Posts Tagged ‘Critical Race Theory’

History Debunked on Nigerian Statue Celebrating Black African Slave Trader

June 14, 2021

Quite honestly, I’m sick and tired of posting pieces about racial politics, especially from a perspective that could be seen as anti-Black. I’m very aware that, as a whole, the Black community in Britain is poor, marginalised and suffers from poor educational performance, a lack of job opportunities. And I’m very much aware of institutional racism. Black and Asian friends and relatives have changed their names from their exotic originals to something more White British to get job opportunities. I’m also very much aware how the Tories are exploiting the issues around Black identity politics to drive a wedge between the Black community and the White working class in order to dominate both and drive them further into poverty, starvation and despair. But these issues are important. There is a real strain of anti-White racism in what is now being presented as anti-racism post-Black Lives Matter. It’s in the shape of Critical Race Theory, which parents are challenging in American schools. It’s also in the bad, tendentious history pushed by David Olusoga. One of History Debunked’s videos is a debunking of the claim by Olusoga and Reni Eddo-Lodge about a supposed lynching in Liverpool. This was of a sailor, who was chased into the docks. But instead of the innocent victim of a violent and prejudiced mob, the Black sailor instead was a vicious thug, who was part of a gang that had started a fight with Scandinavian and Russian seamen, and who had responded to the intervention of the rozzers by shooting two policemen.

A few days ago Simon Webb, the main man of History Debunked, put up the video below commenting on a statue in Nigeria to Efunroye Tinubu. She was a merchant in the Abeokuta region in the 19th century who traded in tobacco and slaves among other commodities. Through this she became extremely wealthy, enough to acquire a private army and act as kingmaker in Nigerian tribal politics. She also has a square in Lagos named after. There is, Webb says, absolutely no shame about her and her wretched trade. Rather, I think the Nigerians are proud of her. And she had absolutely no qualms about selling Black peeps. When she was hauled before a court on a charge of slave dealing after selling a boy, she cheerfully admitted it, saying she had a large household that needed to be fed well. When we went to war against the Nigerian city states involved in the slave trade, she announced that she was prepared to do anything for Britain, except give up slaving.

Webb uses her to attack the ignorance and hypocrisy of the present anti-racist iconoclasts, the people who tore down Edward Colston’s statue and wanted Rhodes’ removed, but say nothing about African participation in slavery and its memorialisation in statues like this. He is particularly scathing about David Olusoga, who produced the documentary last week on the Beeb about the controversy surrounding the felling of Colston’s statue. I didn’t watch it, but my parents did. According to them, Bristol’s elected mayor, Marvin Rees, came out of it very well. I’ve been extremely impressed with his handling of what is a very delicate affair, and I hope he seeks election as an MP. Olusoga comes in for criticism as he was born and raised in Nigeria, but while he’s glad that Colston’s statue was torn down, he has nothing to say about Tinubu’s.

There does indeed seem to be a concerted effort to blame the blame for the Black slave trade firmly on White Europeans and Americans. In Bristol this was shown by the motion proposed by Cleo Lake, the Green councillor for Cotham, and seconded by Asher Craig, Bristol’s deputy mayor, who is also head of equalities. This called for reparations for slavery to be paid to all ‘Afrikans’, including both Afro-Caribbean folk and Black Africans. I sent an email to both of them stating the objections to this, the foremost of which is that it was Black Africans that did the actual messy job of raiding and enslaving. So far I have received no reply. I doubt I ever will.

I think this attitude partly comes from W.E.B. Dubois, one of the pioneers of the civil rights movement. Dubois wanted equality at home for Black Americans, and freedom from European imperial domination for Africa. It was Dubois who first described the slave trade as a ‘holocaust’. In Britain, I was told when working at the Empire and Commonwealth Museum that West Indians and Ghanaians didn’t get on, because the Ghanaians looked down on Afro-Caribbean people as the slaves they sold. This was certainly what Caryl Philips, the Black British writer, found when he visited Ghana a few decades ago, even though the country was trying to encourage western Blacks to migrate there.

I think the acceptance of the Black African participation in the slave trade is changing. A little while ago I posted a piece about a Ghanaian journalist and broadcaster on their television networks, who had made documentaries about this issue. I believe the traditional chiefs in both countries are coming under increasing criticism to acknowledge and apologise for their participation in the transatlantic slave trade. There’s also been friction in Ghana between Black Americans and Ghanaians about the memorialisation of the slave trade at one of the old slave forts. The Americans would like the whole building used as a monument to the slave trade, But the fort is the locus for a number of different social functions, including the local market and so the local peeps definitely don’t want this to happen.

Black African involvement in the slave trade was the subject of a Channel 4 documentary back in the 1990s, back when the channel was still worth watching. I think Tinubu was mentioned there. I recall there being some discussion about a female Nigerian slaver, who made the trip to antebellum America to negotiate slaves of slaves over there. This aspect of the slave trade had been withheld from the Black Americans, who came to visit the slave sites in West Africa. The result was literally shock and horror. Some of them reacted with screams, wails and tears, and you can understand why. All their dreams of Black brotherhood and common victimhood at the hands of White racists were suddenly dashed. I mentioned this one day at the Museum to a Black historian with whom I was working. He told me that in the Caribbean, their mammies told them very clearly who sold them to whom.

