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EDUCATION

Cultivating a New Generation of Racists on Campus The hate-filed worldview and agendas of the student group MEChA. John Perazzo

The Movimiento Estudiantil Chicano de Aztlán (MEChA), or “Chicano Student Movement,” describes itself as an organization that urges young Chicanos (people of Mexican ancestry living in the United States) to use “higher education” and “political involvement” to promote “cultural and historical pride,” “liberation,” and “self-determination” among their people. In practice, MEChA aggressively promotes anti-Americanism and anti-white hatred by relentlessly stoking the fires of racial and ethnic grievance among Latino students.

MEChA’s roots can be traced back to the Chicano Movement of the late 1960s, which emphasized “brown pride” while rejecting “acculturation and assimilation” into the American mainstream. In that milieu, the first National Chicano Youth Liberation Conference, organized by an entity called Crusade for Justice, was held in Denver, Colorado in March 1969. Participants in this conference drafted the basic premises for the “Chicana/Chicano Movement” in a seminal document titled El Plan Espiritual de Aztlán (EPEA), which today is required reading for all members of MEChA’s various chapters.

The term “Aztlán” refers to the territory in the Southwestern United States—including California, Arizona, Texas, New Mexico, as well as parts of Nevada, Utah, and Colorado—that Mexico ceded to the United States in 1848 via the Treaty of Guadalupe de Hidalgo. But Mexican separatists consider this region to be part of a mythical Aztec homeland that was stolen from its rightful owners. Proceeding from that premise, MEChA rejects the notion that any Chicano can be considered an illegal immigrant. A popular slogan that surfaces at many MEChA rallies is: “We didn’t cross the border. The border crossed us.”

Claiming that “Aztlán belongs to those who plant the seeds, water the fields, and gather the crops and not to the foreign Europeans,” EPEA stipulates that the “Chicanas and Chicanos of Aztlán” are a “sovereign” and “indigenous people” who are “not subject to a foreign culture,” and are now “reclaiming the land of our birth (Chicana/Chicano Nation).” It sees the “bronze (Chicana/Chicano) Nation” as “a union of free pueblos” whose “cultural values strengthen our identity as La Familia de La Raza.

Following the tenets of EPEA, MEChA denounces “the brutal gringo invasion of our territories,” and it vows to “struggl[e] against the foreigner ‘gabacho’ [a pejorative term for an English-speaking, non-Hispanic] who exploits our riches and destroys our culture.” MEChA’s exclusionary racial attitudes are summarized in the organization’s slogan: “Por la Raza, todo. Fuera de La Raza, nada.” (“For the race, everything. Outside of the race, nothing.”)

If You Want Real Change, Start with Education Stopping the indoctrination of our children is a necessary first step. Bruce Thornton

The first eight weeks of Trump’s administration have been filled with executive orders attacking the unconstitutional excesses of the Obama presidency. He’s also pledged to kill the regulatory Hydra, increase defense spending, reform the tax code, and restore America’s prestige. And all these changes and promises have been met with vicious attacks and outlandish charges from the media, and scorched-earth obstructionism from Congressional Dems.

All of which is as entertaining as an MMA blood-fest. But to effect real change, we need to get beneath the telegenic food-fight and transient click-bait, and start dynamiting the foundations of the deep state. And that means going after higher education, the one institution that more than any other shapes the young and indoctrinates them with progressive ideology.

But it’s not enough to go after the ideologically biased professoriate and administrators, or ridicule the pretentious “research” churned out by pseudo-disciplines in the humanities and social sciences. No doubt such critical exposure of the “higher nonsense” is important, for those bad ideas trickle down from the research universities to the state colleges, where most of the K-12 teachers get their teaching credentials. And most of those teachers inflict these political prejudices and false knowledge on the impressionable young, who by the time they reach college will already have been primed for even more pernicious indoctrination.

