The nation’s colleges and universities market themselves to prospective attendees and their families as places where academics and inquiry combine to produce well-rounded students capable of advanced thinking and prepared for the world of tomorrow. The reality, a recently published database of campus incidents shows, is quite different.
The College Fix, a website sponsored by the Student Free Press Association that provides student journalists with the opportunity to expose the insanities and inanities that occurred regularly in contemporary higher education recently compiled a database of incidents showing the so-called “cancel culture” to be alive, well, and growing throughout American institutions of higher learning.
The organization’s work, it says, is the first real attempt to quantify the problem. According to The Fix, the intolerant, politically correct crowd who are both socially prominent and academic decision-makers on so many campuses can claim, at minimum, to have taken “650 scalps” over the past ten years.
Among the outrages large and small identified in the database are:
–A move by the University of Pennsylvania to rename its Alice Paul Center – named for a suffragette who was instrumental in securing the passage and ratification of the Nineteenth Amendment giving women the right to vote – as the “Center for Research in Feminist, Queer, and Transgender Studies” to signal a “commitment” to LGBTQ “intellectual and political movements.”
–A public apology delivered in 2021 by the president of Muhlenberg College – a private college well known for its theater arts department – for a production of Gilbert and Sullivan’s “The Mikado” put on in 2010 followed by the deletion of all the photos of the performance from the school’s website.
–The expulsion from the University of Louisville (KY) School of Medicine of fourth-year student Austin Clark, allegedly over his expression of pro-life beliefs school officials labeled unprofessional.
–The dismissal of Hannah Berliner Fischthal, an adjunct instructor at St. John’s University in Queens, NY after she read a passage containing the N-word from Twain’s anti-slavery novel “Pudd’nhead Wilson” in her “Literature of Satire” class – but not before first explaining the context of the word and saying she hoped it would not offend anyone.
“What we have witnessed over the last decade is nothing short of a new Red Guard enforcing its cultural revolution on American college campuses,” said Jennifer Kabbany, editor of The College Fix. “This database stands athwart the campaign to condemn, erase and rewrite our shared history.”
The number of incidents cited in the database amount to roughly one per week for every week for ten years. The College Fix said updates would be made regularly as part of an ongoing effort “to document every example of targeting and suppression in an age of censorship, memory-holing, and soft totalitarianism.” What has been uncovered so far, the group said, is likely just the tip of a very large iceberg “but there are likely more examples out there, and much more to come.”
In the late spring, as coronavirus cases in the U.S. were trending way down and vaccination rates were trending up, Dr. Lucy McBride and three of her colleagues authored an optimistic Washington Post op-ed with a clear and straightforward message: “It’s time for children to finally get back to normal life.”
The risk to children was too low to justify burdensome restrictions over the summer. And when school begins, kids should return “without masks and regardless of their vaccination status,” the four doctors wrote. “Even small steps toward normality can have a large impact on a child.”
After more than a year of confusion, fear, death, school closures, and mask mandates, here, finally, was a group of respected doctors, writing in one of the nation’s most respected newspapers, that the time had come for kids to get back to just being kids, no masks required.
Fast-forward three months: The highly contagious Delta variant is surging, particularly in hot Southern states and in states with low vaccination rates. Intensive-care units are overflowing, and COVID-19-associated hospitalizations of kids and teenagers are at an all-time high. Virus-related deaths are rising again.
And with the change in conditions, McBride’s messaging has changed along with it.
“Right now, with Delta running roughshod through the country, I think it’s appropriate for unvaccinated people to wear masks indoors in areas where transmission is high,” McBride, a Harvard-trained physician and practicing Washington, D.C., internist, told National Review. “I would want to mask my unvaccinated child in a state like Mississippi or Florida at this moment.”
This latest coronavirus surge began in the weeks before schools reopened in many states, leading to statehouse fights and heated school-board debates over mask mandates and parental freedom.
In Florida, the school boards in at least five counties have voted to defy governor Ron DeSantis’s order, which empowers parents to decide if they want their kids to be masked in school. In Hillsborough County, more than 10,000 students and 300 school staff members were quarantined last week. Earlier in the month, before classes resumed, three unvaccinated Broward County teachers died in a 24-hour span. DeSantis has questioned the effectiveness of mask mandates in schools, saying, “There’s not much science behind it.”
In Mississippi, 13-year-old Mkayla Robinson died of coronavirus complications in mid-August after attending eighth grade for a week at a school where masks weren’t required. It’s unclear if the teen contracted the virus at school. Her mother told a local TV station that Mkayla was a healthy kid with no pre-existing illnesses. Mkayla’s death came on the heels of 16-year-old Jenna Lyn Jeansonne’s death in the state in late July.
Some Mississippi schools already have reverted to virtual learning because of COVID outbreaks. Only 36 percent of eligible Mississippians are vaccinated, one of the lowest rates in the country.
The Delta surge has left parents confused, and it has scrambled the way many of them are thinking about how they should protect their families.
The Delta surge also has led to a renewed debate in the medical community about just how effective a COVID-19 mitigation effort masks really are for kids, with some doctors saying there isn’t enough science to back universal mandates in schools, and arguing that for some kids the masks may do more harm than good. Other medical professionals argue that the protection that masks provide — however small — far outweighs their downsides.
“People have very strongly held opinions on masks and children with very little information,” Dr. Marty Makary, a surgeon and professor at the Johns Hopkins University School of Medicine, told National Review. The effectiveness of masks on children has been woefully understudied, so most of what we know about the benefits for kids is extrapolated from adults, Makary said.
In July, the Centers for Disease Control and Prevention updated its guidance for schools, recommending that all adults and children wear makes indoors. The CDC reports that multi-layered cloth masks can block up to 80 percent of respiratory droplets. A recent Duke University study found that widespread mask use in schools can effectively prevent COVID transmission.
But a New York Times Magazine article published on Friday noted that a groundbreaking CDC study published in May found no statistically significant benefit from requiring students to wear masks. The Times article also criticized the Duke study for not using a comparison group of unmasked students, making it impossible to isolate the effects of masks. A National Institutes of Health review last year found that cloth masks have limited efficacy in preventing viral infections, depending on the materials used, the number of layers, and how the mask fits.
Many European countries, including the U.K., France, Switzerland, and all of Scandinavia, have exempted children from wearing masks in classrooms, with no evidence of more outbreaks in those schools compared with U.S. schools where masks were required last year, the Times reports.
