Wisconsin’s student achievement scores show that a large majority of K12 students can neither read nor do math at their own grade level.
Yet their education dept. told the legislature the top priority of all their 600+ staff is Diversity, Equity and Inclusion:
The Department of Public Instruction's quarterly seminar, which is funded by federal tax dollars designated for special education, where CRT crusader Dr. Bettina Love educated the educators about how every form of education reform is an expression of race-based hatred and that Black people are owed more than $2 trillion in education-only reparations for the past 40 years (and a bigger bill to come later).
That may seem like plenty to cover, but DPI doesn’t do anything – aside from educating children – by half-measures. Dr. Love was joined by three other speakers:
Durryle Brooks, whose dissertation explores the belief that white culture’s views on love are linked to power and privilege and represent an ideology that is devastating and traumatic for oppressed groups because everything from the Bible to Twilight vampires to Ariel’s romance with Prince Eric perpetuates the belief that love is only for white, hetero, cis people. Well, and vampires.
Debby Irving, the author of “Waking up White” and an international presenter who asserts white culture (especially through white, Protestant, heterosexual cisgender men of the ‘owner class’) destroys joy and humanity.
Paula Rabideaux spoke about how land acknowledgement is a manifestation of Indigenous cultural etiquette that predate colonization by whites and is necessary for white people to perform as a step toward reconciliation.
2/
Whiteness as a Force of Destruction
The executive summary of the whole session (a snippet of which is in the above video) session might read:
Culture is valuable and vital and should be cherished and elevated. Except white culture, which should be eliminated, oppressed, marginalized because it is toxic. White culture is white supremacy culture and white people must reject their culture.
Author Debby Irving discussed how white people can have transformational conversations – letting go of the bad habits dominant white culture instilled in them. These negative ‘dominant culture habits’ include things like wanting to do or say the right thing, rushing, and seek predictable outcomes in the dominant drive to win or succeed.
3/
Whiteness Destroys Love
Dr. Durryle Brooks is a social justice consultant whose focus is ‘operationalizing love’ and based on the premise that white supremacists (i.e. all white people) use their dominant concept of love as a “tool of oppression” to perpetuate white supremacist ideology and to dismiss, marginalize, exploit others.
Brooks recounted a story where as a graduate student a white female professor – one he says had written extensively on social justice education and had dedicated her life to fighting oppression – told the class that she was going to “colonize” them. Brooks did not explain the context but describes this as an act of violence and oppression in the classroom that caused physical harm and trauma to his body he described (in part) as follows:.
"I remember my lungs caving in. My chest gave way under the symbolic weight of that discursive act—a violent act. My body still remembers the loss and hopelessness I felt that moment. Those acts of pedagogical and epistemological violence demanded nothing less than submission and obedience. The shock and the internal destabilization that resulted was re-traumatizing. In that moment, I felt unloved and unwanted. I felt a welling up of anger and my body trembled…I could not think, concentrate, or process. She went on teaching, but there was no more learning possible for me there that day or for many weeks to come."
This classroom violence perpetrated upon him inspired him to focus on the topic of love. According to Brooks, whites have defined love as related to romance and familial contexts in order to oppress others. In order to provide justice and liberation, love needs to be redefined and based in black and brown lived experience to tend the whole person.
4/
Whiteness Hijacked the Bible, The Little Mermaid, and Twilight
Brooks told the attendees Christiandom (sic) and theology positioned black people to be enslaved, justified it using scripture. Justice requires calling out the use of scripture to justify exploitation and ‘social control’ of Black people. And that Disney and the Twilight franchise demonstrate the toxic, oppressive form of love in white culture.
5/
The left isn’t abandoning DEI, they’re rebranding and expanding it because it doesn’t go far enough.
Irving broke down the limitations she sees in DEI efforts, word by word.
Diversity is too limited a word. People who think the school they work in that’s 98% black is ‘diverse’ are wrong; plantations would be diverse by that measure. She says diversity is about who controls a space, not who is in the space.
Inclusion is just a warm fuzzy word that bows to the power element of white people who gatekeep, and control who gets to be included.
