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Critical Race Trove From California District Tells Students How To Use Witchcraft On People Who Say ‘All Lives Matter’


Reported By Spencer Lindquist | DECEMBER 6, 2021

Read more at https://thefederalist.com/2021/12/06/critical-race-trove-from-california-district-tells-students-how-to-use-witchcraft-on-people-who-say-all-lives-matter/

Critical Race Trove From California District Tells Students How To Use Witchcraft On People Who Say ‘All Lives Matter’
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While documenting my former high school’s attempt to indoctrinate me with critical race theory six years ago, I remarked that now, several years later, “the situation has undoubtedly worsened.” Worsened it has. Now, Campbell Union High School District has promoted more than 100 “equity resources” to students and staff, including a document that taught students how to put a curse on those who say “all lives matter.”

Colorblindness, Cops, and Curses

The page serves as a vast library for CRT resources and features 60 different links, including a Google Drive folder with 45 different documents. The list made sure to include the full range of CRT buzzwords, with links like Raising Race Conscious Children, the infamous 1619 Project, Anti-Racism for Beginners, and Social Identities and Systems of Oppression, among others. One link takes you to an “Anti-Racism Resource List,” which teaches about “white fragility” and claims that racism can only be perpetrated by white people. One of the “resources” provided was a Trevor Noah speech labeled “Why rioting makes sense,” followed by an unhinged anti-white rant from Sonya Renee Taylor, demanding that white people “throw your white body” on police officers and “put their bodies on the line for the purpose of justice.”

The list also addresses white people when it says, “We are socialized into white supremacy from the moment we are born” before going on to say, “It is about completely dismantling how you see yourself and how you see the world, so that you can dismantle … white supremacy.”

Samuel Martin graduated from CUHSD’s Branham High School in 2019 and was appalled by the district’s actions. He told The Federalist, “The idea that white students must ‘dismantle themselves’ in the context of their personality is cultish. Not only is it cultish, but it is deliberate in that this school system wants its’ white students to hate themselves. Do these people honestly think that drilling racial identitarianism into childrens’ heads from a young age is going to make them less racist?”

CUHSD also links to the Black Lives Matter Resource Guide, specifically their section labeled “high school,” which itself includes 45 different texts. Amid a wide variety of CRT inspired assignments is a document that includes writing prompts on police brutality and racist violence. 

One section titled “Hex” tells the reader, “Hexing people is an important way to get out anger and frustration.” It becomes increasingly deranged, suggesting that those who say, “all lives matter” or commit “microaggressions,” should be targeted. “Write your own hex poem, cursing that person,” it instructs. 

When asked her thoughts on the document that instructed K-12 students to use witchcraft on political opponents, Branham teacher Meredith Allen told The Federalist she hasn’t read the documents her district recommends, so she “can’t comment,” but that she is generally “opposed to the ‘all lives matter’ message.”

Another section labeled “A World With No Police” cites police and military as “systems or institutions that … contribute to oppression.” It asks, “What would the world be like without them?” before telling the reader to write a poem discussing “a world without these institutions.”

“The Black Radical Tradition,” is a 565-page e-book that includes articles from the Communist League and Noel Ignatiev under the pen name Noel Ignatin. Ignatiev was a Marxist who argued that “abolishing the white race is … so desirable that some may find it hard to believe that it could incur any opposition other than from committed white supremacists.”

Then there’s a slide show entitled “What is the Black Lives Matter Movement?” which is made for children and was produced in part by teachers at LAUSD. It includes a glossary of terms like “white supremacy,” the definition of which includes the line, “systems, like schools and jails, have white supremacy built into them because white people have had so much power for so long.”

The ADL’s linked document “George Floyd, Racism, and Law Enforcement” defines racism as “the … oppression of people of color based on a socially constructed racial hierarchy that privileges white people,” a definition that reinforces the malicious lie that white people can’t be the victims of anti-white racism. 

Another ADL resource condemns colorblindness and provides carefully crafted methods to indoctrinate white students with the idea that they have privilege without incurring backlash while a “Racial Equity Resource Guide” advertises the White Privilege Conference.

Top-Down Pushing Critical Race Theory On Students

The district’s equity resources page is just the most visible result of a series of steps in support of CRT that started long ago. In fact, the district was a testing ground for CRT before it spread throughout the nation. The book “Research Studies on Educating for Diversity and Social Justice” was published in 2018 and describes the process. An entire chapter, written in part by my former teacher, is dedicated to discussing how CRT was used at my high school so it could be replicated.

The book noted the use of the theory, saying, “CRT is used here to centralize the discussion of race and racism at Branham High School.” It went on to describe an “equity advisory” class that I was placed in as a sophomore, where “Students learn about the different types of oppression along with the privilege it affords the oppressors.” The authors hoped their tactics would spread, writing, “the intent behind sharing the process Branham underwent is to provide a model that could be followed by other schools across the nation.”