Makary recently co-authored a Wall Street Journal op-ed that ran under the headline “The Case Against Masks for Children.” But Makary said the headline is not exactly representative of his position. He is not an opponent of masks for children generally. He’s been an advocate of most people wearing masks since the beginning of the pandemic. As a surgeon, he wears a mask.All Our Opinion in Your Inbox
“Masks reduce transmission, and I believe even the very flimsy, low-value cloth masks do something for kids,” he said. “I would say that wearing them in an area of an active outbreak is a good idea, even though the benefit may be minimal.”
But children are not homogenous. Some live with adults who are vaccinated, some don’t. Some live in communities where major outbreaks are occurring, some don’t.
Makary’s concern is for kids who legitimately struggle with masks: kids with physical and cognitive disabilities, kids with myopia whose glasses get fogged when they’re masked, kids with severe acne, kids with anxiety and depression from wearing masks, kids with hearing impairments or issues with phonetic development. He worries that covering the faces of children, particularly young kids and children with disabilities, could lead to developmental delays.
In some cases, the risk-to-benefit ratio falls on the side of a child not wearing a mask, he said.
In terms of effective mitigation measures to protect kids from the virus, masks are pretty far down on the list, behind vaccinating adults and teens, ventilation, social distancing, podding kids in school, and hygiene, Makary said.
“So, we have had this massive culture war over maybe what’s the sixth mitigation step, which has a small impact if any, and has not been formally studied,” he said.
Most kids who contract COVID-19 manifest with mild symptoms, and often no symptoms at all. Since the start of the pandemic, there have been fewer than 500 deaths involving children under 18, out of more than 600,000 total deaths nationwide, according to CDC data. For the week of July 31, the rate of hospitalization with COVID of children five to 17 was 0.5 per 100,000, according to the Wall Street Journal. A study of children and young people in England found kids generally have a lower risk of death or serious outcome from COVID than even vaccinated 30-year-olds. But children are making up a growing share of serious COVID cases now.
“A percentage of a larger number is a larger number,” said Dr. Charlotte Hobbs, a pediatric disease specialist at the University of Mississippi Medical Center and an advocate for universal masking in schools. There are concerns for kids besides just death from COVID, she said.
As of July 30, the CDC reported that more than 4,400 children in the U.S. have contracted post-COVID Multisystem Inflammatory Syndrome in Children, a potentially lethal condition that causes parts of the body — including the heart, lungs, kidneys, brain, and eyes — to become inflamed. And Hobbs noted the long-term effects of COVID still are not well understood, though a large British study published this month found that only about 4.4 percent of infected kids had symptoms for longer than 28 days, with the most common symptoms being fatigue, headaches, and loss of smell. Less than 2 percent had any symptoms after 56 days.
Because kids under 12 aren’t eligible for a vaccine, adults need to do everything they can to protect them, including getting vaccinated and supporting masks in schools, she said.
Some people who got vaccinated earlier in the year and thought they could put away their masks for good are having second thoughts amid the Delta-variant surge.
Jeff Navarro, 68, who has twin 16-year-old sons in high school in Amory, Miss., was looking forward to life without masks, after he, his wife, and his kids all got vaccinated. But as an older parent, Delta has him worried, and he supports the mask mandate his school district imposed.
“I’ve learned at 68 years old that no one is bulletproof,” he said. “I take it seriously. I follow the science. I certainly do not understand it enough to dispute it; therefore, I have to accept it.”
Sean Kruer, a father of two young children in Huntsville, Ala., has been a strong supporter of a school mask mandate in his community. He and his wife had serious discussions about pulling their kids out of school if there was no masking requirement.
“From a public-health policy perspective, universal mask mandates absolutely make sense,” Kruer said. “So, as much as I understand that it would be nice if things had continued the way that it looked like they might in May, that’s not the reality. And continuing as if it were and being petulant about it isn’t helping anybody.”
Melissa Bernhardt, the mother of a high-school student and an elementary-school student in Jacksonville, Fla., said she questions the science around masks. She’s not against people wearing masks, she said, but she doesn’t believe they should be forced on all kids.
She described one of her sons as particularly high energy, but she said he became lethargic and fatigued during school last year. She believes it’s because he had to wear a mask.
Bernhardt’s kids attend private school because she thought they wouldn’t impose a mask requirement. But, she said, she was wrong.
“The private schools really disappointed me,” she said. “They have committees with doctors, and all the doctors that are on the committees are not only pro-mask, they’re pro-vaccine.”
Bernhardt declined to discuss her vaccination status, but she said she feels protected because she contracted COVID early in the pandemic and has antibodies.
Hobbs said that even though kids don’t frequently get as sick from COVID as adults, “they can and they do, and we’ve had kids who have died. . . . Any pediatric death in my mind is one too many, especially when we know that this is preventable. We have a vaccine for those who are eligible, and we know that masking works.”
McBride, the D.C. internist, said parents need to know that there is an off-ramp down the road. She believes the CDC and other public-health agencies need to offer clear metrics about when schools can start rolling back mitigation efforts, including mask mandates.
“After all, COVID-19 isn’t going away. It’s going to be an endemic virus, and we know that there are enormous downsides (of pandemic restrictions, particularly) for kids,” she said. “We can’t mask indefinitely, nor should we.”
Hobbs said it’s too soon to say when that off-ramp will arrive. No one predicted the emergence of the hyper-transmissible Delta variant six months ago, and no one knows what variants will emerge in the future amid a backdrop of unvaccinated populations. Only 51 percent of Americans of all ages are fully vaccinated, including people not eligible for the vaccine.
“Until we basically have all of those eligible to get vaccinated vaccinated, it is most likely that we will not see the end of this anytime soon,” she said. “In the absence of people getting vaccinated and doing what they can to mitigate the spread of the virus, which itself will lead to continued emergence of new variants, then I don’t know what the end of this road will be.”
Parents are entitled to worry about the virus, McBride said. “It’s how we survive,” she said. “But we also have to acknowledge that worry can take on a life of its own and cause its own problems. I think it’s a very hard time for everyone.”
Now more than ever, she said, it’s important for people to have a trusted pediatrician or family doctor to help them take public-health advice and make nuanced personal health decisions.
“There’s no way the CDC can possibly speak to every individual,” she said.
The mask debate, she said, has become divisive and political. McBride agrees with Hobbs and Makary that the most important thing adults can do at the moment to protect kids is to trust the science, listen to their doctors, and get vaccinated.
“What we really need to be doing,” McBride said, “is getting dose one into people who are unvaccinated.”
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.
The rapid spread of the COVID-19 delta variant has spooked people who thought the pandemic had ended. Policymakers have called the rise in new infections associated with the strain first encountered in India alarming even though the data suggest strongly the latest variant strain, while perhaps easier to contract, is far less lethal than the original.
