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The complete history of Barack Obama's second term -- click Views/Repies for top stories
 
 
 


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Beckwith

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Politically Challenged: George Mason University

Dave Blount (Moonbattery) says as education decays and Americans become ever more ignorant, we could be within a generation of Kim Kardashian getting elected president:

George Mason University is named after the Father of the Bill of Rights. My guess is that less than 1% of current students there know this.

Unfortunately, all of these airheads will be voting -- and casting their ballots for Bernie is an easy prediction.


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Beckwith

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Watters' World -- the Bernie Sanders edition

Now these might not be the brightest bulbs on the Eugene campus, but they are in college and if they hold the opinions they express they should be able to defend them.

What's frightening is these morons will be voting.


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Beckwith

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A new report shows how little American college students know about their own country

Brian Ledtke (CampusReform) is reporting that the American Council of Trustees and Alumni (ACTA), released a report last month detailing what they call "a crisis in American civic education."

Over the past 15 years, ACTA, an "independent, non-profit organization committed to academic freedom, excellence, and accountability at America's colleges and universities," has released multiple surveys and reports that show how ignorant college graduates are of America's history and heritage.

The newest report puts the blame squarely on the universities.

"[Students] cannot identify the term lengths of members of Congress, the substance of the First Amendment, or the origin of the separation of powers," says the report by the ACTA,

One example cites a recent Newseum survey finding that one-third of Americans couldn't name a single First Amendment right and 43% couldn't even name freedom of speech as one of those rights.

A recent "abysmal" ACTA survey cited in the report found that only 20 percent of respondents identified James Madison as the Father of the Constitution, 40 percent of graduates didn't know Congress has the power to declare war, and 9.6 percent thought that Judge Judy was on the Supreme Court.

The problem, the report says, is that universities don't place a high enough priority on studying American history or government.

"Academic historians are not much interested in constitutional history these days. Historians who write on America's constitutional past are a vanishing breed," Gordon Wood, professor of History Emeritus at Brown University, says in the report.

Michael Poliakoff, vice president of policy at ACTA, writes in an op-ed for The Washington Times,"Of the top 25 ranked liberal arts colleges in the country, according to U.S. News & World Report, only two require students to take even one course in American history or government: the United States Naval Academy and the United States Military Academy."

For example, Bates College requires history majors to take two courses in either Latin America or East Asia history but no course is required on American history or government.

The Liberal Arts core curriculum for Colgate University, which calls itself, "[o]ne of the most ambitious and elegant general education programs in the country," requires courses in Legacies of the Ancient World, Challenges of Modernity, Communities and Identities, Scientific Perspectives on the World, and Global Engagements. Missing, again, are required courses on American history.

At Bowdoin College, three non-euro/U.S. courses are required but may be chosen from over 50 classes ranging from "Sex and the Politics of the Body in Modern India" to "The Courtly Society of Heian Japan," to "Living in the Sixteenth Century."

ACTA says that the only effective therapy for this ignorance is rigorous study and learning. They are calling on every college and university to "require at least one course in the history of America, the workings of its free institutions, and the core documents that illuminate our principles of government."

"The way forward is clear. A renewal of civic education can reverse America's civic deficit and restore widespread awareness of our history and government. It is time for students, parents, colleges and universities, and lawmakers to confront the crisis in civic education," the report says.

But America's college students know all about diversity, white privilege, micro-aggressions, slavery and America's criminal history.


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Beckwith

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Karl Marx is the most assigned economist at American colleges

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John Binder (ProgressivesToday) is reporting that it's no secret that American college campuses are full of baby boomer Vietnam War protesters who have turned college students into safe space cry babies. It only makes sense that the most beloved economist on campus is the inventor of Marxism.

Want to know why there are so many Bernie Sanders supporters at American colleges? Here you go…

Red Alert Politics reports:

Everyone knows that the foundation of a good education is reading, writing, arithmetic -- and communism?

Market Watch reported that Karl Marx is the most assigned economist in U.S. college courses, and his premiere work "The Communist Manifesto" ranks among the top three most frequently assigned texts.

This data comes from the Open Syllabus project which tracked the books and other works assigned to American college students in more than a million classrooms.

Each author and work received a teaching score from 0 to 100 based upon how often they were assigned.

Left-wing and Keynesian economists received much higher scores than those that taught a more conservative or libertarian school of thought.

There aren't enough communist thinkers coming out of academia so we need to add more? Really?



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Beckwith

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Harvard dean denounces all-male clubs and wants to force them to accept women

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John Binder (ProgressivesToday) says liberals and progressives tell us repeatedly that men and women are equal. If that’s true, women can have all-women clubs and men should be allowed to have all-male clubs. Apparently, that’s just too offensive.

The Washington Free Beacon reports:

Harvard University’s undergraduate dean is angering alumni by attempting to force the school’s all-male final clubs to accept women, a move that some say threatens freedom of association and diversity at one of the nation’s most elite colleges.

According to Harvard alumni and former members of all-male final clubs, Harvard College dean Rakesh Khurana, appointed to his post in 2014, is prepared to make it against university rules to join the groups.

The dean delivered a "veiled threat" to graduate members of the clubs during a closed-door meeting last fall that "students who joined any of the clubs would be subject to expulsion," one alumnus and graduate member of a final club said.

"He has as much as said, 'This is what we foresee,'" the alumnus continued. "If the clubs don’t agree to these changes, harsher things will happen."

Nothing can just be simple with progressives. Everything has to be politicized and turned into a social commentary on gender norms.

Good grief, when is the madness going to end?

I had to look up "heteronormative oppression." Had no idea what it meant.

The dictionary defines "heteronormative" as world view that heterosexuality is normal. So I guess "heteronormative oppression" is wanting people to accept heterosexuality as normal.

Would that these loons' parents were homosexual -- where would they be then?



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Beckwith

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Harvard changes admission rules -- will focus on "social justice" over achievements

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Trey Sanchez (TruthRevolt) is reporting that Harvard University is taking steps to change how students apply to college by focusing on social justice issues rather than personal academic performance.

In a report released Wednesday, Harvard announced its Making Caring Common project which proposes to help "educators, parents, and communities raise children who are caring, responsible to their communities, and committed to justice."

It seems the goal in all of this is to "nurture communities" to make them "more just, caring, and respectful places" rather than stay "focused on personal achievement and happiness."

Other resources listed at the site include, "How the Refugee Crisis is a Lesson in Kindness for Our Kids," and a new research report that suggests "teen girls face a powerful barrier to leadership: gender bias."

So, in future admissions, Harvard is setting the stage to look at community service over how many "advanced placement" classes a prospective student has taken. 

From The Washington Post:

A new report released today by Making Caring Common, a project of the Harvard Graduate School of Education, takes a major step in trying to change the college admissions process to make it more humane, less super-human.

Parents, educators and college administrators have long wrestled with the unintended negative side effects of the admissions process, like the intense focus on personal achievement and the unfair advantages of more affluent students. The report, entitled Turning the Tide: Inspiring Concern for Others and the Common Good Through College Admissions, aims to tackle these complex issues. It lays out a blueprint for addressing three of the most intractable challenges facing college applicants today: excessive academic performance pressure, the emphasis on personal achievement over good citizenship, and the uneven opportunities available to students of varying income levels and backgrounds.

The lead author of the report, Richard Weissbourd, said the MCC project has over 80 endorsements from admissions officers, deans, professors and high school counselors.

 

“It’s the first time in history that I’m aware of that a group of colleges is coming together to lay out what is and what isn’t valued in the admissions process," he said.

And Harvard isn't alone. Yale University's dean of undergraduate admissions, Jeremiah Quinlan, told the Post, "Yes, we want students who have achieved in and out of the classroom, but we are also looking for things that are harder to quantify, [like] authentic intellectual engagement and a concern for others and the common good."

Quinlan said Yale will be adding an essay question to its admissions application next year asking for examples of how an applicant has contributed to his or her family and/or community.

The University of Virginia is also on board with the project.

But with less emphasis on ACT/SAT scores or other academic markers, and a new emphasis on perceived kindness, is there a chance that high school kids will work that system to their advantage? Most definitely so. But according to what Weissbourd told the Post, that won't matter much:

There will be some applicants who will try to game these new recommendations by engaging in community service in which they have no real interest and later writing insincerely about their experience. However, Weissbourd notes, even students who engage in community service with misplaced motivation may have a powerful learning experience. Research shows that for many students service activities are an opportunity for maturity and growth, even when they are mandatory or driven by the college application process.

This program "is the first step in a two-year campaign that seeks to substantially reshape the existing college admissions process."

In turning this tide, Harvard says, "It's time to say, 'enough.'"



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Beckwith

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Kent State professor investigated By FBI -- he's recruiting students for ISIS

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John Binder (ProgressivesToday) says we already know that college campuses are leftist hotbeds, but now one particular professor at Kent State has been actually recruiting students to be jihadists.

The FBI and the Department of Homeland Security are investigating Julio Pino, a Kent State associate history professor, for alleged involvement with the Islamic State, also known as ISIS or ISIl.

A joint terrorism task force has been investigating Pino for the last year and a half, said an FBI special agent who did not wish to be named for safety reasons.

"There is no direct threat to the university," the agent said.

The agent said they interviewed several faculty members and more than 20 of Pino's students Tuesday about his alleged involvement. He is also being investigated for allegedly recruiting students to join ISIS.

Can we all now agree that something needs to be done about radical leftism on college campuses?