But it seems to be completely absent from the consciousness of Black Brits. When the BLM mob was tearing down Colston’s statue, a reporter asked members of the crowd how they felt about it. One of them, a young man, said simply ‘I’m Nigerian’. Of course, the answer to that is ‘But you sold them to us!’ But the reporter didn’t say that, and the Nigerian young man clearly didn’t connect his nationality to the sale of Black slaves to people like Colston.

I’ve posted pieces by History Debunked before, and the usual caveats apply. He’s a Torygraph-reading man of the right who believes in racial differences in intelligence. Some of his facts may well be wrong, such as his claim that the government didn’t encourage Black migration to Britain. But here he cites both an article on Tinubu on the website, The Black Past, and a book on her published in Nigeria by Oladipo Yemitan, Madame Tinubu: Merchant and King-maker, (University Press, 1987). I’m reasonably confident, therefore, that he has got his facts right.

I strongly believe that we should resist the oversimplification of the history of the slave trade into virtuous, wronged Blacks, and evil, racist Whites. All racism and enslavement has to be condemned, even if it makes the self-proclaimed anti-racists uncomfortable. If we are to have racial justice, it must be founded on good history.

Racist Pakistani Muslim Book Demonising Roman Catholicism and Whites

June 9, 2021

For a brief period about 1991 I tried pursuing a research degree in British Islam. I ended up giving it up because it would have been mostly sociology and I was having difficulty getting informants, and because I found it difficult to cope with some of the anti-Christian polemic. I’ve Muslim friends, and didn’t want my experience of this material poisoning my relationship with them or my overall view of British Islam. I’ve blogged before about the passages I found in books published by British Islamic publishers like TaHa calling for autonomous Muslim colonies in the UK. But one of the very worst books I found was one of the college bookshelves literally demonising Whites. This was published in Pakistan, but in English and so clearly aimed at the global Muslim community. It was written by someone who had clearly spent time in Britain before moving back to Pakistan. And a fair section of it was loud denunciations of White Brits and British society for being mean and racist.

In the years since, I forgot its title, but the book’s sheer vitriol has stayed with me, and I do think that it and books like it are fuelling the rise of militant Islam around the world and the alienation of many western Muslims. Among the book’s claims was that the White peoples of Europe, particularly those who speak languages related to German, Dutch, English and the Scandinavian languages, are the descendants of the tribes of Gog and Magog, known in Islam as Juj and Majuj. These are anti-Muslim peoples, the servants of al-Dajjal, the Muslim equivalent of the anti-Christ in Christianity, who were walled up behind a mountain chain by the Islamic hero Dhu’l-Carneyn. I went Googling for it yesterday to see if I could find it on the internet. I think I have, or something very like it. It’s Cain’s Creed, The Cult(s) of Rome, by Dr. Omar Zaid. The book seems to be largely a rant directed against the Roman Catholic church and particularly the Jesuits, as well as, inevitably, the Jews. It draws heavily on the bonkers 19th century anti-Catholic Protestant diatribe, the Two Babylons. If it isn’t that book, then Zaid’s is very like it and certainly following it ideological line in the demonisation of White Europeans. Zaid put up a blog post about his wretched tome, which contains this dainty little passage.

This region (Anatolia, Syria, Lebanon, Khazaria etc.) is a major focus of Monotheism’s eschatology and deviancy as it holds ancient houses of satanic cults that are directly related to the present globalist menace.  It appears that Gog & Magog refer to the peoples descended from Tubal-Cain and Noah’s errant stock that became Slavonic and Teutonic Caucasian Races respectively and then trod in all directions during the course of two dispersions, reaching Egypt, Persia, Pakistan and beyond.

See ‘GOG & MAGOG BY DR. OMAR’ at Gog & Magog by Dr. Omar – zaidpub, which is an extract from Omar Zaid’s book, Cain’s Creed, The Cult(s) of Rome, published by Dar al-Wahi.

If it is the same book, then it also contains long passages ranting about how Whites Brits are all racist and callous. He states that we don’t care if an elderly woman dies in the street, but shamefully get upset about the maltreatment of dogs, which are an unclean animal in Islam. But he’s also massively impressed with how wealthy the country is, which betrays something of the mentality of the hostile invader. It very reminiscent of Napoleon’s description of Britain – ‘a good land with a bad people’.

Now I’m very much aware that this is only one book, but I can remember that as an undergraduate studying Islam for my Religious Studies minor that one of the lecturers told us that some of the material being published in Pakistan was vitriolically anti-Christian. This was nearly forty years ago, and I think the situation must have become much worse since as the country has become intolerantly religious. Christians and other religious minorities, like the Shi’a and Ahmadis are increasingly persecuted, accused and imprisoned under spurious blasphemy charges or murdered in mob violence.