Like the disease for which it is named, America’s COVID crisis continues to evolve. The end of the lockdowns in most states has people back to work, unmasked, and happy – even as some public health professionals are urging a renewed mandate to put them back on. All that, combined with the lack of clarity coming from groups like the National Education Association and American Federation of Teachers means that no parent can be sure the schools run by the government will offer full-time, in-class instruction when and if they reopen in the fall.
All this could have been avoided if the rush to lockdowns had been slowed and while greater thought was given to a plan to segregate out and protect the most vulnerable populations which, it has been lost on some people, does not include K thru 12 school-age children. Given the difference in approach to containing COVID taken by the governors of red states compared to those who lead blue states, it is not surprising to learn Democrats are hoping that masks and vaccines not yet approved for children under the age of 18 will be mandated before schools are allowed to return to pre-COVID instruction.
According to a recent survey by Rasmussen reports, just over a third of all Americans said they believed children should have to be vaccinated for COVID before they can return to the classroom. Of those, more than half – 56 percent – were Democrats. Only 29 percent of Republicans agreed.
The data, Rasmussen reports said, showed a “strong correlation” between support for masking children and for forcing them to be vaccinated. “Among Americans who think schools should require children to wear masks to protect against the coronavirus, 68 percent also think schools should require children to get the COVID-19 vaccine. Among those who oppose schools requiring children to wear masks, 79 percent are also against schools requiring children to get the coronavirus vaccination.”
The split along party lines on the issues is clear. Majorities of Republicans (61 percent) and independents (52 percent) said they opposed a vaccine requirement. Likewise, on the issue of masks, 58 percent of Democrats said they thought masks should be required as part of the basic back-to-school outfit while only 27 percent of Republicans thought this would be a good idea. Almost two-thirds of GOPers – 60 percent – and as well as a plurality of independents, the polling firm reported, said they were opposed to the mandatory classroom masking in K thru 12 classrooms.
The pollster found white Americans “slightly more in favor of schools requiring children to get the COVID-19 vaccine than blacks or other minorities” while blacks were “more supportive” than whites or other minorities regarding a requirement children wear masks. And that upper-income Americans were more in favor of requiring children to get vaccinated, with 48 percent of those earning $200,000 a year or more “favoring mandatory vaccination” while just 36 percent of those earning less than $30,000 a year agreed.The survey of 1,000 U.S. American Adults was conducted on July 13-14, 2021. The margin of sampling error is +/- 3 percentage points with a 95 percent level of confidence.
State Department in 2020 declared the group a 'propaganda' arm of CCP
Several American universities maintained relationships with China after shuttering their Confucius Institute chapters, shifting resources to affiliate K-12 programs and fostering sister relationships with Chinese schools.
Rather than fully cut ties with the Confucius Institute, many universities shifted their resources to affiliate programs aimed at K-12 classrooms. The Confucius Classrooms program offers an array of Chinese language and culture programs to elementary, middle, and high school students across the United States. Often linked to Confucius Institutes at nearby colleges, Confucius Classrooms are funded and run by the Hanban, a division of China’s Ministry of Education.
The shift reveals the extent to which the Chinese Communist Party is ingrained in American educational institutions. American security officials have recently warned about Beijing’s efforts to cultivate links with educational institutions in order to change American perceptions of the Communist regime.
Over a dozen universities closed their Confucius Institute chapters after the State Department declared the organization a Chinese propaganda arm. According to Rachelle Peterson, a China expert at the National Association of Scholars, the Communist regime was ready for the fallout.
“The Chinese government has developed a nuanced and sophisticated network of tools,” Peterson told the Washington Free Beacon. “In the case of Confucius Institutes, the Chinese Communist Party is aware that they are falling out of favor in the U.S., and they’re preparing alternative ways of engaging with the United States—many of which are equally problematic.”
Confucius Classrooms are just some of those “problematic” alternatives. The National Association of Scholars estimates that, at its height, there were upward of 500 Confucius Classrooms in operation—significantly more than the 41 active Confucius Institute chapters. And because most federal oversight is directed at higher education, China has been able to covertly entrench itself in the K-12 education space.
Rep. Chris Stewart (R., Utah) told the Free Beacon that he is concerned Confucius Classrooms operating in his district teach an inaccurate view of the Chinese Communist Party to children.
“The Confucius Classrooms are a little bit different and a little bit harder [than Confucius Institutes] because they’re not as obvious,” Stewart said. “The thing we’re trying to do now is to show that they’re not using it for intelligence access, computer access, or to propagandize adults, but they are using it to soften children.”
The Confucius Classrooms operating in Stewart’s district are just a few such outposts that grew out of shuttered Confucius Institute chapters across the country.
A consortium of Confucius Classrooms serving nearly 1,200 K-12 students in Ohio continues to operate more than a year after Miami University in Ohio announced it shuttered its Confucius Institute. In western Kentucky, a coalition of more than 30 staffers led by Simpson County public schools has taken up the mantle of the Western Kentucky University Confucius Institute, which closed in 2019.
When Michigan State University’s Confucius Institute closes this year, the school plans to transfer the program’s resources “to other areas within the university” so as to “benefit K-12 students and teachers who would not otherwise have these learning options available in their schools,” a spokeswoman told the Free Beacon.
In addition to shifting resources from universities to elementary and high school classrooms, China has found ways to maintain a foothold at universities that have closed their Confucius Institutes. Several universities have sought out partnerships with Chinese “sister schools” to replace their Confucius Institutes.
Middle Tennessee State University closed its Confucius Institute in August 2020, after receiving criticism from Sen. Marsha Blackburn (R., Tenn.). But the school continues to foster ties with sister universities in China. The University of Nebraska said it remains “deeply committed” to its connections with Chinese universities after its Confucius Institute closed in December 2020.
In a statement to the Free Beacon, Tufts University—which plans to close its Confucius Institute chapter in September—said the school will “focus on expanding and deepening” its ties with Beijing Normal University. Similarly, the College of William and Mary closed its Confucius Institute at the end of June, but will continue to offer China-related programs “through university-to-university agreements,” a spokeswoman told the Free Beacon.
In at least one case, China has continued to donate to a university in order to bolster ties. Peterson uncovered Education Department documents that show the University of Michigan received a $300,000 gift from China after the school closed its Confucius Institute in 2019.
“All the signs are that there are replacements for Confucius Institutes,” Peterson said. “Alternative forms of engagement are popping up—many in ways that are going to have the same problems as the Confucius Institutes.”