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Beckwith

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It's true -- college is driving your kids insane

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David Kupelian (WND) says Americans are understandably alarmed at the hordes of "migrants" and "refugees" streaming into this country, many steeped in worldviews profoundly opposed to Western, democratic values, and thus not only unlikely to assimilate, but even posing a danger to the nation.

But what about the hordes of young adults streaming into American society from this country's colleges, many of them likewise indoctrinated in a worldview utterly antithetical to bedrock American values and who are not only ignorant of, but contemptuous toward, this nation's unique system of individual liberty, Judeo-Christian morality and limited government?

Like the legions entering America from adversarial foreign cultures, many of these "new arrivals" from totalitarian campus cultures are also likely to come into serious conflict with a constitutional republic which, as John Adams said, was "fit only for a moral and religious people."

Today's news reports increasingly feature bizarre, unbelievable stories from America's colleges. For example, one recent viral video report documented almost 60 Yale students enthusiastically signing a petition to repeal the First Amendment -- the part of the Bill of Rights that guarantees their own right to freedom of speech, religion, the press, assembly and, ironically, to petition!

Equally disturbing were reports that, shortly after news broke in November of the terror attacks that paralyzed Paris and resulted in 130 gruesome murders and another 368 wounded, college activists in the U.S. bitterly complained that the media were focusing on Paris and terrorism -- and no longer obsessing over them and their "grievances" (alleged racial incidents like the mysterious appearance of a "poop swastika" on the wall of a University of Missouri dormitory bathroom).

In response to these and numerous other campus news stories, many are sounding the alarm. America's top schools, we are told, seem to be morphing into a cross between totalitarian indoctrination facilities and daycare centers.

Some characterize the growing campus madness as a "war on free speech" or "on the First Amendment," while others decry "political correctness run amok" and the phantom menace of "micro-aggressions" (harmless statements with no malintent, but nevertheless deemed aggressive attacks on "minority populations"). Still others focus on the wider political implications, i.e., the indoctrination of students to serve as "useful idiots" and "ground troops" for the radical Left's ongoing transformation of America.

But these characterizations, while true and troubling enough, are incomplete and don't encompass the deeper reality of what is actually occurring on many of America's college campuses.

'Teaching students to think pathologically'

One little-publicized puzzle piece is the stunning rise in cases of mental illness on campus, with depression rates skyrocketing and suicide now the second most common cause of death among college students. Why would this be?

For one thing, according to recent peer-reviewed research, the ubiquitous campus "hook-up" culture of promiscuous, casual sex is now proven to result in "higher levels of depression" (not to mention sexual violence and STDs) in college women. Indeed, the ever-more-perverse sexual revolution, unleashed on America by the Left decades ago, pervades university life and is actively promoted by outrageous on-campus programs like the popular "Sex Week." Birthed at Yale, but now held annually at Harvard, Brown and dozens of other top-rated schools, "Sex Week" prominently features panels of porn stars, graphic sex tips (including how-to workshops on anal sex and BDSM-flogging), free condoms and much more.

Thus, for far too many of our young people, the college experience is annihilating their innocence big-time and thereby sowing within them tremendous inner conflict, anxiety, guilt and self-loathing. This conflict, in turn, is often breezily diagnosed as "depression" and masked with powerful and poorly understood psychiatric drugs with fearsome side effects.

There's more. In an anxious age of "micro-aggressions," "trigger warnings" and dozens of new gender variants (each requiring its own unique pronoun like "ze," "hir" and "xem" to avoid giving offense -- or even incurring a huge fine), today's punitive and intimidating culture of extreme political correctness is literally making students mentally ill. The influential article "The Coddling of the American Mind," featured in September's issue of the Atlantic, revealed that what is happening on today's college campuses, especially with regard to policing speech and punishing "offenders," is "likely to engender patterns of thought that are surprisingly similar to those long identified by cognitive behavioral therapists as causes of depression and anxiety. The new protectiveness may be teaching students to think pathologically."

All of this, mind you, is on top of the baseline reality that for decades, left-wing America-hating professors have been indoctrinating America's children into believing their country is malevolent, racist and predatory -- successful and powerful only by virtue of exploiting other races and stealing the world's wealth. (This conviction is central to the worldview of Barack Obama, endlessly obsessed with downgrading America in every sphere and benefiting the rest of the world, whether by turning the U.S. over to foreigners, or by redistributing Americans' wealth through ludicrous "climate change" schemes, and so on.)

And there is still more to consider.

Today, many of our colleges are not only ripping off young Americans' morality and virtue, not just intimidating and confusing them with crackpot gender-identity social-justice theories, not content merely to continue cranking out thousands of leftist radical clones -- young adults indoctrinated in the angry, self-righteous but deluded worldview of the far Left. No, they are now programming these young Americans to take offense at the slightest wrong -- or even at no wrong at all. (For example, being white is now an offense, under the guilt-trip label of "white privilege.") In other words, many students are literally being taught to hate, to blame, "to think pathologically," to see themselves as victims and to demonize and silence those who hold contrary views. In this way, they become essentially incapable of functioning competently and responsibly in the real world.

Think of it: During this all-important time at college -- the very last stop after leaving their parents' nest, supposedly designed to prepare them for a successful and happy life -- instead of being taught how to deal with life's challenges and developing the disciplines of a mature adult, they are being taught the opposite.

The Puritans established the first American colleges, including Harvard, Yale and Dartmouth, to train the next generation of Christian leaders. But many of these same colleges today have become seminaries for fashioning the next generation of angry, discontented progressives -- true believers in perpetual victimhood and the saving virtues of an all-powerful government. And no wonder: The Left's Holy Grail has long been to create a large enough dependent class to comprise a "permanent progressive voting majority" in America, thus assuring the Left unending one-party rule.

Fortunately, there still are a few traditional and Christian colleges in today's America, offering those desiring a college education alternatives to the secular schools increasingly smothered by the madness of unchecked left-wing utopianism.

Historian Willian Lind has described American colleges as "small, ivy-covered North Koreas," miniature reflections of one of the most terrifying utopian societies on earth. But understand, what we're seeing unfold on our nation's college campuses is not some bizarre affliction that has mysteriously and randomly been visited upon the American academy. Rather, we are witnessing, in a more pure and concentrated form, the totalitarian future the far Left is steadily imposing on America as a whole, especially in her vast urban areas.

Today's colleges, complicit in the indoctrination and corruption of untold numbers of young Americans, comprise just one more reminder that the hard Left, though ascendant in America -- indeed, wielding power in every major institution, including government -- is, in its core worldview, delusional. And while many liberals insist they don't condone the naked totalitarianism now manifesting in the university, they would do well to consider that such is the predictable result when you're in the business of tearing down the established order -- especially when that order is the best mankind has ever produced -- while vainly imagining that your angry, self-righteous rebellion against common sense, basic morality, the hard-won lessons of history and the laws of God will somehow result in something better.



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Common Core -- "it's never about the kids"

Amelia Petties, Houghton-Mifflin Harcourt Strategic Account Executive, says Common Core is never about the kids. Petties adds:

"And slapping a new name on it, which in my case I hope they do…I can sell a sh** ton of training around whatever you're calling it."

"There's always money in it"… "I don't think Common Core is going to go anywhere."


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Beckwith

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2015 -- the year when campuses went insane

John Hinderker (PowerLine) says Paul and I lived through -- participated in, I am sorry to say -- the first round of madness, decades ago. We never imagined, in the intervening years, that America’s college campuses would sink so low again, without even the arguable excuse of an unpopular war.

But in 2015 it happened, and the second time around, it was pure farce. America’s left-wing college students made fools of themselves, along with all too many administrators, at universities across the country. There may be hope for the students, but I think the administrators are a lost cause.

Our friends at Grabien put together this farewell-to-2015 montage to remind us how crazy it was. It barely scratches the surface; you could easily make a video ten times as long without plumbing the depths that we witnessed this year:


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Beckwith

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Elementary school students learn reading, writing and social justice activism

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Trey Sanchez is reporting that a new early childhood education workshop is scheduled to be held at New Jersey's Montclair State University in January and is designed to teach elementary school teachers how to turn their classrooms into factories that produce pint-sized social justice warriors.

Bree Picower explains her class, Social Justice Curriculum Design for the Elementary Classroom (click image for large copy -- Esc to return):

[wUOcV9C]

As The Daily Caller notes, Picower is an author and has also lectured at Boston College on "The Unexamined Whiteness of Teaching." In this workshop, she explained how the "whiteness" of teachers can influence how they treat students who don't look like them, even if it's unintentional.

Not only does the university employ social justice activists, but Montclair State is responsible for producing its own social justice warriors. TruthRevolt previously reported on one of the university's graduates: a third-grade teacher (pictured above) at a New Jersey school that was fired after making her class write letters of support to a convicted cop killer. Yes, a man named Mumia Abdul-Jamal (formerly Wesley Cook) who is in prison for executing a white officer in 1981. She considered the former Black Panther an "uncelebrated" civil rights leader.

Once again, proof of those tax dollars being put to good use.

Related:  Harvard University distributes "holiday" placemats for social justice



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Question:  If blacks under President Obama are at 15-20% unemployment, youth are at 30% unemployment, how can this University get them economic money to be able to afford Harvard?
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Harvard Law School untaped -- the inmates demand control of the asylum

John Hinderaker wrote here and here about the current racial turmoil at Harvard Law School. On Friday, the law school’s dean, Martha Minow, convened a meeting of students, faculty and others that drew a crowd of more than a thousand, with hundreds more in an overflow room.

