How the Media Ignore Jew-Haters

From Christine Rosen, at Commentary:

If you Google the term “anti-Semitism,” the search engine returns a straightforward definition: “Hostility to or prejudice against Jewish people.” By this definition, it is beyond doubt that the statement “Jews have an insatiable appetite for war and killing” is anti-Semitic; replace “Jews” with any other race or ethnic group and there would be no argument about it.

But while Google offers a clear definition online of anti-Semitism, it is much more confused about the matter among its employees. How else to explain, as Alana Goodman of the Free Beacon first reported, that Kamau Bobb, Google’s head of Diversity, Equity, and Inclusion, continues to be employed at the company after saying in a 2007 blog post that Jews have an “insatiable appetite for war” and an “insensitivity to the suffering [of] others.”...

RTWT.

 

John McWhorter, Woke Racism

At Amazon, John McWhorter, Woke Racism: How a New Religion Has Betrayed Black America.

Critical Race Theory Driving Teachers Out

 At CNBC, "Critical race theory battles are driving frustrated, exhausted educators out of their jobs":

Battles over diversity and equity initiatives in public schools have resulted in administrators and teachers being fired or resigning over discussions about race. 

[Connecticut high school principal Rydell Harrison] is one of a small but growing number of educators who have left their jobs after school districts became inundated in recent months by furious parents who’ve accused them of teaching critical race theory, an academic framework usually taught in graduate schools that posits racial discrimination is embedded within U.S. laws and policies. Administrators at virtually every district facing these conflicts — including Harrison’s — have insisted they don’t teach critical race theory, but conservative activists are using that label for a range of diversity and equity initiatives that they consider too progressive, prompting lawmakers in 22 states to propose limits on how schools can talk about racial issues. 

In education, we have responded to opposition with truth and facts and being able to say, ‘Yeah, I can see why that’d be a concern, but this is what is really happening.’ In most cases that works for us,” Harrison said. “But when facts are no longer part of the discussion, our tools to reframe the conversation and get people back on board are limited.” 

Against the backdrop of hostility to discussions of race in schools — and as five states have passed laws limiting how teachers can address “divisive concepts” with students — administrators and teachers across the country say they have been pushed out of their districts. Some have opted to leave public schools entirely, while others are fighting to save their career. The result in these districts is what educators and experts describe as a brain drain of those who are most committed to fighting racism in schools. 

In Southlake, Texas, at least four administrators who were instrumental in crafting or implementing a plan combat racial and cultural discrimination in the Carroll Independent School District left the district this spring following a community backlash to diversity and inclusion efforts. 

In Eureka, Missouri, the only Black woman in the Rockwood School District’s administration resigned from her position as diversity coordinator after threats of violence grew so severe that the district hired private security to patrol her house. 

“This is going to cause an exodus among an already scarce recruiting field in education,” said Kumar Rashad, a Louisville, Kentucky, math teacher and local teachers union leader. “People aren't entering the field as much as they were, and now we have this to chase them away.” 

In Sullivan County, Tennessee, Matthew Hawn, a white high school social studies teacher, is facing termination after assigning an essay on President Donald Trump by writer Ta-Nehisi Coates and showing a video of a poetry reading about white privilege that included curse words. The district accused Hawn, who is appealing to save his job, of not showing opposing viewpoints. Both Hawn and the district declined to comment.

In Florida, Education Commissioner Richard Corcoran said “we made sure” that Amy Donofrio, a white English teacher in Jacksonville, was fired for displaying a Black Lives Matter banner in her classroom at Robert E. Lee High School. Donofrio, who was removed from teaching duties by school officials in March but has not yet been fired, has sued the district, claiming administrators violated her free speech rights and retaliated against her for advocating for Black students...

Tucker Slams Extreme Leftists on Mandatory Indoctrination in Our Schools (VIDEO)

A great, great opening segment.

Watch:

Tulsi Gabbard: 'Please let us stop the RACIALIZATION of everyone and everything — i.e., racialism (VIDEO)

One of the greatest American patriots alive today, and I say this after thinking she was bonkers for a while during her campaign, but she's been proved right more and more often, especially on U.S. government intelligence scandals, Russia overreach in U.S. foreign policy, the China threat, and now the existential danger (from within) of "woke" racialism --- "racism," racism," racism" --- "you're racist" all-hate Democrat, well, racism.

Watch:

New York Parent Andrew Guttman Pulls Daughter from Elite Brearley Private Academy, and His Scathing Letter Has Gone Viral (VIDEO)

Tucker Carlson read the guy's letter on last night's show (video below). 

It turns out parent Andrew Guttman published an open letter at Bari Weiss' page slamming pretty much everybody over at Brearley, an elite private school in Manhattan. His daughter's been attending the school for seven years, for good reason, as apparently the school's got creds, with such folks as Caroline Kennedy, the daughter of President John F. Kennedy, having attended there, and with media elites like Drew Barrymore and Tiny Fey sending their daughters to the school as well. 

I think all of those working on these issues --- or suffering through them --- feel as though the tide is turning, although I'm skeptical, as it's not just a few New York private schools we're talking about here, but virtually the entire U.S. educational establishment, public and private schools, colleges, and universities all, that's been infected by this evil --- honestly, diabolical --- ideological "teaching" agenda. 

And "suffer" might not be a strong enough word: Remember Ms. Jodi Shaw was fired from her position at Smith College, after months of uproar at the school over bogus claims of "racism," and then with Ms. Shaw's own travails in taking a principled position standing up to the powers that be there, who are still there, and not Ms. Shaw; and said powers, especially the president of that school, Kathleen McCartney, have never made amends to, much less apologized for anything (or not that I'm aware of), the staff at that campus who endured the abuse of whatever totally privileged black (international) woman student who made all the accusations that further inflamed an apparently already hostile climate up there in Northampton, Massachusetts.