In Biden's America, the action is outside the Beltway
It took a few days away from the nation’s capital for me to appreciate how boring the place has become. Recently I returned from a trip to California and discovered that I hadn’t missed anything—no presidential scandal, no legislative logrolling, no surprise vacancies on the Supreme Court. Yes, the pace of events slows down in Washington every summer. Congress goes on recess and metro residents travel for vacation. But 2021 is different. This year, D.C.’s irrelevance is neither seasonal nor exceptional. It’s the norm.
Since Bill Clinton’s impeachment, the city has been the site of momentous events and world-defining debates. The fallout from the 2000 election, 9/11, the war on terrorism, the invasions of Afghanistan and Iraq, the surge, the financial crisis, the election of Barack Obama, Obamacare, the Tea Party, the debt ceiling, the response to the Arab Spring, the 2013 government shutdown—they all testified to the centrality of Washington.
Donald Trump’s descent on the escalator in 2015 intensified press coverage. His victory in 2016 upped the political stakes. The Trump presidency unfolded in spectacular, captivating fashion. It was a live-broadcast, four-year, nonfictional telenovela, complete with a climactic twist and a tragic ending. On occasion, the cast traveled to Singapore, Hanoi, Helsinki, and Mar-a-Lago. But the main set was the Oval Office.
Well, the show is over and the thrill is gone. It used to be that the federal city—and its chief executive—drove the national conversation. But President Biden purposely limits his exposure to remain as uncontroversial as possible. “Boring news cycle deals blow to partisan media,” read the headline of an article in Axios on June 29. The piece tracked a fall in web traffic, app user sessions, and social media engagement since President Trump left office. Biden’s chief of staff, Ron Klain, tweeted out the story. “Sorry not sorry,” he wrote.
After 12 years of highly visible celebrity presidents, the current occupant of the White House is a 78-year-old who eschews social media, rarely gives one-on-one interviews, limits himself to about one public event a day, calls on pre-selected reporters at press conferences, often refers to notes, and returns home to Delaware most weekends. Joe Biden’s spending plans may be gargantuan and foolish, his decisions on the border and on Afghanistan may be impetuous and disastrous, and his offhand remarks may be puzzling and odd, but no one gets worked up about him personally. Last month Doug Rivers of the Hoover Institution observed that voters don’t consider Biden an ideologue. It doesn’t matter that Biden’s goals are more ambitious than Obama’s: Far greater numbers of voters said that Obama was “very liberal” than say the same of Biden today.
This low-key presidency combines with tight margins in Congress to diminish Washington’s importance. Unlike his two most recent predecessors, Biden is not an omnipresent figure. The 50-50 Senate blocks the progressive wish list from becoming law. The result is a devolution of controversy to the state, municipal, and local levels of government. Not in two decades covering politics, for example, have I seen state legislatures receive as much attention as they have in recent months.
Meanwhile, the big political news is Democrat Eric Adams’s victory in the New York City mayoral primary. What’s unique about Adams is that he ran the first New York campaign in decades with national implications. His triumph underscored the electorate’s concern with rising crime rates. It demonstrated that even Democratic primary voters in a majority-minority city oppose defunding law enforcement.
“According to recent data from the Democratic-oriented Navigator Research,” writes Ruy Teixeira in a recent issue of the Liberal Patriot newsletter, “more Americans overall, including among independents and Hispanics, now believe violent crime is a ‘major crisis’ than believe that about the coronavirus pandemic or any other area of concern.” This alarm over rising crime manifested itself locally before becoming apparent to officials in Washington, including Biden, who scrambled to announce a crime reduction plan in late June.
The most glaring sign of the Beltway’s detachment from national life has been the movement against critical race theory (CRT) in public schools. Like the Tea Party, this movement is spontaneous, self-organizing, and uncontrolled. Unlike the Tea Party, however, it is focused on a hyperlocal (yet super-important) issue: K-12 instruction. As of this writing, the anti-CRT movement fields candidates for school boards. Congress is an afterthought.
The national politicians who amplify the movement’s rhetoric are piggybacking on a grassroots phenomenon. And while the fight against CRT has implications for federal policy, it is not as though the right’s answer to far-left school boards is national curricular standards. On the contrary: The parental revolt over “woke” education bypasses Washington, transcends party lines, and has clearly defined and limited goals.
What’s fascinating about the anti-CRT campaign is that its most prominent antagonists are not elected officials. The Tea Party pitted rebels such as Jim DeMint, Mike Lee, Rand Paul, and Ted Cruz against the Republican establishment and Barack Obama. But the participants in this most recent iteration of the culture war are different. The anti-CRT spokesman Christopher Rufo of the Manhattan Institute is a documentarian and activist, and Bari Weiss and Andrew Sullivan are journalists. The most famous advocates of so-called antiracist education are Nikole Hannah-Jones, lead writer of the New York Times‘s 1619 Project, and Ibram X. Kendi of Boston University. Fights over CRT don’t take place in the halls of Congress, but on Morning Joe.
Maybe political entrepreneurs in the coming months will appropriate and elevate the issues of voter ID, crime, and anti-American pedagogy into national campaigns. Maybe the anti-CRT movement will follow the Tea Party and use the 2022 election to springboard into the Beltway. Maybe the next president will impress himself or herself into the national consciousness in the manner of an Obama or a Trump. Or maybe the next president will be Trump.
For now, though, Joe Biden is president. Congress is deadlocked. Both the left and right are more interested in values than in entitlements. The media track the states, the cities, the schools. Why? Because the real action is happening in places like Atlanta, Tallahassee, Austin, Phoenix, New York City, and Loudoun County. Not in Washington, D.C.
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.
In anticipation of President Joe Biden’s first-ever speech to Joint Session of Congress, the Republican National Committee released a list of what it referred to as “failure after failure” to mark his first 100 days in office.
“Here is just a shortlist,” the RNC said, of what it had identified as Biden’s “many broken promises, disastrous policies, and dangerous proposals: on a variety of issues including:
Joe Biden’s first 100 days have been marked by failure after failure.
Here is just a SHORT list of his many broken promises, disastrous policies, and dangerous proposals:
Biden’s Open Borders Agenda Created A Border Crisis
1. Biden’s open borders agenda has created a border crisis.
2. Biden tried to suspend deportations, weakening immigration enforcement.
3. He has obstructed border wall construction, including through his budget request, which would eliminate all funding for the border wall. Experts say border walls work, and Biden’s construction obstruction is literally throwing the border wide open.
4. Border state Democrats warned Biden’s White House about a border crisis fueled by his polices but the administration ignored their warnings.