A group called Coalition for Racial Justice at HLS has posted audio clips of the meeting. One leftist after another took the microphone to denounce the law school, apparently with little or no dissent from anyone–certainly not from Dean Minow or others in the school’s administration. The meeting was largely an opportunity for the leftists to present their demands, which you can find in writing here. Merely scanning them will give you a sense of what the turmoil is all about; it generally parallels what is happening at a number of other institutions. My comments continue below:

COLLECTIVE DEMANDS FOR CHANGE AT HARVARD LAW SCHOOL

1. Address Harvard Law School’s legacy of slavery by removing the Royall family crest from Harvard Law School’s official seal and creating a permanent physical memorialization of the enslaved victims of the Royall family.

1. Remove the Royall family crest from the HLS seal.

2. Create a permanent physical acknowledgment (such as a monument on campus) of this institution’s legacy of slavery, memorializing those who were brutalized by the Royall family, and describing the change of the seal and the Royall chair.

3. Change the “Isaac Royall Chair” by renaming the chair to the “Belinda Royall Chair” or allocating the chair to a Critical Race Theory scholar.

2. Establish a Critical Race Program at Harvard Law School, with meaningful student input and transparency. The program should include at least one tenured faculty position for a Critical Race Theorist and provide support for students who are interested in challenging elite institutions and exploring the connections between the law and racial power.

1. Hire and support a Critical Race Theorist with meaningful student input in the selection process. The Critical Race tradition was born out of Harvard Law School through the work of Derrick Bell, Kimberlé Crenshaw, Gary Peller, and a host of other scholars committed to: (1) uncovering the systems at play in the violent erasure of black people in our system of governance and (2) challenging “elite” institutions’ conceptions of “race neutrality” in the face of functionally exclusionary practices.” This scholar will provide a much-needed expansion of the academic dialogue at the school and support students who are interested in this serious body of work that has been pushed to the margins.

2. Set a timeline for hiring Critical Race faculty. Proposed initial timeline:

1. Visiting professor(s) by next semester or Fall 2016
2. Tenure-track professor(s) by 2016–2017 academic year

3. Total of at least 3 tenure-track Critical Race faculty by 2020

1. [Ed.: I know these numbers are off. Arithmetic has never been a left-wing strong point.] Allocate at least $5 million to establish the Critical Race Theory Program (figure based on similar program or center endowments), and commit to continued institutional support and funding, making it a priority in fundraising in the coming years.

2. Prioritize a record of Critical Race Theory scholarship and specialization in the recruitment and hiring of Climenko Fellows.

3. Reform the existing mandatory legal curriculum at Harvard Law School, through meaningful student input and transparency, to ensure the integration of marginalized narratives and a serious study into the implications of racism, white supremacy, and imperialism in creating and perpetuating legal analysis and thought.

1. Mandate external-organization-run diversity training programs for all professors that include (1) cultural competency and (2) models of effective contextualization — i.e., facilitated conversations about how to honor and navigate the difficulty and importance of bringing topics of race, class, nationality, gender, religion, and sexual orientation into the classroom.

2. Break down the HLS hierarchy and caste system that maintains the marginalization and exclusion of clinical faculty and staff at all levels; in particular, re-organize salary, benefits, contract structure, and administrative participation for clinicians in order to more closely mirror those of podium faculty.

3. Give the Committee and/or the Office of Diversity and Inclusion (see Demand 4(a) below) a full and equal seat at the table for all discussions and decisions on curricular changes.

4. Create a mandatory 1L course that addresses and contextualizes racial justice and inequality in the law, with respect to both historical issues and recent events. (The course must have a credit level that reflects its equal or greater importance to traditional 1L courses.)

5. Include in 1L Orientation implicit bias/cultural competency training by an external, expert organization, with the input of affinity groups, and opportunities throughout the week for interaction with affinity groups. Remove restrictions on affinity groups contacting new students.

6. Amend student evaluations to account for implicit bias and include questions regarding whether professors contextualize material.

7. Encourage the following components of inclusive classroom models by bringing in an outside expert on topics including, but not limited to, contextualized learning; open source materials for class; more group discussion among peers; more professor feedback on student materials throughout the term, rather than the one-exam model; and greater focus on panels and volunteering versus cold calls.

4. Establish the Office of Diversity & Inclusion and implement other institutional changes aimed at curtailing organizational hierarchy and injustice against students, staff, and faculty. The Office should be established with meaningful staff and student input and transparency.

1. Create the HLS Diversity Committee (“Committee”) and the Office of Diversity and Inclusion with meaningful and substantial student, faculty, and staff input and transparency at every level of the process (pursuant to the attached proposal).

2. Give the Committee and/or the Office of Diversity and Inclusion a full and equal seat at the table for all discussions and decisions on curricular changes.

3. Ensure that students, clinicians, and staff are included on all faculty committees (at every level of discussion, decision, or appeal), including but not limited to the existing faculty committees: the Administrative Board, Entry-Level Appointments Committee, Lateral Appointments Committee, Assistant Professor Mentoring Program, Clinical Committee, Admissions and Recruitment Committee, Graduate Program Committee, Teaching Careers Committee, Climenko Fellows Committee, Fellowship Coordinators, Clerkship Advisors, Informational Technology Committee, Library Committee, Financial Aid Committee, Project Review Committee, Title IX Committee/the Procedures Committee, Sexual Assault/Sexual Harassment Education and Prevention Working Group, Professional Committee, Executive Education Committee, Lewis Building Committee, Case Development Committee, and 200th Anniversary Planning Committee.

4. Publicize to the HLS community the procedures of all of the aforementioned committees, for maximum transparency.

5. Empower the Committee to review the “excessive or insufficient remedy” condition as grounds for appeal for sexual assault/harassment decisions, as it is a subjective criterion likely to be abused by male bias against women of color, especially African-American women; include clinicians and staff from other campuses on the list of qualified panelists for sexual assault/harassment adjudication.

6. Support efforts to combat gender inequality, sexual assault, and sexual harassment at HLS, including but not limited to organizing bystander intervention trainings and sexual assault awareness programming for students, faculty, and staff in order to address the hostile climate surrounding sexual assault at HLS.

7. Release public reports on the progress of the Office of Diversity and Inclusion’s initiatives every semester to the student body.

8. Outline ways that staff can seek career development and enter higher levels of management.

9. Provide resources for staff of color including, but not limited to, a commitment to diversifying senior management through development and promotion of staff of color, and required cultural competency training for senior staff and management.

10. Increase student input during the admissions process through the creation of a student committee tasked with both making recommendations for outreach to students of color and creating more holistic criteria of admissions.

11. Promote institutional unity between students, faculty, and staff, including, but not limited to, custodial, Hark, and administrative staff).

5. Improve affordability and financial access to HLS for students of color, students from low socio-economic backgrounds, and otherwise marginalized students; this should be done with meaningful student input and transparency.

1. Expand financial aid with a substantial increase in grant aid and a substantial decrease in reliance on loan packages; significantly lower tuition; give full need-based scholarships, along with cost-of-living grants, if a student’s household earns less than the cost of attendance for one year at HLS.

2. Change structural incentives that push students into big law.

3. Change the way we solicit funds to run the law school.

4. Reduce the student debt load for students with low financial resources.

5. Educate 1Ls and 2Ls on LIPP before EIP begins (during Orientation).

6. Allow students to pursue a civic-minded career upfront in exchange for free tuition, and to opt out and pursue a corporate-minded career in exchange for taking back their tuition debt.

7. Provide pathways for disadvantaged students to get into HLS, in part by recruiting students from disadvantaged backgrounds who have the potential to do well in law school.

8. Increase support for public interest students, including (1) extended summer public interest funding; (2) subsidized travel and housing for job interviews; (3) financing for bar courses.

6. Make a sustained commitment to the recruitment, retention, promotion, and professional development of Staff of Color at all levels of the Harvard Law School workforce, particularly in senior management.

1. Begin, in 2016, an annual diversity audit including transparency of salaries and promotions

2. Through an inclusive process, establish clear published targets for recruitment, retention, and promotion for people of color and report publicly and regularly on progress made towards reaching those targets.

3. Provide accessible trainings on negotiating promotions and pay increase.

4. Establish a mentorship program for staff of color.

7. Implement measures to ensure Staff of Color are respected and supported in their work, including required cultural competency training for all staff.

1. Establish a mandatory program led by external facilitators to build better cultural competency among staff starting in the fall of 2016.

8. Adopt a Harvard Law School Diversity Committee, exactly as described below, made up of students, staff, faculty, and administrators, to implement the aforementioned demands and monitor progress at Harvard Law School in the areas of pedagogy, diversity, and culture.

This will provide students, staff, and others who have been marginalized at this law school with the ability to come to the negotiating table and engage substantively, meaningfully, and sustainably with these issues. It will also allow them to (1) hold the administration accountable and (2) measure progress on their demands. See details on the Committee below.

I will spare you the lengthy description of the Diversity Committee, which the administration must establish “exactly” as per the leftists’ demands.

Several words and phrases come to mind to describe these demands. “Arrogant” is one. “Barking mad” is another.

But I want to make one more substantive point: what the radicals desire is that Harvard abandon the teaching of law, and replace it with teaching about race. Critical Race Theory holds that the law, as it has been developed through centuries of legislation and court decisions, has no value or validity and is merely a tool of racial oppression. Why, then, should anyone study it? The radicals have no intention of studying the law; they want to participate in an orgy of racialist self-congratulation, presumably followed by lucrative employment.

