A cognitively challenged Biden is pulled in every direction, by left-wing politicos collecting their debts, by his own spite, by his trademark narcissism, and by his hatred of all things Trump.
Almost everything Joe Biden has touched since entering office has turned to dross. None of his blame-gaming, none of his distortions, none of his fantasies and unreality can mask that truth.
Seven months ago, Afghanistan was relatively quiet—with about 10,000 vestigial NATO troops, including 2,500 Americans, anchored by the Bagram Airfield. They were able to provide air superiority for the coalition and Afghan national army. With air power, NATO forces, if and when they so wished, could have very slowly and gradually withdrawn all its remnant troops—but only after a prior departure of all American and European civilians, coalition contractors, and allied Afghans.
The transient calm abruptly imploded as soon as Joe Biden recklessly yanked all U.S. troops out in a matter of days. Many left in the dead of night, leaving no one to protect contractors, dependents, diplomats, and Afghan allies. In Biden’s world, civilians protect the last Western enclave while soldiers flee.
Three weeks ago, Joe Biden and a woke and politicized Pentagon were assuring us that Afghanistan was “stable.” Now the country is reverting to its accustomed premodern, theocratic, and medieval chaos. It will likely soon reopen as the world’s pre-9/11-style terrorist haven—an arms mart of over $50 billion in abandoned U.S. military equipment. Thanks to the president of the United States, terrorists and nation-state enemies can now shop for arms and train there without hindrance.
The NATO coalition-builder Biden also dry-gulched his European allies, whose soldiers outnumbered our own. The humanitarian “good ole Joe from Scranton” deprecated the thousands of Afghan military dead who had helped the Americans. The families of the American fallen and wounded of two decades were all but told by Biden that the catastrophe in Kabul was inevitable—no other way out but chaos and dishonor. Why did he not tell us that earlier, when he was vice president, so many dead and wounded ago?
“Get over it,” was Biden’s messaging subtext. If Americans want to hear the blame game, he told us to scapegoat Barack Obama, or all prior presidents, or especially Donald Trump, or the intelligence services and military, or the Afghan army, or we naïfs who somehow think things are a mess right now in Kabul—or anything and everyone but Joe Biden.
Was Biden’s idea simply to get the United States “officially” out of Afghanistan and let the abandoned 10,000-plus Americans manage as they can?
Was Biden angry over our 20-year presence and thinking the Afghans would deserve what followed? Was he so delusional that he really believed the NATO forces could easily deter the Taliban with sanctimonious lectures from National Security Advisor Jake Sullivan, Secretary of State Antony Blinken, and Deputy Secretary of State Wendy R. Sherman? The latter is a former head of EMILY’s List and an architect of the Iran Deal, so were she and others especially scarifying to naughty theocrats when they warned they might lose their slot in the “rules-based world order”? Or did Biden believe the Taliban would be deterred by Sherman’s exclamations, such as her ominous warning, “This is personal for me!”
In January, Biden inherited a rebounding economy that was fueled by $1 trillion in stimulatory federal red ink. Given natural pent-up consumer demand, why did Biden need to print yet another $1 trillion, seek to green-light another $2 trillion for “infrastructure,” and raise even higher unemployment compensation to the point of discouraging employees from returning to work?
At the same time, he has alarmed employers with braggadocio threats that higher capital gains, income, payroll, and estate taxes are all on the way. More lockdowns only further eroded small businesses. The result was price inflation of all the stuff of life—homes, lumber, gas, food, appliances—as well as historic shortages of everything from cars and houses to the work of contractors and electricians. Any increase in wages due to labor shortages was soon erased by spirals in the consumer price index.
So, what was Biden thinking or, rather, not thinking? By paying workers not to work he would be evening out the ancient score with employers? Did workers need a vacation from the quarantine? Printing money was a way to spread the wealth—and diminish what the rich possessed? Was a $2 trillion deficit and $30 trillion in aggregate debt a way of bragging to Trump that he doubled the Trump red ink in less than a year? Would he pile up more debt than both Barack Obama and George W. Bush in half the time?
Biden took a secure border, along with increasingly legal-only immigration, and then destroyed both. He stopped construction of the border wall, encouraged an expected 2 million illegal entries over the current fiscal year, promised amnesties, and resumed “catch and release.” He did all that at a time of a pandemic, exempting illegal aliens from all the requirements of COVID testing and mass vaccinations that he had hectored his own citizens about getting. With planned mass amnesties and millions more invited to cross illegally in the next three years, was Biden seeking to found a new American nation within the now passé old American nation?
Did he believe that Americans did not deserve their citizenship and newcomers from south of the border were somehow more worthy? Did he see the 2 million new residents as instant voters under new relaxed rules of balloting? Did he think in a labor-deprived economy they would supply nannies, gardeners, and cooks to bicoastal elites? We strain to imagine any explanation because there is no logic to any.
Biden did his best in just seven months to explode the idea of American self-sufficiency in natural gas and oil. He canceled the Keystone Pipeline, froze new federal energy leases, put the Anwar oil field off limits, and warned frackers their end days were near.
So, what drove Biden? Did he object that motorists were saving too many billions of dollars per year in decreased commuting costs? Or was the rub that we had slashed too many imports of oil from the volatile Middle East and no longer would launch preemptive wars? Or perhaps the transition to clean natural gas instead of coal as a fuel for power generation had too radically curtailed carbon emissions? Did Biden feel that Middle East producers, the Russians, or the Venezuelans could better protect the planet while extracting oil and gas than could American drillers?
Biden blew up race relations by greenlighting the new hunt for the mythical “whiteness” monster. Were a few buffoonish white rioters who stormed the Capitol the tip of the spear of a previously unknown massive white supremacy movement, the most dangerous, he swore, since the Civil War?
Biden took affirmative action and the Civil Rights-era “disparate impact” and “proportional representation” ideas and turned them into disproportionate representation and reparations on the cheap. Biden made it acceptable to damn “whiteness,” as if all 230 million white Americans are guilty of something or other in a way that the other 100 million “nonwhite” are not.
So why did Biden kick the sleeping dog of racial polarization? To stir up his left-wing base? To alleviate his own guilt over the Biden family’s long history of racist insults, from “clean” Barack Obama to “put y’all in chains” to the “Corn Pop” sagas to “you ain’t black” and “junkie” to Hunter’s n-word and Asian racism? Did Biden see countries like Iraq, Lebanon, Rwanda, and the former Yugoslavia as positive models for diversity emulation?
After Biden entered office, violent crimes ignited from the embers of the 120 days of mostly unpunished looting, arson, and organized violence in the streets of America’s major cities during summer 2020. Under Biden, jails were emptied. Federal attorneys and emulative local DAs exempted offenders. Police were defamed and defunded. Punishing crime was considered a racist construct.
The result is that Americans now avoid the Dodge City downtowns of most of America’s crime-ridden blue cities. They accept that any urban pedestrian, any driver after hours, any commuter on a bus or subway can be assaulted, robbed, beaten, raped, or shot—without any assurance that the media will fairly report the crime, or that the criminal justice system will punish the perpetrators. In Biden’s America looters prance into drug stores and walk out with shopping bags of stuff, under the terrified gaze of security guards who guesstimate at least they did not steal more than $950 of loot.
