Medical school has turned into a creepy anti-white racism CULT where graduates are required to swear oaths against white people

The University of Minnesota (UoM) Medical School is now forcing students to recite an anti-white oath before they are allowed to receive an education in pharmaceutical drugs, invasive surgery and other Western medicine protocols.

On August 19, UoM held an official white coat ceremony for the recitation ritual, which the school says is designed to “promote a culture of anti-racism” among students. (Related: Medical school students across the country are now being forced to say out loud that they have “white privilege” before being allowed to graduate.)

White coats themselves, students were told during the “woke” sacrament, are a “symbol of power, prestige, and dominance.” Students thus need to “strive to reclaim their identity as a symbol of responsibility, humility, and loving kindness.

“We commit to uprooting the legacy and perpetuation of structural violence deeply embedded within the health care system,” students were seen and heard reciting during the service.

The leader of the recitation was Dr. Robert Englander, associate dean for undergraduate medical education. He described the oath as “beautiful,” stating that it was written by students on consultation with their faculty advisors.

“We recognize inequities built by past and present traumas rooted in white supremacy, colonialism, the gender binary, ableism, and all forms of oppression,” the oath continues.

“As we enter this profession with opportunity for growth, we commit to promoting a culture of anti-racism, listening, and amplifying voices for positive change. We pledge to honor all Indigenous ways of healing that have been historically marginalized by Western medicine. Knowing that health is intimately connected to our environment, we commit to healing our planet and communities.”

Keep reading

72% of America’s Top Medical Schools Use Racial Politics to Eliminate Applicants

Seventy-two percent of America’s top medical schools use racial politics to weed out applicants, according to a review conducted by medical advocacy group Do No Harm.

According to the review, 72 percent of the nation’s top 50 schools and 80 percent of the top ten ask “probing questions to elicit responses from the applicant about his or her views on diversity, equity, and inclusion topics.”

The Duke University School of Medicine — ranked number six in the country — boasts that it has been “nationally recognized for its commitment to equity, diversity, and inclusion.” In an essay prompt for applicants to the school, admissions asks:

Potential sources of health inequities include race, gender, education, income, disability, geographic location, and sexual orientation. Moments to Movement (M2M) is Duke’s collective stand against systemic racism and injustice. The name signifies going beyond passive moments of reflection and becoming more active as we build to make lasting change for our patients, their loved ones and each other. Describe your understanding of race and its relationship to inequities in health and health care. [Emphasis added].

The number 14-ranked school — the University of Pittsburgh School of Medicine — prompts applicants to answer the following:

We are interested in combating all forms of systemic barriers, and would like to hear your thoughts on opposing specifically: systemic racism, anti-LGBTQ+ discrimination, and misogyny. How will you contribute?

In addition, the number 43-ranked medical school in the country at the University of Minnesota asks applicants whether they have “personally experienced or acted with implicit or explicit bias,” and then goes on to prompt a response to the following:

Our country is reckoning with its history, racism, racial injustice, and especially anti-black racism. Please share your reflections on, experiences with, and greatest lessons learned about systemic racism.

As Breitbart News previously reported, the Association of American Medical Colleges released new standards for teaching medicine that require students to achieve “competencies” in “white privilege,” “anti-colonialism,” and “race as a social construct,” among other race-essentialist ideas.

Keep reading

‘Orwellian’: School District Encourages Entire Town To Report Violations Of ‘Anti-Racism’ Policy

A Rhode Island school district is encouraging its community to report anyone who violates the district’s anti-racism policy.

The “Anti-racism, Anti-Discrimination and Anti-Harassment Policy” at South Kingstown school district in Rhode Island says anyone in the educational community is “personally responsible” and must “immediately report” different kinds of racism including, “cyber racism,” “interpersonal racism” and “institutional racism,” according to the district policy. The policy states that “any member of South Kingstown is encouraged to report incidents or allegations of incidents” that break anti-racism policy guidelines.

The school district administers “No Contact Orders,” prohibiting any verbal and physical contact between the alleged offender and victim, once a report is filed, the policy states. The policy aims to create a district that is “actively anti-racist and anti-discriminatory.”

“The South Kingstown School District Anti-Racism policy creates a paranoid, stasi-style online reporting system for any member of the Town of South Kingstown to report not only incidents of racism, but also cyber racism and interpersonal racism as defined by the district,” Nicole Solas, South Kingstown resident and Independent Women’s Forum senior fellow, told the Daily Caller News Foundation.