If they get their way, Harvard will become a lousy law school. Its graduates will no longer be in demand by employers, including but not limited to law firms. If a client needs representation in court, or expert advice on a real estate transaction, or help in setting up a benefits plan or closing a corporate transaction, a lawyer who holds that the law is merely a tool of racial oppression, and is therefore unworthy of study or adherence, is worthless. No one will pay for his services, and law schools who turn out such useless graduates will be shunned.

Meanwhile, the Harvard Law Record has published a series of essays in support of the racialist rebellion. If you spend a few minutes skimming their laughably inept prose–please, for the sake of your mental health, don’t spend any longer than that–one question will immediately leap to mind: what the Hell are these people talking about?

The essays, like the leftists’ demands, are jargon-heavy but content-light. Harvard is a hotbed of racial oppression, we are told. “Systemic racism” is everywhere. But how, exactly, is this racism supposedly manifested? What experience of racism do the essayists themselves have? If racism is a “serious problem” at Harvard Law School, as its own dean (insincerely) attests, surely the activists can come up with some examples. Right?

No. They can’t. Nada. Zilch. As far as one can tell, no Law Student of Color has been subjected to discriminatory conduct of any sort while at Harvard. In any event, none that can be described in terms less airy than “implicit bias” and “a historic institutionalized commitment that discredits the voices of black people.”

The leftists have two articulable grievances. The first is the crest that has long been the symbol of the law school:

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The crest is objectionable because the sheaves of wheat are taken from the family coat of arms of Isaac Royall, who was a slave owner. The only halfway-clever thing the leftists have done is to come up with this alternative:

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I don’t think anyone would mind much if the law school were to change its crest. The sheaves of wheat–which I confess I never paid attention to in the three years I spent at the law school–have little to do with the practice of law in any event.

The radicals needed something more, and they got it in the form of a fake “hate crime.” Someone took small pieces of black tape and put them over portraits of some, but not all, black law school professors that are displayed in Wasserstein Hall. Some might say: big deal. Fair enough, but it’s worse than that. As the web site Royall Asses demonstrates in entertaining detail, it is overwhelmingly probable that the placing of the tape was a hoax perpetrated by the very leftists who are now using the tape to justify abandonment of traditional methods of teaching law students in favor of racialist obsessions.

One remarkable fact about the dean’s meeting on Friday is that several of the “Royall Asses” spoke, and apparently no one asked them whether they did, in fact, perpetrate a hoax by placing the tape themselves. Apparently law students are either too polite, too dense or too cowed to challenge what is almost certainly a fraud. This doesn’t bode well for their future careers as lawyers.

Stay tuned. Harvard purports to be investigating the tape incident. On that front, I have one question: glass, which covers the professors’ portraits, is an excellent surface for retaining finger prints. Has the university’s investigation included dusting the portraits’ glass surfaces for prints, so that they can be matched against the finger prints of the left-wing activists and any other possible suspects? If not, why not? If so, whose prints are on the portraits?


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Today's campus news

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Dave Blount is reporting that a Facebook page calling itself the "UC Berkeley White Student Union" has been taken down by the social network.

Students first spotted the page Friday. The site claimed the goal was to "unapologetically provide a safe space for white students to air their true feelings…" about the "challenges European-American students on college campuses face."

A "minority student" at Berserkeley named Nikola Kendis expresses amazement that whites should feel a need to defend their interests, thoughtfully commenting, "Like, what?"

Chancellor Nicholas Dirks responded with a statement on Monday, saying, "While UC Berkeley honors First Amendment rights, we do not endorse this attempt to create conflict and make light of the efforts of activists locally and nationally."

The reference is apparently to Black Lives Matter thugs, and the looters and rioters in diverse hellholes like Ferguson and Baltimore.

And Robert Spencer is reporting that at San Diego State, "A list of demands posted on Monday to the SDSU Muslim Students Association Facebook page includes: zero tolerance for 'Islamophobic' speech." In other words, they want the university to set them up as arbiters of what is acceptable speech, so that they can stifle any criticism of Islam and jihad terror, in accord with Sharia blasphemy laws.

According to Discover the Networks, "The Muslim Students Association of the United States and Canada, or MSA (also known as MSA National), was established mainly by members of the Muslim Brotherhood (MB) in January 1963 at the University of Illinois, Urbana-Champaign. Nyack College theologian Larry A. Poston writes that "many of the founding members of this agency [MSA] were members of, or had connections to," the Muslim Brotherhood or Jamaat-i-Islami. The three most significant founders of MSA were Hisham al Talib, Jamal Barzinji, and Ahmed Totanji, and all of whom were MB leaders of Iraqi descent. Other noteworthy individuals who served as early co-founders of MSA were Mahboob Khan and Malika Khan."

And Dave King says the radicals and black students at Kansas University are playing the fond old game of follow-the-leader after watching the Missouri University student body punch the MU administration a few times and get away with it. Young people have traditionally attended college to learn, but at MU and KU what the black students are learning is that if they make racist demands they'll get what they want. The very fact that these black students are attending the university is proof that racism isn't an issue at KU or MU, and when student demands are made for idiotic things not related to education, it can be assumed that those students making the demands are there for political reasons that have nothing to do with higher education.

On the other hand, the current-day radicals making these demands are learning that the liberal administrators at our major universities do not hold any hard and fast principles of what it takes to properly educate a student body because they will buckle under to any and all threats so as not to appear to be racists.  Is that principled leadership? Are the administrators actually being racist by surrendering traditional education principles to the students' demands? I see only "liberal privilege" in the black students' demands and in their disruption of all the other students' educations. But for conservatives, it's sort of fun to watch the liberal administrators at KU and MU take a few punches from the young students spouting their "white privilege" crap at the president and faculty.  It's like we're living the sixties all over again.

Some enlightening feed-back is being provided to anyone observing these ridiculous goings-on: by caving to the student's off-the-wall demands liberal administrators are either admitting that their long-held policies of educating students are wrong, as mentioned above, or the administrators are themselves being racists by backing off from the policies that are known to provide a solid educational background for students to make them successful in the current and future competitive world. I ask the administrators of KU and MU: which is it? If you believe that studying the book Fifty Shades of Grey is really offering a sound education and that free education and a forgiveness of college loans is sustainable without forcing future confiscatory taxes to be paid by the very students who are now insisting on these idiotic things, then announce your decision and go with it.



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There is no way in hell I will donate money to UT at Austin or University of Missouri especially with this crap going on.  These are not students ready to enter the world.  They are militants looking to get time on liberal media for 5-10 minutes of fame.
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American universities begin to implode

Dennis Prager says that for over half a century, American universities, with few exceptions, have ceased teaching and begun indoctrinating. In the last few weeks, this downhill spiral has accelerated. The university is now a caricature of an educational institution. It is difficult to come up with an idea or policy that is more absurd than the ideas and policies that now dominate American campuses.

The University of California, once an elite public institution, now circulates a list of "microaggressions" that students and faculty must be careful to avoid lest they engage in racism and bigotry.

Some examples:

     "There is only one race, the human race."

You read that right. The denial of the significance of race in favor of the primacy of the individual and the affirmation of the equality of all human beings -- one of the noblest achievements of liberal Western society -- is now officially listed by the University of California as a racist statement. It is a pure expression of moral inversion.

     "America is a melting pot."

The University of California considers this, too, a racist statement. Throughout American history, the melting pot idea has been an expression of America's unique ability to transform people of every race, ethnicity and nationality into Americans. It is now deemed racist.

     "I don't believe in race."

Again, this statement -- which is the opposite of racism -- is deemed racist. In terms of the inherent importance of race, the American university is now closer to Fascism than to traditional liberalism.

     "America is the land of opportunity."

According to the University of California, this is a "myth" that is also racist. It implies that some of those who fail do so not because they haven't had opportunities to succeed but because of their failure to take advantage of those opportunities.

Meanwhile university after university allows students to take over administration buildings and even president's offices. University presidents and other moral weaklings who administer colleges -- aka leftists -- never demand that these students leave the buildings they have illegally occupied. Rather they give in to just about all of their "demands."

Thus the president of the University of Missouri was forced to resign for allegedly not doing enough about a handful of isolated instances of alleged racism.

The president of Princeton University has agreed to demands of students who occupied his office to consider removing the name of Woodrow Wilson from buildings and institutes. Wilson, president of Princeton prior to becoming the president of the United States, held racist views common to many fellow progressives of his time.

Protesters at Dartmouth College invaded the school's library and screamed at white students studying there. According to the New York Post, "About 150 Dartmouth students this week protested in the school's Baker-Berry Library, chanting "Black Lives Matter" -- and harassing kids who tried to keep studying. Oh, and assaulting them, too, according to The Dartmouth Review, which reported that protesters pinned one girl to a wall while calling her a "filthy white b*tch."

Other chants included "F*ck your white privilege!" and "F*ck you, you filthy white f#cks!"

The response of Dartmouth? An apology to the racist attackers: "The school's vice provost for student affairs, Inge-Lise Ameer, told the BLMers [Black Lives Matter] 'I'm very, very sorry that you feel this way. We don't want you to have this experience here. … We told them [the protesters] that … the protest was a wonderful, beautiful thing.'"

As reported by Newsweek, more than 400 students at Occidental College took over the school's administrative building "stating that they intend to stay until a list of 14 specific points relating to diversity and inclusion of students of color are met." Occidental immediately agreed to 13 of the 14.

The universities, along with the rest of the American Left, have repeatedly told students that America is a racist society, and many black students now believe it, even though they live in the least racist multiracial country on earth and attend the protective cocoon known as college. Likewise, the left has repeatedly told American women that the universities are rape cultures where they have a 1 in 4 chance of being raped.

