CALIFORNIA TEACHERS ARE TAKING ‘WHITE PRIVILEGE TRAINING’

The San Diego Unified School District is offering professional development for teachers to submit to “white privilege” training in which educators are told to accept their purported unconscious bias in maintaining systematic racism.

The educational documents for the training, procured by independent journalist Christopher F. Rufo, tell the story of training seminars with instructors informing staff they will go through and acknowledge “guilt, anger, apathy [and] closed-mindedness.”

The faculty experiencing the training sessions are required to recognize that they are living in a country—the United States of America—that was unfairly pilfered from Native Americans. 

The staff are also obligated to view video clips of Robin DiAngelo, author of the far-left book White Fragility, and Ibram X. Kendi, author of the hyper-progressive book How to be an Antiracist.

When the videos are over, teachers are informed that they are racist and “upholding racist ideas, structures, and policies” and must now make a promise to become “antiracist” in the classroom.

The program’s instructors are said to tell educators that “white people in America hold most of the [power]” and the white members of faculty are “preserved at every level of power” as well as being granted a special  “ability to thrive.”

The progressive workshop, which borrows its exercises from the Racial Healing Handbook, was provided as a response to protests and riots around the country which started with the death of felon George Floyd while in Minneapolis police custody. The demonstrations kicked off in the spring this year and caused more than $1 billion in property damage, as well as seeing dozens of people lose their lives. 

According to Fox News, a spokesperson from the program reported that hundreds of teachers participated voluntarily. 

As part of the lesson plan, teachers must swear to “confront and examine [their] white privilege,” “acknowledge when [they] feel white fragility,” and “teach others to see their privilege,” as reported in documents Rufo claims to have obtained.

In addition, teachers are charged to “confront and examine [their] white privilege” and “teach others to see their privilege.”

One of the criticisms of the program is that only 47% of San Diego Unified students reach proficiency in reading and math. Rufio claims teaching “white fragility” will do nothing to help students improve their academic abilities, and its only purpose would be to show activist teachers better ways to shift the blame to “systemic racism.” 

Rufio writes: “Parents should be up in arms: public schools should be designed to serve the public good, not the private ideological fantasies of far-left activists. We need to teach students basic reading, writing, and arithmetic—not white fragility, intersectionality, and antiracism.”

Similar teachings, such as one found on tolerance.org, claims:

“Today, white privilege is often described through the lens of Peggy McIntosh’s groundbreaking essay ‘White Privilege: Unpacking the Invisible Knapsack.’ Originally published in 1988, the essay helps readers recognize white privilege by making its effects personal and tangible. For many, white privilege was an invisible force that white people needed to recognize. It was being able to walk into a store and find that the main displays of shampoo and panty hose were catered toward your hair type and skin tone. It was being able to turn on the television and see people of your race widely represented. It was being able to move through life without being racially profiled or unfairly stereotyped. All true.”

The website goes on to address educators specifically, saying:

“In short, we’ve forgotten what white privilege really means—which is all of this, all at once. And if we stand behind the belief that recognizing white privilege is integral to the anti-bias work of white educators, we must offer a broader recognition.”

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