Biden’s Border Crisis Boomed
5. Now, experts estimate 1,000 illegal immigrants are escaping into the U.S. each day during Biden’s border crisis.
6. There were 172,331 border apprehensions in March, 5 times the number in March last year.
7. Nearly 19,000 unaccompanied children were taken into custody in March, the highest monthly total ever recorded.
8. Customs and Border Protection forecasts 184,000 migrant children will cross the border by the end of FY 2021, which would be the highest number ever.
9. There has been a 233% increase in fentanyl seizures at the southern border from this time last year.
10. Thanks to Biden’s border wall obstruction, smugglers are exploiting gaps in the wall that were previously set to be built.
11. Officials warn of a “boom time for gangs,” traffickers, and smugglers as they take advantage of Biden’s border crisis.
Biden’s Crisis Of Leadership On The Border
13. When Biden finally admitted there is a “crisis that ended up on the border,” the White House then insisted that is not their official position in a completely insane walk-back, and that “children coming to our border… is not a crisis.”
14. Biden still does not have any plans to visit the border.
15. Kamala Harris laughed when she was asked if she would visit the border, and still has not visited the border even after being named Biden’s crisis manager.
Border Officials Struggle To Cope With Biden’s Disastrous Agenda
16. The Biden administration is releasing some illegal immigrants caught crossing the border without a court notice, and sometimes without any paperwork at all.
17. Border facilities are “stretched beyond thin” because of the crisis.
18. The Donna, Texas facility, one of the few facilities exempted from Biden’s media blackout, is at more than 16 times its capacity. Even Dr. Fauci admitted that packed crowds of migrant children is a “major concern.”
19. To deal with the surge, the Pentagon was forced to approve multiple military bases to house unaccompanied migrant children.
Biden Is Doubling Down On His Border Failures
20. Biden is restricting media access at the border to hide the true extent of the crisis and dodge accountability. When asked why his administration is denying press access, Biden conceded he is purposefully waiting to provide transparency at border facilities.
21. Instead of reversing course, Biden has doubled down on his failing open borders policies.
22. Biden has even removed civil penalties for illegal immigrants for a “failure-to-depart.”
Biden’s Anti-Energy Agenda Is Destroying Jobs
24. On day one, Biden abandoned Keystone XL pipeline workers, forcing thousands into unemployment with the stroke of a pen. American workers and families effected by his job-killing decision are still struggling to get by.
25. We are still waiting for Biden to announce a plan for these workers. Psaki said she had “nothing more” when asked about how Biden plans to replace oil and gas jobs killed by his energy policies.
26. When asked about the workers forced out of work by Biden’s policies, administration officials have dismissed concerns, saying they need “different [jobs],” “different education,” and that there are “jobs that might be sacrificed.”
27. While Biden implements policies to kill American jobs, he is kowtowing to China and Russia so they cooperate with his environmental agenda.
28. Biden is blocking new oil and gas drilling on federal lands, which if kept in place threatens millions of jobs.
29. Biden nominated an Interior Secretary that believes oil and gas extraction on public lands should be permanently banned.
Biden Is Proposing Massive Job-Destroying Tax Hikes
31. Biden’s proposed tax hike would raise the combined tax rate on U.S. businesses to the highest of any country in the G7 or OECD.
32. Biden’s first tax proposals are already breaking his campaign pledge, “If you make less than $400,000, you won’t see one single penny in additional federal tax.”
33. According to reports, Biden is planning to propose even greater tax hikes, raising taxes on capital gains to over 43%.
34. According to administration officials, he is showing an increased openness to a carbon tax.
Biden’s Proposal Is Not An Infrastructure Package
35. Only 7% of the spending of Biden’s proposed “infrastructure” package is for roads, bridges, highways, airports, waterways, and ports.
36. His administration has lied about the job creation that’s possible under his infrastructure plan. Even CNN and The Washington Post called Biden out on misleading the American people on job predictions.
37. In terms of Biden’s broader Green New Deal agenda, The Washington Post and Associated Press have noted that many of Biden’s proposals will destroy more jobs than they create, and create jobs that pay less than the jobs they destroy.
39. The Biden administration is promoting a business that Energy Secretary Jennifer Granholm is actively invested in to the tune of millions of dollars. Granholm is set to profit off of the hundreds of billions of dollars of taxpayer money Biden wants to spend as part of his infrastructure package.
On Schools, Biden Has Put Special Interests First
40. Biden repeatedly campaigned with American Federation of Teachers boss Randi Weingarten, who is leading the anti-science charge to keep America’s schools closed. Now that Biden is president, he has refused to call out the group.
41. Biden has caved to Democrat special interest groups at the expense of millions of children and families across America, even though the science shows that keeping schools closed has devastating effects on the mental health, social and economic situation, and academic achievement of children.
42. His stimulus bill put special interests before schools. The $1.9 trillion wish list only spends $6 billion, 0.3% of the bill, on K-12 schools this fiscal year with NO REQUIREMENT that they reopen.
44. Biden has conceded he has no plan to open high schools.
Biden Is Refusing To Speak Out Against The Growing Anti-Police Rhetoric In The Democrat Party.
45. The Biden administration has refused to condemn anti-police comments from Democrat members of Congress.
46. Press Secretary Jen Psaki refused to condemn Maxine Waters’ inflammatory comments around the Chauvin trial that “we’ve got to get more confrontational.”
47. When Nancy Pelosi repeatedly defended Waters’ call for confrontation, Biden kept silent.
48. When every House Democrat voted to endorse Waters’ call for protestors “to get more confrontational,” Biden refused to speak out.
Biden’s Flip On Court Packing
49. Even though Biden criticized court packing for decades (check out these comments from 1983, 2005, and 2019), he has refused to speak out against House and Senate Democrats abandoning decades of bipartisan agreement by proposing court packing legislation.
50. He is even going a step further and actually establishing a court-packing commission.
Biden Says Goodbye To Bipartisanship & Hello To Extremism
51. Despite his campaign promises Biden is rejecting bipartisanship in favor of a hyper-partisan process to pass trillions in spending without Republican support.
53. He has resorted to governing through executive order, issuing far-left decrees at breathtaking speed.
55. Biden declared that “no amendment to the Constitution is absolute” when discussing the 2nd amendment.
57. Despite promising unity and compromise on the campaign trail, the only unity Biden has shown is with Xi Jinping and Vladimir Putin. He has spoken to Xi and Putin more times than Republican leaders Mitch McConnell and Kevin McCarthy.
Biden’s Georgia Boycott
60. Aided and abetted by misinformation peddlers like Stacey Abrams, Biden encouraged a boycott of Georgia.
61. Thanks to Biden’s lies about a law that actually expands voting opportunities, Georgia’s Cobb County is set to lose more than $100 million in tourism revenue.