Take, for example, the silly notion of “microagressions.” This is the preposterous idea that systemic racism, sexism, etc. are so pervasive that people can subconsciously inflict injury on women, homosexuals, “people of color,” and all the other certified victims due special treatment like “safe spaces.” This wacky idea got started back in 2007 with a scientifically dubious paper called “Racial Microagressions in Everyday Life.” An even more influential bad idea, “Islamophobia,” traces its origins to Edward Said’s 1978 Orientalism, a “work of malignant charlatanry,” as Middle East scholar Robert Irwin described it, and one of the most-assigned books in social science and humanities courses. Like bacilli, such ideological prejudices disguised as scholarship have infected curricula from grade school to university, and from there sickened the whole culture. And they replicate themselves through the education industry’s monopoly on training, hiring, and tenuring of teachers.

McCarthyism at Middlebury The silencing of Charles Murray is a major event in the annals of free speech. By Daniel Henninger

The violence committed against Charles Murray and others at Middlebury College is a significant event in the annals of free speech.

Since the day the Founding Fathers planted the three words, “freedom of speech,” in the First Amendment to the U.S. Constitution, Americans and their institutions have had to contend with attempts to suppress speech.

The right to speak freely has survived not merely because of many eloquent Supreme Court decisions but also because America’s political and institutional leadership, whatever else their differences, has stood together to defend this right.
But maybe not any longer.

America’s campuses have been in the grip of a creeping McCarthyism for years. McCarthyism, the word, stands for the extreme repression of ideas and for silencing speech.

In the 1950s, Republican Sen. Joe McCarthy turned his name into a word of generalized disrepute by using the threat of communism, which was real, to ruin innocent individuals’ careers and reputations.

=Today, polite liberals—in politics, academia and the media arts—watch in silent assent as McCarythyist radicals hound, repress and attack conservatives like Charles Murray for what they think, write and say.

One of the first politicians to speak against this mood in 1950 was Republican Sen. Margaret Chase Smith of Maine. In her speech, “Declaration of Conscience,” Sen. Smith said: “The American people are sick and tired of being afraid to speak their minds lest they be politically smeared as ‘Communists’ or ‘Fascists’ by their opponents. Freedom of speech is not what it used to be in America. It has been so abused by some that it is not exercised by others.”

Three years later, in 1953, President Dwight Eisenhower gave a famous commencement speech at Dartmouth College. “Don’t join the book burners,” Ike told the students. Even if others “think ideas that are contrary to ours, their right to say them, their right to record them, and their right to have them at places where they are accessible to others is unquestioned, or it isn’t America.”

Today, the smear is common for conservative speakers and thinkers. Prior to Mr. Murray’s scheduled talk at Middlebury, a student petition, signed by hundreds of faculty and alumni, sought to rescind the invitation because “we believe that Murray’s ideas have no place in rigorous scholarly conversation.” Such “disinvitations” have become routine.

So let us plainly ask: Why hasn’t one Democrat stood in the well of the Senate or House to denounce, or even criticize, what the Middlebury mob did to Charles Murray and the faculty who asked him to speak? Have any of them ever come out against the silencing of speech they don’t like? CONTINUE AT SITE

Violent Student Mob in Vermont Shuts Down Charles Murray Lecture, Injures Professor By Debra Heine

Controversial author and scholar Charles Murray and a Middlebury College professor were attacked by an angry mob Thursday night as they left a campus building following an attempt at a lecture.

Professor Allison Stanger’s neck was injured when someone pulled her hair as she tried to shield Murray from 20 to 30 violent agitators who attacked the pair outside the McCullough Student Center at Vermont’s traditionally liberal Middlebury College.

According to Bill Burger, vice president of communications at the college, the crowd was made up of students and “outside agitators,” some of whom wore masks as they screamed at Murray. He described their behavior outside as “incredibly violent and said that “it was a very, very dangerous situation.”