Violations of the policy include racism, defined as “systemic oppression of a racial group,” and cyber racism, which is racism on websites and blogs, as well as text messages, emails, images and videos, the policy stated. Interpersonal racism, defined as pre-judgment or bias in “privately held beliefs, conscious and unconscious and external behaviors and actions towards others,” and institutional racism, which is “inequitable outcomes for students who identify as Black, Indigenous, and People of Color in institutions,” are both included in the policy.

Keep reading

Worksheet at Boston High School Suggests Assassinations as Legitimate Form of Resisting ‘Oppression’

At Charlestown High School in the city of Boston, certain teachers instructing students learning English who recently arrived in the United States may be indoctrinating these children to incite violence as a form of resistance to their alleged oppressors, according to experts.

The “classroom files” of three of the school’s teachers in the Sheltered English Immersion program are currently available for download on the Boston Teachers Union (BTU) website. These teachers teach Humanities to ninth- and tenth-grade students who have recently arrived in the country from El Salvador, Honduras, Guatemala, the Dominican Republic, Haiti, and China, the website states.

One part of the curriculum profiled on the website involves “notes and assignments around oppression, resistance, and narrative structure.”

“It includes detailed note-taking sheets and powerpoints on institutional, interpersonal, and internalized oppression,” the BTU website states. “Students are invited to critically examine when certain forms of resistance might be appropriate.”

A worksheet titled “Forms of Resistance” is included as an example of what’s taught in the course.

The first page of the worksheet identifies three types of oppression as “Instituional [sic],” “Interpresonal [sic],” and “Internalized,” and then lists examples of each. One example of oppression at the institutional level was identified as, “Trump builds a wall on the border so it is harder for Latinos to enter the US.” At the interpersonal level, an example was, “A husband tells his wife she must stay home to cook and clean.” An example of oppression at the internalized level included, “An Asian girl hates her eyes, she thinks she is ugly so she gets surgery to change them.”

Students were next asked to “list different forms of resistance for each level of oppression.”

The following pages of the worksheet with the heading “Forms of Resistance Notes” contained 11 rows identifying 11 types of resistance that could be employed to end certain forms of oppression. The column on the far left contains pictures identifying each type of resistance and students are made to name in the type of resistance in the next column. Next, students are meant to fill in the blanks in the column that provides the “explanation” for each form of resistance. In the last section, students are to choose which of the three levels of oppression—institutional, interpersonal, or internalized—that the type of resistance was “most effective at ending.”

Alongside peaceful protest methods such as boycotts, sit-ins, and petitions, the worksheet also contains three images are appear to portray violent forms of revolt: riots, shown by masked protestors wearing all black throwing projectiles including what appears to be a flare; fights, depicted by a cartoon image of two people brawling; and political assassinations, shown by an image of President Richard Nixon as a target of crosshairs.

Keep reading

UCSD med school trains doctors to use critical race theory in health care

The University of California San Diego’s top-rated medical school integrates progressive social justice and racial politics into its curriculum in an effort to “expand medicine’s role as a mechanism of social engineering,” argues a new report written by critics of critical race theory.

The 14-page report, released June 21 and titled “The Woke Invasion of Racial Politics into UCSD Medical Education,” was published by Do No Harm and details guest lectures, curricula, protests, events and academic programming that appear to prioritize politics over science.

Some of it originates with administration, the report stated, “while other aspects of it are fostered by student pressure and activism, primarily in the wake of George Floyd.”

“Dismantling racism” is a stated goal of the UC San Diego Health Strategic Framework. The medical school’s “Family Medicine Diversity and Anti-Racism Committee” has hosted talks on microaggressions, implicit bias, border health and “race in medicine,” the report noted.

The UCSD-SDSU General Preventive Medicine Residency put out a statement supporting Black Lives Matter in which the group called for physicians to “move beyond race neutrality to actively embracing anti-racist policies.”

A School of Medicine program called “Transforming Indigenous Doctor Education” that trains future doctors on “social, environmental, economic and political issues related to providing healthcare to tribal communities” is cited in the report. Coursework includes classes called “Environmental Racism” and “Medicine, Race, and the Global Politics of Inequality.”

Medical trainees are encouraged to read Ibram X. Kendi’s book “How to Be an Anti-Racist.” The report also flags UCSD’s Department of Psychiatry’s anti-racism and diversity committee.

“Courses built around social justice narratives of injustice are increasingly offered and fused into existing medical education. Perhaps most disturbing is the growth of multiple internal institutes devoted to scientifically analyzing ‘empathy’ as a socially fungible metric,” the report stated.

