from “internalized superiority” or “internalized oppression,” or of being forced to publicly state race or use so-called “gender pronouns.”
Resources to help students, parents, and educational community members speak out include:
Fair Education, a non-profit corporation formed to advocate for our children, students, and teachers in our public schools and universities
No Left Turn in Education, a grassroots organization which aims to revive in American public education the fundamental discipline of critical and active thinking which is based on facts, investigation, logic and sound reasoning
For those families who have children in schools like Democracy Prep, who mean well and want social justice, ask yourselves this:
Do you want your child treated as a person, or as an identity group?
Do you want your child’s teachers to stereotype them by race, or communicate with them as individuals?
Do you want your child educated with academic skills, or indoctrinated with identity politics?
Do you want your child to develop into a free thinking American citizen, or an aggrieved political activist?
Do you want your child to embrace the love and compassion of MLK, or the anger and resentment of BLM?
Think about that for a moment. If you answered the former for most of the questions, it might be time to speak out against the kind of racialized indoctrination taking place in schools like Democracy Prep.
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.