And a brave and courageous teacher at Grace Church High School, also in Manhattan, was "relieved of his duties" this week, after he published an earlier piece at Ms. Weiss' Substack page, and the ghouls at Grace weren't pleased, but up until now, it looks like, have been not so thrilled about the "critical race theory" pedagogy then working its way over to that campus, after nearly burning down others similarly overrun campuses that have been destroyed by this wicked and evil "antiracist" shame of a "woke" teaching and learning curriculum.  

The New York Post has the story of Mr. Guttman and his daugher, and read the letter at Ms Weiss' page, "You Have to Read This Letter":

April 13, 2021

Dear Fellow Brearley Parents,

Our family recently made the decision not to reenroll our daughter at Brearley for the 2021-22 school year. She has been at Brearley for seven years, beginning in kindergarten. In short, we no longer believe that Brearley’s administration and Board of Trustees have any of our children’s best interests at heart. Moreover, we no longer have confidence that our daughter will receive the quality of education necessary to further her development into a critically thinking, responsible, enlightened, and civic minded adult. I write to you, as a fellow parent, to share our reasons for leaving the Brearley community but also to urge you to act before the damage to the school, to its community, and to your own child's education is irreparable.

It cannot be stated strongly enough that Brearley’s obsession with race must stop. It should be abundantly clear to any thinking parent that Brearley has completely lost its way. The administration and the Board of Trustees have displayed a cowardly and appalling lack of leadership by appeasing an anti-intellectual, illiberal mob, and then allowing the school to be captured by that same mob. What follows are my own personal views on Brearley's antiracism initiatives, but these are just a handful of the criticisms that I know other parents have expressed.

I object to the view that I should be judged by the color of my skin. I cannot tolerate a school that not only judges my daughter by the color of her skin, but encourages and instructs her to prejudge others by theirs. By viewing every element of education, every aspect of history, and every facet of society through the lens of skin color and race, we are desecrating the legacy of Dr. Martin Luther King Jr., and utterly violating the movement for which such civil rights leaders believed, fought, and died.

I object to the charge of systemic racism in this country, and at our school. Systemic racism, properly understood, is segregated schools and separate lunch counters. It is the interning of Japanese and the exterminating of Jews. Systemic racism is unequivocally not a small number of isolated incidences over a period of decades. Ask any girl, of any race, if they have ever experienced insults from friends, have ever felt slighted by teachers or have ever suffered the occasional injustice from a school at which they have spent up to 13 years of their life, and you are bound to hear grievances, some petty, some not. We have not had systemic racism against Blacks in this country since the civil rights reforms of the 1960s, a period of more than 50 years. To state otherwise is a flat-out misrepresentation of our country's history and adds no understanding to any of today's societal issues. If anything, longstanding and widespread policies such as affirmative action, point in precisely the opposite direction.

I object to a definition of systemic racism, apparently supported by Brearley, that any educational, professional, or societal outcome where Blacks are underrepresented is prima facie evidence of the aforementioned systemic racism, or of white supremacy and oppression. Facile and unsupported beliefs such as these are the polar opposite to the intellectual and scientific truth for which Brearley claims to stand. Furthermore, I call bullshit on Brearley's oft-stated assertion that the school welcomes and encourages the truly difficult and uncomfortable conversations regarding race and the roots of racial discrepancies.

I object to the idea that Blacks are unable to succeed in this country without aid from government or from whites. Brearley, by adopting critical race theory, is advocating the abhorrent viewpoint that Blacks should forever be regarded as helpless victims, and are incapable of success regardless of their skills, talents, or hard work. What Brearley is teaching our children is precisely the true and correct definition of racism.

I object to mandatory anti-racism training for parents, especially when presented by the rent-seeking charlatans of Pollyanna. These sessions, in both their content and delivery, are so sophomoric and simplistic, so unsophisticated and inane, that I would be embarrassed if they were taught to Brearley kindergarteners. They are an insult to parents and unbecoming of any educational institution, let alone one of Brearley's caliber.

I object to Brearley’s vacuous, inappropriate, and fanatical use of words such as “equity,” “diversity” and “inclusiveness.” If Brearley’s administration was truly concerned about so-called “equity,” it would be discussing the cessation of admissions preferences for legacies, siblings, and those families with especially deep pockets. If the administration was genuinely serious about “diversity,” it would not insist on the indoctrination of its students, and their families, to a single mindset, most reminiscent of the Chinese Cultural Revolution. Instead, the school would foster an environment of intellectual openness and freedom of thought. And if Brearley really cared about “inclusiveness,” the school would return to the concepts encapsulated in the motto “One Brearley,” instead of teaching the extraordinarily divisive idea that there are only, and always, two groups in this country: victims and oppressors.

l object to Brearley’s advocacy for groups and movements such as Black Lives Matter, a Marxist, anti family, heterophobic, anti-Asian and anti-Semitic organization that neither speaks for the majority of the Black community in this country, nor in any way, shape or form, represents their best interests.

I object to, as we have been told time and time again over the past year, that the school’s first priority is the safety of our children. For goodness sake, Brearley is a school, not a hospital! The number one priority of a school has always been, and always will be, education. Brearley’s misguided priorities exemplify both the safety culture and “cover-your-ass” culture that together have proved so toxic to our society and have so damaged the mental health and resiliency of two generations of children, and counting.