Was Biden’s plan to let the people redistribute ill-gotten gains? Or was he convinced that disproportionate criminal activity was karmic payback, or penance for the death of George Floyd? Did he really believe that we were far too overpoliced? Did he believe that the general public should experience, at last, the crime of the inner-city to ensure equity and inclusion?
So why does Biden so willfully exercise this destructive touch that blows up anything he taps?
There are several possible theories:
1) Biden is non compos mentis. He has no idea of what he is doing. But to the degree he is alert, Biden listens—sort of—only to the last person with whom he talks. And then he takes a nap. When Afghanistan blows up or inflation roars or the border becomes an entry door, his eyes open, and he becomes bewildered and snarly—like an irritable and snappy Bruce Dern waking up in “Once Upon a Time in Hollywood.”
Biden has no clue about the actual destructive implementation of his toxic policies, and no concern upon whom these destructive agendas fall. He vaguely assumes a lapdog left-wing media will repackage every Biden incoherence as Periclean, and every daily “lid” as Biden’s escape for presidential research, deep reading, and intensive deliberation. Biden appears to be about where Woodrow Wilson was in November 1919.
2) Or is Biden a rank opportunist and thinking he will ride woke leftism as the country’s new trajectory? He resents his prior subservience to Obama, and now feels he can trump past signature leftist administrations as the one true and only socialist evolutionary. He is not so much the manipulated as the manipulator.
Biden fantasizes himself as a hands-on dynamic leader who bites at reporters, snaps from the podium, and issues his customary interjections. He is therefore “in command” for four or five hours a day. He enjoys acting more radical than Elizabeth Warren, Kamala Harris, Bernie Sanders, or “the squad.”—and especially being far more leftwing than his old and now passé boss Barack Obama. Joe is in control and that explains the dross touch. For the first time in his life, such an incompetent has complete freedom—to be powerfully incompetent. Biden is then not demented as much as delusionally running things.
3) Biden is unfortunately what he always was: a rather mean-spirited plagiarist, liar, and nihilist, from his Clarence Thomas character assassination infamy and Tara Reade groping to his foul racist talk and his monumental habitual grifting. His disasters are the same old, same old Biden trademark, performance-art screw-ups.
Biden likes the idea of conservative outrage, of chaos, of barking at everyone all the time. Biden accepts that no omelets can be made without broken eggs, and sort of enjoys screwing up things, as Robert Gates and Barack Obama both warned. “Wokening” the Joint Chiefs of Staff, encouraging hundreds of thousands to pour across the border, and abandoning our NATO allies in Afghanistan—who cares when tough guy, brash-talking Joe on the move jumbles stuff up? The disasters in the economy, foreign policy, crime, energy, and racial relations? Biden is just shaking things up, stirring the pot, baiting people to watch Mr. “Come On, Man” in action, as he blusters and preens and leaves a trail of destruction in his wake.
4) Biden is nothing much at all. He’s just a cardboard-cut out, a garden-variety Democratic Party hack, who is against anything conservatives are for. He assumes he will undo all that Trump did, on the theory it is simple and easy for him in his lazy, senior moments. And he is tired anyway of thinking much beyond such Pavlovian rejectionism. A closed border is bad; presto, open borders are good. Improving race relations is bad; deteriorating relations must be good. Energy independence bad; dependency good. Biden works on autopilot in his minimalist day job: just cancel anything that Trump did and worry nothing about the effects on the American people.
5) Biden is a hostage of both the Left and Hunter Biden. His task is to ram down a hard Left agenda, in the fashion of a torpedo that itself blows up when it hits the target. The Left ensured the base would not bolt in 2020. So, he owes them. Biden, more or less, signed his presidency over to the squad, Nancy Pelosi, Bernie Sanders, and the Obama holdovers. They hand him a script; he tries to read it; and they follow up with the details. He is the old “Star Trek’s” tottering John Gill.
The Left may hope their own nihilist agenda sort of works. When it inevitably does not, then Joe, the delivery man, is blamed: so much more quickly, then, will be Biden’s necessary exit. They kept their part of the bargain by getting the basement denizen elected. Now he keeps the deal by handing over the presidency. Biden’s utility had about a six-month shelf life.
Now ever so slowly the leaks, the West Wing backstabbing, the furrowed anchor brows, and the unnamed sources will gently ease him out with 25th Amendment worries (e.g., “Perhaps President Biden might find taking the Montreal Cognitive Assessment of some value after all, for his own benefit, of course.”) Kamala Harris is not so inert as we are led to believe.
Hunter Biden, smeared and ruined with scandals of every imaginable sordidness, now embarks on his masterpiece con: peddling his kindergarten art at a half-million dollars per painting to “anonymous” quid pro quo rich foreign grifters. Why does Hunter pose such brazenness and unnecessary danger to his father, the president? Because the former addict can, and just for the f—k of it?
Hunter’s malicious behavior is an implied threat that if Joe’s staff slaps Hunter’s hand, he threatens to spill the “beans” on the “Big Guy” and “Mr. 10 Percent”—given he plays the wounded fawn as the underappreciated bad boy. Hunter was the bad-seed family money man without whose grift none of them would ever have lived in such mordida-generated splendor.
A cognitively challenged Biden then is pulled in every direction, by his own senility, by left-wing politicos collecting their debts, by his own spite, by his trademark narcissism, and by his neanderthal hatred of everything Trump was and did.
The problem for America is that theories one through five are not always mutually exclusive, but more likely force multipliers of the present insanity. At some point, some brave congressional representative or Senator will finally have to say to Biden, in the spirit of Oliver Cromwell and Leo Amery:
“You have sat too long here for any good you have been doing. Depart, I say, and let us have done with you. In the name of God, go!”
Over the last year, teachers and administrators nationwide have weaponized K-12 education, injecting progressive politics into classrooms, and indoctrinating students with novel social justice dogma, including theories that call for racialized curriculums and reverse discrimination to achieve racial equity.
Mainstream media outlets and left-wing commentators have accused conservatives of demonizingcritical race theory, and turning an obscure academic theory into a rightwing “bogeyman.” But there sure are a lot of examples of it turning up in schools across the country, from big city Democratic strongholds to suburban districts in red America. The following are summaries of just a small number of the fights that have erupted in the last year.
Princeton Offering ‘#Black Lives Matter’ Class Taught By CRT Advocate
Princeton University is offering a “#BlackLivesMatter” course this fall, where students can learn about the “historical roots and growth” of the “social movement” from a professor with a “commitment” to critical race theory.
The class, first reported by The College Fix, includes readings from former Black Panther member Angela Davis, a two-time vice-presidential candidate of the Communist Party who once made the FBI’s Most Wanted List.
The course description says the class “seeks to document the forms of dispossession that Black Americans face, and offers a critical examination of the prison industrial complex, police brutality, urban poverty, and white supremacy in the US.”
It says the Black Lives Matter movement and the course are “committed to resisting, unveiling, and undoing histories of state sanctioned violence against Black and Brown bodies.”
The course will be taught by professor Hanna Garth, who has described herself as a person who is “broadly interested in the ways in which people struggle to overcome structural violence.”