The district’s Board of Trustees supports this agenda, recently offering unanimous support for a resolution resolving to “dismantle institutionalized racism in our society and our school district” and is “committed to … implicit bias training, Ethnic Studies, and resources that foster dialogue around the guiding principles of #BlackLivesMatter.”

Note the district’s adoption of the term “equity” rather than “equality.” Here’s superintendent Robert Bravo two hours and 39 minutes into a board meeting saying he believes “equity is about equity of outcomes.”

CUHSD even established an Anti-Racism Team, which is divided into eight Equity Teams that include teachers, principals, administrators, and even two students who must be “BIPOC.” That means white students are banned from the “Equity” Teams. They’re tasked with “challenging imbalances of power and privilege,” among other roles. 

Michael Espinoza is a member of one such Equity Team and a teacher at Branham High School who won the district’s teacher of the year award. Here he is calling a Native American tribe the “rightful stewards of the lands our schools and district offices stand on” and telling teachers to recognize “the power of critical race theory and use it in our lesson plans.” 

He also gave a speech to the class of 2021, where he levied leftwing complaints against America and quoted Huey Newton, imploring students to engage in revolution instead of “conforming to the machine that is the United States.” On his Instagram account, Espinoza celebrates mandates for ethnic studies classes and complains of living under “white supremacist, heteropatriarchal rule” in a plea to his “co-conspirators.” 

If this is CUHSD’s model teacher, what does their model student look like? Espinoza’s students created a variety of leftwing posters in his ethnic literature class. One poster demanded “Dear White PPL: Start Listening, Stop Talking” and others that said, “Wear UR F-cking Mask” and “Give us back our land.” Principal Lawton took down the posters amid outcry before caving in and apologizing to the leftwing agitators.

Co-Conspirators? Or A Conservative Counter Culture?

The full ramifications of our education system’s descent into leftwing radicalism is yet to be fully realized, although we can be certain that many of the students it doesn’t lose to homeschooling will be successfully transformed into “co-conspirators.” But as the rhetoric of revolution becomes standard for stodgy school administrators, its appeal to youth might wane.

Conversely, they run the risk of creating a small but clever cadre of conservative youth who understand from firsthand childhood experiences the consequences of toxic racial grievance politics. Don’t be surprised if the propagandizers who intend to give permanency to left-wing hegemony instead give rise to a nascent conservative political force that will uproot it.

Update: After publication, CUHSD removed the Black Lives Matter Resource Guide. CUHSD’s original equity resources list can be viewed here.

Spencer Lindquist is an intern at the Federalist and a senior at Pepperdine University where he studies Political Science and Rhetoric and Leadership and serves as Pepperdine’s College Republicans President. You can follow him on Twitter @SpencerLndqst and reach him at LSpencerLindquist@gmail.com.

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Los Angeles Public Schools Host Critical Race Theorist To ‘Challenge Whiteness’ While Saying They Aren’t Teaching Critical Race Theory


Reported By Spencer Lindquist | NOVEMBER 30, 2021

Read more at https://thefederalist.com/2021/11/30/los-angeles-public-schools-host-critical-race-theorist-to-challenge-whiteness-while-saying-they-arent-teaching-critical-race-theory/

Los Angeles Public Schools Host Critical Race Theorist To ‘Challenge Whiteness’ While Saying They Aren’t Teaching Critical Race Theory
Photo Screenshot Photo Screenshot

The Los Angeles Unified School District Office of Human Relations, Diversity & Equity prepared a presentation that told students critical race theory isn’t being taught in schools while the district made presentations that did precisely that. The district also mandated that teachers take an “antiracism” course taught by a known critical race theorist who told them to “challenge whiteness.”

LAUSD Lies, Denies That Critical Race Theory Is Being Taught In Schools

A LAUSD presentation titled “Critical Race Theory and Racism in K-12 Education” starts out by defining the theory as a “Theoretical Framework through which researchers and scholars try to understand how structural and racial inequities exist and endure in our society.” 

The PowerPoint implores students to rename a headline referring to critical race theory, “since we now understand that Critical Race Theory is not taught in schools.” A separate document, which claims “there is no evidence that CRT is widespread in K-12 education,” is also listed on LAUSD’s website.

Although administrators at LAUSD claim CRT isn’t taught in their schools, the district created lesson plans that embed the corrosive theory in their very own classrooms, all after the district brought in a critical race theorist to tell teachers how to “challenge whiteness.”

K-12 Students Subjected To Critical Race Theory By Diversity And Equity Team

The LAUSD Office of Human Relations, Diversity and Equity introduces its advisory lessons by highlighting their desire to speak with students “about power, privilege, oppression, and resistance.” The section of the website labeled “Human Relations, Diversity & Equity” lists several critical race theory-inspired presentations, including slideshows that teach Thanksgiving is evil and propose an alternative holiday.