Charles Murray is a political scientist and author who is best known for his 1994 book, The Bell Curve: Intelligence and Class Structure in American Life, co-written with Richard Herrnstein. The New York Times bestseller is controversial for linking social inequality to genetics. The Southern Poverty Law Center (SPLC) labels Murray a white nationalist on its website.

Via Vermont’s “Independent Voice” Seven Days:

“The demonstrators were trying to block Mr. Murray and Professor Stanger’s way out of the building and to the car,” Burger said. “It became a pushing and shoving match, with the officers trying to protect those two people from demonstrators — and it became violent.”

“This was an incredibly violent confrontation,” added Burger, who described the crowd a “mob.”

On Friday afternoon, Middlebury College president Laurie Patton sent a statement to all students, faculty and staff describing how “deeply disappointed” she was by the incident.

“I know that many students, faculty, and staff who were in attendance or waiting outside to participate were upset by the events, and the lost opportunity for those in our community who wanted to listen to and engage with Mr. Murray,” she wrote, later adding: “I extend my sincerest apologies to everyone who came in good faith to participate in a serious discussion, and particularly to Mr. Murray and Prof. Stanger for the way they were treated during the event and, especially, afterward.”

Murray had been invited and scheduled to speak at Wilson Hall earlier in the day. But a jeering and booing crowd of students turned their backs on him and shouted down his attempts to speak. After about 25 minutes, administrators resorted to plan B: moving Murray to a private room and streaming the video of his speech online. CONTINUE AT SITE

The Mob at Middlebury A mob tries to silence Charles Murray and sends a prof to the ER.

Once again a scholar invited to speak at a university has been shouted down by an angry mob clearly unable to challenge him intellectually. On Thursday at Middlebury College, allegedly an institution of higher learning, a crowd of protesters tried to run Charles Murray off campus. Mr. Murray is the author of many influential books, including “Coming Apart,” which the kids might read if they want to understand their country and can cope without trigger warnings.

Amid the shouts, Mr. Murray was taken to another location where he was able to speak. But a Middlebury professor escorting Mr. Murray from campus—Allison Stanger—was later sent to the hospital after being assaulted by protesters who also attacked the car they were in. As if to underscore the madness, the headline over the initial Associated Press dispatch smeared Mr. Murray rather than focusing on the intolerance of those disrupting him: “College students protest speaker branded white nationalist.”

Middlebury President Laurie Patton apologized in a statement to those “who came in good faith to participate in a serious discussion, and particularly to Mr. Murray and Prof. Stanger for the way they were treated.” While she believes some protesters were “outside agitators,” Middlebury students were also involved—and she said she would be “responding.”

Mr. Murray tweeted: “Report from the front: The Middlebury administration was exemplary. The students were seriously scary.” Let’s hope President Patton follows through with discipline to scare these students straight.

The ‘Shaming’ of Betsy DeVos The education secretary should use what her critics fear most: the bully pulpit. By William McGurn

Here’s a suggestion for America’s new secretary of education: Forget about federal education policy.

Not that policy isn’t important. But if Betsy DeVos wants to make her time count, she’d do best to use what her critics fear most: her bully pulpit. Because if Mrs. DeVos does nothing else in her time but lay bare the corruption of a system failing children who need a decent education most—and shame all those standing in the way of reforming it—she will go down as an education secretary of consequence.

“The temptation for an education secretary is to make a few earnest speeches but never really challenge the forces responsible for failure,” says Jeanne Allen, founder and CEO of the Center for Education Reform.

“But the moms and dads whose children are stuck in schools where they aren’t learning need better choices now—and a secretary of education who speaks up for them and takes on the teachers unions and the politicians on their own turf.”

Excellent advice, not least because education is (rightly) a state and local issue and Secretary DeVos has neither the authority nor the wherewithal to transform our public schools from Washington. What she does have is the means to force the moral case out into the open.

New York City would be a good place to start. In Bill de Blasio, the city boasts, if that is the right word, a mayor who fancies himself the nation’s progressive-in-chief, along with a schools chancellor who has all the credentials Mrs. DeVos is accused of lacking, including experience teaching in public schools.