62. What’s worse, Biden supported the boycott KNOWING it would hurt Georgia’s businesses and workers the most.
63. After Democrat Raphael Warnock admitted to spreading misinformation about the Georgia law, Biden is rallying with the senator in Atlanta tomorrow. Biden should apologize to Georgians instead.
Biden Backs The Democrats’ H.R. 1 Power Grab
65. By supporting H.R. 1, Biden is supporting a bill that would force states to allow paid party operatives to harvest ballots.
66. H.R. 1 would also threaten freedom of speech by turning the FEC into a partisan organization.
Biden Embraces Far-Left Spending Proposals & A Minimum Wage
67. Biden has dedicated trillions in wasteful spending for progressive pet projects.
69. Biden is backing a $15 federal minimum wage mandate, which the CBO says could eliminate up to 3.7 million jobs.
70. He is pushing defense cuts in his budget.
Biden Is Caving To America’s Enemies
71. Biden has refused to criticize Xi Jinping, even saying he didn’t “mean it as a criticism” when he called Xi undemocratic.
72. When discussing China’s human rights abuses, Biden downplayed those concerns, saying “culturally there are different norms.”
73. Biden is failing to confront China, with Psaki even saying Biden is “not in a rush” to counter China.
74. And in yet another broken campaign promise, Biden has not confronted China over COVID-19’s origins
75. In a patten of appeasing America’s enemies, Biden is caving to Iran.
Biden Is Now A Pro-Abortion Extremist
76. Biden rescinded the Mexico City policy, forcing American taxpayers to fund abortions overseas.
77. Biden’s HHS Secretary Xavier Becerra has a history of attacking religious freedom, and during his hearing, he refused to rule out using taxpayer funds to pay for abortions and defended his past votes supporting the horrific practice of partial birth abortion.
Obamacare & Biden’s Government Takeover Of Health Care
78. Biden has repeated Barack Obama’s “lie of the year” on health care, and now as president he is bringing those lies back to Washington by working to reinstitute Obama’s terrible health care polices.
80. In his time as president, he has worked to expand Obamacare as he proposes a further government takeover of healthcare. A Navigant study found that Biden’s health plan could threaten more than 1,000 rural hospitals across 46 states.
On Operation Warp Speed, He’s The Lying, Plagiarist In Chief
82. Thanks to the previous administration’s development and distribution plan under Operation Warp Speed, which Biden has falsely tried to claim credit for, millions of Americans have been vaccinated.
84. In September President Trump pledged: “Millions of doses will be available every month, and we expect to have enough vaccines for every American by April.” It tuns out, he was right, and we have Operation Warp Speed to thank.
85. Biden has failed to apologize for his statements spreading doubt about the vaccine which he made on the campaign trail last year.
Biden’s COVID $1.9 Trillion Bill Was A Far-Left Boondoggle
86. Biden’s $1.9 trillion boondoggle was not a “relief” bill.
87. Through Biden’s boondoggle, Democrats insisted on sending nearly $2 billion dollars in stimulus checks to prisoners, including violent felons like the Boston Marathon Bomber. Democrats blocked an amendment to restrict the stimulus payments when ramming through their partisan legislation.
88. In fact, hundreds of billions of the Democrats’ “relief” will not be spent for up to a decade from now.
Republican Coronavirus Policies Worked, Now Biden Wants To Rewrite History
89. Biden is trying to rewrite history on the coronavirus. After criticizing the Paycheck Protection Program and repeatedly visiting businesses that received PPP loans under President Trump, Biden baselessly claimed credit for their success.
90. After gaslighting the American people during the campaign, he proceeded to plagiarize the Republican’s coronavirus response at every turn, all while lying about the Trump administration’s robust COVID response.
Biden Gives The Worst Governors In The Nation A Pass
92. Biden has failed to take responsibility for being one of Andrew Cuomo’s biggest cheerleaders. Biden even declared: “Your governor in New York’s done one hell of a job. I think he’s the gold standard.” What was Biden declaring the “gold standard?” Anti-science nursing home orders that led to thousands of deaths, rewriting reports to hide the higher death toll, and a cover-up in the face of a federal investigation so the data would not be “used against” the Cuomo administration.
93. During the campaign, Biden repeatedly applauded Whitmer’s terrible approach to the coronavirus, and now as we keep learning more about how awful her response truly was, he has refused to backtrack his endorsement of Whitmer. The policies Biden endorsed? Renewing devastating nursing home orders three times, refusing to release the data on nursing home deaths, and buying the silence of her former health director with a $150,000 taxpayer-funded confidentiality agreement.
94. Biden won’t insist hypocritical governors like Gavin Newsom open their economies. America can only recover economically if we allow our businesses to open, but instead of standing up to governors whose lockdowns are hurting Americans, Biden continues to take a backseat.
An Opaque Administration Where One Has To Wonder Who Is Setting Policy
95. The Biden administration is one of the least transparent in history, continually ignoring questions from the press.
96. Joe Biden holds the modern record for the number of days it took a president to hold his first press conference.
97. Biden has not kept his promise on ethics agreements, facing mounting pressure to disclose the ethics agreements of his appointees.
98. After establishing a cap on refugees not in line with the desires of his far-left base, Biden then backtracked and claimed that he didn’t say that the cap was “justified.”
99. Remember when Biden was silent as his press secretary claimed for days that his reopening goal was only 50% of the schools for one day a week? Was he just not paying attention all that time?
Joe Biden’s presidency has been one stumble after another. It has only been 100 days, and the American people are already paying a steep price for his failures
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.
If approved, rule would funnel federal money to antiracist groups
The Biden administration this week proposed a rule that would encourage public schools to adopt radical, racially driven curricula in American history and civics classes.
The Department of Education on Monday proposed a rule that would prioritize federal funding for education groups that help schools develop and implement antiracist teaching standards. If the rule takes effect, the Office of Elementary and Secondary Education would increase grants to woke groups across the country.
School districts in recent months have increased their efforts to weave critical race theory—the idea that America’s political and economic systems are inherently racist—into K-12 curriculum standards. The Education Department’s proposal signals the Biden administration’s support for this trend.
The rule would allocate federal funding for education contractors who work to “improve” K-12 curriculum by promoting “racially, ethnically, culturally, and linguistically responsive teaching and learning practices.” The rule would also require the Education Department to encourage social studies curricula that teach students about “systemic marginalization, biases, inequities, and discriminatory policy and practice in American history.”