One presentation told students to check their privilege and included a video called “What is Privilege.” It shows people engaging in a privilege walk, an activity that I had to do six years ago as a freshman at my California high school. In it, people line up and take steps forward or backward depending on their answer to a series of questions. It is incredibly easy to manipulate the results through selective questioning in order to make people believe CRT’s sweeping claims of privilege and oppression based on skin color. 

The presentation claims that white people, among others, are uniquely privileged, before telling students how to become an ally of left wing social justice movements. There’s also a slideshow about the Black Lives Matter movement that includes a note signed by the LAUSD Human Relations, Diversity and Equity team. The presentation mocks the phrase “all lives matter” in a comic.

It also includes the infamous tagline “We disrupt the Western-prescribed nuclear family” and featured a grab bag of intersectional insanity, imploring students to “celebrate queer people,” “dismantle patriarchal practices,” and undermine “hetero normative thinking.” One graphic demanded that our society “fund counselors not cops” and “mandate black history and ethnic studies.”

The presentation discussed white supremacy, which it defined as “The belief that white people are better than other races” and claimed that “Some systems, like schools and jails, have white supremacy built into them because white people have had so much power for so long.” 

The administrators are evidently not fazed by the irony of peddling the conspiracy theory that America’s schools are fundamentally controlled by hegemonic white supremacy while they, as influential members of the nation’s second-largest school district, engender animosity against their white students by offering a state-sponsored crash course on racial identity politics. 

A wide variety of other presentations also peddled the same themes and pushed for CRT.

Teaching critical race theory and then lying about its presence in schools isn’t new. Randi Weingarten, the president of the American Federation of Teachers, has claimed CRT isn’t taught in schools after her organization boasted of teaching it on national television.

LAUSD Enshrines Core Tenets of Critical Race Theory

One slideshow focused on the Cleveland Indians changing their name, claiming that various teams were named after racial slurs and that Native Americans are the only people group whose identity has been turned into a mascot, conveniently forgetting about teams such as the Minnesota Vikings, Boston Celtics, and Notre Dame Fighting Irish.

A whole section on the LAUSD website is dedicated to “Election, Insurrection, and More.” One slideshow focused on “domestic terrorism,” invoking Jan. 6, 2020. It also features discussion of white supremacist domestic terrorism, while making no mention of Black Lives Matter riots or the rape and murder-infested Capitol Hill Autonomous Zone. 

When asked why the Human Relations, Diversity and Equity team told students that CRT is not being taught in schools despite teaching it themselves, the team’s coordinator Judy Chiasson avoided the issue, responding, “We encourage students to hear different perspectives, become critical thinkers, and build camaraderie across identities so they may become the leaders of tomorrow.”

LAUSD Brings In Known Critical Race Theorist

Lest you believe these presentations were simply the handiwork of a rogue team of far left administrators, turn your attention to this memorandum from the LAUSD that mandates that teachers take a course dubbed the “Anti-Racist Journey.” 

The series was taught by Tyrone C. Howard, a UCLA professor and critical race theorist. Howard wrote the foreword to a book titled “Critical Race Theory in Teacher Education: Informing Classroom Culture and Practice,” which “promotes the widespread application of Critical Race Theory.” He also co-authored an academic article titled “Critical Race Theory 20 Years Later: Where Do We Go From Here?” which lays out an intersectional approach for the future of CRT.

During the training, Howard tells teachers to “celebrate people of color,” and then discusses the need to “challenge whiteness,” which he bizarrely connects to ideas of merit and individualism. As Howard and one facilitator guide notes, “Whiteness’ … does not mean an indictment of white people and refers to a majority perspective and construct.” 

But critical race theorists frequently use the term to secure this indictment. Psychoanalyst Donald Moss published an article claiming that whiteness is a “parasitic condition” without a “permanent cure,” while Noel Ignatiev, the communist and Harvard lecturer who founded the journal “Race Traitor” and claimed that “treason to whiteness is loyalty to humanity,” argued that “abolishing the white race is on its face so desirable that some may find it hard to believe that it could incur any opposition other than from committed white supremacists.”

Yet we’re somehow expected to believe that these critical race advocates are just trying to end racism. They’re not being anti-white. They’ve simply constructed an ideology around attributing some of the worst evils to “whiteness.” 

In the face of the district’s lies, there might be reason to rejoice. It might be an indicator that even school districts in incredibly far-left areas have realized just how quickly they’re losing ground on the issue among decent people of all races. By lying, LAUSD might’ve accidentally admitted a greater truth about critical race theory: that parents and voters can stop it. 

Howard, the LAUSD School Board, and Superintendent Reilly did not respond to requests for comment.

Spencer Lindquist is an intern at the Federalist and a senior at Pepperdine University where he studies Political Science and Rhetoric and Leadership and serves as Pepperdine’s College Republicans President. You can follow him on Twitter @SpencerLndqst and reach him at LSpencerLindquist@gmail.com.

