EXPOSED: San Diego teachers forced to take 'anti-racist' training that tells them they are racist

The white teachers of the San Diego Unified School District, who are told that their whiteness is a problem, are further told that it's a problem that they are teaching while white.

Libby Emmons Brooklyn NY

Reporting has emerged on Thursday that exposed the anti-racism and critical race theory indoctrination practices for faculty in the San Diego Unified School District.

Posting the documents on Twitter, Christopher Rufo, who brought to light critical race theory indoctrination in government agencies, said that the school district has forced teachers to attend "white privilege" training.

Rufo reported that "The training begins with a 'land acknowledgement,' in which the teachers are asked to accept that they are colonizers living on stolen Native American land. Then they are told they will experience 'guilt, anger, apathy, [and] closed-mindedness' because of their 'white fragility.'"

After everyone has come to understand that they are occupying stolen land, they are asked to "Share the air-take space & leave space," to "Be brave," to "speak your truth and listen to others truths," as well as to "expect to experience discomfort."

Participants are also asked to "Be explicit about race and racism," and to both "avoid and point out coded language." This is all happening over a virtual video call.

It's pointed out also that "racial stress" is "stirred when making white people consider racial realities," and that the way is exemplified is by "guilt, anger, apathy, frustration, closed-mindedness, defensiveness."

Robin DiAngelo is quoted, "It is is a powerful means of white racial control and the protection of white advantage," to not have to talk about race.

Rufo reports that faculty are then shown videos of both Robin DiAngelo and Ibram X. Kendi, and that the facilitators then tell the faculty "'you are racist,' 'you are upholding racist ideas, structures, and policies,' and that they must commit to becoming 'antiracist' in the classroom."

The faculty must give over their own ideas to conform to these new ones, apparently this is irrespective of what the a given faculty member's "truth" is.

The faculty of the San Diego Unified School District are told to answer how they would feel to be told that they are racist, and how they would feel upon being told that they "are upholding racist ideas, structures, and policies."

White privilege is deconstructed, and the faculty are told that "white people in America hold most of the political, institutional, and economic power," and that as a result of this, "they receive advantages that nonwhite groups do not."

White culture, which is undefined outside of its apparent privilege, is classified as "the way that white people, their customs, culture and beliefs operate as the standard by which all other groups are compared."

White people in this workshop are told that their privilege means that their "ability to THRIVE, not just survive in this country is being preserved at every level of power" without those white people "having to do anything at all." Apparently, white people "don't even have to vote."

This is backed up by statistics about the wealthiest Americans being white, as well as a majority of elected and military leaders. The industry in which the San Diego Unified School District teachers are involved, education, is also called out as being just too white.

The white teachers, who are told that their whiteness is a problem, are further told that it's a problem that they are teaching while white.

The teachers are the instructed as to how to be antiracist, which is a a person "who is supporting an antiracist policy through their actions or expressing an antiracist idea." This is contrasted to a racist, "who is supporting a racist policy through their actions or inactions or expressing a racist idea."

The faculty are asked to "confront and examine" their "white privilege," and to "acknowledge when you feel white fragility happening for you." When this happens, a person is supposed to "slow down" so they can "listen, learn and act."

Faculty are asked to atone for their white privilege through evangelizing, and telling others about their white privilege, as well as to study their antiracist scripture through reading and to "educate yourself."

The white people are supposed to practice what they've learned and are told to "use your privilege!" This can be done by an examination of "norms and policies" in their own schools and classrooms.

The takeaway appears to be that: racism is white privilege, all white people have white privilege, all white privileged people are racist, all white people are racist.


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