“All of my research, teaching, and mentoring is designed around my commitment to feminist methodologies and critical race theory,” Garth writes on her personal website.
She has previously taught courses including “Race and Racisms,” “Postcolonial and Decolonial Theory,” and “Theories of Social Justice.”
Fairfax County Schools Sent Second Graders a Video Vilifying Police: ‘I Feel Safe When There Are No Police’
Fairfax County Public Schools (FCPS) sent second-graders a “summer learning guide” in July which included a Youtube video titled “Woke Kindergarten” that vilified the police.
Centered around the importance of “feeling safe,” the video, which was obtained by Parents Defending Education, presents a slideshow of photos featuring groups of young African Americans, some of whom are holding Black Lives Matter signs.
“We deserve to feel safe in our homes… I feel safe when there are no police. And it’s no one’s job to tell me how I feel. But it’s everyone’s job to make sure that people who are being treated unfairly……feel safe too,” a narrator says.
The “suggested texts” section of the summer learning guide also recommends students listen to “Good Trouble by Ki,” which instructs students on the merits of civil disobedience.
The narrator of another video, intended for seven-year-olds, tells students, “sometimes it’s good to get into trouble.” The video also presents a sequence of photos depicting social justice demonstrations, some from the modern day and some taken during the Civil Rights movement of the mid-twentieth century.
In a reference to Representative John Lewis’ 2020 speech in Selma, Alabama commemorating Bloody Sunday, the video adds, “John Lewis was a freedom fighter who got in a lot of good trouble.”
“Get in good trouble, necessary trouble, and redeem the soul of America,” Lewis declared at the 2020 event.
Over the last year, the Fairfax school system has become a notorious hotbed for many of the progressive developments taking root in public K-12 education across the country. Teachers have been instructed to use students preferred pronouns and an aggressive form of diversity, equity, and inclusion curricula has taken hold. Teachers in the district have also resisted efforts to return to in-person learning.
On the radicalized curriculum front, prominent journalist Asra Nomani criticized the district’s decision to change a rule guiding how contentious topics are discussed in the classroom.
The district leaders announced they would be “revising the existing Controversial Issues Policy and developing a new Anti-Racism, Anti-Bias Education Curriculum Policy.”
Nomani told National Review that she believes the curriculum revision is laying the foundation for progressive activists to impose “anti-racist” indoctrination and critical race theory on students.
Teachers’ Union Sues Rhode Island Mother for Over-Requesting Public Records on CRT in School District
Nicole Solas, a mother of a kindergartner in South Kingston, R.I., was sued by a powerful teachers’ union earlier this week after she requested documents surrounding the teaching of Critical Race Theory and related concepts at her daughter’s public school.
After hearing reports that teachers refused to address students as “boys” and “girls,” Solas grew concerned that progressive indoctrination was infiltrating her child’s classroom.
Denied both a tour of the elementary school and an un-redacted copy of its curriculum, Solas identified an avenue to inquire directly about the district’s social justice agenda without incurring the exorbitant cost many parents confront just to gain access to information about their children’s schooling.
In July, The Goldwater Institute filed a public records request on Solas behalf, resulting in her receiving a $74,000 bill to fulfill it, according to The Goldwater Institute.
To avoid paying thousands of dollars, Solas submitted over 160 specific public records requests, narrowing the scope to six months and requesting digital rather than hard copies, to investigate the school district’s plans to introduce critical race theory and other equity and inclusion initiatives, GoLocalProv reported.
Among the records Solas requested were documents pertaining to the influence of the AFL-CIO and NEA unions and teacher discipline and performance, as well as emails sent by various district administrators over the last six months, according to the lawsuit.
To justify the legality of filing so many records requests at once, Solas cited a provision in the state Access to Public Records Act (APRA) law, which holds that “[M]ultiple requests from any person or entity to the same public body within a thirty (30) day time period shall be considered one request,” according to her own account.
But the local branch of the National Education Association, the largest teachers’ union in the country, sued Solas alleging that she unfairly inundated the district with solicitations for documents, some of which are obscure items that do not constitute public records.
The lawsuit’s declaratory judgement reads, “The APRA system is not an alternative to the civil discovery process and is not to be used for abusive purposes or a fishing expedition – it was not intended to ’empower the press and the public with carte blanche to demand all records held by public agencies.”
The South Kingston School Committee subsequently hosted a public meeting, listing “filing lawsuit against Nicole Solas to challenge filing of over 160 APRA requests” as a major agenda item. Solas contended that such a meeting was designed to pressure her to prove the case for her requests or threaten her with litigation, in violation of the APRA law, which prohibits a government body from compelling a citizen to explain requests for public records.
Represented by a legal team from The Goldwater Institute, Solas intends to fight the NEA’s challenge in court to defend parents’ right and entitlement to obtain knowledge about their kids’ education and school system.
Two Moms Fought against Left-Wing Indoctrination. Their Kids Paid the Price
Two moms decided to push back when their kids’ elite private school, the Columbus Academy, sent home a “Justice in June” email announcing a series of new diversity and equity initiatives.
The email included a list of daily activities that read like a progressive wish list. Read about white privilege, the 1619 Project, and the case for reparations? Check. Donate money to progressive organizations such as Black Lives Matter and the Southern Poverty Law Center? Check. Advocate to reallocate city budgets by defunding the police? Check.
When the moms, Andrea Gross and Amy Gonzalez, began organizing fellow concerned parents and publicly criticizing the school’s new progressive orientation, it was their kids who paid the price; they were expelled.
Teachers, CRT Advocate Plotted to Keep Parents in the Dark About Social Justice Efforts
The curriculum-writing team in a suburban St. Louis school district plotted with a critical race theorist on how to keep parents “in the middle of Trump country” in the dark about their efforts to inject leftwing social justice advocacy into their classes.
During a webinar with members of the Francis Howell School District curriculum-writing team, the district’s equity consultant, LaGarrett J. King, told the group that “our social studies and our history curriculum is political and racist,” and “there is no such thing as neutral history.” He said the way history is taught is psychologically violent to black people, and the nations’ founding “means nothing to black people.” He asked the team members to question whether they are developing black history curriculums through the historical lens of “the oppressor.”
Teachers on the call asked King how they could reframe their classes to teach social justice concepts “in a highly conservative county … in the middle of Trump country.” King suggested they could drop controversial terms like “white privilege” while still getting the progressive message across to students. One white teacher on the call acknowledged that “Kids are way more open” to social justice teaching, “but then they go home and they tell their parents, and then their parents get upset.”
How Critical Race Theory Is Remaking a Connecticut School District
In the overwhelmingly white and moneyed town of Guildford, Connecticut, progressive parents and teachers have formed the Anti-Bias Anti-Racist Alliance(ABAR). The group intends to make “anti-racists” of each and every child who passes through the school district. ABAR says on its website, “In diving into this, you’ll find that the first critical step to raising anti-racist kids is to understand our own biases and identities, to ‘do the work’….We realize that as a predominantly white, cis-gendered community we are shaped by our privilege and limited ability to fully understand the impact of bias and racism.”