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White Student Born in Drug and Alcohol Abuse Home Asks School Board How She Can Have ‘White Privilege’


Reported by Michael Austin | June 29, 2021

Read more at https://www.westernjournal.com/white-student-born-drug-alcohol-abuse-home-asks-school-board-can-white-privilege/

One brave girl from Fishers, Indiana, had some important questions for members of her local school board last week. Fighting back tears, the girl explained to the board members how they have “failed [her] as a student.” Her comments can be seen starting around the 41:57 mark in a video on the Hamilton Southeastern Schools website.

“I have been in counseling as long as I can remember because I was adopted from foster care at age 4,” she said at the school board meeting on Wednesday.

“The things I’ve learned along the way are being challenged now when my science or math teacher is trying to teach me how to be emotionally — and why are they teaching me about sexuality and how to identity?” the girl said.

“I don’t want to hear about sexuality during class in front of other students because that should be a private thing. This should be left in the homes and between students and counselors or one-on-one conversations.‘

“This has been a very traumatic part of my past, and the more that the school focuses on sexuality, the more it affects me and my anxiety.”

Following that, she revealed that she had been accused of having “white privilege” by school staff members.

“I was told I have white privilege. How can a child born in an abusive, drug and alcohol abuse home who lost her entire biological family, that has experienced all forms of abuse and neglect, be privileged?” the girl asked.

“If you found a child at 15 months in a home with holes in the floor eating cat poop, would you consider them privileged? Just asking, because when I was told that, I was upset and cried myself to sleep.”

A quick look at the website of the girl’s school district confirms that far-left “equity and inclusion” propaganda is being disseminated to students. Just as she said, this propaganda focuses on sexuality and anti-racism (which teaches about the supposed prevalence of “white privilege”).

An “Equity and Inclusion” web page on the district’s website offers various “Anti-Racism/Bias Resources,” presumably for teachers, students and parents to use for educational purposes.One resource recommended by the district encourages educators to read a book by Ibram X. Kendi, a controversial scholar known for pushing the philosophy of “anti-racism.” According to Kendi, you are either an anti-racist — a progressive political activist who agrees with Kendi’s vague redefinition of racism — or a racist. In his view, there is no in-between.

“What’s the problem with being ‘not racist?’” Kendi wrote. “It is a claim that signifies neutrality: ‘I am not a racist, but neither am I aggressively against racism.’ … One either allows racial inequities to persevere, as a racist, or confronts racial inequities, as an antiracist.”

In other words, vote for Democrats and radical socialist policies such as welfare redistribution — the very same policies that have impoverished the African-American community for decades — or you are a racist. These are the sorts of ideas that Hamilton Southeastern officials push on their students.

Another resource offered by the district links to a video defending the political goal of equity, also known as equality of outcomes.

In its argumentation for the necessity of equity policies, the video uses a popular meme that supposedly shows how equality, or treating people as equals, is not good enough to address supposed systemic inequity. Instead, the proponents of equity argue, in order to reach true equality of outcomes, minorities must be afforded special privileges in order to address the unique disadvantages they face.

Not only is such thinking illogical, but it is also deeply racist due to the fact that it treats minorities as helpless children in need of government aid. Moreover, as conservative commentator Ben Shapiro explained in a Feb. 2 Op-Ed, such reasoning is faulty because it fails to take into account group differences.

“This philosophy is both idiotic and perverse. It’s idiotic because all human groupings — literally all of them — will result in differential outcomes. Draw a line down the middle of any room in random fashion and the result will be unequal income distribution, criminal records, educational histories,” Shapiro wrote.

“When culture takes a hand, disparities can be more deeply rooted than random chance. Discrimination would still not be the cause of such disparity. As a basic logical matter, discrimination is not the cause of all disparity.’

“This philosophy is perverse because it attributes malice to those who have none; it fosters policy that actively discriminates, supposedly in order to alleviate unproven discrimination.”

Indeed, when it comes to the Hamilton Southeastern Schools, this philosophy certainly attributed “malice” to someone who has none.

A girl who has suffered abuse and neglect was called “privileged” just for being white.

Michael Austin

Michael Austin joined The Western Journal as a staff reporter in 2020. Since then, he has authored hundreds of stories, including several original reports. He also co-hosts the outlet’s video podcast, “WJ Live.”@mikeswriting

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Ann Coulter OPED: Liberal Privilege in Two Tweets


Commentary by Ann Coulter Ann Coulter | Posted: May 13, 2020 4:45 PM

Liberal Privilege in Two Tweets

Source: AP Photo/Richard Vogel

This week, we’ll look at two tweets that encapsulate everything that’s wrong with the “white privilege” narrative consuming our nation. The Twitter account @nowthisnews posted a video of shutdown protesters yelling at police in California, Colorado and Michigan with the heading: “What would happen if protesters of color acted this way to police?”

Audra McDonald (@AudraEqualityMc) responded: “We’d all have been shot dead. Next question.”

