“Watch these Teachers Explain White Privilege to Young Students”
Oh for fuck’s sake:
It looks like these teachers haven’t read this Princeton student’s account of his own “privilege.” That, or they didn’t want to become confused with the facts.
Teachers Diana Reeves and Rosemary Colt held a session titled “Examining White Privilege and Building Foundations for Social Justice Thinking in the Elementary Classroom” at the 2014 White Privilege Conference in Madison, Wisconsin. It seems they wanted attendees to find “opportunities to begin to insert social justice, anti-racist information for even little kids to understand.”’
In the video, eight-year-old students spoke about what they learned.
“White privilege is when people that are white get an advantage to the people who are people of color,” one student explained. “So if there was like a job, and a person of color was applying, and a white person was applying, and the owner was a white person, they might pick the white person just because of the person’s color, even if the black person was better.”
“White privilege is something that white people have, meaning they have an advantage in a lot of things and they can get a job more easily,” another student said.
Meanwhile, one student realized what a “racist” he was at the end of the conference.
“I can talk about how the racism inside me, I feel like I’m going to go home and tell my parents that I’m a racist and I’m not proud of that but I’m proud that I can say that,” he said.
In a comment here yesterday, dicentra drew the parallel between this kind of “social justice” doctrinal “education” and the brainwashing typical of religious cults, concluding:
We’ve long described progressive antics as quasi-religious, but I never made the express connection to the brainwashing technique of forcing constant confession but withholding salvation until after the next set of excruciatingly subtle sins is purged.
And then there’s this:
Perhaps the saddest aspect of religious brainwashing is what Dr. Robert Lifton calls “The Dispensing of Existence.” Lifton writes:
The totalist environment draws a sharp line between those who have a right to exist and those who do not. They claim that those outside their group have no right to exist, or at least say that those outside their group are inferior. The group thus has an arrogant and elitist mentality, considering themselves superior rather than having equal rights as other humans. Those who do not conform to their path of existence are targets of rejection or annihilation.
…They develop a fighting mentality which bristles often, takes offense easily, and delights in cutting other people down. … Unhealthy religious groups brainwash their followers by convincing them that people outside of their group are sub-human.
I think we’re practically there. We don’t have to tolerate the h8rs because they don’t deserve it. They’re evil incarnate. Racists by definition. And any means to expel them from the body politic are justified.
This is precisely the kind of indoctrination techniques progressives are trying to insinuate into public school curricula, with “global warming” an early trial balloon, as I learned when Satchel — who goes to a charter school in a conservative community — told us, on the way home from school recently, that we might be having outdoor barbecues on Dec 24 by 2016, and that if both polar ice caps melt, both the US and China would be underwater.
He regaled us with tales his teacher told him of the perniciousness of carbon dioxide — human exhalation — and of scientific consensus, with “only 1 out of 100 scientists” disagreeing with the idea of significant anthropomorphic climate change and its catastrophic potential. Too, the teacher conflated carbon monoxide with carbon dioxide to parallel the poisons and their putative effects on the environment and, consequently, weather.
In fact, so dedicated is this teacher to the idea of warming alarmism that, I just learned, he teaches most of the day with the lights in the classroom off entirely in order to “conserve precious resources”.
Now, leaving aside the white privilege of having a “white” mother (half Asian, but for purposes of affirmative action, whiter even than white) and father who happen to have educated themselves on the efforts to push warming propaganda on our white, privileged children, what we were able to do in the 10 minute car ride home was challenge every last one of the “facts” Satchel was being asked to memorize. We showed him the Time Magazine cover from 1974, when the same scientific consensus was warning we’d soon be having snowball fights in June rather than barbecues on Christmas Eve. And when we arrived home, we put some ice cubes in the bottom of a measuring cup and filled it to the brim with water, then let time and our poisonous exhalation take effect.
We asked Satch, what do you think is going to happen when the ice melts? To which he replied, “the water will overflow and kill all the napkins.”
Naturally, when the ice melted — that is, when the water displaced as frozen water returned to liquid — the level of water in the measuring cup remained the same. Because actual science doesn’t really give much of a shit about pseudo-science meant to sow guilt into the minds of the young and innocent.
The next day, Satchel raised his hand in class and asked to perform the ice experiment. His teacher denied the request, saying he didn’t want his desk covered with water.
This is the state of education today. There is no intellectualism to it. And the progressives like it that way. In fact, it’s a strategy. Because to build an army of automatons, one needs factor out outside variables the best they can and keep the narrative confined, streamlined, and on point. After which, those who don’t follow the narrative are treated as heretical, and, in the end, sub-human and worthy of disgust and perhaps even violent correctives to their hateful thoughts.
Leftism is an orthodoxy, a religion. And for all its talk of its own commitment to science, it seeks more than anything else to burn the witches it can’t otherwise control.