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Tag: critical race theory
Thomas Sowell on critical race theory…
Catholic University Speaker Says White Students Should ‘Crucify Their Whiteness’
The Atkins Center for Ethics at Carlow University in Pittsburgh, Pennsylvania, hosted an event titled “Rejecting White Christianity” on March 3. A guest speaker at the event, Miguel De La Torre, called for White Christians to “crucify” their “whiteness.”
“Eurochristian nationalism has been used to justify white supremacy. Many within communities of color, with colonized minds, seek to assimilate to a Euroamerican version of Christianity which is detrimental to their being,” reads an event description. “This presentation will explore what it means to see through the eyes of the dominant culture, how one rejects the Christianity of the dominant culture, and how one begins to create a different cultural foundation upon which to base one’s faith.”
The discussion was also billed as an “indigenous Latinx” lens through which one can conduct “ethical analysis” of Christianity. During his speech, De La Torre, a professor of “Latinx studies” at the Iliff School of Theology in Denver, Colorado, said white Christians should “crucify” their “whiteness”, according to The College Fix.
Misinformation, disinformation, and the 1619 Project
Earlier this year, Joe Biden asked social media companies to engage in more censorship in an effort to divert attention from the wholesale failure of his administration to “shut down the virus.” In a televised speech, he said “I make a special appeal to social media companies and media outlets: please deal with the misinformation and disinformation that’s on your shows. It has to stop.”
More recently, CNN denounced “misinformation” that blamed high gas prices and inflation on the Biden administration. Media outlets have accused Joe Rogan of “spreading disinformation” about Covid-19 and the vaccine because… he dared to ask scientific experts questions on these topics. Other examples of ideas that the legacy media has alternately labelled as “misinformation” and “disinformation” include assertions that Covid-19 escaped from a lab in Wuhan, China; the idea that there was some orchestrated manipulation of procedures to favor Biden in the 2020 election; that Hunter Biden’s laptop offered evidence that the Biden family had been enriched by various forms of international corruption; and that powerful NGOs and world governments are leveraging the pandemic to facilitate a “Great Reset” of the global economy. The campaign to ban these claims – most which are demonstrably true – indicates not a dangerous spread of “disinformation,” but a dangerous weaponization of the concept of disinformation in order to insulate the institutional left from criticism and opposition.
It is no accident that virtually every claim that is consistently labelled as disinformation is one that threatens the policy agenda of the Democratic party (or parts of their agenda that they are too embarrassed to state publicly). “Disinformation” is no longer a concept used to separate truth from falsehood. In the past few years, it has been rhetorically intensified to circumvent the question of truth entirely. It is a means to annex the public’s role in assessing the validity of reporting, placing this authority solely in the hands of “experts” who have the exclusive right to say what is “true.” Understanding the differences between “misinformation” and “disinformation” and observing the ways these concepts are arbitrarily applied is crucial to grasping how our media and other institutions undermine genuine public deliberation—a prerequisite for any functioning democracy.
Ketanji Brown Jackson Is A Trustee At School That Hosts Racially Segregated ‘Affinity Groups’ For Middle-Schoolers
Georgetown Day School, where Supreme Court nominee Ketanji Brown Jackson is a member of the board of trustees, hosts racially segregated clubs, euphemistically referred to as “affinity groups,” for middle- and high-schoolers.
GDS describes these racially segregated groups as “safe spaces.” The website says that “most” of them are open to “allies” but goes on to define an affinity group as “a group whose members share a particular identity,” continuing to note that the groups “can help identify, interpret, interrupt and dismantle sources of oppression or discrimination.”
The only two middle-school affinity groups are for “Students of Color Mentoring,” which exclude white students. The description for the middle-school mentoring program reads:
“The MS SOC Mentoring Program continues to provide community support for any and all students who identify as Black/African/African-American, Asian/Asian-American, Middle-Eastern/Middle-Eastern American, Native-American/Native/American Indian, Latinx/Hispanic, and/or of Bi-racial/Multi-racial descent.”
UC Berkeley Professor Told Students Abolishing Whiteness Means Wiping out White People
When you were growing up, the term “abolition” likely referred to slavery.
But much history has since been made, and we’re in the midst of a racial revolution.
These days, a world of wokeness wants to “abolish whiteness.”
How might that be done?
According to University of California, Berkeley Professor Zeus Leonardo, we must eradicate white people.