Unless Ms. McDonald is a time-traveler from 1965, I can’t imagine what she’s talking about. Was she at the Sharpeville Massacre? McDonald is an actress, and therefore I assume an idiot, but her profoundly ignorant tweet was enthusiastically endorsed by MSNBC talking heads and, at last count, had more than 16,000 “likes” and thousands of retweets.

Are they talking about Ferguson, Missouri, where cops stood by during the 2014 riots and politely watched the city burn? In response to the police shooting of Michael Brown — a shooting that both the grand jury and Eric Holder’s Justice Department found was justified — mostly black protesters raged off and on for months, torching dozens of buildings, shooting at responding firemen, looting stores and throwing rocks at the police. And yet — miraculously! — no protesters were “shot dead.” No protesters were even arrested, unless they committed felonies in open view of the police.

To the contrary, two policemen were shot by a black protester.

It was the same thing at Black Lives Matter protests across the nation — in Baltimore, Oakland, Dallas, Baton Rouge and so on. Cops stood mutely, as water was dumped on them, their patrol cars were set on fire, rocks were hurled at them and protesters screamed obscenities in their faces. Their marching orders: Do nothing unless you see a crime being committed in front of you — and not always even then.

We’ve had Al Sharpton protests in New York City for decades. No protesters shot dead. In fact, I can’t think of a single protest in the 21st century by black people, or by white people, that police have responded to with violence.

When was the last time? You have to go back to the Democratic National Convention protests of 1968 — and those protesters were white. If we’re including the National Guard, there was Kent State in 1970 — also white protesters. The most recent black protest that was met with police violence was Selma, 1965.

Can we restrict wild generalizations about the police to things that have happened in our lifetimes? If you can produce examples of black people being billy-clubbed merely for protesting, we’d all love to see them. We’re looking for something more recent than 1965.

What would happen if protesters of color acted this way to police?

Audra McDonald: “We’d all have been shot dead. Next question.”

Why not, “They’d bring back slavery. Next question”? It’s just as insane.

Facts don’t matter because the “white privilege” craze is just a fashion statement. What opinions do I need to have to be fashionable? I’m so busy, I go to a lot of dinner parties. Could you fix me up with some opinions? Absolutely! You want to talk about “white privilege,” “racist cops” and “systemic racism” — using these phrases will get you wild applause.

Liberals are so mesmerized by racism fantasies that they don’t look at their own evidence. The video posted by @nowthisnews shows white protesters expressing their opinions volubly at the police. If the protesters were black, these would be called “peaceful protests.”

In one clip, a white guy shows up at a Denver rally with a holstered gun. Then you see the cops handcuffing him. The end. Explain to me how that’s an example of “white privilege.” I think it’s more an illustration of “white protester being subjected to the operation of the law.”

LIBERALS: It’s a white male with a gun! Nuff said.

JUDGE: Did you look at this tape, counselor? Meet me in chambers. I’m trying to help you. This is defense evidence.

The mass delusion about “white privilege” and “systemic racism” has real-world consequences. At a BLM protest in Dallas in July 2016, a black man furious about “racist” police murdered five white policemen in cold blood, wounded seven more and held the city hostage for hours. That year, BLM-inspired activists also murdered three police officers in Baton Rouge and two in New York City.

Everyone’s already forgotten about those racist murders. (Admittedly it was four long years ago, not nearly as recent as 1965.)

Even at the time, the Democratic Party couldn’t support the assassinated officers without eulogizing Black Lives Matter. Days after the Dallas slaughter, President Obama invited Black Lives Matter representatives to the White House. Hillary Clinton went to CNN to give her considered response to the bloodbath in Dallas. Ignoring the dead officers, she cited a string of recent police shootings, pledged to “go after systemic racism, which is a reality” and called on “white people, like myself, to put ourselves in the shoes of those African-American families who fear every time their children go somewhere.”

This, as the corpses of five white policemen lay in a Dallas morgue, basking in their “white privilege.” Or as Ms. McDonald would say, “Shot dead. Next question.”

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Bombshell: WaPo Issues Nathan Phillips Correction, Says Never Served in Vietnam


Reported By Ben Marquis | January 22, 2019 at 5:13pm

After an incident involving Covington Catholic High School students following Friday’s March for Life in Washington D.C., an Native American activist and black supremacist protesters became emblematic of “fake news” complaints that have been lodged against the establishment media for decades.

Starting with a short snippet of video featuring the Native American activist — identified as Omaha tribe elder and Marine Corps veteran Nathan Phillips — banging a drum and chanting while locked in a standoff with a smiling young teen wearing a red MAGA hat, the media ran wild with accusations of racism and harassment against the elder by the students who had purportedly approached and surrounded him in an intimidating display of white privilege and social oppression.