So, the universities are imploding by their own doing. They produce aggrieved and angry young Americans whose primary identity is that of victim.

And there may be worse to come. There is little that produces violence as surely as does a victim mentality.

At this time, if you donate money to an American university, you are doing much worse than wasting your money. You are subsidizing the most anti-liberal, anti-American institution in America.


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Protesters at Smith College demand that media pledge support to their cause

The Twitchy Staff says we all know by now how well things went for the University of Missouri mass media professor who went in search of "muscle" to help her cleanse the student protesters' "media-free safe space" of an infringing student reporter and his camera. Ironically, just days before, she had turned to Facebook in search of help getting the students' story into the national media.

Not knowing exactly how the mainstream media is going to cover your story has long been a problem for protesters, so some college students have come up with a solution: ensure that coverage of your cause will be supportive before allowing the press access.

The Washington Post reports today that students and faculty at Smith College turned away journalists from their sit-in Wednesday to protest racial discrimination unless those journalists first "pledged allegiance to the cause."

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MassLive.com, which had sent a reporter to cover the sit-in, was shocked to find out the conditions of admittance:

Alyssa Mata-Flores, a 21-year-old Smith College senior and one of the sit-in's organizers, explained that the rule was born from "the way that media has historically painted radical black movements as violent and aggressive."

"We are asking that any journalists or press that cover our story participate and articulate their solidarity with black students and students of color," she told MassLive in the Student Center Wednesday. "By taking a neutral stance, journalists and media are being complacent in our fight."

That "neutral stance" — more of a liberal bent that is practically guaranteed by employment at a mainstream news outlet — has turned to ridicule.

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There's more tweets here . . .

These "elite" universities -- the "Ivy League" and the "Seven Sisters" -- are making a laughing stock of themselves.

And the parents of these Fruit Loops are paying a fortune to have their spoiled offspring to be brainwashed.

But they



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The collapse of universities as institutions of "higher learning"

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Richard Larsen says students at several universities have been protesting over some legitimate, and even some illegitimate, grievances and "injustices" recently. In unsurprisingly duplicitous fashion, they have engaged in the same type of tactics they denounce: bullying, intimidation, and bigotry, in what should be the most open and diverse setting -- institutions of higher learning.

At the University of Missouri, there was a report of a swastika of human excrement on a wall in a lavatory. Surprisingly, in this era of everyone having a cell phone that takes pictures, not a soul on a campus of 30,000 students was able to document it. Then apparently some inebriated student said some inappropriate things of a racial nature. He was suspended. So basically, a couple of incidents of bad behavior.

Primarily because of those incidents, protests broke out all over the campus, even leading a communications professor to request some muscle to prevent a student newspaper reporter from taking pictures. Isn't that interesting, that a professor of communications, you know, that industry that is so dependent upon First Amendment rights, would attempt to suppress and stifle the First Amendment rights of others?

To the modern day witch hunters of Mizzou "racial insensitivity" is the hammer, and literally anything can be a nail, because it's so completely subjective. Failure to display enough revulsion at perceived injustices is apparently enough to be classified as "racial insensitivity," as the removal of the president and chancellor prove.

But because of the demonstrations, and the football team getting involved by threatening to not play BYU this weekend, the campus bullies forced their way past logic, to the very highest echelons of university governance. The university president and chancellor resigned. Even they refused to be the adults in the room. No wonder the students act the way they do!

There is at least one small glimmer of hope with regard to the Mizzou situation. Sci Martin, one of the nation's top defensive ends in the upcoming recruiting class, has cut Missouri from the list of schools he was considering attending and playing football for. Martin leads the New Orleans area schools in quarterback sacks, says he wants "no part of what's taking place" at Missouri. "Their campus is going out of control," the athlete said earlier this week, and "I'm not going back in time with this type of madness." There are, gratefully, some millennials who have not totally divorced reality!

The vice president of the Missouri Student Association was on MSNBC earlier this week expressing her disdain at "people using their First Amendment rights to create a hostile and unsafe learning environment." She called for a "safe space for healing rather than experiencing a lot of hate." This is so sad on so many levels! Not least of all, the notion to some that freedom of speech can be suspended to create a "safe zone" so hypersensitive adolescents don't get their feelings hurt.

MSNBC host Thomas Roberts asked the student leader what she thought of one professor who complained that college campuses are becoming places of prohibition. She responded, "I personally am tired of hearing that first amendment rights protect students when they are creating a hostile and unsafe learning environment for myself and for other students here. I think that it's important for us to create that distinction and create a space where we can all learn from one another and start to create a place of healing rather than a place where we are experiencing a lot of hate like we have in the past." Are there really classes that teach this kind of inanity? No wonder so many of them are so cognitively dysfunctional.

It is truly unfortunate that some choose to use their freedom of speech to promote hate and ignorance. But someone's supposed "right" to not be offended doesn't trump the right to free speech! If we attempted to revoke freedom every time it was used to do something politically incorrect, we'd quickly run out of freedom.

Next stop, Yale University. The week before Halloween, some students complained to a professor and his wife, who also serve as residential advisors, that the university was being "heavy-handed" on what Halloween costumes should be avoided, for the sake of "racial sensitivity." The couple drew from their scholarship and experience and wrote a thoughtful email inviting the community to consider whether it was appropriate to have "PC police for Halloween costumes," from an intellectual perspective. One source described the email as the "model of relevant, thoughtful, civil engagement."

For simply having raised the possibility that people should think about the issue rather than simply blindly following the PC dogma, the couple have become the targets of the most pernicious and vile attacks. An all-out public verbal flogging has ensued, to force them from their positions with the university. I guess we can finally relinquish the notion that the Ivy League proffers a superior education.

Wesleyan University in September cut half of the student newspaper funding from the student association because of complaints about a column critical of the "Black Lives Matter" movement. Bryan Stascavage, an Iraq War veteran, wrote the piece that was not critical of the movement's mission, or even their motivation, but questioned their tactics, especially the "anti-cop" fringe elements of the movement.

As one source described the piece, it "contained neither name-calling nor racial stereotypes, the usual hallmarks of collegiate column calumny." It was a thoughtful, deliberative column. But that didn't prevent all hell from breaking loose, and Stascavage excoriated and denounced everywhere he went on campus. In a café on campus, one student screamed that he had, "stripped all agency away from her, made her feel like not a human anymore." And just like at Mizzou, no adults showed up to render order from the vapid chaos because they are afraid to. And perhaps justifiably so, as standing up would likely cost them their jobs.

The irreverent, and almost always politically incorrect South Park, in one of their October episodes, mocked the current PC climate on American universities. In a song titled, "In My Safe Place," reality-dimension-challenged college students sang quixotically about their "safe place" where they don't ever have to hear, see, or be confronted with anything that may challenge their biases and predispositions. That is until the villain, identified as "Reality," steps into their "safe place" and begins dismantling their ideological fantasy.

One professor in an interview this week said, "I'm a liberal, but my liberal students scare me to death!" Columnist Mona Charon said this week, "There was a much-beloved quote circulated among leftists, often attributed to Sinclair Lewis, that ‘when fascism comes to America it will be wrapped in the flag and carrying a cross.' In light of recent episodes of mob action on American campuses, the quote needs updating: When fascism comes to America it will be wrapped in ‘diversity' and demanding ‘safe spaces.'"

Regrettably, it seems that most of higher education's commitment to diversity is entirely misplaced. The culture at too many of these institutions sacrifices what should matter most, in favor of what matters least. After all, is there anything that matters less than what color one's skin is? And conversely, is there anything that matters more in a university setting than ideas? Yet academe has nearly universally substituted those priorities. The pervasive commitment to diversity is all about skin tone, and diversity of ideas and perspectives is maligned, vilified, and proscribed anathema.

Rather than institutions of higher learning, it appears all too many schools are becoming institutions of lower learning. Instead of preparing the latest generation of students for reality, and to be productive members of society, they've become incubators for narcissism, egocentrism, confirmation bias, and a whole new breed of thin-skinned, coddled, entitled, and spoiled brats.

And this is all occurring in an era when they are accountable for the expenses of their "education." Imagine how much worse they'd be if taxpayers paid all of it for them!

There is much to fear for the future of civilization and our society given the devolvement of our "higher education" culture.



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The President of Yale University is a liberal weenie

Paul Mirengoff says that in the aftermath of the absurd controversy over the potential for offensive Halloween costumes at Yale, president Peter Salovey reportedly has apologized to a large group of minority students for the school's failure to make them feel safe on campus. "We failed you," Salovey said (according to the notes of students who were present), adding "I think we have to be a better university; I think we have to do a better job."

From all that appears, there is no evidence that Yale failed to make its minority students safe. Salovey's remarks weren't prompted by violence, attempted violence, or threats of violence against minorities.

As best I can determine from various reports, they arose instead from discontent over (1) the fact that one of Yale's colleges is named after John C. Calhoun, (2) the alleged exclusion of black female students from a fraternity party, and (3) the potential that someone might wear an "offensive" Halloween costume and the lack of enthusiasm by a headmaster's wife (and maybe her headmaster husband) over censoring costumes.

None of these items has anything to do with safety. None could make a rational person feel unsafe.

Yet Salovey reportedly told the students he had not seen this level of emotion in the 35 years he has been at Yale. Students reportedly wept and pleaded for help from the president.