The Education Department claims that the coronavirus pandemic and “ongoing national reckoning with systemic racism” make changes to the education system necessary. The proposal cites the New York Times‘s 1619 Project and antiracist scholar Ibram X. Kendi’s criticisms of American education.
“Schools across the country are working to incorporate antiracist practices into teaching and learning,” the proposal reads. “It is critical that the teaching of American history and civics creates learning experiences that validate and reflect the diversity, identities, histories, contributions, and experiences of all students.”
The proposal will undergo a month-long notice-and-comment period, during which interested parties can submit questions on the rule to the department. The department must respond to each individual comment prior to releasing a final draft of the rule, which can take months or even years depending on the number of comments received.
Christopher Rufo, a Manhattan Institute senior fellow who has documented the antiracist push in schools and federal institutions, told the Washington Free Beacon that this decision shows the Biden administration’s true colors.
“President Biden is structuring the Department of Education’s programs to incentivize critical race theory in America’s public schools,” Rufo said. “Biden campaigned as a moderate, but this decision would bring a radical and unpopular ideology into the classroom. The federal government should reject the principles of race essentialism, collective guilt, and neo-segregation, not encourage them in the public education system.”
The Biden administration’s move follows national trends to weave anti-American ideology into public schools. The Illinois State Board of Education in February approved a set of learning standards that asks teachers to “mitigate” behaviors that stem from “Eurocentrism” and “unearned privilege.”
California has considered adopting standards that teach kids to “resist” Christianity and other elements of the “Eurocentric neocolonial condition.” And the North Carolina State Board of Education in February adopted a new set of K-12 history curriculum that teaches high schoolers to “compare how some groups in American society have benefited from economic policies while other groups have been systematically denied the same benefits.”
Education Department to propose Title IX rule amendments, undo Trump-era protections for victims and the accused
Initiating what could be a years-long project to undo Trump-era protections for college sexual assault victims and the accused, the Biden administration on Tuesday launched its audit of Education Department policies outlining how universities handle sexual misconduct investigations.
The Department of Education’s Office for Civil Rights announced it would begin a “comprehensive review” of Title IX rules that prescribe how university administrators deal with sexual misconduct cases. In a letter to students and educators, the office requested input on the department’s Title IX regulations—specifically, the August 2020 rule changes implemented under former education secretary Betsy DeVos.
Tuesday’s announcement follows President Joe Biden’s March 8 executive order on sex and gender discrimination, which asked the department to undertake a complete review of Title IX policies. The department’s letter marks the first step toward dismantling DeVos’s rules—a process that could take months or even years through the notice and comment rulemaking process, as outlined by federal policies.
“Today’s action is the first step in making sure that the Title IX regulations are effective and are fostering safe learning environments for our students while implementing fair processes,” Education Secretary Miguel Cardona said in a statement. “Sexual harassment and other forms of sex discrimination, including in extracurricular activities and other educational settings, threaten access to education for students of all ages.”
President Joe Biden pledged to bring a “quick end” to DeVos’s Title IX rules during his campaign and faced pressure from progressive legal organizations to do so. DeVos’s changes drew ire from feminist activists because they allowed students accused of sexual misconduct to cross-examine their accusers through a third-party representative. The August 2020 changes also delegated misconduct cases that occurred off-campus to local authorities.
In addition to due process protections, DeVos established the first federally mandated protections for sexual assault victims on college campuses. University administrators are required to provide victims with necessary support—for example, allowing the student to change his or her class schedule and providing the victim with a chaperone.
The Biden administration on Tuesday began what could be a lengthy procedure to unravel DeVos’s rules. The Trump-era guidance replaced the Obama administration’s “Dear Colleague” letters, which provided a framework for university administrators to handle sexual misconduct cases. Unlike the Obama administration’s directions, the DeVos rules were added to federal law through a rulemaking procedure called the Administrative Procedures Act—a process that took nearly two years.
Those regulations could take just as long to undo. The civil rights office must respond to each public comment, as they requested in their letter. Secretary DeVos’s civil rights office received more than 124,000 separate comments during their 2018 Title IX review, which took 18 months to resolve.
Candice Jackson, a counsel in DeVos’s Office for Civil Rights, insisted that universities must continue to address sexual misconduct as outlined by federal law while the department proceeds with their investigation.
“[The Office for Civil Rights] should be applauded for initiating a review process that centers around public input,” Jackson, one of the architects behind the 2020 Title IX changes, told the Washington Free Beacon. “In the meantime, the current 2020 regulations continue to provide schools with clear, legally binding obligations that take sexual harassment seriously, promote educational access, and respect the constitutional rights of all students and faculty.”
Progressive legal groups pressured the Biden administration to act on the DeVos Title IX rules. Public Justice and the National Center for Youth Law filed a lawsuit in California last month on behalf of the Berkeley High School Women’s Student Union. The plaintiffs claim the DeVos regulations made it more challenging for schools to investigate sexual misconduct cases and therefore caused an uptick in sexual assaults.
The suit asked for a preliminary injunction that, if granted, would have suspended the Education Department’s enforcement of DeVos’s Title IX rules.
The Office of Civil Rights will conduct a hearing in the coming weeks to give the public additional opportunities to comment, after which the department expects to release a proposed rulemaking notice.
Fairfax County Schools recently ditched merit-based admissions process
A group of parents at the nation’s top high school is suing the county school board for adopting new admissions practices that would slash the number of incoming Asian-American students.
The Pacific Legal Foundation filed a complaint Wednesday on behalf of the Coalition for TJ, a parent organization at Thomas Jefferson High School for Science and Technology. In recent months, the Fairfax County School Board changed how students are admitted to the Alexandria, Va., magnet school in an attempt to boost enrollment of black and Hispanic students.
The coalition claims that the Fairfax County School Board’s newly adopted admissions processes are unconstitutional and would reduce the number of Asian-American students in the incoming freshman class by 42 percent.
In October, the Fairfax County School Board eliminated the merit-based entrance exam for the elite STEM-focused school. In December, the board limited the number of students each of the county’s middle schools can send to the high school. The lawsuit claims that this new process targets Asian Americans because the three Fairfax middle schools known for funneling students to Thomas Jefferson have predominantly Asian-American populations.
Thomas Jefferson is one of several U.S. high schools that have recently moved away from merit-based admissions in favor of practices that achieve desired racial quotas. Last month, the San Francisco Board of Education abandoned the admissions test for the city’s prestigious public high school in favor of a lottery system, claiming the former system “perpetuate[d] the culture of white supremacy.”
Harry Jackson, the parent of a black student at Thomas Jefferson High School, said that the new admissions process hurts gifted students in addition to Asian Americans.
