SPECIAL EDITION FRIDAY – White Liberals Are Menace To Modernity
The following was written by Wyatt Eichholz (Alabama Campus Correspondent) March 25, 2021. It proves three things that I have been saying for near 50 years: 1) White neo-Leninist liberals despise people recognized as a crayon color with an unbridled passion, .i.e, they hate blacks; 2) White neo-Leninist liberals will sink to the lowest level of commonality to inculcate blacks with the lowest opinion possible of themselves; 3) The crayon color people will shed every ounce of decency and true self-esteem to embrace maximizing being the lowest representative manifestations of nothingness.
Crayon color people kill one another over a street corner to sell dope on; they burn, loot, and pillage their own environs. The women belonging to this group pay racist white organizations such as Planned Parenthood to murder their children – at the same time they are being told white police officers are a threat to their children. As if more evidence of their cognitive shortcomings were needed; they somehow fail to understand that having white Planned Parenthood murder their babies is exactly what Margaret Sanger envisioned as she carefully planned and constructed the systematic industrialized extermination of the “nigger weeds.” But, I doubt that even Sanger envisioned these godless women would make Planned Parenthood a multi-billion dollar extermination machine designed specifically to rid America of “nigger diseases, i.e., children.” Over the past decade Planned Parenthood has murdered over 3.3 million children with black babies comprising 34 percent or more of that total. You do the math.
Those black women who do not kill all of their babies, are celebrated for being single mothers. Stop and think about the brainwashing and psychological conditioning, i.e., behavioral modification, that must take place for women to plan to have babies with no husband and often from multiple men. An average black child has at least one or two siblings with different fathers and no man in the home.
But that’s not enough. White neo-Leninists are now enacting the another part of their plan, which to reduce black to dope addicts, angry bitter individuals regardless of income, down-low homeboys, i.e., secret sodomites, with little hope of a future unless they can punt, pass, dribble, or “busta-rhyme”.
And let there be absolutely no doubt in the truth of my words. There’s no other reason on earth to teach black children that mathematics is racist, specifically because mathematics requires correct answers. Less than a decade ago these children were being told they were acting white if they excelled academically or aspired to get good grades. Approximately 15 years ago another sinister undermining of advancement for black children resurfaced in urban areas nationwide. The San Bernardino Board of Education came up with the novel idea that black children should learn ebonics in the classroom, possibly even as a second language or foreign language.
It’s too bad Marcus Garvey’s back to Africa plan never quite got off the round. Perhaps if a several dozens of boatloads of the ancestors of these modern day hate-mongers had gone back to Africa the ones that remained would have followed in the footsteps of Booker T. Washington juxtaposed to the worse of humanity.
Profs help push program that claims math is ‘racist’ because it requires a ‘right answer’
A new program promoted by the Oregon Department of Education is designed to “dismantle” instances of “white supremacy culture in the mathematics classroom.”
Professors at San Diego State University and Loyola Marymount University assisted in creating the program.
An Oregon Department of Education newsletter from February promoted an online course designed to “dismantle” instances of “white supremacy culture in the mathematics classroom.” One example of “white supremacy” highlighted by the course was “the concept of mathematics being purely objective,” an idea which the resource stated is “is unequivocally false.”
The program, known as “A Pathway to Equitable Math Instruction,” describes itself as “an integrated approach to mathematics that centers Black, Latinx, and Multilingual students” that provides “opportunities for ongoing self-reflection as they seek to develop an anti-racist math practice.”
The “feedback advisors” for a portion of the program include William Zahner, who is an associate professor at San Diego State University; Melissa Navarro Martell, who is an assistant professor at San Diego State University, and Elvira Armas, who is the Director of Programs and Partnerships for the Center for Equity for English Learners at Loyola Marymount University in California.
“White supremacy culture infiltrates math classrooms in everyday teacher actions,” the guide states. “Coupled with the beliefs that underlie these actions, they perpetuate educational harm on Black, Latinx, and multilingual students, denying them full access to the world of mathematics.”
The newsletter pitched the program to educators “looking for a deeper dive into equity work,” offering to teach “key tools for engagement, develop strategies to improve equitable outcomes for Black, Latinx, and multilingual students, and join communities of practice.”
The Oregon Department of Communications Director of Communications, Marc Siegel, told Campus Reform that math instruction should be built on an “equitable foundation.”
“Building math instruction on an equitable foundation can better ensure all our students have a pathway to success in math,” Siegel said.
