When you’re a victim, you’re not responsible
An operating theory here at Blaska Policy Werkes is that our schools of education are more dangerous than the sociology departments of their universities. More dangerous because teacher schools spread their nonsense throughout the nation’s K-12 schools, whereas sociology departments write inscrutable screeds read only by other sociology professors.
That rotten apple fell on Blaska’s head when Jennifer Cheatham announced that she was going to indoctrinate future school supers at her new job at Harvard, which recently revoked its admission to a Parkland high school shooting survivor when it discovered racist tweets the kid wrote as a sophomore, before the bullets started flying. Harvard was where Jennifer Cheatham learned that her success was owing only to her “white privilege” (a term that shall be enclosed in snotty quotation marks here at the Werkes, forevermore).
Which is why the lady throws her teachers in the Madison school district under the bus first and does not ask questions later any time the race card is played. Which is also why teachers tell you that if they wrote up kids for dropping the F Bomb that is all they would do all day. Imagine your school days being polluted in that manner! And that is just the language! It doesn’t get to the firearms, the car jackings, library trashings, cafeteria brawls, and physical assaults on teachers.
Blaska Policy Werkes disclosed that four UW-Madison professors of education have been cheerleading Freedom Inc. politicization of our schools. (“UW tenured radicals teach hate“) First on its agenda is ridding our troubled high schools of those troublesome police officers.
The WI State Journal has been stellar in fighting to keep those officers, writing on June 13:
Little evidence suggests officers are targeting minority students because of their race. All of the school officers are black or Latina, serving as strong role models.
But Madison’s newspaper of record succumbed to the prevailing zeitgeist when it added:
More likely, the numbers reflect broader disparities and challenges in society, such as poverty, unemployment, access to health care and housing. These factors also contribute to the achievement gap, in which fewer minority students are proficient in core subjects and fewer graduate. These disparities can contribute to behavior at school that leads to discipline from staff and interactions with police.
Culture of victimhood
That required a corrective from Blaska, which the State Journal graciously printed today (06-18-19):
The State Journal’s recent editorial “School Board votes to keep students safe” is no doubt correct that poverty and other societal challenges play a role in Madison’s racially disproportionate, school-behavior issues. But so does the culture of victimhood.
“Access to health care” does not explain the 15 to 20 middle school students who, after trashing Lakeview Library last March, taunted: “We don’t have to listen to the police!” and, “You can’t touch us.”
These 11- to 13-year-olds may not have learned that fallacy at school, but they didn’t unlearn it there, either. A superintendent of schools who blames her success on “white privilege” sends a powerfully destructive message that personal responsibility matters not — only the luck of the racial draw. It’s called “the soft bigotry of low expectations” — itself, a form of racism.
Madison teachers are racist?
In same issue this morning, another letter writer blames racist school teachers who “don’t let [black kids] participate in our reading lessons because their behavior doesn’t match our expectations.”
Their behavior “doesn’t match our expectations”? Might that be the PC way of saying they’re not behaving? Disrupting the classroom?
That nugget of race-shaming was submitted by Sharon Besser, Madison, associate professor of education, Edgewood College, who goes on to write:
To blame this on societal factors outside the school instead of examining structures in place inside schools that privilege the white middle class and that disadvantage everyone else does nothing to disrupt the status quo. It also enables white people to not take responsibility for their complicity in the racism in our schools.
Blaska’s Bottom Line: Get it? Madison teachers are racists. There are mysterious “structures” inside our schools that “privilege the white middle class” — those hell hounds of oppression! The status quo, it must be disrupted! Judging by the testimony of a growing number of teachers, Madison’s public schools are being disrupted, alright.
For extra credit:
From Peter Berkowitz, a senior fellow at the Hoover Institution, Stanford University:
Identity politics represents the latest assault to emanate from our colleges and universities on the principles and practices of liberal democracy. It directs students to think of themselves as members of a race, class, or gender first and primarily, and then to define their virtue in terms of the degree of oppression that they believe the group with which they identify has suffered.
It demotes the individual rights shared equally by all that undergird American constitutional government, while distributing group rights based on its self-proclaimed hierarchy of grievances. It imperiously pronounces collective guilt and summarily rejects appeals. It nurtures a sense of victimhood in those it purports to protect and empower. In the guise of fighting domination, it aims to impose its will on all. In these ways and more, identity politics trains students to turn up the heat of the tribalism that threatens to engulf the nation.
It declares — without any apparent felt need to marshal evidence or examine alternative opinions — that the history of Western civilization is marked by a structural racism and sexism, and by a systemic persecution of the powerless by the privileged. The sister doctrine of intersectionality adds that all crimes and sins committed by the unjustly privileged oppressors — typically white men — are indissolubly connected while righteousness inheres exclusively in the oppressed, comprising people of color and women.
BTW: Cops in schools will be introduced at tonight’s Madison Common Council (Agenda Item #54 )but likely will get final action at its July 2 meeting.