Many times parents are unaware of the material that school children and college students are exposed to. Examples from the UK and US are explored here. You don’t need to watch many to understand the impact on a whole generation of children.
Whites are taught they have privilege they do not deserve and have not earned; they’re inherently racist and their ancestors uniquely evil. Non-Whites learn they are the victims, held back and oppressed by White people. While the contradiction is not acknowledged, the children are also taught that Whites must embrace the ‘reality of racism’ as viewed by their non-White peers.
Glenthorne High School, England: The school that tried to end racism
Pupils aged 11 and 12 at Glenthorne High School in London participated in workshops and lessons on ‘White privilege’ and ‘racial inequality’ during a three-week experiment. Filmed as a Channel 4 documentary, ‘The School That Tried to End Racism’ was aired in Summer 2020.
Three video extracts from the documentary expose this programme for what it is; abuse of children by adults who are tasked with their care and education.
In the first extract the White children tell of their fear of saying the wrong thing and appearing racist. “They are feeling, maybe a little bit threatened.” says Professor Rhiannon Turner. No, they are feeling very threatened and not just during this documentary. It is their every-day experience they are describing.
In the second clip a White girl expresses her concern that only Whites are accused of being racist. ‘Woke’ ideology allows no disagreement with the idea that only White people can be racist; the only discussion permitted is how we address this racism. At age 11 the Black girl seems to have already embraced this belief. Without any malice or conscious unkindness she replies, if you don’t want to be called racist you have to not act racist or be mistaken for acting racist. I challenge any of those adults nodding sagely to be able to put her innocent requirements into practice.
We have seen how the White children fear they might say something wrong; and how the non-White children are encouraged, by the teachers, to tell the White kids how they should talk and what they should say. Professor Turner says “This is great, we’re actually seeing them asking each other the questions they possible have always wanted to ask but have felt quite anxious about.” This is inaccurate, what we are seeing is a one-way dialogue. White children are asking the questions. Non-White children are the ones elevated to the position of having the answers.
The field-race starting position activity in the third video clip sets out to convince the pupils that all White people have a unfair advantage in life – because they are White. It appears to be very effective with the Black and Asian children quickly identifying that they are at the back, the Whites are at the front. “It’s not fair” they repeat.
In reality the reason White children are at the front is that the questions identify who is White, not who is privileged.
There is a powerful double bind at work here. White privilege is ‘the absence of having to live with the consequences of racism’. As the ‘woke’ definition of racism excludes White people being victims of racism, Whites having privilege becomes inarguable.
The negative impacts of this programme are by no means confined to the White children. The non-White children are being taught to believe they are victims. They are being incentivised to exploit victimhood to achieve their ambitions, rather than believe in themselves as young people who will benefit from hard work and application of their talents.
‘The School That Tried to End Racism’ documentary can be watched via this link.
Before moving on to look at ‘woke’ indoctrination on race and racism in the US, note these words from The Times headline. “Now experts wonder if it’s an experiment that could be rolled out nationwide.”
Emory University, America – White privilege in the classroom: creating White Wounding and Terror in the form of Whiteness
George Yancey, Professor of Philosophy lectures a group of Emory students on White privilege in the classroom. “I’m trying to create dangerous spaces where vulnerability and anxiety can be nurtured in White students who find themselves faced with critical questions about race that mark their bodies as problem bodies” he says.
Adding “We need forms of trauma that unsettle various meta narratives that ground and underwrite White privilege and White, so called, superiority. This is necessary for White students. I am telling you from first hand experience, White students at Emory have not engaged critically in the question of Whiteness.”
Critical Social Justice in action. Psychological harm, and it can be argued incitement of physical harm, of White students is approved by a US educational institution. At the same time as these institutions are said to be institutionally or systemically racists against non-Whites. Yancey plays the double bind on the White students; they do not agree that they have White privilege nor do they consider themselves superior, proving they have and they do.
In the same lecture Dr. George Yancey asks his students “Have you ever felt terror in the form of whiteness?” A White girl dares to speak up. Yancey invalidates what she shares and portrays her as having damaged the Black girl by voicing her thoughts. ‘Woke’ indoctrination in practice; even the same experience is different because Blacks are always portrayed as victims, Whites are always the oppressors.
A video of the entirety of the one-hour course on ‘White privilege in the class room’ from the Faculty Workshop Series Inclusive Classrooms. Emory University October 17, 2017. Facilitator: George Yancey Professor of Philosophy is posted below.
Article published 14 August 2020