A bit of background via his faculty page:
Some of his essays include: “Critical Social Theory and Transformative Knowledge,” “The Souls of White Folk,” “The Color of Supremacy,” “Contracting Race,” and “Dis-orienting Western Knowledge.”
The author’s most recent books:
- Race, Whiteness, and Education
- Race Frameworks
- Education and Racism
Per The Post Millennial, in a video of the instructor’s lecture “Teaching Whiteness in a Multicultural Context and Colorblind Era,” Zeus asks, “Is it worth it to be white anymore?”
A host of current headlines beg the same.
White folks, he waxes, “depend” upon whiteness:
“[I’m] trying to distinguish between whiteness and ideology, white people and identities and white bodies, which is some kind of literal understanding there that then we graft the meaning of white people onto, right? But if you undercut whiteness as an ideology, one that a lot of abolitionists suggest is parasitic, right? And it’s an ideology that white people really depend on.”
Should they be let off the hook?
“If we give white people an option out of that, and it’s not just sort of words, right? It’s sort of structural transformations, then what I’m suggesting is that it also signals the withering away of white people.”
The professor gets downright biblical. To quote John Lennon, “imagine”:
“If you can, imagine we didn’t have white people…let’s say, 600 years ago. So the suggestion by abolitionists is, we made white people, so one is not born white. By virtue of having a white Bible, one has to be taught to be white. … [W]hites are taught as young children to be white.”
Usually, he asserts, “That means in opposition to the non-white, usually black.”
The instructor can’t fathom that colorblindness is real. “Colorblindness isn’t necessarily such a literal process of being blind to color,” he insists. “It’s about feigning being blind to color, because in a completely racialized globe, how do you not see race?”
White people know what they are:
“[W]e…know just from personal experience, that if a white person took a non-white person home as a date, everything changes. Right? … To bring home a friend who’s not white, everything changes.”
Why in the world wouldn’t whites want whites to be abolished? He theorizes it may be their awareness of whiteness:
“So in some, at least, lived way, whites already know that they’re white. And that may explain why there’s sort of this defensive reaction towards abolishing whiteness and abolishing white people, because there is an investment here, okay?”
And abolition, as he understands it, is exactly what must occur. White bodies, however, will get a pass:
“[M]y recent understanding is that to abolish whiteness is to abolish white people. Okay, now that’s…different from white bodies, right? White bodies will still exist, but we will no longer consider them white people.”
Elementary Schoolers Segregated, Shown Graphic Photos As Part Of Experiment
Children at an elementary school in San Antonio, Texas, were reportedly segregated by hair color and shown a Spike Lee film that included graphic autopsy photos.
News 4 San Antonio spoke to parents who reportedly “say they want their children to learn about racism and civil rights,” but believe that Northside Independent School District “went too far with the segregation experiment and by making children watch a documentary it admits was not age appropriate.”
The outlet interviewed Mike and Brandi Lininger — parents whose 10-year-old daughter was “was confused and hurt by a classroom experiment in January at Leon Springs Elementary,” according to the report.
“All of the dark-haired kids, the brown- and black-haired kids, were treated as the privileged ones and the blonde-haired and the redhead kids were the ones treated not so nicely,” Brandi Lininger explained. The couple said teachers told students children in the fair-haired group were less intelligent. The group was intentionally given a game with pieces missing so they could not play and were later forced to clean up after their classmates.
“She was hurt, her friends, and she named to the principal and to district officials, names of her friends that were crying,” Brandi Lininger continued.
Meanwhile, teachers played a Spike Lee documentary called “4 Little Girls” — which depicts the 1963 bombing of an Alabama church — to fifth graders. The movie contains autopsy photos of the girls’ bodies. Although the teacher claims she skipped the more graphic portions of the documentary, Mike Lininger said that his daughter was indeed exposed to the images: “The things that she said that she skipped over, my daughter was able to describe to us to a ‘T.’ So that night our daughter was unable to go to sleep in our own room; she was scared.”
Pizza Hut Pushes Anti-Racism Training For Teachers, Talks Of America’s ‘History Of Police Brutality And Systemic Racism’
Pizza Hut, through its Pizza Hut Foundation, is presenting training pamphlets for teachers that make statements such as “Racism exists within and beyond schools and communities of learning,” “The myth of a racial hierarchy remains a dominant part of America’s culture,” and “Acts of violence against Black communities are often identified on social media by the hashtag #BlackLivesMatter.”
