
Why, they’re the same!



Under the pretext of promoting diversity, students and parents are being forced to accept anti-racist curriculum in subjects from English to math, in which white students are reminded of their white privilege and given dictatorial edicts by their teachers to which no one may object.
The rapid deterioration of education quality in New York City is the model: get the teachers union on board with the CRT industry, and then destroy the traditional curriculum of American History, classic literature and learning math by substituting struggle sessions to demean targeted racial or ethnic groups, dictating reading lists of vile “anti-racist” authors, eliminate meritocratic high schools and introduce non-academic and age-inappropriate sexual materials.
The Nation of Islam may be the largest racist religion in America. It is certainly the most influential with Louis Farrakhan’s original Million Man March drawing some 400,000 racists and allies of the hate group, including a young Barack Obama, who would later be photographed as a senator with the black supremacist leader at a Congressional Black Caucus event.
House Majority Whip Rep. James Clyburn, the third highest ranking Democrat, and the kingmaker who got Biden the Democrat nomination and the White House, had thanked Farrakhan for, “offering up a number of precepts that we ought to adhere to.”
Clyburn is one of a number of congressional Democrats who have Nation of Islam links.
Despite a history of violent terrorism by the Nation of Islam and its spinoff groups, its racist theology which believes that white people are subhuman devils who will be killed off, and its antisemitism and conspiracy theories, the hate group is also incredibly culturally influential.
Black Nationalist theology, politics and culture are built on the ideas of the Nation of Islam.
When Dr. Martin Luther King Jr. took to the steps of the Lincoln Memorial in 1963 to deliver his famous “I Have a Dream” speech, he offered Americans, of all races, a compelling vision of a society no longer prejudiced by race. He envisioned a country where citizens are judged “by the content of their character” and not “the color of their skin.”
But to listen to today’s most prominent “antiracists,” King’s dream is what stands in the way of racial justice in 21st-century America. The result is the return of legal racial discrimination.
In Madison, Wisconsin, the famously leftist city government recently established a Police Civilian Oversight Board in response to activists concerned with police relations. The board’s mission is rather vague: “provide input,” “engage in community outreach,” and “make policy-level recommendations.” What the board is not vague about is who is allowed to participate.
Six of the board’s 11 members must be black. No Asians, American Indian, Hispanics or Latinos, or Whites can sit in those six seats: “Blacks Only,” to use the terminology of the City’s Alder Workgroup, which explicitly mandated “50 percent Black members.”
Furthermore, one board seat is reserved for an Asian; one board seat is reserved for an American Indian; one board seat is reserved for someone identifying as “Latinx.” Finally, one board seat is reserved for a “member of the LGBTQ community,” although the city presumably would allow someone to be both a minority and LGBTQ at the same time.
Heralded as a serious effort at “equity” and “inclusion,” Madison’s Police Civilian Oversight Board intentionally discriminates based on racial categories—a practice with an ugly and pernicious past. This is also the vision of America’s most prominent “antiracists.” For example, in his 2019 book, “How to be an Antiracist,” best-selling author Ibram X. Kendi is explicit that, “The only remedy to past discrimination is present discrimination. The only remedy to present discrimination is future discrimination.”
Unfortunately, Madison is not alone in this kind of legal racism. California now imposes racial quotas on private companies’ boards. NASDAQ is following suit. Many private companies, such as Delta Airlines and Wells Fargo, are promising to impose quotas.


Ann Arbor Public Schools (AAPS) Superintendent attended an “equity learning” seminar, which taught school leaders that objectivity, among other traits, is a characteristic of white supremacy.
According to a post from AAPS Superintendent Dr. Jeanice Swift, on Feb. 13, she attended an equity seminar led by the organization Equity Leaders. In the course, district leaders were shown a slide describing the “characteristics of white supremacy culture.” Characteristics included but were not limited to, perfectionism, a sense of urgency, defensiveness, fear of open conflict, individualism, and objectivity.
Ayanna Howard, a robotics researcher at Georgia Tech, is concerned that robot technology, that ultimately uses human inputted artificial intelligence, will show biases against blacks. She tells the New York Times that “given the current tensions arising from police shootings of African-American men from Ferguson to Baton Rouge, it is disconcerting that robot peacekeepers, including police and military robots, will, at some point, be given increased freedom to decide whether to take a human life, especially if problems related to bias have not been resolved.”
Howard and others say that many of today’s algorithms are biased against people of color and others who are unlike the white, male, affluent and able-bodied designers of most computer and robot systems
Last week, the ODE promoted through its newsletter a short course called the “Pathway to Math Equity Microcourse.” The “microcourse” is designed for middle school teachers to teach them to use its toolkit for “dismantling racism in mathematics.”
The toolkit, according to a Fox News report, includes a list of ways “white supremacy culture” supposedly “infiltrates math classrooms.” The ones cited include that the “focus is on getting the ‘right’ answer’,” and students are “required to ‘show their work,’ ” which used to be keys to teaching math to grade-schoolers.
The toolkit says that “The concept of mathematics being purely objective is unequivocally false, and teaching it is even much less so.” It adds that “Upholding the idea that there are always right and wrong answers perpetuate objectivity as well as fear of open conflict.”
Objectivity must be banned because its exercise disproves what the wokeist whackos are saying.
The toolkit encourages teachers not to focus on students getting the “right” answer but to come up with more than one answer to questions that are “equally right,” as if that were, ahem, mathematically possible. It also encourages teachers to adopt its guidelines to help “identify and challenge the ways that math is used to uphold capitalist, imperialist, and racist views.”
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