Except, having rushed to judgment without waiting for all of the facts, much of the media was forced to walk back their initial reports by Sunday after other, longer videos emerged that painted an entirely different picture. It was the boys who had been harassed by the black supremacists and approached by Phillips, not the other way around, as had been implied at first.

The media had sought to demonize the students and portray Phillips as a victim, and countless outlets — including The Washington Post — reported that the abuse from the boys was extra terrible in light of the fact that Phillips was a combat veteran of the Vietnam War.  Except, the media has had to walk back that claim as well, as it has now been revealed that Phillips never served in Vietnam, though it is still maintained that he served as a Marine during the same time period.

The Washington Post issued a correction on Tuesday about Phillips to the hit piece against the MAGA hat-wearing boys that was first posted on Sunday morning. That correction reads: “Earlier versions of this story incorrectly said that Native American activist Nathan Phillips fought in the Vietnam War. Phillips served in the U.S. Marines from 1972 to 1976 but was never deployed to Vietnam.”

This is yet another huge factual error within the larger array of mistakes in the story that the media got wrong at first glance. It doesn’t appear that Phillips ever specifically described himself as a combat veteran — though he certainly remains fair game for criticism for his distorted version of events in several interviews following the incident. Yet, despite Phillips having never specifically said he was a combat veteran of the Vietnam era, that was most definitely insinuated — both implicitly and explicitly by some — in countless reports and tweets from media outlets and reporters.

CNN transcripts from their interview with Nathan Phillips say that he said he was a Vietnam War veteran, but the video interview shows him saying he is a “Vietnam times veteran.”

The folks over at a veteran-focused blog known as This Ain’t Hell took a closer look at the circumstances surrounding the media’s portrayal of the self-described “Vietnam times veteran.”

Without Phillips’ military service records to verify — that have been requested — the blog nevertheless proceeded to display several screenshots of media chyrons and tweets announcing Phillips as a war vet, again clearly implying that he had served in the conflict.

The blog further dug into several interviews of Phillips and even looked into old media accounts of Phillips from prior incidents over the years and found no evidence that he had ever described himself as a combat veteran, but did find several instances where potentially “over-zealous” reporters had assigned that specific honor to him.

On top of that, the blog also looked closely at his age — reported to be 64 — and compared that to the actual timeline of the Vietnam War. Phillips would have turned 18 right around the tail-end of the war in 1972/73, so there is only an exceptionally small window with little margin for error to account for his having graduated from high school, enlisting in the Marines, as well as graduating from basic training and additional training schools prior to being immediately shipped off to the war zone, were he to have actually served in the war.

Again, without his actual service records to provide verification, there is really no way to know for sure, but odds are Phillips served in the Marines during what is called the Vietnam era — which officially ended in 1975 — without having served in the combat zone.

To be sure, we here at Conservative Tribune are not knocking Phillips for his military service. Indeed, we commend him for his service and sacrifice to the nation, regardless of whether he served overseas or at home, during a time of war or peace.

Instead, we are throwing a sharp elbow in the direction of the mainstream media — especially The Washington Post — and all of the reporters who perpetuated the implication that he was a Vietnam War veteran who had actually fought in the war, which appears to have not been the case at all.

This was a story made huge by the media in large part because it was deceptively framed to fit the preconceived notions of liberals by portraying a Native American activist as an oppressed victim and a bunch of white, MAGA hat-wearing Catholic school boys as privileged aggressors, which was pretty much the opposite of what actually happened. The media should be ashamed of themselves, and minor corrections and half-hearted apologies aren’t going to cut it in making things right this time.

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College Honors Program Pays Students To Take ‘White Privilege’ And BLM Courses


Authored by Photo of Rob Shimshock Rob Shimshock | Education Reporter | 10:46 PM 03/05/2017

URL of the original posting site:  http://dailycaller.com/2017/03/05/college-honors-program-pays-students-to-take-white-privilege-and-blm-courses/#ixzz4aaj3sTNN

An honors program at a public university gives students a scholarship and early course signup and lets them use laptops if they take classes on subjects like “white privilege” and Black Lives Matter, which both have community engagement components.

Sam Houston State University in Texas (SHSU) offers a scholarship of up to $2,800 to students who take these courses or others as part of its Elliott T. Bowers Honors College. Students who gain admission into the Honors College can sign up for courses earlier than their non-Honors peers, obtain access to a special computer center, and “automatically receive the Bowers Scholarship upon acceptance into the college.” The Honors students also graduate with distinction and gain usage of cameras, video cameras, and laptops for their class projects.

“Understanding Whiteness: Historic and Contemporary Viewpoints on Privilege,” asks SHSU Honors students “how might white people better understand white privilege and their potential role in dismantling systemic racism?” and requires students to “engage in personal self-reflection” and “educate others about white privilege through action research projects and community engagement initiatives.” The seminar examines “white privilege” from modern and historical perspectives, e.g., “the social construction of whiteness,” as well as “key historic events and movements advancing white privilege (eugenics, global colonization, holocaust).”