At the risk of sounding like an old-timer, I will note that in my day, minority students didn't weep and plead; they shouted and demanded (she did -- she threw a temper tantrum). Somehow, a decrease in meaningful grievances has corresponded with an increase in hysteria.

So Salovey is probably right that the level of emotion at last week's meeting was unprecedented. But does his apparent inference -- that Yale has failed these students -- follow?

Roger Kimball thinks so, though not in the sense Salovey does:

American campuses have for many years been treating their charges as childish ATMs: delicate creatures who, though they dispense a small fortune over the course of four years through the proxy of their parents or. . .[by virtue] of financial aid, through the parents of other students, nonetheless must be treated as irresponsible toddlers, protected at every turn from ideas they might find challenging or -- the king of words these days -- "offensive."

Colleges have set themselves up as multicultural, sexually and racially exotic hothouses to breed these noxious, neurasthenic but politically correct creatures who are capable of emotional hysteria but not reasoned argument.

To be fair, the process of creating these creatures generally begins well before they get to college. But Kimball's point stands.

The problem is that there's nothing Yale can do to make its "charges" feel safe. All the Play-doh, coloring books, and pillows in the world will prove inadequate. So will censoring Halloween costumes. So will speech codes.

So will the specialized mental health services for minority students being demanded at Yale. Indeed, by reinforcing the view that it's reasonable, if you're a minority, to feel unsafe over nothing much, they will probably make the students feel less safe. But maybe they can make them feel better about feeling unsafe.

Let's hope so. For if these kids truly feel unsafe at Yale, heaven help them when they leave the incubator.

The little girl behind this story is a spoiled adolescent who doesn't belong in what was once one of the finest universities in America -- and based on Yale President Salovey's comment -- neither does he.

If you are unaware of this controversy, click the link in the first sentence, above.


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Yale has become a nursery school

SooperMexican says if you want to know just how spineless and whiny America's liberal youth have gotten, I give you what should be exhibit A in the case of "Reality versus Coddled Annoying Youth."

Note: Silliman College opened in September 1940. It was the last of the original ten Yale residential colleges.

It's aptly entitled, "Hurt At Home" [emphasis added]:

As a Silimander, I feel that my home is being threatened. Last week, Erika Christakis, the associate master of Silliman College, sent an email to the Silliman community that called an earlier entreaty for Yalies to be more sensitive about culturally appropriating Halloween costumes a threat to free speech. In the aftermath of the email, I saw my community divide. She did not just start a political discourse as she intended. She marginalized many students of color in what is supposed to be their home. But more disappointing than the original email has been the response of Christakis and her husband, Silliman Master Nicholas Christakis. They have failed to acknowledge the hurt and pain that such a large part of our community feel. They have again and again shown that they are committed to an ideal of free speech, not to the Silliman community.

Today, when a group of us, organized originally by the Black Student Alliance at Yale, spoke with Christakis in the Silliman Courtyard, his response once again disappointed many of us. When students tried to tell him about their painful personal experiences as students of color on campus, he responded by making more arguments for free speech. It's unacceptable when the Master of your college is dismissive of your experiences. The Silliman Master's role is not only to provide intellectual stimulation, but also to make Silliman a safe space that all students can come home to. His responsibility is to make it a place where your experiences are a valid concern to the administration and where you can feel free to talk with them about your pain without worrying that the conversation will turn into an argument every single time. We are supposed to feel encouraged to go to our Master and Associate Master with our concerns and feel that our opinions will be respected and heard.

But, in his ten weeks as a leader of the college, Master Christakis has not fostered this sense of community. He seems to lack the ability, quite frankly, to put aside his opinions long enough to listen to the very real hurt that the community feels. He doesn't get it. And I don't want to debate. I want to talk about my pain.

Sweet baby Jesus. This bears repeating:

And I don't want to debate. I want to talk about my pain.

What a pathetic infantile statement. She literally says that the student community is opposed to free speech when she sets the two against each other in the first paragraph. You're either for our feelings, or you're with free speech. And she thinks this is a persuasive argument. Just incredible.

Oh but it gets worse:

My dad is a really stubborn man. We debate all the time, and I understand the value of hearing differing opinions. But there have been times when I have come to my father crying, when I was emotionally upset, and he heard me regardless of whether or not he agreed with me. He taught me that there is a time for debate, and there is a time for just hearing and acknowledging someone's pain.

I thought the whole point of going to college was gain some independence and test yourself and conquer the world, but apparently today some kids want to be treated like children for the rest of their lives.

I have had to watch my friends defend their right to this institution. This email and the subsequent reaction to it have interrupted their lives. I have friends who are not going to class, who are not doing their homework, who are losing sleep, who are skipping meals, and who are having breakdowns. I feel drained. And through it all, Christakis has shown that he does not consider us a priority.

Let me just point out  the original offense was this guy saying that people should be allowed to wear whatever Halloween costumes they want -- if you're losing sleep and having a breakdown because someone wears a Mexican costume for Halloween, you should be institutionalized, not attending a higher institution of learning.

Here's the infantile "Jencey" on video -- expressing herself:

This "little girl" has to scream and throw a temper tantrum to express herself and should be in a nursery school not Yale.

When just a few people challenged this idiot on Twitter…

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…she stayed true to her policy of feelings over debate, and shut down her account:

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Yale should be so proud.



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Dealing with violent students in schools

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Thomas Sowell says a recent, widely publicized incident in which a policeman was called to a school classroom to deal with a disruptive student has provoked all sorts of comments on whether the policeman used "excessive force."

What has received far less attention, though it is a far larger question, with more sweeping implications, is the role of disruptive students in schools.

Critics of charter schools have often pointed to those schools' ability to expel uncooperative and disruptive students, far more readily than regular public schools can, as a reason for some charter schools' far better educational outcomes, as shown on many tests.

The message of these critics is that it is "unfair" to compare regular public schools' results with those of charter schools serving the same neighborhoods — and often in the same buildings. This criticism ignores the fact that schools do not exist to provide jobs for teachers or "fairness" to institutions, but to provide education for students.

"Fairness" is for human beings, not for institutions. Institutions that are not serving the needs of people should either be changed or phased out and replaced, when they persistently fail.

Despite the painfully bad educational outcomes in many public schools in ghettos across the country, there are also cases where charter schools in the very same ghettos turn out students whose test scores are not only far higher than those in other ghetto schools, but sometimes are comparable to the test scores in schools in upscale suburban communities, where children come from intact families with highly educated parents.

Charter schools with such achievements should be celebrated and imitated, not attacked by critics because of their "unfair" exemptions from some of the counterproductive rules of the education establishment. Maybe such rules should be changed for all.

If the critics are right, and getting rid of the influence of uncooperative or disruptive students contributes to better educational results, then the answer is not to prevent charter schools from expelling such students, but to allow other public schools to remove such students, when other students can benefit from getting a better education without them around.

This is especially important in low-income minority schools, where education is for many their only chance for a better life.

Back in the supposedly bad old days, before so many people became so politically correct, there were schools and other institutions that were basically dumping grounds for students who endangered the education — and often even the safety — of other children.

Yet a front-page story in the New York Times last week dealt with how Success Academy, a high-performing charter school network in New York City's low-income and minority neighborhoods, has been accused of "weeding out weak or difficult students."

The Times' own story opens with an account of a child who was "not following directions," who "threw tantrums," was screaming, threw pencils and refused to go to another classroom for a timeout. Yet the headline declared that charter schools "Single Out Difficult Students."

"Singled out" usually means treating someone differently from the way others are treated for doing the same things. Are convicted criminals "singled out" when they are sent to jail?

The principal of a Success Academy school in Harlem was accused of telling teachers "not to automatically send annual re-enrollment forms home to certain students, because the school did not want those students to come back."

A mother in Brooklyn complained about her son's being suspended repeatedly, and her being called repeatedly to come to school to pick him up early. She admitted that he was "hitting, kicking, biting and spitting at other children and adults."

After he was transferred to another public school, "he was very happy and had not been suspended once." How happy others were to have him in their midst was not reported.

It would be wonderful if we could develop ways to educate all students, despite whatever kinds of attitudes and behavior they had. But how many generations of other youngsters are we prepared to sacrifice to this hope that has never yet been fulfilled?



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Beckwith

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Reply with quote  #73 

Does America need a U. N.-based children's "Bill of Rights?"

Macey France says raise your hand if you've heard of the U.N.'s document called "Rights of the Child." If you haven't, click here for a simplified version, made for the children to understand. Here is what it says about education, in general. Articles 28 and 29 outline the agenda:

Children have the right to an education. Discipline in schools should respect children's human dignity. Primary education should be free. Wealthier countries should help poorer countries achieve this. Education should develop each child's personality and talents to the full. It should encourage children to respect their parents, their cultures and other cultures.

Beyond those two articles the others all state certain roles of the government. Government should protect children from being abducted, sexually assaulted, being poor, bad dreams, etc.  (Okay, I put the last one in as a joke. It doesn't really say that, but since the people who came up with this treaty seem to think the raising of your children, in its entirety, should be left to the government, I'm pretty sure that calling the men in black suits to quell a nightmare wouldn't be too outlandish…)

Here's where the U.N.'s Rights of the Child bumps into education and the ESEA (Elementary and Secondary Education Act) in the United States.

A "Sense of Congress" resolution has been put forth by a few members of the House of Representatives. House Resolution 476 was introduced on October 9th, 2015. This resolution is the United States House's version of Rights of the Child. It establishes a national Children's Bill of Rights.

In section J we see the bill's intents for education.

