by Christopher Paslay
“Social justice” advocates create the illusion of discrimination in America’s classrooms in order to maintain the status quo and control resources.
Today is MLK Day. This summer—August 28th, to be exact—will mark the 50 year anniversary of Martin Luther King Jr.’s “I Have a Dream Speech.” One of the key points of Dr. King’s address was about judging a person by his values, not by his skin color:
“I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.”
Interestingly, the concept of judging a person by his character—by his beliefs, choices, and most importantly, his actions—has been systematically abandoned by so-called “social justice” advocates claiming to have the best interests of minorities at heart. In fact, the attempt to create a colorblind society is railed against by multiculturalists because in their view, the failure to analyze every word and deed in terms of race is to allow discrimination to go unchecked.
I have an M.Ed. in Multicultural Education. I have read the standard books by Kozol, Anyon, Freire, Howard, and the like. I have sat through hundreds of hours of lectures by Marxists education professors on “White privilege” and other such guilt-provoking topics. All of this has taught me a cold hard truth: The left is not interested in any way in colorblindness. Why? Because the left has a monopoly on the exploitation of race and racism in America. Race and racism, real or manufactured, are too powerful a commodity for the left to give up. They will do everything they can to keep it alive and kicking, so they can use it for their own political, financial—and yes, educational—advantage.
In 1995, the Indian-born bestselling author and filmmaker Dinesh D’Souza, former president of King’s College, published a book titled The End of Racism. In it he argues that the debilitating systematic form of racism that once oppressed minorities is over, and that the traditional grievances used by Blacks are outdated. D’Souza states in an interview that African American failure is not the result of discrimination but stems primarily from a breakdown in culture:
I reject the liberal view, which holds that Black failure is largely or mainly due to discrimination . . . I focus on cultural differences. And I point out for example that on virtually every measure of academic achievement or economic performance we find not just Whites but immigrants . . . Cubans, West Indians, Koreans . . . leap-frogging ahead of American Blacks and claiming the fruits of the American dream.”
In his article “Obama and the End of Racism,” D’Souza reinforces this point:
Don’t get me wrong: I’m not saying that racism does not exist. This is a big country, and surely one can find several examples of it. But racism, which used to be systematic, is now only episodic. In fact, when I ask young blacks on the campus today whether America is racist, many say yes. But if I ask them to give me examples of how that racism affects their lives, they are hard pressed to give a single one. The best they can do is to mention “Rodney King” or provide some well-known, recycled horror story.
D’Souza explored this topic with Jesse Jackson in a 1988 debate on Stanford’s campus, questioning the existence of the kind of debilitating systematic racism that liberals continually claim is causing African Americans to fail. Jackson responded by explaining that racism in America has changed, that it’s no longer overt but covert—that it has gone underground and now exists in subtle coded forms.
The interesting thing about “coded” racism is that it’s not what a person says or does that’s racist, it’s what they were thinking when they said or did it. Thus, to ultimately prove coded racism, the accuser has to be a bona fide mind reader. Coded racism reminds me of a skit by the late great comedian George Carlin when he poked fun at a brainless football referee haphazardly officiating a game: I call it the way I see it, and if I don’t see it, I make it up.
This is exactly what social justice folk on the left do when they want to explain away the educational failures or chronic misbehavior of minorities in America’s public schools when there is no legitimate systematic discrimination to use as an excuse: They make it up. Why? To keep the status quo in order to control the raw materials that go along with pubic education.
They do this systematically (ironically enough) in four stages:
First, social justice folk deliberately misrepresent data. They use a classic propaganda technique known as using correlation to prove causation. Example: 84 percent of America’s public school teachers are White. Studies show that Black students are three times as likely to be suspended or expelled from school than their Whites counterparts. Therefore, Blacks are being unfairly discriminated against, consciously or unconsciously, by racist or culturally insensitive White teachers.
This, of course, is not the case. There is a third variable that liberal “research studies” refuse to address—a lurking variable: Poverty. Black students are three times as poor as their White counterparts, and poverty has a devastating effect on academic achievement and behavior. Black students are also much more likely not to have a father in the home, not to have books in the home, to watch excessive amounts of television, have poor nutrition, regress academically over the summer, and have parents who are not involved in homework and school.
