RUTHFULLY YOURS

Yesterday I attended an in-person program at the Manhattan Institute with the title “Deconstructing Wokeness in K-12 and Corporate America.” There were two panels and a speech totaling close to three hours. Presenters included something of a who’s who of the movement opposing the spreading cancer of Critical Race Theory in schools and corporations: Christopher Rufo and Jim Copland of the Manhattan Institute, Vivek Ramaswamy (author of the new book Woke, Inc.), Paul Rossi (the guy who blew the whistle on CRT at Grace Church School, who is currently affiliated with the Educational Liberty Alliance), and Asra Nomani (Vice President of Parents Defending Education).

Finally, after more than a year and a half in virtual purgatory, we have resumed in-person events to discuss issues of public policy. The huge difference between in-person and virtual events is that at in-person events you get to meet the people who take important roles in contesting these issues. In addition to the presenters, several other notable participants in recent events showed up at yesterday’s event, for example Andrew Gutmann (the parent who blew the whistle on CRT at the super-snooty all-girls Brearley School on Manhattan’s Upper East Side) and Maud Maron (mother of four kids in New York City public schools, who spoke out against CRT and for her trouble has been ostracized at her job defending indigent criminal defendants at the Legal Aid Society).

But for today I’d like to highlight the work of Rufo. Here’s a picture of me with Rufo at yesterday’s event:

Over the past couple of years, Rufo has rapidly gained a reputation as the most important “investigative reporter” in the CRT arena. But in my discussion with him prior to the beginning of the formal event, he admitted that his “investigative reporting” substantially consists of just sitting at his desk and receiving a flood of submissions from around the country from outraged parents and corporate employees. He has a couple of junior staffers who work with him to review the submissions and rate them on a scale of how incendiary they are. Then he writes up articles consisting mostly of direct quotes of the submitted material.

Here is a sample of Rufo’s work from 2021. All of the pieces originally appeared in City Journal.

Cupertino, California. In a January 13, 2021 piece titled “Woke Elementary” Rufo quoted extensively from whistleblower documents provided by parents in this very-upscale Silicon Valley community that is home to the headquarters of Apple. What follows comes from a third-grade class at R.I. Meyerholz Elementary School. Excerpt:

[R]eading from This Book Is Antiracist, the students learned that “those with privilege have power over others” and that “folx who do not benefit from their social identities, who are in the subordinate culture, have little to no privilege and power.” As an example, the reading states that “a white, cisgender man, who is able-bodied, heterosexual, considered handsome and speaks English has more privilege than a Black transgender woman.” . . . Following this discussion, the teacher had the students deconstruct their own intersectional identities and “circle the identities that hold power and privilege” on their identity maps, ranking their traits according to the hierarchy.

It goes on and on from there. Rufo notes that the Cupertino community is 94% non-white (majority Asian) with a median household income of $172,000.

Springfield, Missouri. Rufo’s January 19 piece titled “Antiracism comes to the Heartland” drew from a mandatory “antiracism” teacher training program put on by paid consultants at Cherokee Middle School in this central Missouri town. Excerpts:

[T]he training began with a “land acknowledgement,” claiming that “Springfield Public Schools is built on ancestral territory of the Osage, Delaware and Kickapoo Nations and Peoples.” . . . [D]iversity trainers, Jeremy Sullivan and Myki Williamson, asked the teachers to “acknowledge the dark history and violence against Native and Indigenous People” before engaging in the day’s program of “social justice work.” . . . Sullivan announced the agenda: “We’re going to look at three large concepts and those concepts are oppression, white supremacy, and systemic racism.” He and Williamson provided the teachers a handout to locate themselves on an “oppression matrix,” which defines white heterosexual males as the “privileged social group” and women, minorities, transgender, and LGBT people as “oppressed social groups.” . . .

The diversity trainers then narrowed the focus to race, distributing another handout that outlines the concepts of “overt white supremacy” and “covert white supremacy.” The document claims that “lynching, hate crimes, KKK, neo-Nazis, [and] burning crosses” are “socially unacceptable” forms of white supremacy, while “education funding from property tax, colorblindness, calling the police on black people, BIPOC as Halloween costumes, not believing experiences of BIPOC, tone policing, [and] white silence” are “socially acceptable” forms of white supremacy.

Lots more of same at the link.

Buffalo, New York. On February 23, Rufo focused on the schools in this declining upstate New York city, in a piece titled “Failure Factory.” The Buffalo Public Schools have a “diversity czar” named Fatima Morrell, who has crafted a new curriculum to bring a “pedagogical revolution” to the city. Some details:

During one all-hands training session, the details of which I have obtained through a whistleblower, Morrell claimed that America “is built on racism” and that all Americans are guilty of “implicit racial bias.” She argued that “America’s sickness” leads some whites to believe that blacks are “not human,” which makes it “easier to shoot someone in the back seven times if you feel like it.” Morrell, who earned her Ed.D. from the University of Buffalo, said that the solution is to “be woke, which is basically critically conscious,” citing a pedagogical concept developed by Marxist theoretician Paolo Freire holding that students must be trained to identify and eventually overthrow their oppressors. After Morrell’s presentation, one teacher reaffirmed this political imperative, declaring that students must become “activists for antiracism” and public school teachers should begin “preparing them at four years old.”

Last year, as Fox News has reported, Morrell designed a curriculum requiring schools to teach the “Black Lives Matter principles,” including “dismantling cisgender privilege,” creating “queer-affirming network[s] where heteronormative thinking no longer exists,” and accelerating “the disruption of Western nuclear family dynamics.”

How is this pedagogy working out for the Buffalo school kids?

Buffalo Public Schools have been an abject failure: by fifth grade, only 18 percent of students are proficient in math and 20 percent of students are proficient in English; one-third of all students fail to graduate from high school. The numbers are even worse for African-Americans, who constitute 45 percent of the student population.

Wake County (Raleigh), North Carolina. Rufo’s March 17 piece, titled “Subversive Education,” covered a 2020 teacher conference attended by some 200 educators from this, the largest school district in North Carolina.

At the first session, “Whiteness in Ed Spaces,” school administrators provided two handouts on the “norms of whiteness.” These documents claimed that “(white) cultural values” include “denial,” “fear,” “blame,” “control,” “punishment,” “scarcity,” and “one-dimensional thinking.” According to notes from the session, the teachers argued that “whiteness perpetuates the system” of injustice and that the district’s “whitewashed curriculum” was “doing real harm to our students and educators.” The group encouraged white teachers to “challenge the dominant ideology” of whiteness and “disrupt” white culture in the classroom through a series of “transformational interventions.”

Parents, according to the teachers, should be considered an impediment to social justice. When one teacher asked, “How do you deal with parent pushback?” the answer was clear: ignore parental concerns and push the ideology of antiracism directly to students. “You can’t let parents deter you from the work,” the teachers said. “White parents’ children are benefiting from the system” of whiteness and are “not learning at home about diversity (LGBTQ, race, etc.).” Therefore, teachers have an obligation to subvert parental wishes and beliefs. Any “pushback,” the teachers explained, is merely because white parents fear “that they are going to lose something” and find it “hard to let go of power [and] privilege.”

And remember, all this is just a small sample. Go here for a list of other Rufo articles from December 2020 to date. There are many more covering K-12 schools, including several from New York City (of course), several from California (also of course), Philadelphia, and other places. Also, many of the more recent pieces cover racialist training sessions in corporate America. As Rufo states at the conclusion of his piece about North Carolina, at this point the toxic racist garbage is literally everywhere:

Parents across the U.S. should not assume that their local district is immune to these trends. The new political education is spreading everywhere.