In a pamphlet titled, “Empowering Educators: A Guidebook on Race and Racism,” it states, “The Empowering Educators Guidebook provides support for educators seeking to increase their personal awareness of race and racism, as well as direction on how to ground learning environments through inclusive curriculum and diverse, affirming literature.”
The pamphlet refers to America’s history of systemic racism as it talks about the death of George Floyd: “Floyd’s murder, along with other acts of violence against Black men and women leading up to and after his death, spurred global protests as America continues to reckon with its history of police brutality and systemic racism.”
It continues by arguing, “Many antiracist experts note that racism in America is not perpetuated by ‘bad’ people. Rather, racism is maintained by laws, policies, and normalized practices that are upheld consciously and unconsciously by those who knowingly or unknowingly benefit from them,” adding, “Although many people don’t engage in individual acts of racism, they still benefit from racist policies, practices, and social norms.”
It champions the “reality” of intersectionality, writing, “A person who is Black and female, for example, experiences discrimination and disadvantage differently than a person who is White and female. This concept of intersectionality was coined in 1989 by Dr. Kimberlé Williams Crenshaw. She describes how a person’s social identities such as race, class, and gender coincide to create overlapping systems of disadvantage. When developing your awareness, it is important to acknowledge this reality for students, families, and colleagues.”
Quoting the author of “Anti-Bias Education For Young Children and Ourselves,” the pamphlet states, “Children as young as three-years-old begin to show evidence of societal messages affecting how they feel about themselves or their group identity—this is the beginning of internalized superiority or internalized oppression.”
In a section titled, “Microaggresions,” the pamphlet states, “Microassaults are overt attacks intended to communicate discriminatory or biased feelings about a person or group,” followed by this example: “An educator calls on all White students before calling on any BIPOC students. (Underlying message: I don’t see you as equal to White students.)”
Then this: “Microinsults often come across as compliments, but they convey insensitivity or rudeness that demeans a person’s identity,” with the example, “‘You are so articulate.’ (Underlying message: It is unusual for someone of your race to be intelligent.)”
Mystal: U.S. Constitution Is ‘Trash’ Written by Slave-Owning ‘White People’
The Nation’s justice correspondent Elie Mystal said Friday on ABC’s “The View” that the United States Constitution is “trash” written by slave-owning white people.
Discussing his new book “Allow Me to Retort: A Black Guy’s Guide to the Constitution,” Mystal said, “Republicans are obviously trying to manipulate those laws, particularly the rights of minorities, women, and the LGBTQ communities, and I explain it in ways we can understand so we can fight them.”
Co-host Ana Navarro said, “I live in Florida, so I’m, like, on ground zero of where all of this is happening. I’m out of my mind about the bills banning conversations about race and ethnicity and LGBTQ, just even mentioning gender identity in primary schools…Are you arguing for throwing out the Constitution? Should the Constitution be thrown out? What do we do? Is it a living document, or is it a sacred document?”
Mystal said, “It’s certainly not sacred. Let’s start there. The Constitution is kind of trash. Again, let’s just talk as adults for a second.”
Co-host Joy Behar said, “What did you say?”
Mystal said, “It’s kind of trash. It was written by slavers and colonists and white people willing to make deals with slavers and colonists. They didn’t ask anybody who looked like me what they thought about the Constitution.”
Saying You’re ‘Colorblind’ About Race Is Now Considered Racist By The Federal Government
A race-based training program used by federal agencies claims, among other things, that saying one is “colorblind” to race is itself racist.
The training is part of a newly revealed federal diversity program that greatly expands on previously critical race theory trainings within the federal government, the Washington Examiner reported. Part of the expansion comes in the form of opposing “microaggressions,” or words and actions by one person that unintentionally upset another. As the Examiner noted, training provided to the Consumer Financial Protection Bureau says that offering a black student a basketball is considered offensive.
“Not only are federal workers urged to consider what they say, but also how their comments are received. In one chart, a white male is shown saying he is ‘colorblind.’ The black woman shown beside, however, takes as an insult that the white is denying her ‘racial/cultural being,’” the Examiner reported. “And, it advised men, don’t interrupt a woman speaking because they hear, ‘Women’s ideas are not valued.’”
Hellbound and Down 
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