Keep reading

Oregon Health Officials Delayed a Meeting Because ‘Urgency Is a White Supremacy Value’

The Oregon Health Authority (OHA) is a government agency that coordinates medical care and social well-being in the Beaver State. During the pandemic, OHA was responsible for coordinating Oregon’s vaccination drive and disseminating information about COVID-19—both vital tasks.

The agency’s office for equity and inclusion, however, prefers not to rush the business of government. In fact, the office’s program manager delayed a meeting with partner organizations on the stated grounds that “urgency is a white supremacy value.”

In an email obtained by Reason, Regional Health Equity Coalition Program Manager Danielle Droppers informed the community that a scheduled conversation between OHA officials and relevant members of the public would not take place as planned.

“Thank you for your interest in attending the community conversation between Regional Health Equity Coalitions (RHECs) and Community Advisory Councils (CACs) to discuss the Community Investment Collaboratives (CICs),” wrote Droppers. “We recognize that urgency is a white supremacy value that can get in the way of more intentional and thoughtful work, and we want to attend to this dynamic. Therefore, we will reach out at a later date to reschedule.”

Keep reading

The definitive proof critical race theory is being taught in our schools

Throughout this debate, we have heard that “critical race theory is simply a way to learn about the past” that “critical race theory is not taught in elementary schools or high schools” and that it is merely “teaching accurate history” and is only taught in law school and college.

America First Legal acquired narrative-shattering documents as part of its litigation against the Tredyffrin/Easttown Area School District (TESD) in Pennsylvania. They prove – unequivocally – the left’s dishonest gaslighting. Indeed, critical race theory is being taught in schools

This past winter, TESD parent Ben Auslander exercised his legal right to inspect the documents from teacher trainings that were being used by TESD. The teacher trainings were developed by The Pacific Educational Group, a consulting organization that relies on its “Framework for Systemic Racial Equity Transformation” to contract with school districts and corporations that want to be more woke.

While inspecting the documents, Auslander began making voice notes of what he was reading. When the administrator for TESD saw this, he told Auslander that this was a copyright violation and ended the inspection.

Keep reading

Push To Ban ‘Assault Rifles’ Like Fight To End Slavery, CRT Backer Ibram X. Kendi Tells CBS News

The ongoing effort to ban so-called assault weapons is similar to America’s bloody fight to end slavery, a CBS contributor and chief proponent of Critical Race Theory (CRT) said Sunday.

In a segment commemorating Juneteenth, Ibram X. Kendi told “Face the Nation” host Margaret Brennan he teaches his young daughter that the struggle for emancipation continues today. Kendi, the network’s “Racial Justice Contributor,” said “freedom” today means liberation from poverty and guns.

“I’m actually going to teach her that … throughout this nation’s history, there’s [sic] been two perspectives on freedom, really two fights for freedom,” Kendi said. “Enslaved people were fighting for freedom from slavery, and enslavers were fighting for the freedom to enslave.”

“And in many ways that sort of contrast still exists today,” he continued. “There are people who are fighting for freedom from assault rifles, freedom from poverty, freedom from exploitation. And there are others who are fighting for freedom to exploit, freedom to have guns, freedom to maintain inequality.”

Keep reading

‘Anti-racist’ prof Ibram X. Kendi wondered if daughter inhaled ‘smog’ of ‘white superiority’ amid attachment to white doll at daycare

“Anti-racist” professor and author Ibram X. Kendi in his Tuesday essay for the Atlantic wondered if his daughter inhaled the “smog” of “white superiority” amid her attachment to a white doll at daycare.

What are the details?

Kendi wrote that in the summer of 2017, he and his partner, Sadiqa, and their 1-year-old daughter, Imani, moved to Washington, D.C. During that time, Imani grew attached to a white doll with blue eyes and began throwing fits when she had to put it down, Kendi’s essay states.

He added that he and his partner “wondered if our black child’s attachment to a white doll could mean she had already breathed in what the psychologist Beverly Daniel Tatum has called the ‘smog’ of white superiority.”

Kendi detailed the history of dolls’ skin color, including a recent study concluding that white children “displayed a high rate of ‘white bias,‘ identifying lighter skin tones with positive attributes and darker hues with negative ones.” He added that black children also displayed white bias, but far less than white children; the study’s author said that’s because “black parents actively work to protect their children from bias by ‘reframing messages that children get from society’ about racial preference.” White parents “don’t have to engage in that level of parenting,” the study’s author found.

Keep reading