The group enjoys a powerful ally, Superintendent Paul Freeman. With him in charge, curriculum alteration is underway. At a recent social justice meeting he praised the formation and aims of ABAR, calling them “one of the brightest spots in the school year.” Freeman has a history of re-education pushes. In 2019 he had teachers create a “racial autobiography,” an accounting of the racial makeup of one’s life experiences, to illustrate the whiteness of their backgrounds. He then distributed copies of White Fragility and How to be an Anti-Racist to every teacher in the district using $6,000 taxpayer dollars to pay for the books.
Resistance to these “anti-racist” efforts is in its infancy, led by a fast-growing parent group called Truth in Education(TIE). TIE is now wrestling with the school district about having a public debate about critical race theory. The district denies they teach critical race theory in their schools and has rebuffed the debate requests.
How Southlake, Texas, Won Its Battle against Critical Race Theory
In Southlake, Texas, CRT activists and a conciliatory school board attempted to take over the Carroll School District curriculum via a hushed mid-summer vote. Southlake, an affluent Republican-voting suburb of Dallas/Fort Worth, was seventy-two hours from an “anti-racist” coup that would have meant a dramatic leftward shift for the district. The District Diversity Council crafted the proposal, called the Cultural Competence Action Plan(CCAP), to create an “anti-racist” culture in the district, replete with micro-aggression guidance and speech-policing policies.
Concerned parents flooded into the board meeting and delayed the vote on the proposed bill, allowing an anti-CRT coalition to form in the following weeks and secure seats on the school board. With historic turnout, there is confidence that the next election will raise their hold on the district 5-2, a bulwark against another attempt to pass the proposal. To many outside observers, this was the first resounding defeat of a CRT effort and can provide a playbook for parents elsewhere.
Head of Elite NYC Private School: ‘We’re Demonizing White People for Being Born’
The head of an elite New York City prep school privately acknowledged that the school’s anti-racism training is “demonizing white people for being born,” according to leaked audio from a conversation he had with an embattled teacher in March.
George Davison, the head of Grace Church School in Manhattan, told math teacher Paul Rossi that the school uses language that makes white students “feel less than, for nothing that they are personally responsible for,” and that “one of the things that’s going on a little too much” is the “attempt to link anybody who’s white to the perpetuation of white supremacy.”
“I also have grave doubts about some of the doctrinaire stuff that gets spouted at us, in the name of anti-racism,” Davison told Rossi, according to the recordings.
Rossi was relieved of his duties at Grace for calling out the school for its antiracist orthodoxy. During their conversation, Davison said he agreed with Rossi that “there has been a demonization that we need to get our hands around.”
Maryland Middle-Schoolers Taught that MAGA is White Supremacy
Thomas Pyle Middle School students in Montgomery County, Maryland, were taught that former-President Donald Trump’s slogan “Make America Great Again” is an example of “covert white supremacy,” ranking only slightly less troubling than racial slurs, hate crimes and lynching, according to documents obtained by Judicial Watch, a conservative watchdog group.
Other examples of alleged white supremacy include: the belief that “we’re just one human family,” the one-time American ideal of colorblindness, celebrating Columbus Day, and the belief that through initiative and drive people can pull themselves up by their bootstraps to improve their lives, also known as “bootstrap theory.”
Students in the school’s social justice class were taught that white privilege means being favored by school authorities, having a positive relationship with police, “soaking in media blatantly biased toward my race,” and “living ignorant of the dire state of racism today.”
Montogomery County Public Schools, the state’s largest school district, recently spent over $454,000 for an “anti-racist system audit,” according to Judicial Watch.
Wealthy Washington D.C. Suburb is Ground Zero in Nation’s Culture Wars
In Loudoun County, Virginia parents fighting to reopen schools during the coronavirus pandemic joined forces with parents pushing back against leftwing political indoctrination, making the wealthy Washington D.C. suburb ground zero in the nation’s culture wars.
In early 2021, several video clips from the district’s school board meetings went viral.
There have been heated debates over the Loudoun County School District’s efforts to root out “white supremacy” and “systemic racism,” which many parents see as a blatant attempt to inject critical race theory into the schools. Through a Freedom of Information Act request, parents learned that the school district paid at least $422,000 to the Equity Collaborative, a CRT-espousing California-based consulting firm, to conduct a “systemic equity assessment.” In March, the district de-emphasized Dr. Seuss on Read Across America Day – held on Dr. Seuss’s birthday – because of “strong racial undertones” in many of his books. The district also has partnered with the leftist Southern Poverty Law Center to develop a social justice-inspired curriculum for kids as young as kindergarten.
The cultural battles in Loudoun County are broader than just fights over CRT. In May, a Christian elementary school teacher was suspended after he voiced opposition to a proposed district rule that would require faculty to acknowledge and address students by their preferred gender-identity pronouns. A judge later ordered that he be reinstated.
Maine School Committee Claims Society is ‘Built on White Supremacy’
In the wake of George Floyd’s killing at the hands of Minneapolis police last June, the equity committee in a far-away school district in Maine released a stunning letter. It was time, the committee members declared, to “dismantle the anti-Blackness all of us have internalized by living in a society built on white supremacy.”
The committee members wanted the entire Cumberland and North Yarmouth community to know that they were ready to make changes to the majority-white school district. “It is our duty,” they wrote, “to educate ourselves and dismantle the violent and oppressive structures which have kept us divided.” Black people “experience violence every single day because of our white supremacist society,” they added, and the community’s students needed to be taught that “Black Lives Matter.”
The school district has since paid over $12,000 for diversity and equity training from Community Change Inc., a non-profit that advocates to “end capitalism” and to “look at other economic models … such as socialism and anarchism.”
San Diego Teachers Taught They ‘Spirit Murder’ Black Students
White teachers in San Diego were taught during a training session last year that they are guilty of committing “spirit murder” against their black students.
In September, the San Diego Unified School District, hosted critical race theorist Bettina Love for a presentation on “Abolitionist Teaching.” The presentation centered around Love’s book, We Want To Do More Than Survive, and addressed the concept of “spirit murder,” which Love has described as “a death that is built on racism and intended to reduce, humiliate, and destroy people of color.”
The training was led by then-superintendent Cindy Marten, who has since been tapped by President Joe Biden to serve as his deputy secretary of education. Marten urged people attending the training to “recognize our privilege and bias.”
Kentucky Social Equity Course Didn’t Pass Neutrality Test
Concerned parents in a suburban Kentucky community organized in early 2021 to put the kibosh on a proposed social-equity course designed to teach about “the intersection of gender, race, class, and sexuality,” and to help students “create an action plan for future social change.”
A syllabus for the course at Highlands High School in Fort Thomas, Ky., identified two “required textbooks” – Ibram X. Kendi’s How to be an Antiracist and Robin DiAngelo’s White Fragility – which students would be asked to buy, with the hope that “these books will stay with you as a reminder of the work that we (society) need to do.”
In his book, Kendi argues in favor of race-based discrimination to achieve racial equity. DiAngelo suggests that white people should be viewed as a racist collective socialized to “fundamentally hate black people.” One of the teachers who helped develop the course has identified herself as a “dumb white girl with white privilege.”
The course was tabled because a school leader said it created “unnecessary division,” and did not pass the neutrality test.