Unfortunately, these credentials haven’t done much to help students. Only 36% of New York City district-school pupils from grades 3 to 8 passed math, and only 38% English. For black students the numbers drop to 20% proficient in math and 27% in English. As a general rule, the longer New York City kids stay in traditional public schools, the worse they do.

It can’t be for lack of resources. Figures from the city’s independent budget office list New York as spending $23,516 per pupil this school year, among the most in the U.S. And instead of closing bad schools, Mr. de Blasio has opted for the teachers-union solution: More spending!

The result? More than two years and nearly half a billion dollars after his “Renewal” program for chronically failing schools was announced, there’s little to show for it.

How might Mrs. DeVos respond? How about a trip to the South Bronx, where she could visit, say, MS 301 Paul L. Dunbar, St. Athanasius and the Success Academy Bronx 1 grade and middle schools. These are, respectively, a traditional public middle-school for grades 6-8, a K-8 Catholic school, and a pair of Success charters serving K-7.

Imagine how Mrs. DeVos might change the conversation by speaking publicly about the differences among these schools? Or by meeting with neighborhood kids languishing on the 44,000-long wait list for a seat at a city charter? Or by asking the non-Catholic parents at St. Athanasius, whose children are there because of a scholarship program, to talk about the difference this school is making in their children’s lives? CONTINUE AT SITE

Nine Causes of Scientific Decline in American Academia By Leo Goldstein ****

People frequently write about academic political bias but rarely about the degradation of academic scientific capacities. Nevertheless, the signs of this degradation are everywhere. One example is embracing the pseudo-science of climate alarmism. The degree of enthusiasm has varied from Caltech’s tacit approval to the full-throat fervor of Harvard University president Dr. Drew Gilpin Faust. Another sign is a chronic failure of the $300 billion-dollar-a-year post-secondary educational system to produce enough computer specialists. Lastly, there’s the academia’s failure to distance itself from the Union of Concerned Scientists (Disclosure: the author has a pending lawsuit against the Union of Concerned Scientists, the Ford Foundation and other defendants.) and the ongoing “Bill Nye the Science Guy” media hoax.

In hindsight, over the period from the late 1980s to 2016, many factors had contributed to the downfall of the academic integrity and scientific capacity. The major factors were:

1. Unnatural, politically-spurred growth of college enrollment without regard to the economic or social demand for the increasing number of college graduates and even the supply of sufficiently prepared and motivated college applicants. This quantity instead of quality approach has been known to be harmful, and it was.

2. The takeover of the universities and colleges by the New Left. Apparently, many radicals of the 60s hadn’t learned from the fall of the Soviet Union and continued to think of the U.S. as an evil “system” that needed to be overthrown. By trusting the good will of its faculty, the university system presented the New Left an excellent opportunity to sabotage scientific development. Not all radicals went into social disciplines to poison the minds of the new generation. Some of them went into science, and corrupted scientific institutions through environmental studies and other means. Their impact was amplified by big money from the Ford Foundation and its ilk.

3. Foreign influence. Science, as a pursuit of knowledge, is international. But scientific recognition can be influenced by politics. Environmental politics of the European Union in the 1990s heavily impacted scientific processes in the U.S.

One of the most important things for a scientist is the ability to publish in peer-reviewed journals. Consequently, editors of the prestigious scientific journals wield enormous power. But most English-language scientific journals have international editorial boards. Furthermore, most scientific journals are owned by foreign publishers. The three largest scientific publishers are: Reed-Elsevier (UK), Springer (Germany), and Holtzbrinck (Germany). The latter two merged in 2015. EU-centric scientific publishing has allowed EU politics to infringe on American science without people noticing.

American academia also corruptly promoted scientists for collaboration with the International Panel on Climate Change and other UN agencies.