[RELATED: Math education prof: 2+2 = 4 ‘trope’ ‘reeks of white supremacy patriarchy’]
Examples of “white supremacy culture” cited by the document include a focus on “getting the ‘right’ answer” and requiring students to show their work.
Glenn Ricketts, Public Affairs Director for the National Association of Scholars, told Campus Reform that the course illustrates that “no aspect of the educational process at any level is off limits for the social justice indoctrination.”
“Mathematics was once considered immune: after all, doesn’t 2 + 2 = 4?” Ricketts said. “But as I have read recently, the problem that math and arithmetic insist on correct answers is actually a hidden form of ‘white supremacy,’ as everything else is as well.”
The authors of the program state that “The concept of mathematics being purely objective is unequivocally false, and teaching it is even much less so. Upholding the idea that there are always right and wrong answers perpetuate objectivity as well as fear of open conflict.”
The materials also instruct teachers to “Choose problems that have complex, competing, or multiple answers” so that students can come up with “at least two answers” in order to “challenge standardized test questions…”
[RELATED: Ivy League schools drop ‘culturally biased’ standardized test requirement]
“Often the emphasis is placed on learning math in the ‘real world,’” the toolkit asserts, “as if our classrooms are not a part of the real world. This reinforces notions of either/or thinking because math is only seen as useful when it is in a particular context. However, this can result in using mathematics to uphold capitalist and imperialist ways of being and understandings of the world.”
The course challenges teachers to “center ethnomathematics,” which includes recognizing how communities of color engage in mathematics and exposing students to “examples of people who have used math as resistance.”
“ODE stands behind the value that high-quality, rigorous mathematics instruction must be prioritized for every student in Oregon,” Siegal said. “These goals are shared by many of our professional education partners across the state. The training opportunity shared in the Math Educator Update reminds teachers what we know is true in teaching all students: that high expectations, high-quality content, and strong relationships with students and families lead to substantive increases in student achievement.”
According to the project glossary, the authors cite critical race theorists like Ibram Kendi and Robin DiAngelo for definitions of terms like “Antiracist” and “Whiteness.” Throughout the document, teachers are encouraged to incorporate “antiracist” math education into their classrooms.
[RELATED: US colleges are telling students to read this book, so we found out why]
National Association of Scholars Director of Research David Randall also condemned the program, saying that “the teaching of such ideologies as Critical Race Theory or so-called Anti-Racism” is an intrusion of “totalitarian ideology into the classroom” and a “crippling waste of classroom time that will leave all students less knowledgeable.”
[RELATED: 2+2=5? Bill Gates funnels $1 MILLION to push ‘math is racist’ narrative]
“None of these should be in any aspect of education, as they will produce a generation indoctrinated and ignorant,” Randall said. “The most dangerous aspects are requirements to teach such materials–K-12 requirements imposed by state education departments, departmental and university course requirements, and education school graduation requirements. But the voluntary choice of teachers to use such materials is nearly as damaging.”
Randall argued that the Oregon curriculum is only the most recent expression of a long-term trend.
“When NAS was founded back in 1987, the problem of politicized curricula was largely confined to college courses, and we thought that it was a serious problem then,” Randall explained. “But things have worsened considerably since those distant beginnings and, as a result of the relentless emphasis on ‘social justice’ many students now come to college already indoctrinated, with all of the ‘right’ answers.”
“As for preparation in the professions,” Randall added, “I think the only thing the kinds of courses we’ve been discussing here qualify one for is social activism and an inflated sense of his own importance. It certainly won’t prepare anyone for engineering, foreign language competence or systematic thinking.”
Siegel told Campus Reform that the materials are “an optional professional learning tool for educators looking to better engage students and improve outcomes for students of color and multilingual learners.”
“Cultural context is helpful for all of our students in learning. Not all tools provided by A Pathway to Equitable Math Instruction may make sense for each individual school; the content is simply to generate new ideas for engagement and strategies for educators,” Siegel said.
Follow the author of this article on Twitter: @w_eich1
About the Author
Mychal S. Massie is an ordained minister who spent 13 years in full-time Christian Ministry. Today he serves as founder and Chairman of the Racial Policy Center (RPC), a think tank he officially founded in September 2015. RPC advocates for a colorblind society. He was founder and president of the non-profit “In His Name Ministries.” He is the former National Chairman of a conservative Capitol Hill think tank; and a former member of the think tank National Center for Public Policy Research. Read entire bio here