Rhode Island Teacher Urges Students to Testify About Legislation She Opposes
A Barrington High School teacher in Rhode Island is accused of promoting political activism in her class after she emailed students this spring, mischaracterizing an anti-critical-race-theory bill in the legislature and urging students to testify about it with a promise of extra credit.
The teacher sent the email in late March, telling her students that bill H6070 – one of many bills in statehouses across the country aimed at stopping schools from preaching CRT-related concepts – would prohibit any discussion of race or gender in the classroom. In reality, the bill would only have barred things like teaching that any race or sex was inherently superior or that any individual is inherently racist, sexist, or oppressive – “whether consciously or unconsciously” – based only on their race or sex.
“I strongly urge you to testify on this bill tomorrow,” the teacher wrote to her students, after clearly stating her own opposition to the legislation. “As always, if you are a student in my class, you will receive 5 points on your next unit test if you decide to testify and provide me with your written testimony.”
Virginia School District Revising How Controversial Topics Addressed
In an effort to realize their “vision of educational equity,” school leaders in one Washington D.C. suburb are revising a policy that requires controversial topics be addressed impartially, objectively, and from multiple perspectives.
The effort in Fairfax, Virginia, is part of the school district’s plan to develop a new Anti-Racism, Anti-Bias Education Curriculum Policy. To develop its plan, the district has partnered with The Leadership Academy, a New York-based consulting firm that promotes “equity-focused leadership development” and “anti-racism.”
The district also has done away with testing requirements for admission to Thomas Jefferson High School for Science and Technology, one of the nation’s most prestigious public schools, because it was not diverse enough. More than 70 percent of the school’s students in the 2019-20 school year were Asian. The school board is facing at least two lawsuits alleging anti-Asian discrimination.
Massachusetts Students, School Staff Encouraged to Report Microaggressions
Leaders of the Wellesley Public Schools system in Massachusetts are encouraging students and staff members to snitch on one another for telling rude jokes and committing microaggressions.
Students and staff are encouraged to report incidents of discrimination “or any concerning pattern of biased behavior” to any district staff member or trusted adult, according to documents from the district’s Office of Diversity, Equity and Inclusion. Reports can be made anonymously.
According to training slides, “Telling rude jokes that mock a protected group” is an example of a “bias-based incident.” Examples of microaggressions include saying “My principal is so crazy!” asking someone “Where are you actually from?” or saying “Ohhh, you got the ‘China Virus’?!?!”
Potential discipline includes detention, suspension or “other restorative responses.”
The professional conservative movement should be moving massive amounts of money to support parents' efforts and harden them as a target of this leftist onslaught.
By Joy Pullman•
For the first time in ages, the political right has had a massive boon dropped right into its lap. Democrats are shaking in their boots over the political implications of their institutional support for the state-sponsored racism known as critical race theory.
Their initial attempts to Jedi mind trick away people’s concern by insisting CRT isn’t real failed, and even Nancy Pelosi mouthpiece Politico is reporting how CRT in schools is deeply offending the independent and Democrat voters crucial to the Democrat Party’s competing grievance groups.
So what is the institutional right doing to capitalize on this amazing opportunity? A few states are banning it from classrooms — amid the usual friendly fire butt-covering for do-nothing Republican politicians — while Democrats prepare for total war to maintain their control of the national child-indoctrination apparatus known as public schooling.
If the conservative movement and Republican Party were serious like the left is serious, here’s what it would be doing to use the CRT uproar for tactical advantage instead of maxing out their energies on chest-thumping panel discussions and TV appearances while parents with kids and full-time jobs try to do all the groundwork without air cover.
The nation’s largest teachers union announced it’s filled a $5 million war chest to provide legal defenses for any teachers caught pushing CRT. The Biden administration has nominated to a key U.S. Department of Education legal post a leftist extremist who previously wielded federal power to institute racist policies that forced schools to discipline children according to their skin color instead of their actions: “Under her leadership, civil rights investigations became tools of harassment to coerce changes in school policies.”
These institutions are going to use the might of the federal government, an army of lawyers, and the nation’s largest teachers union to defend their territory. Who is helping parents go on the offensive against state-sponsored racism?
One-man journalist army Chris Rufo is recruiting lawyer volunteers via Twitter. That’s great, but he shouldn’t have to do this himself. The professional conservative movement should be moving massive amounts of money to support parents’ efforts and harden them as a target of this leftist legal onslaught. Stop platforming leftist propaganda outlets and start hiring effective marketing strategists, investigative journalists, and scads of lawyers.
Max Eden points out in City Journal that when racial extremist Catherine Lhamon underwent confirmation hearings as Joe Biden’s nominee for assistant secretary of USDOE’s Office of Civil Rights: “Republican senators… did not challenge Lhamon on her record on school discipline. Nor did they ask any questions on the issue at the forefront of so many voters’ minds: critical race theory.”
Later, one senator, Ranking Member Richard Burr, sent Lhamon written questions about racial extremism and Llamon dodged, claiming she could not answer any “hypothetical” questions. Eden notes:
While Burr deserves credit for forcing Lhamon to make her ambivalence about racial discrimination a matter of public record, it is a shame that no Senator was willing to ask her any of these questions directly during her hearing. The American people deserved to witness her reluctance to condemn racial discrimination. The exchange could have made national news and framed Lhamon’s nomination as what it likely is: a referendum on whether or not the Department of Education’s Office for Civil Rights should permit anti-white racial discrimination.
Republican senators are not elected by the people of their states to rubberstamp racial extremism. The least we ought to be able to expect them to do is probe and bring out nominees’ unfitness for office, then vote against those nominees as a consequence. Explaining that vote to constituents should be a no-brainer. Get better, Republicans. Kids being recruited by racists are counting on you.
It should also be a complete no-brainer to make effective opposition to critical race theory a litmus test for public office, including appointments and judges. Not just saying “I oppose CRT,” but displaying an effective track record of opposing it or things like it, or presenting a specific plan about how the candidate proposes to combat it with the power he wants voters to grant him.
We’re talking about an ideology that pushes eight-year-olds to rank themselves and their classmates according to their racial and sexual (?!) “privilege,” demonizes people according to their skin color, says babies can be racists, and encourages leading children in chants to an Aztec god. Opposing CRT should be like taking candy from a baby. If a candidate can’t or won’t do it, he’s worthless and better disposed of.
How does one dispose of weak public officials who won’t stop taxpayer dollars from funding racists? Pressure. The Republican Party and all its various local branches should make CRT opposition a requirement for getting their campaign dollars and other assistance.
If primary season is coming up, primary them. If it’s not, run ads pressuring them. Send journalists to look into the public money and institutions politicians oversee and whether it’s funding CRT, and ask them to comment on why this is allowed. Get allies to go on TV and ask why Politician A who oversees the education committee wouldn’t comment about evidence of tax dollars funding racism. This is politics 101, people. Lefties do this in their sleep.
Richard Hanania pointed out earlier this year that, months into the CRT explosion, National Review editor Ramesh Ponnuru and Republican Sen. Tom Cotton publicly stated that neither had any policy ideas about how to fight cancel culture. Hanania responded by noting that the cancel culture use of “racism” to tar and feather perfectly normal and nonbigoted ideas is backed by an entire legal apparatus that has accreted over the years under the “disparate impact” doctrine, sprouted from race-conscious “diversity” laws and jurisprudence.