4. The rise of “studies” with predetermined results, as opposed to the normative sciences, valued for their understanding of the laws of nature. Certain political developments caused this. Then confrontational environmentalism and tort litigation requested scientists to back their claims, no matter what, and generously paid. This went against all norms. Science starts with empirical facts (observations or experimental results) and arrives to conclusions based on them. “Post-normal science” starts with conclusions (provided by politicians or activists) and contorts itself accordingly to justify these conclusions.

Bad grammar? It’s all good! By Henry Percy

Correct grammar is apparently just a social construct, much like gender, to judge from the sage commentary of the vice chancellor at the University of Washington Tacoma:

The university’s Vice Chancellor, Jill Purdy, claimed that the Writing Center’s new statement is a great example of how academia can fight back against racism. “Language is the bridge between ideas and action,” she claimed. “So how we use words has a lot of influence on what we think and do.”

Ms. Purdy was praising the leadership of Asao B. Inoue, Ph.D., Director, Writing Center, UW Tacoma: “I do research that investigates racism in writing assessments.” The title of one of the professor’s books indicates the scrupulously fair and even-handed approach he brings to the subject: Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future. The blurb is instructive:

To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic …

“White racial habitus… dominant discourses… heuristic” — if that isn’t enough to put you off your feed you have a stronger stomach than I.

The mission statement for the writing centers sounds noble enough: “The University of Washington’s writing centers are staffed by knowledgeable tutors who provide students with customized guidance on writing projects.”

For those unfamiliar with academicese, writing centers are for those “students” (“enrollees” would be more apt) who cannot even perform in freshman English. I’m not certain about the UW, but at a certain Big 10 campus it works like this, or it did several years ago.

High school seniors test out of freshman English if they can. Those who cannot must take freshman English. Those who cannot even perform at that level must take up to three quarters of remedial English without credit. But even that is not sufficient, so writing centers provide tutors to meet one-on-one with the students. Students who complete the remedial, noncredit classes must then take freshman English.

I know this because I taught freshman English. One of my students was writing at the level of a sixth grader, at best. It was not just the broken grammar, missing punctuation, and mangled spelling, there was no logic whatsoever, not even a wisp of an argument. After I got back his second writing assignment I took his paper to the director of writing, who suggested we look up the student’s records. He had taken two quarters of remedial English, receiving Ds. The director remarked that those were probably social passes. He then looked up the man’s ACT scores: fours and sixes. “My God! An ape could have done better!” I burst out laughing. “It’s true,” he said seriously. “You would get higher scores by guessing randomly. I think this person should not be at university.” I asked what I should do. “Give the paper the grade it deserves.”

I assigned an F, and the man dropped out a few weeks later. Was he well served by a chance to go to a large public university and collect another failure?

Yale Students Are Offended — Calhoun College’s Name Was Changed to Honor a White Woman Apparently that’s racist. By Katherine Timpf

People were complaining that Yale University’s John Calhoun College was named after a slave owner, so they changed it to “Grace Hopper College,” in honor of the female computer scientist and rear admiral — but some people are still upset, because Grace Hopper was white.

“We are skeptical of the administration’s intentions in renaming the college after a white woman, regardless of Grace Hopper’s GRD ’34 accomplishments as a woman in STEM and in the military,” Yale Women’s Center officials Nicole Chavez and Rita Wang co-wrote in a piece for thecYale Daily News.

Yep, that’s right: Rear Admiral Grace Hopper may have made significant contributions to male-dominated fields like computer science and the military, and she may have earned her Ph.D. in mathematics at Yale during a time when it was very rare for a woman to do so, but . . . she was also white, which apparently means she does not deserve this honor.

Why? Because it’s like, kind of racist, duh.

“We recognize that white femininity has often been used as a tool to enforce racist and colonialist structures,” the piece continues. “As such, we hope to explain how this decision constitutes ‘whitewashing’ to the wider Yale community.”