I object to the gutting of the history, civics, and classical literature curriculums. I object to the censorship of books that have been taught for generations because they contain dated language potentially offensive to the thin-skinned and hypersensitive (something that has already happened in my daughter's 4th grade class). I object to the lowering of standards for the admission of students and for the hiring of teachers. I object to the erosion of rigor in classwork and the escalation of grade inflation. Any parent with eyes open can foresee these inevitabilities should antiracism initiatives be allowed to persist.

We have today in our country, from both political parties, and at all levels of government, the most unwise and unvirtuous leaders in our nation’s history. Schools like Brearley are supposed to be the training grounds for those leaders. Our nation will not survive a generation of leadership even more poorly educated than we have now, nor will we survive a generation of students taught to hate its own country and despise its history.

Lastly, I object, with as strong a sentiment as possible, that Brearley has begun to teach what to think, instead of how to think...

Hot damn! No wonder this thing's gone viral! 

Still more at the link, and a response at the letters to the editor at the New York Post.

Liz Posner 'Was a Well-Meaning WHITE Teacher,' Except She Wasn't a 'Teacher' at All

I should be reading and posting Ann Althouse more often, because she's still one of the very best writers still "blogging" today. 

"Exhibit A" is her post from the other day, "'Black children suffer disproportionately from 'zero tolerance' disciplinary policies under which they are suspended and expelled....'"

You gotta read the whole thing, but it turns out this white "teacher" who authored an op-ed at the Washington Post, entitled, "I was a well-meaning White teacher. But my harsh discipline harmed Black kids," in fact wasn't a teacher at all. As Althouse writes:

The most up-voted comment says: "She was not a teacher. A 'Teach for America'-er. Didn't train to be a teacher. Didn't plan to be a teacher. Planned always to be a writer. Decided to swoop in and save the poor underprivileged children. For two whole years. And, uh, write about it. Not using them at all...."

Posner's own webpage supports that factual assertion: "Liz is a lifelong writer, editor and advocate for social justice. She writes frequently about feminism, education, and justice issues for various publications. While working as a high school Spanish instructor with Teach for America in Memphis, Tennessee, she wrote a novel about low-income students and teachers. As a a writer and editor, she is dedicated to amplifying the voices of marginalized people everywhere.... Liz has known she was destined for a writing career since the 5th grade...."

More at that top link. 

This movement towards "antiracist" ideology (and this bogus idea of "white fragility," which holds that white's feel "discomfort" in discussing race because they're "fragile," and they're actually really racist if race isn't the most important topic of their day) is killing this country. 

I can only shake my darned head, because I have to deal with this idiotic ideological baloney at my college. And while I do try to be fair and "equitable" in my teaching (which in fact translates into lowering standards and ignoring massive disciplinary problems in face-to-face, in-class instruction), as much as I might disagree, sometimes you just have to go with the flow --- especially, if you need to keep you job. 

Anti-C.R.T. Activist Christopher Rufo Challenges N.Y.T.'s Michelle Goldberg to Debate

Actually, Rufo's challenging the entire leftist cadre of "woke journalists" and lefty columnists, like Ms. Goldberg, to debate, and that's not a bad idea. 

He writes on Twitter:

Today, the New York Times claimed that I want to ban critical race theory because I am afraid to debate it. This is false. In fact, I will debate any prominent critical race theorist on the floor of the New York Times. I will give them home field advantage—and dismantle them.

I give the New York Times and the professors of critical race theory—including those quotes in the article—five calendar days to accept this challenge. If they do not, we'll know who is afraid to debate, and who uses it as an excuse to shelter their ideas from public criticism.

Actually, though, when it comes to critical race theory (C.R.T.), Ms. Goldberg, may have a point. (And I note this with the full understanding that, Ms. Goldberg, who is Jewish, and perhaps has faced some anti-Semitism in her life, is nevertheless about as "privileged" as anyone could be today, with a "journalistic" perch at the "exalted" New York Times, which ain't nothing to sniff at, considering the sheer power of that institution). 

Here's her column, "The Campaign to Cancel Wokeness."

You can RTWT (besides the screenshot below), but what I've noticed is that Rufo, indeed, is somewhat "totalitarian" in his approach. I've seen him interviewed a least a couple of times on cable news, and he claims to be assembling a "high-powered" network of attorneys not just to challenge C.R.T, but to get it banned altogether from U.S. schools. 

Now, I'm obviously no big defender of C.R.T. --- and especially the "antiracism" corollary --- but if conservatives say they're truly for free speech --- the point Ms. Goldberg hammers --- hers is not an idle critique. I mean, if one is really conservative, the point of greatest impact should be at the local level, empowering, with conservative pro bono lawyers and lawsuits, the parents of kids who're being indoctrinated by such crap. Further, Rufo's approach, ideologically, mimics what so-called "right-wing" critics of leftist education doctrine always say --- that it's all "top down," especially driven by genuinely powerful teachers' unions, particularly the N.E.A. and A.F.T., both loathsome citadels of educational hatred, not to mention despicable indifference to the lives and welfare of the students they're supposed to represent. 

So, while I'm probably overthinking this too much, I'm looking forward to local conservative and traditional parent-activists to take it right to the authoritative bodies that are reaming their kids, and robbing them of the true "critical" thinking that youngins today so obviously need --- their local school boards. 