“Disparate impact” is, of course, what critical theorists use to absurdly accuse the United States, babies, and white males of inherent and systemic racism. It is very much linked to policies that can and should be reformed. Hanania gives these suggestions for such anti-CRT reforms:
1) Eliminating disparate impact, making the law require evidence of intentional discrimination.
2) Getting rid of the concept of hostile work environment, or defining it in extremely narrow and explicit terms, making sure that it does not restrict political or religious speech.
3) Repealing the executive orders that created and expanded affirmative action among government contractors and the federal workforce.
This is a starting point for think tanks to delve into various laws and regulations to put out actually useful whitepapers. Give politicians and bureaucrats a map of exactly what policies the real antiracists want them to search out and destroy. That way we can better hold them to it.
Philanthropists should get together and stick a bunch of money into an endowment — or endowments! — that distributes “critical race theory escape scholarships” for families stuck in school systems that are trying to make their kids racists.
State lawmakers should sponsor bills to create “antiracism choice scholarships” that make state funds available to families in school districts that are found to be teaching racism. As Chris Bedford notes, this is the time to institute universal backpack funding so parents never have to negotiate with racial terrorists again. Churches should step up to their historic commitments to provide a Christian education to all Christian children, and to serve the poor, by starting schools or crowdfunding CRT escape scholarships.
State think tanks should help fundraise for any and all of these, or provide startup funding and assistance to groups of parents to start non-racist charter and private schools, education “pods,” and homeschool communities. The possibilities for direct action to give affected children immediate lifeboats out of desperate situations are myriad.
Parents need help using research skills such as filing open records requests to find out what their school systems are doing with their kids and tax dollars. They may also need lawyers to send threatening letters and even file lawsuits if school districts refuse to disclose this public information. This kind of discovery, and amplifying it, would be largely the work of journalists if the profession weren’t such a mess.
Again, Rufo is amazing, but he should be duplicated as much as possible. Get the guy a research assistant, and journalists and lawyers to extend his work to as many school districts as possible. How many parents really know what their children are being told in school? Very few.
Scared parents in my local district in a red state recently sent around an “I do not consent” form letter to bring to school this fall stating that they don’t want their children taught critical race theory. How is that enforceable? How would they know if the school went ahead and ignored them? Why is it even a thing that parents should feel the need to send letters like this to an institution they are funding and sending their children to? Who is backing them up?
I know who it should be: Those with the resources to make their concerns heard and enforced, through as many avenues as possible. The time to press this advantage — one of the few people on the political right have right now — is immediately, and as hard as possible. Don’t squander this moment. Who knows if and when another one like it will arise.
Teachers questioned how they could teach history and social studies through a social justice lens without rankling parents in the 'highly conservative county ... in the middle of Trump country.'
The curriculum-writing team in a suburban St. Louis school district plotted with a critical race theory advocate on how to keep parents in the dark about their efforts to inject leftwing social justice advocacy into their classrooms, according to a video of their meeting leaked online.
The video, posted on rumble.com in early July, is alleged to be a condensed version of a September 2020 webinar that members of the Francis Howell School District’s curriculum-writing team participated in. The webinar was hosted by their equity consultant, LaGarrett J. King, an associate professor of social studies education at the University of Missouri. He was described on the call as a specialist in the study of “race, critical theories and knowledge.”
It’s unclear who edited the video, which appears to have been posted anonymously by someone with the online moniker “wokeatfhsd.”
During the webinar, King told the predominantly white team members that “This is not a safe space,” but rather a “racialized space,” because “In many ways a safe space is a space where white people tell us how not racist they are. And this is not that space.”
King said “the first thing we have to understand is that our social studies and our history curriculum is political and racist,” and “there is no such thing as neutral history.” He then asked the team members to question whether they are developing black history curriculums through the historical lens of the oppressor. “We have made those who have oppressed people, the oppressor, we have humanized them,” he said.
The nation’s founding “means nothing to black people,” he said, calling history “psychologically violent” but one-sided. He also seemed to justify violence in the name of racial justice.
“All of our wars was about freedom, violence,” King said. “But yet, when black people say, ‘Hey … we need to take over, man. We need to burn this place down, we need to do this, we need to do that.’ ‘Oh no, you should do non-violence to achieve freedom.’ It’s silly. It’s prejudice.”
During a question-and-answer portion of the webinar, teachers and staff on the call questioned how they could reframe their classes to look at history and social studies through a more racialized social justice lens without rankling parents in the “highly conservative” community, which one teacher described as “the middle of Trump country.” King agreed that teachers could do away with verbiage like “white privilege,” while still getting the progressive message across to students.
One white teacher on the call said she’s been teaching about white privilege for a decade.
“Kids are way more open,” she said, “but then they go home and they tell their parents, and then their parents get upset. I don’t advertise to my students when I’m teaching U.S. history that sometimes I would consider myself the anti-U.S. history teacher.”
Another white teacher said because they teach in a conservative county, “Sometimes I think we have deferred to letting that stop progress. We let noise keep progress from moving forward.”
In a paper he co-authored in 2018, King acknowledged that critical theory was developed in the 1920s by German thinkers who “sought to extend Marxist theory into the changing social, political, and economic landscape of the twentieth century by talking about how culture and ideology encourage and sustain social inequality.” In order to “remain true to critical pedagogy,” the authors wrote, “teachers should work to identify questions that are important to students’ lives and that encourage them to reflect on the ways that they are either privileged or oppressed by social dynamics.”
While the district’s teachers have privately discussed their efforts teach students through a decidedly progressive social justice lens, school leaders have publicly denied this is occurring. At a recent school board meeting, superintendent Nathan Hoven said the district has not adopted critical race theory into the framework of its curriculum. “We are not and have no interest in advancing any political agenda,” he said.
“While we support the work and many of Dr. King’s contributions, we vehemently disagree with any suggestions that teachers or staff hide the work we’re doing from parents and taxpayers,” the district told National Review in a statement provided by spokeswoman Jennifer Jolls. “We always strive to make decisions that we believe are in the best interests of students, and do so in a way that is transparent and accessible to all stakeholders.”
School board members recently voted to approve black history and black literature courses as high school electives, according to local media reports. “Students and parents requested these courses be added to the curriculum and we are proud to offer them for those who choose to expand their learning on these topics,” the district said in its statement.
Truthful discussions never begin with lies. The 1619 Project is founded on a lie. It has no place in our nation’s schools
Parents across the country are revolting against activist school boards and teachers who are introducing critical race theory and propagandistic accounts of American history into classrooms.
One such history is the New York Times’ 1619 Project, which is already being taught in at least 4,000 classrooms in all 50 states.
The 1619 Project is an alternate history of the American founding that claims our nation’s true birthday was not 1776 but 1619, the year 20 slaves arrived in the British colony of Virginia. According to the 1619 Project, America was founded on racism and slavery — never mind the text of the Declaration of Independence, which proclaims that all men are created equal, or the words and deeds of our Founding Fathers, many of whom deplored slavery and tried to place it on the path to ultimate extinction.
The 1619 Project avoids discussing how slavery clashed with the ideals expressed in our Declaration of Independence. Instead, it portrays our Founding Fathers as liars and frauds who did not believe the stirring words they wrote — and in fact wrote them to uphold the evils of human bondage and white supremacy.