No doubt, what Yale was trying to do was honor not just a woman but specifically a woman with achievements in science and math. Feminists commonly complain that our society doesn’t do enough to encourage women to pursue careers in STEM, and so Yale’s decision to honor a woman for her historical success in this area would seem like something that would please Women’s Center officials like Chavez and Wang.

But nope. No, instead Chavez and Wang accused Yale of making “an attempt to corrode and erase the long history of activism by students of color — particularly black women — on this campus” by giving “no recognition of the countless hours black students and students of color have put into the fight against the honoring of a white supremacist in their home.”

Of course, this isn’t the first time that something like this has happened. Last year, Southwestern University in Texas canceled its production of The Vagina Monologues because a white lady wrote it, and students at Scripps College got upset about Madeleine Albright’s being chosen as their commencement speaker because she’s a “white feminist.”

This story was previously reported on in an article on Heat Street.

Leader of Groups Linked to Hamas Featured at U of Miami Commencement Ceremony Graduating students forced to listen to CAIR operative Wilfredo Amr Ruiz. Joe Kaufman

Wilfredo Amr Ruiz is fervently involved with groups that incite terror and bigotry. So why would the University of Miami allow him to participate in a commencement ceremony for its students and subject them to prejudice and propaganda in the name of interfaith representation? School officials have much to answer for.

On December 15, 2016, the University of Miami (UM) held its 2016 Commencement Ceremony at UM’s Convocation Center. The commencement ceremony is meaningful recognition for the years of hard work students put in during their time at the university. It would have been a special day for all in the graduating class had it not been for one controversial speaker who, in this author’s opinion, marred the event by giving the opening invocation for the ceremony.

That speaker was radical Muslim activist Wilfredo Ruiz, who shared the stage with a rabbi and a priest. In one photo from the event – a ‘selfie’ – the three of them are smiling alongside the President of UM and former Secretary of Health of Mexico, Julio Jose Frenk Mora. The rabbi, Lyle Rothman, has used an Israeli flag as the ‘cover photo’ for his Facebook page at least five times. Rothman will probably not be thrilled to find out that Ruiz is associated with Hamas and anti-Semitism and labels the Jewish state “the Apartheid beast.”

Ruiz is the Communications Director for the Florida chapter of the Council on American-Islamic Relations (CAIR). For the commencement ceremony, CAIR referred to him as “CAIR-Florida Chaplain.

CAIR was created in June 1994 as part of an umbrella group led by then-global head of Hamas, Mousa Abu Marzook. CAIR has been named by the US government a co-conspirator for two federal trials dealing with the financing of millions of dollars to Hamas. In November 2014, along with ISIS and al-Qaeda, CAIR was designated a terrorist organization by the United Arab Emirates (UAE) government. Many CAIR representatives have served prison time and/or have been deported from the US for terrorist-related activity.

CAIR-Florida reflects the same violent extremism as its parent group. In August 2014, CAIR-Florida Executive Director Hassan Shibly, who has denied Hezbollah is a terrorist group, wrote, “Israel and its supporters are enemies of God…” In July 2014, CAIR-Florida co-sponsored a pro-Hamas rally in Downtown Miami, where rally goers shouted, “We are Hamas” and “Let’s go Hamas.” Following the rally, the event organizer, Sofian Abdelaziz Zakkout, wrote, “Thank God, every day we conquer the American Jews like our conquests over the Jews of Israel!”

Sofian Zakkout is the President of the American Muslim Association of North America (AMANA), one of the other co-sponsors of the 2014 pro-Hamas rally. Zakkout is a known supporter of Hamas, stating in August 2015, “Hamas is in my heart and on my head.” Wilfredo Ruiz is the legal advisor for AMANA and founded the Puerto Rico and Connecticut chapters of the group. Ruiz is additionally a Corporate Director for AMANA’s sister organization, American Muslims for Emergency and Relief (AMER), another co-sponsor of the pro-Hamas rally.