(3) educational and life skills, including—(A) the right to a well-rounded, high-quality, and culturally competent education that promotes success in life and in future careers; (B) the right to access educational services and supports necessary to accommodate the child's needs; (C) the right to a safe learning environment, and the right to be free from bullying; (D) the right to an education that is sufficiently funded to provide the child with the tools and technology necessary for a successful learning experience;…

The wording isn't exactly the same, but it does match closely to the wording in the ESEA. Of course, the reauthorization of the ESEA is a never-ending story. It's constantly tweaked, constantly in committee, constantly under review and being made worse.

Here's where HR 476 comes into the equation. Even if the ESEA is never reauthorized this HR will come in and take care of what the wording in the ESEA is wanting to do. It's just waiting in the wings as a weak "Sense of Congress" resolution right now.

So this is where I explain what a Sense of Congress resolution is. It's basically a way for members of congress to go on record to express their thoughts or opinions on certain topics. The resolution in no way creates a law. But it is on record that the majority of the party, or house, or senate, feel this way.

Foreign governments, or the U.N., will pay close attention to what this resolution says. They use this information for political gain or persuasion in getting other members or even countries to recognize our "thinking" in certain matters.

This resolution tells the U.N. and powers that be that we, the United States or at least the United States Congress, feels that American children need their own Bill of Rights.  So what in the name of all bad education reform does this mean? It means that if there was enough support of this HR, they could, in fact, create a bill from it. And it could get voted on and it could get passed.

Then there would be no need for the wording in the ESEA that usurps parents' rights in directing their child's education. The United States Bill of Rights for the child would have it.

This is where you use your discernmentto decide if you think a Child's Bill of Rights should exist. And remember -- whenever the government puts forth something saying what it thinks a certain party or group of people should have, it's taking away something from someone else. In this case, granting rights to children provided by the government can lead to taking away parents' rights.


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"Interrupting whiteness" aims at "racial gaps" in school

PJ Media is reporting that a major national conference for teachers and school administrators starting on Saturday, October 10, in Baltimore will focus exclusively on race and racism, featuring workshops on “interrupting whiteness” in American schools, the “dominance of White supremacy” in society, “White privilege” enjoyed by Caucasian students, “white domination of thought,” and how to “decenter whiteness.”

The conference, officially titled The National Summit for Courageous Conversation 2015, is organized by the Pacific Educational Group (PEG), a large and influential consulting firm hired by hundreds of school districts nationwide -- often under pressure from the federal government — to address “racial gaps” in scholastic performance and behavior problems in the classroom.

[nscc2015header]

But don’t take my word for it.

Below are excerpts taken from the official program of the upcoming National Summit for Courageous Conversation 2015, as well as examples taken from earlier Summits in 2014 and 2011, accompanied by direct screenshots of the text as it appears in the programs. You can confirm this by viewing the official 2015 program itself as uploaded by Pacific Educational Group, as well as pdfs of the 2014 Summit program and the 2011 program still archived at the Summit’s own Web site.

This first example is a prototypical workshop at the National Summit for Courageous Conversation; is this the kind of race-obsessed confrontational philosophy that should be guiding instruction and curricula in the nation’s public schools?

White Privilege, White Responsibility: Deepening Our Commitment as White Allies in the Struggle for Racial Equity in Schools
To achieve racial equity in schools, all educators must be able to identify and communicate where their own personal whiteness plays out in classroom, school, and community systems. Deepen your ability to focus a critical lens on your own whiteness and privilege and see how they impact your life. Through the tenets of Critical Race Theory, analyze how society constructs whiteness as the dominant norm in the U.S. Explore what it means to be a white educator leading for racial equity without perpetuating a system of white dominance.

(Screenshot here.)

The program descriptions, as you can see, are composed almost entirely of academic jargon which intentionally obfuscates the text’s meaning. I’ve added occasional clarifications between excerpts, deconstructing the jargon into plain language — though in most cases the true nature of each workshop shines through the euphemistic terminology on its own, and needs no illumination.

Groups such as PEG which offer their services to school districts usually portray their programs as simply a way to boost the self-image of black students, to hopefully improve their academic scores and lessen disruptive behavior. And if PEG had kept its goal to nothing more than that, then there would likely not be any controversy. But, as this next workshop reveals, PEG has crossed way, way over the line from boosting the esteem of black students to instead intentionally tearing down the esteem of white students:

It Ain’t H1N1, But It’s Just as Deadly: The Negative Effects of White Privilege for People of Color
Explore the realities of white privilege and the deep wounds that many people of color have felt due to this ugly reality. Hear historical perspectives and learn how the evolution of white privilege has been parented by white supremacy, racism, and institutional racism from the past to the present. Take a different look at white privilege and consider how many people of color have been conditioned to believe that they shouldn’t be afforded the privilege that white folks receive, which gives white privilege the power to positively affect many white people and negatively affect all people. Engage in this challenging opportunity to examine yourself critically and to look at the effects that white privilege has had on society and communities of color.

(Screenshot here.)

This next workshop, from the upcoming 2015 Summit, describes a process to brainwash ten-year-old white girls away from their instinctively colorblind attitude that all people are equal, regardless of skin color, and to dismantle their unacceptable “rigid sense of fairness,” and replace it with a hyper-conscious awareness of both the existence of race and the difference between races and, as the final step, to internalize in the girls a self-loathing of their own “whiteness” — which is the last of the program’s “Six Conditions” and the goal of every “conversation about race.” Conference attendees will learn how to implement these indoctrination protocols in their own schools around the country:

From a Place of Privilege – Diversity to Equity: How One NYC Private School is Working to Establish Curriculum for Ongoing Racial Identity Development in Grades 5-8
Can ten-year-old White girls talk about race? Yes, with practice. Middle School aged children are rigid in their sense of fairness and resistant to the acknowledgement of difference. We use a curriculum built around the Courageous Conversation Protocol that supports the development of our students’ capacity to talk about race. Examine a spiraling 5-8 curriculum that uses the Six Conditions to engage, sustain and deepen conversations about race among students. Experience activities that help facilitate racial identity development. Analyze the program and its evolution in order to develop your own strategies to create similar curriculum in your school.

(Screenshot here.)

Pacific Educational Group did not dream up this race-centric approach all on its own. Its practices are based on an academic discipline called “Critical Race Theory,” which is so commonplace in modern academia as to no longer even be controversial. But outside a university environment, few people have even heard of it — and the few that have are usually shocked and outraged. The phrase “Critical Race Theory,” for all its multi-syllabic high-mindedness, is nothing more than a faux-intellectual way of saying “Everything — and we mean everything — is white people’s fault.”

Much of Critical Race Theory revolves around the concept of “whiteness,” which is not simply a skin color or racial identification but rather a state of moral turpitude: To have “whiteness” means that you personally share blame for all of society’s ills. It doesn’t matter whether or not you think prejudiced thoughts or treat anyone badly; it doesn’t matter whether or not your ancestors owned slaves or instead were abolitionists fighting to free slaves; it doesn’t matter whether or not your ancestors immigrated to the United Sates in the 20th century long after slavery was outlawed; it doesn’t matter whether you’re left-wing or right-wing or apolitical; what matters is that all of American society is inherently racist and favors white people, so that if you “look white,” you benefit from a racist system, and you are therefore part of that system, and therefore racist, and therefore (to peel away the euphemisms) evil. All “Caucasian” or pale-skinned people are genetically cursed with “whiteness,” which they cannot escape or disown, but people of other skin colors and ethnicities can also possess whiteness if they conform to “white norms” and refuse to embrace anti-whiteness activism.

The average person might see this entire worldview as shockingly racist, but Critical Race Theory has that angle covered too: Racism, according to the theory, is prejudice+power; and since (according to the theory) black people have no power in society, by definition they can’t be racist. The inverse of the stigma of whiteness is therefore also true: if you lack whiteness, you are immune from criticism or condemnation.

Until recently Critical Race Theory has been just that — a “theory” safely quarantined away from the real world in the pages of scholarly journals and the hallways of Ethnic Studies departments. But Pacific Educational Group is transforming Critical Race Theory into Critical Race Practice. They’re implementing in real-world settings (K-12 classrooms) the notions that until now were discussed only hypothetically:

Creating Culturally Relevant Classrooms by Removing the Sand and Interrupting Whiteness
Join members of the CARE team from Portland DART School and share their journey to establish Culturally Relevant Classrooms using the Courageous Conversation protocol as a tool for interrupting white-normed ways of teaching and learning. Hear how DART has created classroom climates where dialogue opens doors to multiple perspectives, increases awareness of racial norms, decenters whiteness, empowers students to question, and improves engagement of all students. Participate in personal reflection, small and large group discussions, and a fun game of Courageous Conversation Vocabulary BINGO! Take home resources and examples of outcomes.

(Screenshot here.)

Any white person who refuses to accept the label “racist” and who refuses to shoulder the blame for all of society’s woes is engaging in “White Denial” and suffers from “dysconsciousness” that needs to be uprooted if that person wants to be allowed to teach children:

The Very Minds of the People We Are Trying to Save: The Pathology of White Denial and The Pedagogy of Critical Race Theory for White Educators
Professional development about race that fails to interrogate adaptive problems contributes to the devastating impact of institutional racism in schools. Learn to utilize the 1st and 6th Conditions to reveal the impact of white denial and white dialogic domination in interracial dialogue about racism. Analyze concepts of critical race theory to move from dysconsciousness to critical race consciousness, and see how it manifests in school culture, policies, and practices. Discover the adaptive solution needed to create transformative professional development programs about race.

(Screenshot here.)