And to add, I personally favor Professor William Jacobson's approach, with his "Critical Race Training" initiative, which is a place where parents can find facts and be educated about what the situation is, so they can then make choices for themselves. So then, if some of those families indeed pursue litigation, at least it will be from a position of "choice," or in fact of "choice" denied, as many families aren't privileged, like Ms. Goldberg, who attended U.C. Berkeley's Graduate School of Journalism, with Berkeley being generally regarded as the top public university in the country.  

So I guess with that, you be the judge. *Shrug.* A lot of the ideological battles we're having these days are, in fact, dumb. 

Inside a Battle Over Race, Class and Power at Smith College (VIDEO)

Following-up from the other day, "Whistleblower Jodi Shaw Out at Smith College (VIDEO)."

It turns out that the New York Times, of all place, has published a long and detailed "investigative"-style report on Smith College, and it's a real humdinger. 

Christina Hoff Sommers reacted on Twitter, "Why I can’t yet give up on @NYTimes. Such excellent reporting by Michael Powell."

And Lee Fung, a former far-left "reporter" at Media Matters, wrote, "This story is a must-read, just incredible. Not unique at all to Smith College, though. This kind of cowardice and character destruction is permeating almost every institution dominated by highly educated liberals."

And Batya Ungar-Sargon, the not-very conservative opinion editor of the (Jewish Daily) Forward, also wrote, "A student at Smith got a janitor put on leave and a security officer tarred as racist, both of whom make less than her $78,000 yearly tuition, because she insisted on eating in a deserted dorm she wasn't meant to be in. Wokeness is a smokescreen for class."

It's a long article (link here), so I'll just copy a little, and hopefully the subscription "wall" won't prevent readers from accessing the whole thing: 

NORTHAMPTON, Mass. — In midsummer of 2018, Oumou Kanoute, a Black student at Smith College, recounted a distressing American tale: She was eating lunch in a dorm lounge when a janitor and a campus police officer walked over and asked her what she was doing there.

The officer, who could have been carrying a “lethal weapon,” left her near “meltdown,” Ms. Kanoute wrote on Facebook, saying that this encounter continued a yearlong pattern of harassment at Smith.

“All I did was be Black,” Ms. Kanoute wrote. “It’s outrageous that some people question my being at Smith College, and my existence overall as a woman of color.”

The college’s president, Kathleen McCartney, offered profuse apologies and put the janitor on paid leave. “This painful incident reminds us of the ongoing legacy of racism and bias,” the president wrote, “in which people of color are targeted while simply going about the business of their ordinary lives.”

The New York Times, The Washington Post and CNN picked up the story of a young female student harassed by white workers. The American Civil Liberties Union, which took the student’s case, said she was profiled for “eating while Black.”

Less attention was paid three months later when a law firm hired by Smith College to investigate the episode found no persuasive evidence of bias. Ms. Kanoute was determined to have eaten in a deserted dorm that had been closed for the summer; the janitor had been encouraged to notify security if he saw unauthorized people there. The officer, like all campus police, was unarmed.

Smith College officials emphasized “reconciliation and healing” after the incident. In the months to come they announced a raft of anti-bias training for all staff, a revamped and more sensitive campus police force and the creation of dormitories — as demanded by Ms. Kanoute and her A.C.L.U. lawyer — set aside for Black students and other students of color.

But they did not offer any public apology or amends to the workers whose lives were gravely disrupted by the student’s accusation.

This is a tale of how race, class and power collided at the elite 145-year-old liberal arts college, where tuition, room and board top $78,000 a year and where the employees who keep the school running often come from working-class enclaves beyond the school’s elegant wrought iron gates. The story highlights the tensions between a student’s deeply felt sense of personal truth and facts that are at odds with it.

Those tensions come at a time when few in the Smith community feel comfortable publicly questioning liberal orthodoxy on race and identity, and some professors worry the administration is too deferential to its increasingly emboldened students.

“My perception is that if you’re on the wrong side of issues of identity politics, you’re not just mistaken, you’re evil,” said James Miller, an economics professor at Smith College and a conservative.

In an interview, Ms. McCartney said that Ms. Kanoute’s encounter with the campus staff was part of a spate of cases of “living while Black” harassment across the nation. There was, she noted, great pressure to act. “We always try to show compassion for everyone involved,” she said.

President McCartney, like all the workers Ms. Kanoute interacted with on that day, is white.

Faculty members, however, pointed to a pattern that they say reflects the college’s growing timidity in the face of allegations from students, especially around the issue of race and ethnicity. In 2016, students denounced faculty at Smith’s social work program as racist after some professors questioned whether admissions standards for the program had been lowered and this was affecting the quality of the field work. Dennis Miehls, one of the professors they decried, left the school not long after.

Then in the autumn of 2019, the religious studies department proposed a class on Native American religion and spirituality. A full complement of students registered but well before classes began, a small contingent of Native American students and allies pasted bright red posters on buildings on campus reviling the course as harmful, intrusive and disrespectful and attacking the instructor, who was young, white and not on a tenure track. He had an academic background in this field and had modeled his course on that of his mentor, who was a well-known professor and a member of the Choctaw Nation.

The administration declined to challenge the student protesters and had the instructor submit to sessions of “radical listening” with the protesters. In the end, the religious studies department dropped the class...

Still more.

Whistleblower Jodi Shaw Out at Smith College (VIDEO)

This is a huge story involving a very brave woman.

It turns out that Ms. Jodi Shaw has resigned her position at Smith College, and her video and resignation letter are both bold and courageous, and her super-supportive followers are legion.

Bari Weiss reports, "Whistleblower at Smith College Resigns Over Racism."