"Equity is misunderstood" says Irving, and should be looked at as a course correction.
She says more effort should be invested in working with white people, especially those who don’t believe in anti-racist work. She says when she works with schools “struggling” with a group trying to take control.
6/
As the above has made painfully obvious, Critical Race Theory is calling everything racist until you control it.
7/
Their handle is @WisconsinDPI btw 😌
• • •
Missing some Tweet in this thread? You can try to
force a refresh
Materialism, in the context of class analysis, refers primarily to historical materialism, which is a Marxist theory that focuses on material conditions as the primary influence on society.
According to this view:
· Economic Factors as the Foundation: Materialist analysis sees economic factors—the mode of production and the relations of production—as the basis of society. It posits that the material conditions of society, such as the way goods are produced and how labor is organized, determine social relations, culture, law, politics, and ideology.
· Class Defined by Relation to Production: Classes are defined by their relation to the means of production. For example, the bourgeoisie owns the means of production, and the proletariat sells their labor to the bourgeoisie.
· Change Through Material Conflict: Social change is driven by conflicts that arise from material conditions, such as the struggle between different classes over the control of the means of production.
2/
Idealist Analysis:
Idealism, posits that ideas—or consciousness—are the primary substance of reality and thus the driving force behind societal structures. In an idealist class analysis:
· Ideas and Consciousness at the Forefront: The focus is on ideas, beliefs, and cultural practices as the foundations of social life. This approach might examine how dominant ideologies justify the power of the ruling class and how changes in ideas can lead to social change.
· Class May Be Seen as a Cultural or Ideological Construction: Classes may be understood not just by economic relations but by shared ideas or identities.
· Change Through Shifts in Ideas: Social change is seen as occurring through changes in ideas, consciousness, and cultural practices rather than through material conflicts.
3/
Apparently there has been ongoing litigation since April on whether the manifesto should be released or not.
Two weeks ago, Hale, some parents of the victims, and the Covenant school, argued against its release in the TN Court of Appeals.
1/
Oral Arguments wrapped up on October 16th, and as far as I’m aware, the three judge panel was still deciding on the case as of the date of the manifesto leak.
I have compiled a large number of sources that categorically rebut the majority of the TRA arguments, so consider this thread a one stop shop for rebuttals.
I have put everything in this google doc that I will add on to as I find more:
In 2021, approximately 42,000 children and teens across the U.S. received a diagnosis of gender dysphoria, nearly triple the number in 2017
At least 121,882 children ages 6 to 17 were diagnosed with gender dysphoria from… twitter.com/i/web/status/1…
3/
Comprehensive Analysis on The Effects of Puberty Blockers
Summary of Findings: “Substantial evidence from peer-reviewed scientific studies, case studies, and clinical trials suggests that puber- ty-blocking drugs can negatively affect the skeleton, cardiovascular system,… twitter.com/i/web/status/1…
A trans identified male who molested a 9 year-old boy, raped a 17 year old girl, and distributed child exploitation material, has been transferred to the FMC Carswell women’s prison, by an Obama appointed judge.
A thread 🧵 (Retry, it messed up the 1st time)
1/
In 1994, July Justine Shelby (previously William O. McClain), a transvestic cross-dresser, was convicted of molesting a 9 year old boy and raping a 16 year old girl.
Shelby violated his parole in 2009 for having internet access in his apartment, and was returned to prison.
2/
Additionally, Shelby was never required to register as a sex offender.
A recent study on the current state of informed consent in gender affirming care revealed significant gaps and inconsistencies that raises serious concerns and confirms what we already know:
"Gender affirming care" is medical experimentation on children.
A thread
1/
The study analyzed 21 unique consent forms used across clinical sites providing pubertal suppression (PS), masculinizing hormones (MH), and feminizing hormones (FH). The inconsistency shows the informed consent process in gender-affirming care is woefully inadequate.
2/
The researchers found substantial variability in the type and amount of sexual and reproductive health (SRH) information included in these forms, with the level of detail and context varying considerably, with most forms failing to emphasize the risks of sexual dysfunction.