The Devastation Of Critical Race Theory
By Frederick James
Critical Race Theory developed over many years starting in the 1990’s. It is considered an academic discipline devised on an “intellectual framework” based on identity Marxism. Exiled to inconspicuous academic minds and journals over the years, Critical Race Theory has become the dominant dogma in the public sector of US society. The teaching of its principles infiltrates public schools, public and private universities, teacher training, government bureaus, corporations, human resource departments, public policy bureaus, and school curriculums. The word Marxism is disguised with diversity training language and vocabulary.
Today’s critical race theorists like Nicole Anna Jones (The 1619 Project), Ibram X. Kendi (How To Be An Anti-Racist), and Ta-Nehisi Coates (Between The World And Me) employ equivocations to mask the purely racist content of their teachings and writings. Some examples of these equivocations are equity instead of equality, diversity, culturally responsive instruction, social justice, and inclusion.
Christopher Rufo, founder and director of Battlefront, a public policy research center, states “Indeed, equality—the principle proclaimed in the Declaration of Independence, defended in the Civil War, and codified into law with the 14th and 15th Amendments, the Civil Rights Act of 1964, and the Voting Rights Act of 1965—is explicitly rejected by critical race theorists. To them, equality represents ‘mere nondiscrimination’ and provides ‘camouflage’ for white supremacy, patriarchy, and oppression.”
This denigration of American history is the devastation of critical race theory.
The Racist Biden Administration Thinks They Can Solve Racism
Political power dominates the thinking and ideology of critical race proponents. It has spread from the academic world to societal and governmental institutions, especially, mandated by the fake president Joe Biden and his racist administration. The so called president presides over a fake White House stage set up to compensate for his intellectual and mental deficiencies. Biden went to Georgia to promote passage of his “voting rights bill” and in the process proceeded to denigrate half of the population by calling them racist and insurrections. His political power continues to feed off of the theory that white supremacy is the major threat of terrorism in the country. He has battered the separation of powers contained in the Constitution. He has demeaned the civil rights movements and accomplishments of citizens in his own country. He has caused the invasion of the United States by illegal and criminal immigrants. He is a disgrace to the country both on a domestic level and a foreign policy level.
He has been told to promote racially divisive policies to spite Trump followers who are mostly white European Americans who need to be punished for the “original sin” of slavery. The Biden administration wants Socialism in the United States. They rule without the legislative branch involved. They rule through executive orders and unconstitutional mandates. They want the foundations of our government and our traditions in society to come to an end starting with a cultural revolution as in China years ago.
The liberal, progressive minds of the modern Democratic party threaten the very fabric of American ideals. Abraham Lincoln boldly stated that the United states would die by suicide rather than from a foreign power. If this theory is allowed to attach itself to our educational system then the end will come.
The Marxist writer, Antonio Gramsci said “Marxism is achieved through cultural hegemony or cultural leadership. It must exert intellectual and moral leadership, and make alliances and compromises with a variety of forces. The complex nature of modern civil society means that a war of position, carried out by revolutionaries through political agitation, the trade unions, advancement of proletarian culture, and other ways to create an opposing civil society was necessary alongside a war of maneuver – a direct revolution – in order to have a successful revolution without danger of a counter-revolution or degeneration.”
Can you see how the Critical Race Theorists have adopted Marxist ideas. They have agitated government officials at the state and federal levels to pierce through to the education system where the foundations of government and political theory are taught. Teachers’ unions lead the trade unionist faction stated by Gramsci. For them, there must be new guardians to the cultural education of students. Parents need to mind their own business and let the state control education. There must be a revolution of historical thinking based on race and 1619 as the new birthdate of the United States. There must be a paradigm switch from the “racist” founding fathers to a spotlight on white racism as the center of our historical development.
Christopher Rufo as developed a list of questions to ask Critical Race Theorists. These same questions will also confront these theorists in order to counter this new revolution against the United States: “Do they support public schools separating first-graders into groups of ‘oppressors’ and ‘oppressed’? Do they support mandatory curricula teaching that ‘all white people play a part in perpetuating systemic racism?’ Do they support public schools instructing white parents to become ‘white traitors’ and advocate for ‘white abolition?’ Do they want those who work in government to be required to undergo this kind of reeducation? How about managers and workers in corporate America? How about the men and women in our military? How about every one of us?”
Equity And Cultural Responsiveness In North Carolina
An example of state implementation of critical race theory was reported by Kendall Tietz of the Daily Signal: “A program designed by the University of North Carolina teaches 3- and 4-year-old disabled preschoolers to ‘deconstruct whiteness,’ according to a report from Education First Alliance. The program, called Equity and Cultural Responsiveness, defines whiteness as how ‘customs, culture, and beliefs operate as the standard by which all other groups are compared.’ It encourages ‘deconstructing whiteness’ by ‘challenging it’ and ‘developing a personal vision for racial justice, and building skills to be accountable allies to people of color.’”
Education First Alliance President Sloan Rachmuth, said “Yes, we are seeing critical race theory in schools elsewhere, but it’s mainly taught in the higher grades,” Rachmuth said. “But preying on disabled 3-year-old children, getting them to participate in a political movement, and to hate themselves based on skin color in the process, shows our public schools to be more morally corrupt than all others.”
So, in North Carolina, it is taught that everything in society is to be viewed through a lens of racism against people of color. According to the program “whiteness” affects people in school, on the job, and in society as a whole. Intersectionality, a mainstay of critical race theory teaches a structural foundation which evaluates the interwoven complexion of social categories as gender, race, and economic class and how these bring about shared and interdependent “systems of discrimination or disadvantage.”
Privilege equals power describes another concept taught through intersectionality. Through history, white or European Americans have had the privilege in American society from the beginning, therefore, they have had the power over other groups of people such as Africans, Indians, and the many immigrant groups that came to the United States from Asia. This power lies in the sectors of government leadership, economic development, and in education. This privilege is to an extent true. No one denies that there are dark time in American history. But, the people of the United States have to receive credit in introducing various reform movements against racism and discrimination. Almost all of these reformers were white people starting largely with the Abolitionist Movement from 1831 to 1865. Slavery ended because of risks and actions taken by many white women and men along with many runaway slaves and free African Americans who wrote, protested, and worked on the Underground Railroad to lead slaves to freedom.
The North Carolina program wants 3 and 4 year olds to analyze social, scientific, and historical facts through the lens of racism. How can a child of this age have the background intelligence to do such a thing. Coming from a background in education and teaching, I can bear witness to the fact that 6th and 7th graders would not be able to fully accomplish this task propagated by critical race theory.
If more citizens possessed more education in World and American History, there would exist more citizens who know about movements like Marxism and Socialism. The teaching of history in general has taken a back seat in most public elementary schools to Math and Science curriculums. We have seen where that has led with the Coronavirus Pandemic. Science is not the answer to everything.
Why teach critical race theory and the 1619 project when there needs to be more innovative strategies to fix and teach history in our public elementary schools. Students have to READ and analyze and then synthesize historical material in order to learn it. The cop out of it being boring needs to be overcome by action through good history teachers and supportive parents.