The Black Lives Matter Honors College seminar is taught by associate professor Ervin Malakaj, who co-chairs SHSU’s Diversity Committee for the College of Humanities and Social Sciences.

“The Black Lives Matter movement has called on Americans to address the racial violence, mass incarceration, and dehumanizing social policies directed at African Americans,” reads the seminar description. The BLM course is part of SHSU’s Academic Community Engagement (ACE) program, which blends teaching with community engagement.

Other seminars offered by the Honors College include a course examining the “physiology of sexual function,” and a course called, “Culture and Society: Harry Potter.”

SHSU, a taxpayer-funded public school, also offers three other scholarships to its Honors College participants, with amounts set at $500 per semester and $500 per year.

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Democrats Unify Around Shutting Down White People


waving flagAuthored by Photo of Scott Greer Scott Greer | Deputy Editor | 11:21 AM 01/25/2017

URL of the original posting site: http://dailycaller.com/2017/01/25/democrats-unify-around-shutting-down-white-people/#ixzz4Wp7XN7ch

Keith Ellison (Getty Images)

Keith Ellison (Getty Images)   

A Democratic National Committee candidate forum showed a party united in one theme: white people need to shut up. A white female chair hopeful ventured forth to state her very job was to keep to her fellow Caucasians in their proper place at the Monday night event.

“My job is to shut other white people down when they want to say, ‘oh, no, I’m not prejudiced; I’m a Democrat; I’m accepting,’” Sally Boynton Brown, Idaho Democratic Committee chairwoman and DNC chair candidate, declared. (RELATED: White Candidate For DNC Chair Says Her Job Will Be ‘To Shut Other White People Down’)

She further said that she would shut white people down when they try to interrupt minorities, make sure that they “get” their white privilege and encourage minorities to school Caucasians on all the important topics.Socialism alert

These anti-white comments appear remarkable to come from someone who hopes to lead a major political party — who also happens to be white herself. There’s still a lot of white people in America, and you need a substantial number of them to win elections. So adopting as your party message, “shut up and check your white privilege!” seems pretty counter-productive.

Then again, it’s par for the course for the modern Democratic Party. Other candidates for the chair position nodded along with Brown’s statements at the forum, showing their clear approval for what she was saying. The leading candidate for to be the next leader of the DNC is Minnesota Rep. Keith Ellison, who once proposed for a black ethno-state to be carved out of America. The reason for this black nationalist dream was to get away from all those bad white people. (RELATED: Keith Ellison Once Proposed Making A Separate Country For Blacks) Ellison also once said the Constitution is evidence of “a white racist conspiracy to subjugate other peoples.”What did you say 07.jpg

Shockingly, these comments have hardly hurt the Minnesota congressman among his fellow Democrats. When confronted by The Daily Caller on his comments, several Democratic lawmakers found nothing “objectionable” in Ellison’s black nationalist past. (RELATED: Black Congressmen Refuse To Condemn Ellison’s Past Proposal For A ‘Black State’)

The 2016 Democratic primary — which pitted two elderly whites against each other — at times resembled a competition as to who could bash Caucasians and check their privilege the most. Both Hillary Clinton and Bernie Sanders admitted that they had white privilege and said that their fellow whites should own up to that trait.

Clinton and Sanders placed the blame for the woes of minority communities on “systemic racism” — the idea that America’s institutions are set up to favor whites and disenfranchise non-whites. They also lashed out at Donald Trump’s “white supremacy” and preyed upon the fears of minority voters that the man who won the election would take away their rights if he gained power. While she was the party’s nominee, Clinton made similar (though not as egregious) comments to Brown’s groveling.

“I will call for white people, like myself, to put ourselves in the shoes of those African-American families, who fear every time their children go somewhere, who have to have the talk about … how to really protect themselves, when they are the ones who should be expecting protection from encounters with the police,” Clinton stated during a July 2016 CNN interview. “I’m going to be talking to white people. I think we are the ones who have to start listening to the legitimate cries that are coming from our African-American fellow citizens, and we have so much more to be done, and we have got to get about the business of doing it.” what-did-you-say-02

The then-presidential candidate made those comments in response to a black nationalist murdering five police officers in Dallas, Texas. Even when whites are the victims of racially-motivated crimes, they are somehow still responsible for them, according to the wisdom of the new Democratic elite.More Evidence

This condescending form of identity politics is obviously not going to help Democrats win back Rust Belt voters who pulled the lever for Trump. Moreover, it could potentially cause deep divisions within their own base. For instance, during the Women’s March last weekend, one viral image showed a major potential conflict that could burst out into the open.

“Don’t forget: white women voted for Trump” read the sign of a not-too pleased black woman while smiling white females took selfies of themselves in pussy hats in the background. It’s clear those white women didn’t vote for Trump, but they have to be lectured about it anyway due to their race, according to the woman who held the sign.