These are cultural and environmental issues, not matters of racial discrimination. But this doesn’t keep the New York Times and the Huffington Post from running stories about “harsh discipline” of Blacks in Mississippi and the “racial segregation” of minorities in gifted programs in New York City. It doesn’t keep U.S. Education Secretary Arne Duncan from pulling the race card, either.
Sure, episodic racism still exists in American classrooms in isolated instances (although actual documented cases are practically nonexistent), but debilitating systematic racism—the kind that has a direct impact on a student’s education—is a thing of the past.
Second, social justice folk promote White guilt and generate resentment in minorities. At Delevan-Darian High School in Wisconsin, progressive educators offer an American Diversity course that teaches students that minorities are disadvantaged by White oppressors. The course also teaches “White Guilt” as well as “White Privilege.” According to The Huffington Post:
Yet another assignment asked questions of a lecture by anti-racism activist and writer Tim Wise, inquiring, “Why is the colorblind model of America ineffective,” “Why is it important to talk about whiteness in America,” and “Explain the irony of the phrase ‘United We Stand.’”
Race baiting and identity politics are hardly the way to bring people together and close achievement gaps.
Third, social justice folk preach victimhood and create a grievance culture. As D’Souza noted in an interview about his book The End of Racism:
Blacks are always marching on Washington, looking to the government for answers. Meanwhile, other groups are setting up entrepreneurial associations, rotating credit systems, and within a generation their daughters are valedictorians and have moved to the suburbs.
Case in point: Officials in the Philadelphia School District have recently enacted a plan that calls for the closure of 37 schools. The majority of these schools are in predominantly African American neighborhoods and disproportionally affect Black students. With that said, however, many of these schools are also in disrepair and running at less than half capacity. The students in many of these schools have high rates of STDs, lead the city in assaults on teachers, assaults on fellow students, weapons charges, drug possession, and unwanted pregnancy; the students in many of these schools also have some of the lowest SAT scores in the entire state.
How do the families and communities react to the closure of these schools? They play the role of victim and turn to what they know best: the grievance. They march on School District headquarters, waiving signs and shaking their fists—engaging in street theater and using outrageous hyperbole to convince School District officials and all else who will listen that they are victims of an oppressive, unjust system.
The Philadelphia Student Union recently lead such a march. Several dozen teens, spurred on by the agendas of their adult mentors and organizers, converged on Philadelphia School District headquarters dressed as zombies acting out a scene akin to Michael Jackson’s “Thriller” titled “Student Apocalypse: A Brainless Future.” According to the Philadelphia Public School Notebook which covered the protest:
Chris Riley, a 12th grader at South Philadelphia High School said, “This event symbolizes what would happen if they go through with the school-closure plan.”
Instead of protesting, why not spend that time and energy campaigning for the improvement of their own community? Why not call for more parental involvement at school? For neighborhood men to father their children? For city residents to pay the $500 million they owe the School District in delinquent property taxes? Why not do a creative dance about literacy rates and the need for mothers and fathers to read to their children, say no to drugs, stand up against violence, and make education the community’s main priority?
Lastly, social justice folk move in and seize control of resources. Marxist hustlers, after successfully maintaining the status quo, are free to divvy-up the money and wealth to their own people—friends, vendors, politicians, etc. From 2008 to 2011, the Philadelphia School District went through nearly $10 billion dollars of mostly state and federal funds with amazingly little to show for it (besides a gargantuan budget deficit and across-the-board cuts to legitimate education programs). Where did the money go? Can you say Foundations Inc.? Universal? IBS Communications Inc.? Duane Morris LPP? Trujillo Rodriguez and Richards LLC? Can you say Queen Arlene? Robert Archie? Dwight Evans? Kenny Gamble? Chaka Fattah Jr.? Need I go on?
Tragically, as evidenced by the fact that the racial achievement gap in the United States stopped closing right around the time the multiculturalism and social justice movements came into full bloom—when their toxic postmodern mantra of “cultural relativism” was naively adopted by well intentioned educators—things aren’t getting much better for minorities in American public schools. Nor are they getting better for American minorities financially; the wealth gap continues to grow and poor minorities continue to fall further behind.
This begs the following question: Is social justice style race-baiting and identity politics really the best thing for America’s children? Somehow I think Dr. King would call for a totally different strategy for empowering the poor and disenfranchised, perhaps one that acknowledges that the only real change is the kind that comes from within.