And here's Ms. Shaw's latest video, and the full text of her resignation letter below. (And to note, I've had my own battles over evil "antiracism" initiatives at my college, and all the mandatory "woke" training and so forth, going back at least 10 years in my case; so Ms. Shaw is certainly not only correct in taking her strong stand against the progressive hate, but she's providing much-needed leadership, and as you can see at her video here, it's all taking a toll. God bless her.)

Dear President McCartney:

I am writing to notify you that effective today, I am resigning from my position as Student Support Coordinator in the Department of Residence Life at Smith College. This has not been an easy decision, as I now face a deeply uncertain future. As a divorced mother of two, the economic uncertainty brought about by this resignation will impact my children as well. But I have no choice. The racially hostile environment that the college has subjected me to for the past two and a half years has left me physically and mentally debilitated. I can no longer work in this environment, nor can I remain silent about a matter so central to basic human dignity and freedom.

I graduated from Smith College in 1993. Those four years were among the best in my life. Naturally, I was over the moon when, years later, I had the opportunity to join Smith as a staff member. I loved my job and I loved being back at Smith.

But the climate — and my place at the college — changed dramatically when, in July 2018, the culture war arrived at our campus when a student accused a white staff member of calling campus security on her because of racial bias. The student, who is black, shared her account of this incident widely on social media, drawing a lot of attention to the college.

Before even investigating the facts of the incident, the college immediately issued a public apology to the student, placed the employee on leave, and announced its intention to create new initiatives, committees, workshops, trainings, and policies aimed at combating “systemic racism” on campus.

In spite of an independent investigation into the incident that found no evidence of racial bias, the college ramped up its initiatives aimed at dismantling the supposed racism that pervades the campus. This only served to support the now prevailing narrative that the incident had been racially motivated and that Smith staff are racist.

Allowing this narrative to dominate has had a profound impact on the Smith community and on me personally. For example, in August 2018, just days before I was to present a library orientation program into which I had poured a tremendous amount of time and effort, and which had previously been approved by my supervisors, I was told that I could not proceed with the planned program. Because it was going to be done in rap form and “because you are white,” as my supervisor told me, that could be viewed as “cultural appropriation.” My supervisor made clear he did not object to a rap in general, nor to the idea of using music to convey orientation information to students. The problem was my skin color.

I was up for a full-time position in the library at that time, and I was essentially informed that my candidacy for that position was dependent upon my ability, in a matter of days, to reinvent a program to which I had devoted months of time.

Humiliated, and knowing my candidacy for the full-time position was now dead in the water, I moved into my current, lower-paying position as Student Support Coordinator in the Department of Residence Life.

As it turned out, my experience in the library was just the beginning. In my new position, I was told on multiple occasions that discussing my personal thoughts and feelings about my skin color is a requirement of my job. I endured racially hostile comments, and was expected to participate in racially prejudicial behavior as a continued condition of my employment. I endured meetings in which another staff member violently banged his fist on the table, chanting “Rich, white women! Rich, white women!” in reference to Smith alumnae. I listened to my supervisor openly name preferred racial quotas for job openings in our department. I was given supplemental literature in which the world’s population was reduced to two categories — “dominant group members” and “subordinated group members” — based solely on characteristics like race.

Every day, I watch my colleagues manage student conflict through the lens of race, projecting rigid assumptions and stereotypes on students, thereby reducing them to the color of their skin. I am asked to do the same, as well as to support a curriculum for students that teaches them to project those same stereotypes and assumptions onto themselves and others. I believe such a curriculum is dehumanizing, prevents authentic connection, and undermines the moral agency of young people who are just beginning to find their way in the world.

Although I have spoken to many staff and faculty at the college who are deeply troubled by all of this, they are too terrified to speak out about it. This illustrates the deeply hostile and fearful culture that pervades Smith College.

The last straw came in January 2020, when I attended a mandatory Residence Life staff retreat focused on racial issues. The hired facilitators asked each member of the department to respond to various personal questions about race and racial identity. When it was my turn to respond, I said “I don’t feel comfortable talking about that.” I was the only person in the room to abstain.

Later, the facilitators told everyone present that a white person’s discomfort at discussing their race is a symptom of “white fragility.” They said that the white person may seem like they are in distress, but that it is actually a “power play.” In other words, because I am white, my genuine discomfort was framed as an act of aggression. I was shamed and humiliated in front of all of my colleagues.

I filed an internal complaint about the hostile environment, but throughout that process, over the course of almost six months, I felt like my complaint was taken less seriously because of my race. I was told that the civil rights law protections were not created to help people like me. And after I filed my complaint, I started to experience retaliatory behavior, like having important aspects of my job taken away without explanation.

Under the guise of racial progress, Smith College has created a racially hostile environment in which individual acts of discrimination and hostility flourish. In this environment, people’s worth as human beings, and the degree to which they deserve to be treated with dignity and respect, is determined by the color of their skin. It is an environment in which dissenting from the new critical race orthodoxy — or even failing to swear fealty to it like some kind of McCarthy-era loyalty oath — is grounds for public humiliation and professional retaliation.

I can no longer continue to work in an environment where I am constantly subjected to additional scrutiny because of my skin color. I can no longer work in an environment where I am told, publicly, that my personal feelings of discomfort under such scrutiny are not legitimate but instead are a manifestation of white supremacy. Perhaps most importantly, I can no longer work in an environment where I am expected to apply similar race-based stereotypes and assumptions to others, and where I am told — when I complain about having to engage in what I believe to be discriminatory practices — that there are “legitimate reasons for asking employees to consider race” in order to achieve the college’s “social justice objectives.”