“I don’t think it’s a matter of white women becoming interested in our issues; I need them to recognize they are implicit or complicit benefactors of systems like white supremacy and patriarchy—and that’s a problem,” Angela Peoples, the sign holder, told The Root.What did you say 05.jpg

Nobody likes to be belittled for something they didn’t do and have no control over. How the mostly white women marchers will feel about being told to go to the back of the Democratic bus is yet to be determined, but it’s likely some will not be too happy with that idea.

If one thing is clear from recent events, it’s that the Democratic Party’s one unifying message is telling white people to shut up — the opinions of non-whites matter more than yours.

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Read the Absurd Presentation the U.S. Army is Pushing About “White Privilege”


waving flagWritten by Philip Hodges, Mar 9, 2016

URL of the original posting site: http://constitution.com/read-the-absurd-presentation-the-u-s-army-is-pushing-about-white-privilege

Propaganda Alert

Through a Freedom of Information Act (FOIA) request, Judicial Watch obtained training materials used by the U.S. Army in teaching soldiers about white privilege, as well as male, heterosexual privilege. The documents pertained to an Equal Opportunity briefing on April 2, 2015, to the 67th Signal Battalion at Fort Gordon, Georgia.

Here are some of the topics covered using a PowerPoint presentation in the briefing at Fort Gordon, reported by Judicial Watch:

  • Privilege exists when one group has something of value that is denied to others simply because of the groupsDeath of a nation they belong to, rather than because of anything they’ve done or failed to do.
  • Privilege has become one of those loaded words we need to reclaim so that we can use it to name and illuminate the truth
  • Race privilege gives whites little reason to pay a lot of attention to African Americans or to how white privilege affects them. “To be white in American [sic] means not having to think about it” [Quotation not attributed]
  • Our society attaches privilege to being white and male and heterosexual regardless of your social class. [Emphasis added]
  • Imagine a school or a workplace where all kinds of people feel comfortable showing up. [sic] valued, accepted, supported, appreciated, respected, belonging. [sic] Something very powerful keeps this from us.
  • The truth of this powerful forces [sic] is everywhere, but we don’t know how to talk about it and so we act as though it doesn’t exist
  • The trouble we’re in privileges [sic] some groups at the expense of others.
  • It creates a yawning divide in levels of income, wealth, dignity, safety, health and quality of life.
  • It promotes fear, suspicion, discrimination, harassment, and violence.
  • Consider the “black woman” in Africa who has not experienced white racism and does not identify herself as a “black woman”.  African, a woman, but not black.
  • She only became “black” when she came to the U.S. where privilege is organized according to race, where she is assigned to a social category that bears that name and she is treated differently as a result. [Emphasis added]
  • The trouble we’re in can’t be solved unless the “privileged” make the problem of privilege their problem and do something about it.
  • The fact that it’s so easy for me and other people in dominant groups not to do this is the single most powerful barrier to change.Alinsky affect

A few years ago, Judicial Watch had obtained a 133-page document used by the U.S. Air Force, which included a “student guide” to extremist groups and hate groups. According to the student guide, “Nowadays, instead of dressing in sheets or publically espousing hate messages, many extremists will talk of individual liberties, states’ rights, and how to make the world a better place.”of domenstic terrorist

Regarding “extremist ideologies,” the document listed two historical examples: one, “the colonists who sought to free themselves from British rule”; and two, “the Confederate states who sought to secede from the Northern states.”

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BOOM: Trump Reveals First Dept. He’ll Cut as President… Liberals Howl in Horror


waving flagBy: V Saxena on October 21, 2015

URL of the original posting site: http://conservativetribune.com/trump-reveals-first-cut/?utm_source=Email&utm_medium=ConservativeHeadlinesEmail&utm_campaign=PM1&utm_content=2015-12-29

Speaking with Fox News host Chris Wallace this weekend, 2016 GOP presidential front-runner Donald Trump made a remarkable statement about what he planned for the Department of Education, if and when he becomes president.

“I may cut Department of Education,” Trump said. “I believe Common Core is a very bad thing. I believe that we should be — you know, educating our children from Iowa, from New Hampshire, from South Carolina, from California, from New York. I think that it should be local education.”Picture13

Many Americans agree, especially as the Department of Education has grown into a massive bureaucracy more focused on indoctrinating students in the Islamic faith and “white privilege” than in actually teaching them things that matter, like, say, literature and math.

Plus, getting rid of the Department of Education would give parents much more power over what their children learn.

However, whether Trump could get actually rid of Common Core, which is his apparent goal, remains to be seen.

As The Daily Caller reporter Blake Neff explained, “While Common Core is promoted indirectly by the Department of Education, it is still adopted individually by state governments, and the federal government does not control it.”

Still, it’s a very worthwhile goal to consider since many parents are fed-up with Common Core’s “one-size-fits-all” approach to education.

Frankly, education is much too important to be mass produced … and thankfully, most Americans, including Donald Trump, get this.

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