Unsurprisingly, Democrats and liberals have lavished praise on this revisionist account of our history. The 1619 Project’s lead author, Nikole Hannah-Jones, won a Pulitzer Prize and quickly hit the lecture circuit. Then-Senator Kamala Harris quickly expressed her support, writing that “the #1619Project is a powerful and necessary reckoning of our history. We cannot understand and address the problems of today without speaking truth about how we got here.”
The response from actual historians, even many on the left, has been less favorable. The project is “so wrong in so many ways,” according to Pulitzer Prize–winning historian Gordon Wood. James McPherson, the dean of Civil War historians and a Pulitzer Prize winner himself, remarked that the project presents an “unbalanced, one-sided account” that “left most of the history out.” A history curriculum that leaves the history out? No wonder parents are upset.
Young Americans are in desperate need of history and civic education, as surveys often find that they do not know basic details about our history and system of government. The 1619 Project will not help Americans achieve greater historical literacy or a deeper appreciation of our nation’s Founding, which truly is the greatest political experiment in human history. Instead, students who are exposed to the 1619 Project will learn to despise their country and their fellow citizens. That is a recipe for division and disaster.
In response to parents’ concerns about the 1619 Project and critical race theory, we have introduced a bill to prevent federal funding from being used to teach the 1619 Project in K–12 schools. This bill, titled the Saving American History Act, would not prevent any local school from making decisions about what curriculum they wish to teach — but it would state firmly that federal taxpayer dollars cannot be used to teach a malicious lie that threatens to divide the country on the basis of race.
America’s students deserve to know the true story of our nation’s Founding, and to be able to grapple with, and debate, the difficult questions in our history. That story includes many great and noble chapters, from the abolition of slavery and Civil Rights Movement to the moon landing and the liberation of Europe from Nazi tyranny. It also includes many dark chapters where our nation has failed to live up to our own noble principles. Teachers ought to present this history in its full glory and tragedy, making clear how our Founding principles have inspired generations of patriots and reformers.
Truthful discussions never begin with lies. The 1619 Project is founded on a lie. It has no place in our nation’s schools.
Congressional GOP urges Pentagon to ditch radical politics in training materials
Troubled by an influx of critical race theory into the military, a coalition of veterans and congressional Republicans are demanding the Pentagon stop placating left-wing activists and focus on national defense.
A July 2020 film by the United States Air Force Academy football team endorsing Black Lives Matter and “antiracism” education prompted retired Lt. Gen. Rod Bishop to speak out against the school’s administrators. Military academies, the 34-year Air Force veteran said, should remain politically neutral, particularly at a time when Black Lives Matter protests have led to riots and violence throughout major cities across the country.
“Rather than e pluribus unum, rather than teamwork, rather than cohesion, we’re being taught an ideology which seeks to divide us based on the color of our skin,” Bishop told the Washington Free Beacon. “I’ve flown into combat zones. It didn’t matter if my copilot was black or not. How are we better for teaching all the elements of critical race theory?”
Bishop’s complaints were ignored by academy leadership. They heard similar stories from veterans at other schools and bases. Cadets spoke about running into books by Malcolm X and other radicals in a new “Diversity and Inclusion Reading Room” at the school, which did not return a request for comment. That experience led Bishop and Scott to start an advocacy group called Stand Together Against Racism and Radicalism in the Services. In under a year, STARRS boasts a membership into the hundreds, including dozens of officers and retired military officials.
“There’s a culture of fear within the military now,” Bishop said. “On the one hand, it’s okay to cheer on Black Lives Matter [on a military base], but if you speak out against this Marxist ideology you’ll be relieved of your duties. Ask yourself, ‘Is this what China and Russia are concerned about?'”
Many Republicans in Congress share similar objections to the injection of radical ideologies into the armed forces. On Wednesday, 30 of them called on Secretary of Defense Lloyd Austin to “take action to fight back against the creeping left-wing extremism in the U.S. military.” Republicans in the House and Senate expressed alarm at the firing of U.S. Space Force Lt. Colonel Matthew Lohmeier, who criticized the “neo-Marxist” agenda infiltrating the military. House Republicans are demanding the military change course from its focus on diversity. With a growing threat from China, they argue, the military must remain focused on winning wars rather than appeasing fringe left-wing activists.
“The military’s long history of standing above politics has made it one of the most respected institutions in America and enabled our armed forces to both defend the Homeland and serve as one of the bulwarks of our constitutional order,” wrote Rep. Matt Rosendale (R., Mont.). “That legacy is now in jeopardy.”
The Pentagon did not respond to a request for comment.
Announcements from senior Biden administration officials about new programs to crack down on right-wing extremism within its ranks have sparked outrage from Republicans. During his confirmation hearings in January, Austin told the Senate that the Pentagon’s job is to “keep America safe from our enemies. But we can’t do that if some of those enemies lie within our own ranks.”
Rep. Randy Weber (R., Texas), who signed the letter to Austin, said the imposition of critical race theory from top military brass is more damaging than the social media posts of individual soldiers. He called on other members of the military and the public to speak out and pressure the Pentagon.
“Patriotic Americans cannot stand idly by watching the politicization of our armed forces. George Washington—first a general, then a president—relinquished his commission before entering office,” Weber wrote. “A truly visionary leader, he recognized the perils of a politically-biased military. Our men and women in uniform are not lab rats in a social science experiment.”
How this pernicious ideology rejects rational inquiry and objective truth.
On September 22, 2020, President Trump issued Executive Order 13950, “Combating Race and Sex Stereotyping.” The order contained the kind of emotionally charged language about critical race theory that is seldom seen in these legalistic documents: “This ideology is rooted in the pernicious and false belief that America is an irredeemably racist and sexist country; that some people, simply on account of their race or sex, are oppressors; and that racial and sexual identities are more important than our common status as human beings and Americans.”
The order quoted from training materials being used by government agencies and from statements of the agencies themselves, such as this from the Treasury Department: “Virtually all White people, regardless of how ‘woke’ they are, contribute to racism.” The department, according to the order, “instructed small group leaders to encourage employees to avoid ‘narratives’ that Americans should ‘be more color-blind’ or ‘let people’s skills and personalities be what differentiates them.’” Trump’s order was revoked by President Biden on his first day in office.
By this time, however, the ideas that had prompted Trump’s concerns had already begun to disturb the lives of the American people who encountered them. In a suit filed in the U.S. District Court for the District of Nevada on December 20, 2020, Gabrielle Clark, the mother of William Clark, a twelfth-grader in a Nevada charter school, complained about the school’s refusal to accept her son’s objection to what was being taught in a recently revised civics course. Ms. Clark, a widow, is black. Her son’s father, however, was white, and her son was light-skinned enough to be considered white.
In her complaint, Clark stated that a new curriculum at William’s school “inserted consciousness raising and conditioning exercises under the banner of ‘Intersectionality’ and ‘Critical Race Theory.’” “The lesson categorized certain racial and religious identities as inherently ‘oppressive,’ . . . and instructed pupils including William Clark who fell into these categories to accept the label ‘oppressor.’”
