The most hilarious paragraph from a piece on an elite NYC progressive school’s attempt at the great social engineering elimination of racism:
That December, the head of the school, Damian Fernandez, who in a meeting with me identified himself as a white Latino born in Cuba, raised in Puerto Rico, and educated at Princeton (and who happens, also, to be gay), had sent a letter to all the parents.
The second most hilarious bit in the same piece:
Mariama Richards, the director of progressive and multicultural education at all Fieldston schools and the lead architect of the program, is herself black — an “equity practitioner,” her Twitter bio says…
The most terrifying paragraph:
As early as 10, psychologists at Tufts have shown, white children are so uncomfortable discussing race that, when playing a game to identify people depicted in photos, they preferred to undermine their own performance by staying silent rather than speak racial terms aloud.
The second most terrifying paragraph:
Teaching Tolerance, a project of the Southern Poverty Law Center, has developed an anti-bias curriculum that 16,000 teachers have downloaded since it became available in September. The Anti-Defamation League does training for kids and teachers in schools — 200 a year in Connecticut alone. And Welcoming Schools, connected with the Human Rights Campaign, helps train the staffs of elementary schools for this kind of learning, traveling last year to Boulder, Washington, D.C., Seattle, and Arkansas.
The most truthful paragraph, insofar as it showcases how (now that they are running the show) you, Whitey, will sit down, shut up, and eat your P.C. porridge. Regarding the school’s mandatory racial segregation ‘affinity group’ sessions:
White parents who objected to the program felt discomfited, fearful that if they voiced their concerns, they would be tagged as racists. They wanted their kids to talk about race, they insisted. But, as with most white liberals, they seemed to prefer to conduct the conversation on an intellectual level, considering it as a problem of history, policy, or justice — the kind of conversation unfolding already in Fieldston’s mandatory ethics classes. The much more intimate, idiosyncratic, lived experience of race — that is a harder discussion to have, especially when it probes reflexive reactions to difference (fear, disgust, mistrust, anxiety, curiosity, eagerness, attraction, admiration) that are sometimes heated, irrational, and not always pleasant. These are feelings the average white Fieldston parent was raised not to mention. This same parent who sends her children to Lower because she values diversity tends not to dwell on the fact that she has few close friends of color; that her neighborhood is almost entirely white; that her nanny or housecleaner or doorman has brown skin. The program at Lower was designed, and is supported in large part, by people who have spent their lives on the other side of that well-meaning silence and can testify that it’s no way to thrive.
Wow, check out the writer’s tone… er, I mean the ‘journalist’s’ tone.
The most under-stated section is a nod to the JAPCAT phenomenon:
A Jewish parent raised his hand, according to another parent who was there. He grew up in the South, he said, where Jews were seen not as “white” but as something categorically different. When he was a child, the Ku Klux Klan attempted to burn down his synagogue. To lump Jewish children together with other white children is to ignore centuries of history, he said.
“When you walk in the room, I see you as white,” one person there remembers an African-American parent interjecting. “Your child needs to go in the white group.” Another parent remembers it this way: “You have the privilege of hiding behind your whiteness. And my child doesn’t.”