“This is an attack on Asian Americans and on gifted education,” Jackson said at an online press conference on Wednesday. “It represents anti-intellectualism. Under the guise of trying to diversify Thomas Jefferson, they’re not doing anything to uplift the black and Hispanic community. It’s a targeted hit on the Asian community.”
Julia McCaskill, the parent of three students in Fairfax schools, said the district is blaming its failure to boost black and Hispanic enrollment rates on Asian Americans.
“Diversity is the goal for all of us and Thomas Jefferson does not belong to a certain race or group of people,” McCaskill said. “The lack of diversity of black and Latino students is a failure of the [school board], and instead of fixing those issues, they are focusing the hate on Asian Americans.”
Thomas Jefferson is a majority-minority high school. Roughly 70 percent of enrolled students are Asian. Another 20 percent are white and the remaining 10 percent comprises black, Hispanic, and other minority students.
Fairfax County Public Schools communications director Lucy Caldwell told the Washington Free Beacon that the district maintains that its new admissions process “continues to be race neutral and merit-based.” The district values diversity and says it contributes to the “richness” of education at Thomas Jefferson.
Although many lament the dark times for conservative ideas and the death of free speech, they should see this as an opportunity to break free of corrupted institutions.
In a recent edition of the Stanford Review, scholars Scott Atlas, Victor Davis Hanson, and Niall Ferguson wrote a statement defending themselves against the baseless attacks of leftist colleagues at Stanford University who accused them of encouraging extremism, conducting illicit opposition research, and causing the deaths of “tens of thousands” from COVID-19. Atlas then discussed the issue at a virtual student meeting.
These accusations are completely untrue and tied to an antisemitic activist who aligns himself with Antifa. Nevertheless, Atlas, Hanson, and Ferguson felt the need to make their case even if it’s unlikely they will face any real threat to their livelihoods or reputations, as the Hoover Institution and Stanford have backed them.
All of them are highly accomplished intellectuals who have amassed large followings. It is they who bring clout to Stanford, not the other way around.
The real tragedy here is that they have to bother explaining themselves at all. It’s beneath them. They could be writing books, articles, giving talks, and continuing their work, but now they have to waste time with nobodies. Even the leadership of Stanford could see this, which is why this effort to cancel fell flat. Unfortunately, as writer Jonathan Tobin explains, their survival of this cancellation attempt was an exception to the rule.
After all, who in the world is David Palumbo-Lieu, one of the four professors leading the charge against these conservative scholars? Has he spoken out against the blunders of the American government’s COVID-19 policy? Does his CV include so many well-written books and countless articles on a limitless range of topics? Did anyone see him on a popular television series celebrating the key successes of Western culture?
No, Palumbo-Lieu’s great work appears to be praising his students “who occupied and blocked the San Mateo Bridge at peak commuting hours, endangering lives, causing minor car crashes, and getting themselves arrested.”
This episode is reminiscent of the great theologian St. Augustine of Hippo exerting so much energy denouncing the Donatist heresy. Much like today’s left, the Donatists were intellectually bankrupt and frequently resorted to the same petty tactics of destroying their opponents’ reputations with slander, false accusations, and the intervention of corrupt politicians.
That Augustine wasted so much time with them means that he had less time to write another “City of God” or “On Christian Doctrine.” Tallied with every other instance of a great mind taking on what’s beneath him, this Stanford kerfuffle amounts to a great loss in progress. The world is shallower, less informed, and less healthy as a result.
So what should happen in these cases? How do the attempted cancellations stop? As Atlas, Hanson, and Ferguson demonstrate, it isn’t through compromise or complaining; rather, it is through excellence. As the saying goes, success is the best revenge against one’s enemies. It is also the best way to overcome cancel culture.
This doesn’t mean that defending free speech is not important, but it shouldn’t become a fixation. Otherwise, it can detract from the work of building a competing culture and undermine the very reason to preserve free speech itself.
Free speech is the means, not the ends. This point is sometimes lost when people respond to yet another canceling or instance of censorship. Because it seems like conservatives are constantly defending themselves, they end up making the same points repeatedly and struggle with moving forward. As such, leftists can dismiss conservatives for having “no content,” no vision of what they want.
What results is a growing despair over free speech. If the fruits of free speech are partisan mudslinging and rehashing the same arguments, many people stop seeing the point of protecting the freedom to express one’s views.
It also doesn’t help that the left always frames these debates over free speech as about hate speech and misinformation, never around truth and reason. As a result, conservatives have to defend themselves from being called white supremacist Nazis or crackpot conspiracy theorists while leftists tell (often fabricated) sob stories about the many victims of conservative speech.
Since this is what seems to prevail, most people, particularly young people, simply shrug and give up the fight. If this is what free speech looks like, even if conservatives are right and progressives are wrong, it still seems mostly frivolous and needlessly stressful. Like the villain Cypher in “The Matrix,” they prefer to accept that their lies go unchallenged and declare, “Ignorance is bliss.”
This doesn’t mean that Atlas, Hanson, and Ferguson were wrong to write their statement, nor does it detract from their point about free speech. It’s just a shame that they and so many others have to worry about this kind of thing. Rather, Stanford should worry that their best people feel the need to speak out in this fashion.
It’s time to think bigger. Change will only happen when conservatives have their own Stanfords. If elite universities want to go down the paths of critical race theory, social justice activism, and an abandonment of standards, conservatives should build and support alternatives.
As Arthur Milikh points out on last week’s American Mind podcast, conservatives need to stop slamming Ivy League universities only to confer their respect on these places in the next breath. Instead, they need build their own equivalent and dominate. Otherwise, these places won’t change. One would think that the very people who support movements like school choice would understand this.
In all of her novels, Ayn Rand spoke exactly to this problem and offered a vision of what could happen. Whether it’s “Anthem,” “The Fountainhead,” or “Atlas Shrugged,” the primary conflict was always the same: a protagonist is a brilliant creator, but he lives in an envious world that seeks to tear him down.
How does the protagonist resolve this? Not only by making impassioned speeches (although, admittedly, there are few of those), but by continuing to create on his own terms and let his excellence carry the day. Conservatives today need their own version of Galt’s Gulch.
Although many lament the dark times for conservative ideas and the death of free speech, they should see this as an opportunity to break free of corrupted institutions. There is a dearth of excellence that needs to be filled.
Instead of enlisting the best and brightest conservatives for defending conservatism, conservatives should defend their best and brightest so that they can be left free for excellence. That means giving them space and time to do their work, understanding that this is the whole purpose behind preserving freedom. Not only conservative ideas, but the country and the culture, will be all the better for it.