Despite Clark’s and her son’s objections to what he was being required to admit about himself and his racial heritage, the school insisted that he take this course and gave him a failing grade — imperiling his chances for college admission — because of his refusal to admit that he harbored the views that were being pressed upon the class.
The remarkable thing about the school’s attitude was its refusal to recognize a student’s objection to the characterization of his personal views. As we will see, this is an insignia of what is now called critical race theory (CRT), which for reasons outlined below will not — actually cannot — accept any white person’s view that he or she is not a racist or oppressor.
Bari Weiss is a former employee of the New York Times, a highly educated and successful writer, who resigned from the staff of the Times in July 2020, with a letter to the publisher complaining of the development within the paper’s staff of a “consensus” that “truth isn’t a process of collective discovery, but an orthodoxy already known to an enlightened few whose job it is to inform everyone else.” Although Weiss has never publicly identified the “orthodoxy” she described in the letter, it is clear from her actions later that it is the same “divisive concepts” identified by Trump in his executive order and described in Gabrielle Clark’s complaint.
Since then, Weiss has taken up the cause of showing how widespread and dangerous these ideas have become. In a memorandum to her mailing list on March 10 this year, Weiss described the predicament of affluent parents in Los Angeles who see their children being indoctrinated with ideas about critical race theory but don’t protest, for fear of being called racists themselves.
In its way, this is as extraordinary as Trump’s executive order and the refusal of William Clark’s school to accept his protest that he is not a racist. This Los Angeles parents’ group, Weiss wrote, “is one of many organizing quietly around the country to fight what it describes as an ideological movement that has taken over their schools. . . . They are all eager for their story to be told — but not a single one would let me use their name. They worry about losing their jobs or hurting their children if their opposition to this ideology were known.” Another said her son begged her not to talk to Weiss. “He wants to go to a great university, and he told me that one bad statement from me will ruin us. This is the United States of America. Are you freaking kidding me?”
In February 2021, Jodi Shaw, a white female employee of Smith College, resigned, accusing the school of creating a “racially hostile environment” for white people. The incident that produced this reaction occurred in 2018, when a black student was found eating her lunch in a room that was not supposed to be in use. The janitor and the security staff, both white, had advised her to leave and, according to all reports, had acted properly. They were dismissed by the school after the student’s complaint of racism. The school then began a series of initiatives that were intended to eliminate “systemic racism” on campus.
This was not the end of the matter. On March 22, 2021, an organization called “1776 Unites” also wrote a letter to Smith president Kathleen McCartney:
We, the undersigned, are writing as Black Americans to express our outrage at the treatment of the service workers of Smith College. . . . Before investigating the facts, Smith College assumed that every one of the people who prepare its food and clean its facilities was guilty of the vile sin of racism and forced them to publicly ‘cleanse’ themselves through a series of humiliating exercises in order to keep their jobs. Smith College offered no public apology to the falsely accused and merely doubled down on the shaming of its most vulnerable employees.”
For purposes of this essay, the key element in the Smith episode is the failure of the college president to apologize publicly or privately to Jodi Shaw or the white service workers who lost their jobs without good reason. It reflects an uncompromising and unreasoning attitude that accompanies every example of how critical race theory is implemented. No quarter is given, as though no wrong was actually done. It’s as though the individuals involved are not of any importance — just the principle that “racial justice” be achieved. This is a characteristic of totalitarian ideas, and hostile to the concern for individuals that has always characterized classical liberal thinking in the United States.
Why This Is Different
What is happening in the U.S. today, however, is different from ordinary leftist bias. Even where the progressive Left is dominant, its members usually claim that open debate is a good thing. This is not the case with programs like critical race theory. There, as in the examples above, reason and compromise are abjured.
Where did this attitude come from?
It would not be surprising to find in this a link to Marxism, a belief system that does not depend on facts or evidence but asserts that capitalism is at the root of society’s evils, including racism. It’s likely that what we are seeing in the rise of critical race theory is a transmuted form of Marxism, characterized by the same rigidity of outlook but with an updated or modernized complaint about the society and social system it is attacking.
In Cynical Theories, a book on the rise of CRT, authors Helen Pluckrose and James Lindsay lay the ultimate responsibility for the rigidity of CRT and related ideas at the door of an academic community that has become enthralled to a new philosophy called “postmodernism.”
A New Secular Religion Evolves
“Postmodernism first burst onto the intellectual scene in the late 1960s,” Pluckrose and Lindsay write, “and quickly became wildly fashionable among leftist and left-leaning academics.” In principle, it denied that truth was discoverable through reason and emphasized the importance of ideology. “The idea that we can come to know objective reality and that what we call ‘truth’ in some way corresponds to it were placed on the chopping block.”
This cynical view turned activist in the 1980s. Postmodernists tried to use this philosophy for “activism on behalf of women and LGBT and, in the United States, the Civil Rights movement . . . just as disillusionment with Marxism — until then, the main, longstanding leftist social-justice cause — was spreading through the political and cultural left. Given the catastrophic results of communism everywhere it had been put into practice, this disillusionment was well founded and radically altered the worldviews of leftist cultural elites.”
It is ironic that although American progressives have eschewed Marxism and its offshoots for well over a century, they should now have fallen in love with a successor to Marxism that is at least as radical and intractable. The difference is that critical race theory and related notions present themselves not as political theories but as purely social ideas.
Many things changed as postmodern theory turned to activism. Pluckrose and Lindsay write that
teaching became a political act. . . . In subjects ranging from gender studies to English literature, it is now perfectly acceptable to state a theoretical position and then use that lens to examine the material, without making any attempt to falsify one’s interpretation by including disconfirming evidence or alternative explanations. Now, scholars can openly declare themselves to be activists and teach activism in courses that require students to accept the ideological basis of Social Justice as true and produce work that supports it.
Obviously, where CRT is taught, it seals off all counterarguments and requires that whites accept the views of nonwhites about the realities of what nonwhites have experienced. No one, CRT proponents argue, who has not actually experienced racism as a black or brown person can claim not to be a racist, because no one who has not experienced racism can fully comprehend what it means.
This attitude inverts the truth, disrupts honest discussion between races, and denies any role for reason. In other words, the more a white person denounces racism and claims not to be a racist, the clearer it is, in critical race theory, that he or she is a racist. It should be obvious how this deceptive argument might be persuasive with young people in elementary school, high school, and even college who have not experienced much of the world and are taken in by this kind of argumentation from teachers or professors.
Wokeness and Reason
The denial of any role for reason or evidence appears to be at the very root of Marxism, postmodernism, CRT, and “wokeness.”
It is both stunning and appalling that critical race theory, a belief system that denies the values that have come down to us from the Enlightenment, can gain ground in 21st-century America. The pessimistic view is that societies, even those well-educated and culturally advanced, sometimes spin out of control over ideas that in retrospect seem lunatic. That happened in Germany in the last century. The support for unreason today in the academy, among university students, and in media such as the New York Times is a truly bad sign.
On the other hand, most Americans are not yet aware of what is happening among the elites and the threat it ultimately poses to democracy. When they realize what is being taught to their children, by large corporations to their staffs, or to the federal workforce, there could well be the kind of reaction that prompted Trump’s executive order. Until then, it remains a hope.