What passes for “progressive” today at Smith and at so many other institutions is regressive. It taps into humanity’s worst instincts to break down into warring factions, and I fear this is rapidly leading us to a very twisted place. It terrifies me that others don’t seem to see that racial segregation and demonization are wrong and dangerous no matter what its victims look like. Being told that any disagreement or feelings of discomfort somehow upholds “white supremacy” is not just morally wrong. It is psychologically abusive.

Equally troubling are the many others who understand and know full well how damaging this is, but do not speak out due to fear of professional retaliation, social censure, and loss of their livelihood and reputation. I fear that by the time people see it, or those who see it manage to screw up the moral courage to speak out, it will be too late.

I wanted to change things at Smith. I hoped that by bringing an internal complaint, I could somehow get the administration to see that their capitulation to critical race orthodoxy was causing real, measurable harm. When that failed, I hoped that drawing public attention to these problems at Smith would finally awaken the administration to this reality. I have come to conclude, however, that the college is so deeply committed to this toxic ideology that the only way for me to escape the racially hostile climate is to resign. It is completely unacceptable that we are now living in a culture in which one must choose between remaining in a racially hostile, psychologically abusive environment or giving up their income.

As a proud Smith alum, I know what a critical role this institution has played in shaping my life and the lives of so many women for one hundred and fifty years. I want to see this institution be the force for good I know it can be. I will not give up fighting against the dangerous pall of orthodoxy that has descended over Smith and so many of our educational institutions.

This was an extremely difficult decision for me and comes at a deep personal cost. I make $45,000 a year; less than a year’s tuition for a Smith student. I was offered a settlement in exchange for my silence, but I turned it down. My need to tell the truth — and to be the kind of woman Smith taught me to be — makes it impossible for me to accept financial security at the expense of remaining silent about something I know is wrong. My children’s future, and indeed, our collective future as a free nation, depends on people having the courage to stand up to this dangerous and divisive ideology, no matter the cost.

Sincerely,

Jodi Shaw

Dissident Women's Studies Ph.D. Speaks

It's Samantha Jones (not her real name, to protect against leftist death threats, apparently), at New Discourses, "A Dissident Women's Studies Ph.D. Speaks Out."

It's the second half of her piece that's most interesting, for example:

One of the most urgent needs is the development of a grassroots movement for intellectual diversity on campus, spearheaded by students, alumni, parents, and concerned citizens. I hope that existing conservative, centrist, or libertarian organizations can help to facilitate this movement by providing organizational and logistical support at campuses throughout the country. Everyone should take a close look at their state’s public universities’ Diversity, Inclusion, and Equity initiatives to see if intellectual diversity is included. If it is not, then the obvious first step is to advocate for the inclusion of intellectual diversity. Concerned taxpayers, students, parents, and alumni, working with the elected officials in those university districts, if necessary, need to ensure that universities have intellectual diversity in humanities and social sciences course offerings. If intellectual diversity is included in the Diversity, Inclusion, and Equity initiative (in my experience, most of these initiatives include at least a brief reference to intellectual diversity), then work can be done to survey students to see if they feel that intellectual diversity is represented, particularly in their humanities and social sciences courses. Heterodox Academy has published relevant survey data on the dearth of intellectual diversity in these fields.

If America has any chance of continuing the classical liberal values upon which it was founded, then students who have a commitment to these values have to enter the teaching profession—as doctoral students in education, as administrators, and as public school teachers. Critical pedagogy, and more specifically critical race theory, are the dominant discourses controlling all levels in American schools of education, so students need to tread lightly and assent, at least outwardly, to Critical Social Justice ideology. Once in the classroom, however, teachers should reject all pressures to teach Critical Social Justice, and especially critical race theory, because it is an inherently racist ideology and because it instantiates the problem—racism—that it purports to solve. Critical race theory also needs to be resisted because it, as its own proponents assert, “questions the very foundations of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and neutral principles of constitutional law.” (Delgado and Stefancic, Critical Race Theory: An Introduction). Teachers should take a stand for fighting racism within liberalism, not by adopting critical race theory. If there is not already a nonprofit organization devoted to assisting non-woke students to enter the teaching profession—again, at all levels, as professors of education, as administrators, and as public school teachers—then one should be organized immediately. This could also be a special project for existing right- or libertarian-leaning organizations.

Another important project should be the revival of Western civilization and Great Books courses, at all levels of education, but most critically in the universities. In 1964, 15 of the 50 premier universities in America required students to take a survey of Western civilization. All 50 offered the course, and nearly all of them (41) offered it as a way to satisfy some requirement. (Source: New York Post, by Ashley Thorne “The drive to put Western civ back in the college curriculum,” March 29, 2016). But since 1987, when Jesse Jackson led 500 students around Stanford University protesting the requirement that undergraduates take a course in Western Civilization, which they denounced as Eurocentric, white-male indoctrination, most colleges have eliminated Western civ courses for diversity or multiethnic course requirements. An excellent example of a Western civ curriculum can be found in the James Madison program in American Ideals and Institutions at Princeton University, which is dedicated to “exploring enduring questions of American constitutional law and Western political thought.” Another avenue is to look into funding institutes for education in Western civilization as a new department at extant colleges and universities.

