Anti-racist educator Ibram X. Kendi recently headlined the American Federation of Teachers’ TEACH 21 Conference, speaking at a livestream session titled, “A Conversation with Dr. Ibram X. Kendi.” The official AFT conference agenda stated, “Hear from Dr. Ibram X. Kendi in this free-ranging discussion with student activists and AFT members on his scholarship and on developing anti-racist mindsets and actions inside and outside classrooms.”
During the livestream, which has not been posted on the AFT website, Dr. Kendi compared those who oppose critical race theory to Southern segregationists from the 1950s. According to an article titled “Anti-racist education benefits all of us” published on the AFT’s website:
Ingram asked Kendi about the furor over critical race theory and related pushes against teaching about enslavement and discrimination. Kendi compared it to the reaction to Brown v. Board of Education, when some white people were fearful that desegregated schools—and the Black children in them—were going to be harmful to their children. Today’s fears are similar in that misinformation is being spread about potential harms; one bold lie is that teaching about racism conveys to white children that they are inherently evil. Kendi was clear and compassionate: He does not know of any anti-racist teacher who would believe or convey that any child or group of people is inherently bad or racist.
But Dr. Kendi misrepresents the growing concern by parents, educators, and community members over the toxic and polarizing tenets of critical race theory, and falsely states that no anti-racist educator teaches that all whites are inherently racist; Robin DiAngelo, whose anti-racist approaches are embedded in K-12 curriculum in a number of school districts – and whose book White Fragility is on recommended reading lists across America – explicitly teaches just that.
Instead of disassociating with such polarizing tenets of anti-racism – which is an example of critical pedagogy that is under critical race theory – Kendi attempts to gaslight educators when it comes to remembering his own ideas, as well as the ideas of other anti-racists who use an identity-based model, which polarizes by skin color and offers little in terms of holistic, universal solutions to the real problems of racism and racial disparities today.
Recently, on the Black News Channel, Temple professor and BNC host Marc Lamont Hill asked Manhattan Institute Senior Fellow Christopher Rufo to “name something positive about being white.” This took place during Lamont Hill’s 26 minute interview with Rufo about the pros and cons of Critical Race Theory in America.
This video highlights the excerpt, but also brings attention to the impact culture has on racial disparities in the United States (something Rufo attempted to analyze during the interview), and how exploring culture has become increasingly taboo with anti-racists and those who push Critical Race Theory in education and government.
Full interview of Christopher Rufo by Marc Lamont Hill on the Black News Network here:
Purchase Exploring White Fragility: Debating the Effects of Whiteness Studies on America’s Schools here.
Click here to purchase Chris’s new book from amazon.Click here to purchase directly from Rowman & Littlefield.
“Paslay’s thorough review of attitudes and actions associated with whiteness studies and racism give voice to all sides of diversity and pluralism so that we, as a nation, can continue the ongoing conversation about how to treat each other with the respect ALL humans deserve.” –Dr. Eugenia Krimmel, education professor and ESL/Bilingual education advisor at the Pennsylvania Department of Education
“This is a brave book. Paslay reveals and cuts through the endless layers of antiracist gospel which, in the name of enlightenment, leave one cohort of brown kids after another uneducated. Aspiring teachers seeking clear eyes and genuine progressivism should start by inhaling this book.” –John H. McWhorter, associate professor of linguistics and comparative literature at Columbia University
“This well-researched, well-argued, and thoughtful book provides a clear and comprehensive account of how the theory of white fragility is dividing rather than uniting American society and America’s classrooms. A must-read.” –Jonathan Church, author of Reinventing Racism: Why ‘White Fragility’ Is the Wrong Way to Think About Racial Inequality“
Paslay provides a thorough exposition and measured critique of the new ideology that has colonized the minds of America’s school administrators and threatens to wreak havoc on our students—especially students of color. It’s a must-read for any parent or teacher who is concerned about the soul of the next generation.” –Max Eden, education policy expert and senior fellow at the Manhattan Institute
The Gates Foundation recently donated $3.6 million to The Educational Trust, an advocacy group behind “A Pathway to Equitable Math Instruction,” which has designed a new “anti-racist” math curriculum which is more concerned with ending so-called “white supremacy culture” than teaching students objective, linear math. Please click on the picture above to watch a video analysis of Gates’ support of this program, and his bigotry of low expectations. Thanks for watching!
American progressives are the masters of euphemism. They don’t “censor” books or plays; they “retire” them. They don’t “remove” lessons about the founding fathers from our kids’ curriculum; they “de-center” them. At every turn, they find some friendly-sounding phrase to obscure the illiberal and savage attacks they make on our culture. But one progressive euphemism stands out as uniquely dangerous: whiteness. . . .
What makes all of this so dangerous is that progressives are not railing against a system; they are railing against people. They are not demonizing a culture; they are demonizing people. This is why white people must confess their privilege. They must feel shame and contrition for the immoral nature of their pigmentation. Any clear-headed person can see what a dangerous game this is.
The antidote to progressive doublespeak is to say what they refuse to say. They do censor, they do remove, and yes, they do mean white people when they talk about who has to change and how to save our society. In this way, progressives regularly express good old-fashioned racism about white people and their ways under the guise of some broad investigation of that society. But do not be fooled. The next time you read about whiteness, the next time it is scapegoated into the cause of all that ails society, know what is being said. They truly believe the problem is white people.
