Remarkable Shape-Shifting on Left's Critical Race Theory Takeover

They're scared. Race-bait leftists are scared shitless.

They're up against the wall and resorting to anything --- pure lies, propaganda, and even the power of the federal government --- to shut down kids and school moms showing up at board meetings nationwide. 

Goodness prevails over evil, and "antiracist/C.R.T." is going down.

From Ayaan Ali Hirsi, at UnHerd, "Critical Race Theory’s New Disguise":

Does “critical race theory” (CRT) really exist? Not according to Ralph Northam, the Governor of Virginia. CRT, he recently told The New York Times, “is a dog whistle that the Republicans are using to frighten people. What I’m interested in is equity.”

But rather than convince anyone about the non-existence of CRT, his comments merely confirmed something else: namely, CRT’s remarkable ability to shape-shift into whatever form its advocates choose. For Northam, CRT might not exist — but that’s only because it has undergone a rebranding.

Indeed, while many on the Right have obsessed over the rise of CRT in the past year, a different abbreviation has quickly become entrenched in America’s schools and colleges: “diversity, equity and inclusion” (DEI).

Part of its purpose appears to be to sow confusion among opponents of CRT. It has certainly riled the conservative Heritage Foundation. In its recent guide on “How to identify Critical Race Theory”, it warns of a “new tactic” deployed by the movement’s defenders: they “now deny that the curricula and training programs in question form part of CRT, insisting that the ‘diversity, equity, and inclusion (DEI)’ programs of trainers such as Ibram X. Kendi and Robin DiAngelo are distinct from the academic work of professors such as Derrick Bell, Kimberle Crenshaw, and other CRT architects”.

Certainly, regardless of which trendy three-letter term you prefer to describe the latest iteration of America’s obsession with race, the goal in each case is the same: to shift away from meritocracy in favour of an equality of outcome system.

But implementing a grievance model into our youth education curriculum will not fix the problems it purports to solve. There is, after all, a dearth of evidence suggesting that DEI programmes advance diversity, equity or inclusion. In fact, if DEI programmes in schools have similar results as DEI corporate training, they might be not only ineffective, but potentially harmful.

This shift is due to the clear failure of affirmative action policies. First introduced more than 50 years ago, they were intended to create equal opportunities for a black community said to be held back by the legacies of slavery and Jim Crow laws. Suffice it to say that they failed. Today, only 26% of black American’s have a Bachelor’s degree, 10% lower than the national average. More than half of black households earn less than $50,000 annually, and the labour force participation rate for black men is 3.3% lower than for white men; it has actually shrunk by 11.6% since the early 1970’s. Only four CEOs from Fortune 500 companies are black.

Instead of providing opportunities for black students, affirmative action threw many students into the deep-end of schools where they lacked the educational foundation to succeed. Frequently, as Richard Sander and Stuart Taylor Jr have observed, they were mismatched: “Large racial preferences backfire[d] against many, and perhaps, most recipients, to the point that they learn less… usually get much lower grades, rank toward the bottom of the class, and far more often drop out.”

But rather than recognise the failure of this approach, its proponents have chosen to double down. Without analysing why affirmative action failed to produce equal opportunity for black students, and without trying to identify solutions that would be more impactful, those interested in CRT and DEI only wish to manipulate the system further.

Instead of focusing on ways to lift black students up as individuals with agency, ability and choice, they believe the system must reorient itself to produce the desired outcome, starting with kindergarten. It is dependent on the magnification of barriers and tension between racial groups — something which I suspect is psychologically damaging to both white and black students.

For white students, the blame of slavery and Jim Crow laws are laid at their feet...

More.