As revealed in the description of this upcoming 2015 workshop, “Equity Coaching” is a euphemism for psychologically “breaking” white teachers so that they not only confess their own inescapable racism but they then also bring to their students the attitude that whites as a group are morally culpable:

Would You Like to Unpack That? Equity Coaching as a Means to Interrupt Systemic Racism and Improve Instructional Practice
Systemic racial equity change transpires when educators are given the space and support to critically reflect on their own racial consciousness and practice. Equity coaching provides sustained dialogue in a trusting environment to interrupt the presence of racism and whiteness. Using Courageous Conversation Protocol, tenets of Critical Race Theory, and instructional coaching methods, educators and coaches engage in a non-evaluative reflection aimed at transforming teacher practice.

(Screenshot here.)

Is it your fault? Of course it’s your fault. Own the guilt. Accept your villainy:

I Am George Zimmerman: A Courageous Conversation about White Supremacy, White Privilege, and Oppression
Examine issues of white supremacy, white privilege, and other forms of oppression in this interactive session. Explore how they show up in our thoughts, interactions, institutions, and cultural practices – creating divisive environments and outcomes, despite our best intentions. Practice conversational tactics that deepen understanding and engagement, especially when viewpoints differ and tensions run high. Leave with new insights, skills and tools to empower your activism as a role model and agent for social and institutional transformation.

(Screenshot here.)

PEG also strongly advocates making public schools “Afrocentric”:

Say It Loud, I’m Black and I’m Proud! An Unapologetic Infusion of Afrocentrism in Classroom Instruction
The current paradigm of classroom instruction has the potential to render our Black students invisible without explicit examination of the structural and cultural forces that reify racial inequities. Learn how Eurocentric classroom patterns impact racial identify development and learning for students of color. Explore the meaning and importance of Afrocentric instruction, and discover the benefits for students, teachers, and the school community. Leave with strategies for designing Afrocentric lessons and decentering whiteness in your classroom.

(Screenshot here.)

Proponents of Critical Race Theory have sealed every possible exit for anyone trying to escape the guilt of “whiteness”; this workshop is aimed at teachers trying to wriggle out of the hot seat by claiming they’re not part of this imaginary “white race” anyway:

I’m White? I’m White: Increasing White Racial Consciousness To Expand White Racial Consciousness
How do you examine your personal racial consciousness as a White person engaging in racial equity work? How do you support White people in schools that require racial consciousness? Engage with the Courageous Conversation protocol and the work of Dr. Janet E. Helms to understand a model of White Racial Identity Development. Personally apply the model in individual consciousness work and share your insights. Examine the intersections of the model and the Six Conditions in order to increase White racial consciousness in your school and/or district.

(Screenshot here.)

And it’s not just teachers and administrators who need to have their whiteness interrupted — even the janitors and cafeteria workers should check their white privilege and share some of the blame for creating the racist environment on campus:

Climate Change – From Theory to Practice: Saint Paul Public Schools’ Operations Division’s Journey to Interrupt Systemic Racism
Explore the presence and role of Whiteness in district operations that support educational systems. Learn how to impact changes in district climate and procedures through applying the Courageous Conversation protocol. Deepen your understanding of the role that “non-classroom-based” personnel play in creating an equitable climate of learning for students. Hear how Saint Paul Public Schools is taking on the challenge to develop a racial equity lens for operational services.

(Screenshot here.)

One of the worst sins a teacher can commit is “colorblindness” — treating all children equally and paying no attention to race. This workshop led by an “Afro-Rican” student who lectures attendees that colorblindness is racist too since it fails to actively disrupt “white cultural norms”:

Voices from the Classroom: An Afro-Rican High School Student’s Perspective on Race, Colorblindness, and Education
When teachers claim to be “colorblind” it gives them an excuse not to try and understand different racial experiences, it also takes away a big part of their students of color identity. In this session, participants will have an opportunity to hear the narrative of a student of color. She will share examples of what she had to give up of herself on a daily basis to succeed according to white cultural norms, share suggestions to support students and open up the dialogue to give teachers an opportunity to ask questions and explore their own assumptions and beliefs.
PRESENTERS:
Tonicia Abdur-Salaam, Equity Transformation Specialist; Pacific Educational Group, San Francisco CA; Makkah Abdur-Salaam, Student

(Screenshot here.)

One of PEG’s areas of focus is “Restorative Justice,” a catch-all term for eliminating standard punishments (such as detention and suspension) for disruptive or violent misbehavior at school, and replacing them with what are essentially therapy and counseling sessions for the offending students.

[obama_rethink]

Back in July, President Obama launched a national initiative on this exact topic, which has now become official government policy.

Many of the school districts that hire Pacific Educational Group do so only after being pressured by the U.S. Department of Education or sued by the U.S. Department of Justice to address “disparities” in the punishment rates of black students as compared to white students. The White House is now using the coercive power of government to force districts to accept PEG’s view that differing rates of school discipline for different ethnic groups are entirely due to racism on the part of teachers and administrators.

This new approach is called “decentering whiteness” in this highly euphemized workshop description:

Accelerate the Achievement of Students of Color by Decentering Whiteness in School Discipline
Students of color demonstrate accelerated achievement when they are welcomed into a culturally responsive school environment that prioritizes their presence, engagement, and learning. Explore and practice preventative/interventional measures that address student behaviors before they result in out of school time. Build on your school’s collective understanding of community, accountability, and discipline as a learning opportunity, in this highly interactive session. Leave with a perspective on an inclusive approach to school discipline and how this approach can accelerate the learning of students of color.

(Screenshot here.)

“Re-education” is a term used in communist societies for compelling people into confessing their guilt and then accepting new ideologies. This workshop concedes that for white people, attending the Summit session is a type of “re-education”:

Detour Spotting for White Racial Equity Leaders
For White people in schools, learning to become a racial equity leader is a re-education process. Understand how we take detours as we work to become racially literate and engage in race talk. Examine the common detours and learn how interrupting them will strengthen our ability to be courageous racial equity leaders who will tackle inequities as we see them and serve all students.

(Screenshot here.)

(Researchers have noticed for over a decade just how similar PEG’s workshops are to Maoist “self-criticism” public humiliation sessions.)

Despite having a worldview and a business model completely revolving around race, PEG repeats Critical Race Theory’s contradictory claim that races don’t even really exist, and are simply a “social construct.” And, yes, it is white people who invented the evil lie we call “race” (???):

Why We All “Can’t” Get Along…A Courageous Conversation About Truth, Healing and Human Reconciliation
The construction of race and racism has exacted deep physical, emotional, psychological and spiritual trauma upon all to whom it has been imposed, enforced and reified. The loss of humanity experienced by resisters and proponents litter the conscience and landscape of the peoples, cultures and structures of the United States. In this seminar, two native sons of Indigenous and African descent explore understanding and healing from racism, racial trauma and white domination of thought and knowledge at the intersection of their critical perspectives, personally and professionally. Participants will examine our inability as humans to embrace a deeper love and how this prevents us from tapping into our greatest human and spiritual calling to get along with each other. Through Protocol this dialogue will consider the constructs of belief and behavior that have left us deplete of knowledge of and love for KMT, Turtle Island and their direct descendants, that ultimately serves as evidence of our approaching human demise and destruction. Let’s “Rise Up” together, and turn this trajectory around.
PRESENTERS:
Glenn Singleton, President and Founder; Pacific Educational Group, San Francisco, CA; Anton Treuer, Executive Director, American Indian Resource Center; Bemidji State University, Bemidji, MN

(Screenshot here.)

(The term “KMT” that Glenn Singleton uses, by the way, is part of a bizarre “Afrocentrism” theory that ancient Egyptians were sub-Saharan black Africans, a claim that is universally rejected by all scholars of ancient Egypt.)

The excerpts presented here are just a tiny sampling of the numerous workshops presented at “Courageous Conversations” summits. See the links near the top of this page for a complete listing of all workshops and seminars being presented this year (and in past years).

Millions of Schoolchildren Affected

Pacific Educational Group is no fringe clique of kooks — it is a large and highly respected organization which has been hired by school districts large and small across the nation (so many that odds are a child you know attends a school which implements the PEG vision).

The PEG Web site until recently used to display a list of its clients, but after some recent bad press they tried to scrub the information so that it’s no longer viewable by the public; now if you go to their “clients” page, all you’ll see is a notice that the information is only available by request.

Luckily, the internet is forever, and the pages listing all of PEG’s clients (as of 2014) are still preserved at the Internet Archive. Nearly 200 school districts across the country, serving many millions of students, have hired PEG to train their teachers and develop student curricula and establish restorative justice schemes.

For the record, here is PEG’s own list of school districts which have hired them, organized state-by-state for easy reference. Do your children attend school in any of these districts? Do you want them taught according to “Critical Race Theory”? Do you want them pressured to think of everyone in terms of race? Do you want them made to be self-conscious about their own ethnicity? Do you want them to be taught in an environment where students are intentionally treated differently according to the color of their skin?

(Numbers in parentheses after sample selected districts show the amount of students in that district being influenced by PEG’s ideologies, as an indication of the scale of the issue. All told, over 10 million students attend schools in districts which implement PEG’s “Critical Race Theory” vision — 20% of all schoolchildren in the nation. And this doesn’t even take into account the many statewide departments of education which have hired PEG to guide policy.)

These "educators" should spend more time teaching the kids to read and write -- not politicizing them.


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Reply with quote  #75 
United Nations-Communist/Marxist goals -- ICLEI-Smart Growth. Check with your local government, they are there.
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