After reviewing your recent teacher resource titled, “Responding to Insurrection, Domestic Terrorism, and Threats to Democracy,” I was both disappointed and alarmed to find it filled with resources and material inappropriate for K-12 children. A closer look at the linked resources shows they are disturbingly political and agenda-driven, with a clear objective to teach children what to think, and not how to think. In short, these resources fail to allow students to critically analyze current events in an accurate and balanced context (they do not offer a classic pro/con format), but are presented from a one-sided lens that takes a complex situation and boils it down to a simplistic, over-generalized version of reality.
In particular, they push polarizing identity politics, based in Critical Race Theory, on children in K-12 schools. These resources do not treat students as individuals, but polarize them by race — stereotyping whites as privileged oppressors and people of color as oppressed victims. The curriculum resource titled “Let’s Talk Racial Healing: If Not Us, Then Who?, by Victoria Romero and Gary Howard, is anything but healing. It indoctrinates youth with the anti-American message that the United States is founded not on the ideals of democracy and freedom, but on racism and white supremacy.
The resource begins by stating, “From the fifteenth century to the twenty-first, the genocide of Indigenous people and the enslavement of Black people, the voter suppression of the Jim Crow era to the most recent violent attempt to storm the Capitol and de-legitimize the votes of millions of Black, Brown, and Native people, a consistent through-line of our history has been white supremacy.” Is this what you want your children learning about in school?
Another resource, titled, “How to Teach Students About the Capitol Riots Using A Social Justice Framework” by Dr. Crystal Belle, begins by stating, “Drawing on the spirit of social justice and radical Black feminism, I welcome you into this written testimony of what it means to be a social justice educator after the Capitol riots that violently catapulted us into 2021.” Since when are America’s K-12 classrooms a platform for radical black feminism?
Corwin’s so-called teaching resources also push the highly political and agenda-driven Black Lives Matter curriculum, which aims to indoctrinate children with BLM’s “13 Guiding Principles,” one of which is committed to “disrupting the Western-prescribed nuclear family structure.” This is quite puzzling, being that 50 years of educational and sociological research show that children who come from two-parent nuclear families do better on every academic and behavior measure than students who come from a non-nuclear family structure.
Corwin’s resources also violate Federal anti-discrimination laws. The link titled “A Best-of-the-Best Collection of Resources for Social Justice- and Equity-Focused Educators” contains anti-racism lessons that force students to create “identity charts” which divide children and judge them based on race, religion, gender, and sexuality, and force kids to “unpack colorblind ideology,” literally teaching children that judging a person by the content of their character, and notthe color of their skin, is wrong.
Perhaps the most alarming thing about Corwin’s curriculum resources is that they are designed to indoctrinate, not educate — teaching students what to think, and not how to think. Specifically, instead of encouraging free discussion and open debate on the topics of race and violent protest, they persuade teachers to silence students who may disagree by discrediting any conversation that doesn’t follow Corwin’s identity-politics-based agenda. For example, a lesson titled “But What About Antifa?” guides teachers to discredit or marginalize any counterpoints from students aimed to create a balance of information regarding the violence and social unrest that has plagued America since last June and beyond.
If students inquire about the murder, property destruction, and domestic terrorism being perpetrated by Antifa (which was officially designated as a domestic terror organization by the Department of Justice, by the way), or the more radical fringes of Black Lives Matter, teachers are encouraged to do a lesson on “whataboutism,” explaining to students that all violence, murder, and property damage is not created equal. For example, when Antifa and Black Lives Matter rioters stormed and occupied the East Police Precinct in Seattle — taking over the entire neighborhood of Capitol Hill and holding residents and businesses hostage — this violence is different.
Four people were murdered within this so-called “autonomous zone,” including a 19-year old African American boy whose mother is now suing the City of Seattle, but this murder and violence doesn’t rise to the level of so-called “white Supremacy,” and because it’s been perpetrated by people with an agenda and political ideology favorable to Corwin, bringing up this violence is to be downplayed and labeled “whataboutism” by educators.
When Antifa and the radical elements of Black Lives Matter destroyed tens of millions of dollars in property, including many small businesses that will never recover; when they looted neighborhoods and burned cars and buildings; when they terrorized citizens and business owners who did not openly wave BLM flags; when they ripped America in half for six straight months; bringing up these events is “whataboutism.”
According to Corwin’s educational resources, titled, “Responding to Insurrection, Domestic Terrorism, and Threats to Democracy,” violence is only to be talked about and processed if it fits your political agenda. If it stereotypes white America, especially those with conservative values who do not believe in indoctrinating our children in identity politics, as “white supremacists” and “domestic terrorists,” then, well, you can call it out as “real” violence.
That’s how identity politics and Critical Race Theory work. Divide good people up by race, religion, gender, and sexuality, and then polarize them against each other. And the ones who share you political agenda, well, gloss over all of their egregious behavior and pretend it doesn’t matter. And for those who demand equal treatment and colorblindness, well, brand them all as white supremacists, and discredit their worldview as evidence of domestic terrorism.