I would love to see crowd-sourced funds used to construct a beautiful classical building adjacent to one of the ugliest college campuses in the country, preferably one composed entirely of postwar Brutalist buildings. I imagine that students whose spirits are continually depressed by attending classes in the midst of such hideous architecture would feel intrigued to enter such a beautiful building. Once inside, they might learn that there is, in fact, such a thing as beauty; that it matters, and that Critical Social Justice ideology can never build anything beautiful; it can never, in fact, build anything at all—it can only destroy. Once inside that building, students might become interested in registering for a course on Western civilization, a course in which all thought is permitted, in which no one is threatened with cancellation: a microcosm of what a university environment used to be. In this way, we might plant and nurture the seed of resistance to the increasing totalitarianism of Critical Social Justice.

In the long term, it is going to be necessary to create more universities devoted to classical education, not indoctrination into Critical Social Justice ideology, as well as more K-12 private and charter schools in the classical tradition because university schools of education have been training “social justice” educators for decades now, so Critical Social Justice ideology is now in the K-12 public schools. At a policy level on this problem, we need avenues for teacher certification outside of the existing teacher colleges, which are wholly committed to critical pedagogy and other failed approaches. Forcing every licensed teacher (usually for state jobs) to undergo ideological training to gain licensure is not only a problem but should be illegal. At the personal level, my advice to everyone with kids who can afford to do so is to pull your kids out of the public schools immediately and enroll them in private schools, or home school. Although home schooling has already begun to come under attack, it is still a viable option—at least for now. In the future, homeschooling will come under increased scrutiny and I believe there will be attempts to render it illegal. I realize that not everyone can afford to home school or send their kids to private schools (many of which are not safe from Critical Social Justice, either). I strongly recommend that all parents emphasize the value of vocational training programs for their children as avenues to career paths that pay well and offer a great deal of autonomy.

My hope is that new immigrants to America will increasingly speak out against Critical Social Justice ideology as an American instantiation of what is called, in other contexts, tribalism—a form of corruption that has damaged many countries. Far from being a bastion of white supremacy, America’s liberal values are what have attracted people from all countries to undergo great hardship to come here, precisely because this is one of the few places in which ordinary people can exercise their talents to achieve a standard of living that is impossible in most of the world. It is my fervent hope that more American college students—especially the “woke” who rail against their own country as evil—would be required to spend a semester abroad in a developing country in order to gain some much-needed perspective on the struggles people face who were not fortunate enough to be born into such an “oppressive” place as America.

Lastly, I have focused mostly on academia and education because this is the sector I know best, but I strongly urge everyone, from all walks of life, to embrace your sense of humor (a quality that is conspicuously absent in woke culture). Wokeness should continue to relentlessly mocked and parodied through meme culture (Andrew Doyle’s Titania McGrath is a great example). Just as important: Be courageous. Stand up for the beliefs that have made America a great country. If you hear people treating others as members of groups, articulate the importance of treating people as individuals. As Jordan Peterson put it, “The smallest minority is the individual.” If you encounter people treating others badly because of their gender or skin color, say that this behavior is morally wrong. If you see people attempting to “cancel” others, articulate why this is a terrible way to treat others. If you witness attacks on freedom of speech and advocacy of censorship, or if you meet people who are in favor of “hate speech” laws, or laws to combat “misinformation” (a code word for non-leftist ideas), articulate why freedom of speech is an absolutely essential and non-negotiable value. If you hear people discussing why they think socialism is great, take a stand for free markets and the prosperity they have produced. If you hear people calling for retributive justice and political violence, push against it and discuss why violence is never acceptable. If you encounter attacks on meritocracy, make a case for why merit is essential to the advancement of individuals and societies. I think a lot of liberals, like me, generally, if not naively, assumed that the liberal values underpinning America would simply continue throughout our lives, but these values are under attack and they need to be vigorously and unapologetically defended. Our civilization is at stake and the hour is late.

RTWT.

Claire Lehmann, et al., eds., Panics and Persecutions

At Amazon, Claire Lehmann et al., eds., Panics and Persecutions: 20 Quillette Tales of Excommunication in the Digital Age. 

Public Schools Are Losing Their Captive Audience of Children

At Reason.

But see this, from L.A.T, a couple of weeks ago, "L.A. Unified will not give Fs this semester and instead give students a second chance to pass."

And this passage especially is killing me, about the push-back against the "no fail" policy:

In April, L.A. Unified prohibited failing grades for the spring semester and also determined that no student’s grade would be lower than it was on March 13, the final day of on-campus instruction. At the time, many teachers and some principals complained that the policy undermined student motivation and some reported a subsequent drop-off in student effort.

Stocks surge. Retail rises. Unemployment continues to decline. Post-election markets set record highs while online shopping contributed to recovery. How did this month fare overall?

Such concerns resurfaced Monday during a faculty meeting at a high school in the San Fernando Valley, according to an English teacher who did not wish to be identified because she was not authorized to speak.

“Yes, it’s COVID time,” the teacher said. “But this soft bigotry of low expectations — including us being banned from demanding students ever comment with their voices or actually show themselves on camera during Zoom — will indeed help our low-income students stay on the bottom of the pile of learning.”

A high school principal from a different campus was more supportive. Given the unprecedented crisis, the principal said, students who earn A’s and B’s should get to keep them but that the only other grade handed out should be a pass. This principal — who also was not authorized to comment — requested anonymity...

Astonishing, really.

Notice how everybody speaks off the record, obviously so they won't face the guillotine.  

How Critical Race Training Is Harming Higher Education

I attended this event. Really great stuff and crucial work they're doing.

At Legal Insurrection, "VIDEO: Critical Race Training is “a series of dated ideas that basic analysis often debunks”."

