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Recent Articles about Critical Race Theory in Educational Institutions

April 15, 2021 10 comments

Over the past few months, readers of this blog might have heard come across the name of a couple of “experts” on racism such as Robin Diangelo and Ibram X. Kendi. However these two are only the proverbial tip of a iceberg of charlatans, all of whom are pushing some version of something known as Critical Race Theory. While examination of the bullshit and lies promoted by that “theory” deserve a series of its own, this post will focus on one small aspect of the damage wrought by the pushers aka promoters of this theory in educational institutions. While I don’t usually post links to outlets/ authors known for their conservative or libertarian views, it seems that nobody else is willing to even give a voice to the dissenting majority.

Link 1: The Woke Meritocracy

Students of color, particularly from immigrant backgrounds, wrote about the psychic suffering that had been inflicted on them by the dominant white culture. They had stories about having to learn to love their curly hair, their “unusual” names—in short, themselves. College applicants—and Americans generally—are increasingly asked to recount how through great difficulty they have succeeded in taking the self as the object of their love, a stage of narcissism that for earlier generations of psychoanalysts appeared not as a challenging achievement too often thwarted by an oppressive culture, but as a falling back into an infantile condition.

Members of less obviously oppressed groups had variant strategies. A number of Asian American students, for example, told me that they had written their admissions essays to demonstrate that they weren’t “like other Asians,” with narratives of how they had to challenge their strict parents and limited cultural horizons to develop passions for, as one wrote, beat-boxing and hip-hop. These are not students’ own stories. Many students in my class received tremendous amounts of help on their admissions essays from dedicated tutors at their high schools as well as private writing coaches. Their letters are a collective output, a kind of shared fantasy of the ruling class.

Link 2: A Professor Pushed Back Against ‘White Fragility’ Training

Nonetheless, a June 18 all-college email noted that the school’s president, Amy Morrison, had “made clear the expectation that all full-time employees attend Friday’s Courageous Conversations” unless they had conflicting teaching responsibilities. Parrett decided to express her qualms about the training during the training itself. What happened over the next nine months was both bizarre and oppressive. Because of a brief disruption that easily could have been brushed aside or handled with a warning not to do it again, LWTech went to war against a tenured faculty member, launching a cartoonishly over-the-top disciplinary process that included the hiring of a private investigator, dozens of interviews, and claims of widespread trauma.

and

In her email to me, Ames doubled down on her claim that Parrett’s behavior in the meeting had been frothingly out of control, writing that Parrett had “started aggressively yelling at folks in the meeting.” At the time, Ames didn’t know I had access to the leaked audio, in which Parrett does occasionally raise her voice to be heard but never comes across as anywhere nearly as aggressive or bullying as Ames described. When I sent Ames the audio file and asked her to point me to where Parrett yelled at anyone, a university spokeswoman who was on the thread jumped in, writing that “The audio speaks for itself but does not reflect Elisa’s visible anger.” Apparently, Parrett was “aggressively yelling at folks in the meeting” but it was the kind of aggressive yelling that doesn’t show up on audio.

Link 3: I Refuse to Stand By While My Students Are Indoctrinated

My school, like so many others, induces students via shame and sophistry to identify primarily with their race before their individual identities are fully formed. Students are pressured to conform their opinions to those broadly associated with their race and gender and to minimize or dismiss individual experiences that don’t match those assumptions. The morally compromised status of “oppressor” is assigned to one group of students based on their immutable characteristics. In the meantime, dependency, resentment and moral superiority are cultivated in students considered “oppressed.” All of this is done in the name of “equity,” but it is the opposite of fair. In reality, all of this reinforces the worst impulses we have as human beings: our tendency toward tribalism and sectarianism that a truly liberal education is meant to transcend.

and

However, when my questions were shared outside this forum, violating the school norm of confidentiality, I was informed by the head of the high school that my philosophical challenges had caused “harm” to students, given that these topics were “life and death matters, about people’s flesh and blood and bone.” I was reprimanded for “acting like an independent agent of a set of principles or ideas or beliefs.” And I was told that by doing so, I failed to serve the “greater good and the higher truth.” He further informed me that I had created “dissonance for vulnerable and unformed thinkers” and “neurological disturbance in students’ beings and systems.” The school’s director of studies added that my remarks could even constitute harassment.

What do you think? Comments?