A Plea for a Humanist Antiracism

 At Areo:

If the astounding fact that Donald Trump received a greater share of non-white people’s votes in 2020 than any Republican president since 1960 reveals anything at all, it’s that this past summer’s racial reckoning didn’t resonate with many. In contrast to the civil rights movement of the 1950s and 60s, which found expression in historic legislation, the results of this year’s cultural upheavals have been more symbolic than substantive. Statues were toppled—not just of confederates but of abolitionists and national founders; defund the police became the impromptu battle cry of progressive activists; dissenters like James Bennett, David Shor, Bari Weiss and Andrew Sullivan were fired from or pressured to leave their jobs for refusing to acquiesce. But, despite the fact that major corporations from Walmart to Goldman Sachs, along with almost every major media outlet, celebrity and cultural institution came out in full support of Black Lives Matter, conspicuously few national policies advocating structural reforms in policing have emerged as a result. 

A sharp uptick in violent crime and homicides was the predictable outcome of the widespread anti-police sentiment galvanized by Black Lives Matter. Rioting caused billions of dollars in property damage in largely minority neighborhoods and dozens of lives were lost. It would be a terrible irony if a movement ostensibly dedicated to preserving black lives inadvertently cost more of them than it saved. 

Trump’s gains among non-white, women and LGBTQ voters (and his setbacks among white male voters) have not stopped some progressives from blaming the unprecedented turnout of support for him on white supremacy, patriarchy and racism. Charles Blow, for example, has commented, “All of this to me points to the power of the white patriarchy and the coattail it has of those who depend on it or aspire to it … Some people who have historically been oppressed will stand with the oppressors, and will aspire to power by proximity.” Likewise Roxane Gay has asserted, “The way this election has played out shouldn’t be a surprise if you’ve been paying attention or if you understand racism and how systemic it really is.” Nikole Hannah-Jones tweeted that the Latino vote for Trump can be attributed to the whiteness of certain Hispanic ethnic groups. But the much more parsimonious answer is that demography is not destiny. 

This is an ideology incapable of adapting to new information. Modern, race-conscious antiracism is not just a political affiliation, like libertarianism or democratic socialism. The sense of meaning it provides in our increasingly secular society has turned it into a quasi-religious belief system that grow stronger in the face of disconfirmatory information. If our political identity is our primary source of morality, any challenge to our political worldview will be perceived as an existential threat. In modern anti-racism, resistance to reality is more of a feature than a bug. 

The misplaced assumption that racism killed George Floyd virtually guaranteed a disproportionate and jumbled response. The ostensible concerns of BLM—racial profiling in policing and the lack of accountability and transparency among officers—are laudable and well substantiated. But it was no coincidence that race and racism, rather than structural policing issues, quickly became the main issue. 

Police killings of unarmed people of any race are exceedingly rare in the US (there were only about 55 last year). The group most targeted by police are the poor. Interracial violence is extremely uncommon and black police officers may be just as likely to kill black suspects as white officers. White people are regularly killed by police and in higher absolute numbers than black people. The death of a white man called Tony Timpa, who was killed in nearly identical circumstances to Floyd’s attracted little interest. The discomfiting reality is that racial gaps in policing start to close when we account for differences in crime rates and frequency of encounters with police. Any honest conversation about policing must also take into account the around 400 million guns circulating in the population along with America’s disproportionate rates of violent crime in relation to our peer countries. Around 81% of black Americans want as much or more policing in their communities as they currently have. All these facts have been ignored and treated as extraneous, at best. Those who raised them are often viewed with suspicion. Questioning whether racism really killed George Floyd opens one up to the charge of being a racist oneself. To be against Black Lives Matter is framed as being against black lives. To be against the current form antiracism has taken is framed as being in favor of racism. This discourages honest conversation. 

It doesn’t have to be this way. If the advocates of anti-racism could address its two major blind spots—historical determinism and race essentialism—a better version would emerge. We can mitigate the lingering effects of racism in society without resorting to the same moral logic that gave rise to white supremacy in the first place: the use of group identity as a means to power and absolution. Any successful antiracist movement must begin with the premise that race is a fiction

...Still more.

Post-George Floyd, Wave of 'Anti-Racist' Teaching Sweeps K-12 Schools Targeting 'Whiteness'

Colleges too, and big time. 

And as you know, I'll be writing quite a bit about this topic of "anti-racist" teaching indoctrination in the weeks and months to come, but unfortunately, it has to be done. 

At RCP Investigations. 

Also, "The Totalitarian Tendencies of the Woke."

BONUS: At the Other McCain, "The Anti-Anti-Racist Professor."

'There is a fight to be waged against an intellectual matrix coming from American universities and intersectional theses that want to essentialize communities and identities, at the antipodes of the Republican model, which postulates the equality between human beings, independently of their characteristics of origin, sex, religion. It is the breeding ground for a fragmentation of societies that converges with the Islamic model...'

One hundred French intellectuals have signed a letter backing the recent comments from French Education Minister Jean-Michel Blanquer.  

See the Unz Review, "France: Prominent Academics and Macron Administration Attack American Anti-Racist Ideology as "Anti-White":

100 prominent French academics signed a letter affirming Blanquer’s statement, and calling for the French people to defeat an “American” ideology that preaches hatred of “whites” (a word that, unlike Trump, they explicitly used) and the indigenous Gallo-Romans of France. While the academics and Blanquer primarily blame Saudi-funded Islamist preachers for the death of Samuel Paty, they also believe US influence on their intellectuals has made it socially acceptable to murder white people.  

In an interview with a French journal, Blanquer reiterated this sentiment...

RTWT.

BONUS: Speaking of France and French intellectuals, the Assistant Village Idiot has an explainer: "Critical Race Theory [and Michel Foucault]."