Now I am very definitely not trying to demonise Muslims here by posting about it. I’m very aware of the rise of Islamophobia, especially as stoked by Boris Johnson and the Tory party, despite their denials. I can quite believe that the author was the victim of terrible racism in Britain, having heard of some of the ‘pranks’ and maltreatment meted out to Asian workers at the time and more recently.

But I wanted to discuss this to make the point that other nations and cultures too have their own prejudices and racial hatreds. The BLM protests have renewed discussions and attacks on White western racism, but there is little or no discussion or examination of Black and Asian prejudice. This exists, but is denied and any mention of it suppressed or silence by accusations of racism in turn. You’re a racist bigot if you dare talk about anti-White racism in Britain or elsewhere. And so we have a very unbalanced view where all Whites are increasingly seen through the lens of Critical Race Theory as embodying White privilege and embedded in a racist system, while any attempt to discuss Black and Asian anti-White racism is furiously denied.

This has to change. All forms of prejudice and racial hatred have to be fought and attacked, even if this is uncomfortable for parts of the Left.

Because if it isn’t, the Tories will exploit it to divide the working class and inflict more misery, poverty and death on working people of all colours and religions.

Academics Peter Boghossian, James Lindsay and Helen Pluckrose On the Dangers of Post-Modern ‘Social Justice’ Ideology

May 21, 2021

I’ve commented before attacking Critical Race Theory and its rejection of conventional academic standards and norms, as well as its dangerous anti-White intolerance. But CRT is only one of a number of similar disciplines that can be grouped together under the title of ‘social justice’ ideologies that share a similar outlook and origin. These arose in the 1980s and 1990s from Post-Modernism and represent a real attack on the fundamental concepts and values of Enlightenment liberalism, individualism, science and objectivity.

The Grievance Studies Hoax

I found the video below on YouTube, entitled Applied Postmodernism – How ‘Idea Laundering’ Corrupting American Universities. It’s of a talk given by the scholars Peter Boghossian, James Lindsay and Helen Pluckrose at the Aspen Jewish Centre in Aspen, Colorado, on 30th July 2019. These three were so fed up with the quality and venom of ‘social justice’ pseudo-scholarship that they devised the ‘Grievance Studies’ hoax. They submitted 20 spoof papers to various postmodern academic journals, drawing on these disciplines’ previous literature to support deeply morally repugnant conclusions. One of these papers concluded that men should be trained like dogs not to participate in rape culture, while another said that straight White men at college should be trained to the floor to teach them about their privilege. Seven of these papers were accepted and a further seven were under consideration before the group ‘fessed up and they were withdrawn. Not only were these spoof papers accepted, but they were even praised approvingly by the journals’ editors. The reviewer of the paper about treating men literally like dogs called it ‘an important contribution to knowledge’.

Student Unrest at Evergreen College

The group were prompted to stage this hoax by a violent, extremist student protest at Evergreen University. This was one of the least racist universities in the US, but radical students took it over, wandering about campus with bats and dragging people out of cars, claiming that it was intolerably racist. Only one of the academics, Brett Weinstein, stood up to the students. He committed the unconscionable crime of asking them what their evidence was. This was vehemently rejected and Weinstein himself pilloried because the postmodern ideologies that motivated these students does not permit any questioning. If someone simply asks for evidence, or presents any criticism, this is seen as proof of their racism or bigotry.

Two of the academics speaking, Boghossian and Lindsay are American. The third, Helen Pluckrose, is British. She begins the talk by explaining that she was moved to start investigating and opposing these ideologies through her research as a feminist historian. She was interested in 14th century women’s spiritual writing, but was told that her research would not be accepted unless she examined it through the postmodern feminist ideological lens. If she continued pursuing her own ideological independent view, she would be blocked from doing a Masters and a doctorate. She sees herself as being attacked for standing up for the reality of biology and traditional liberal values in the broadest sense. The group are critical of the modern college environment with its safe spaces intended to protect people from encountering opposing ideas. This has created a generation of brittle students, who are unable to cope with opposing ideas when they encounter them.

Postmodern Ideologies of Power and Identity

The ‘social justice’ disciplines they attack and expose are the theoretical humanities which have arisen since the 1990s – Critical Theory, Post-Colonial Theory, Queer Theory, disability studies, fat studies and so on, which are all part of the general Cultural Studies movement, which is based on postmodern philosophy. These are founded on the ideas that knowledge isn’t something that exists independently and objectively, but is invented. Western knowledge is an oppressive system of knowledge that has been created by White men through language. It is not objective, but represents instead the universalisation of the values of these elite White men. Instead of seeing society as consisting of individuals, these disciplines see it as composed of different demographic groups with different relationships to power. White men speak with power, women and ethnic minorities have no power. The ideologies are prejudiced against great White men and western knowledge, but are favourable to women’s and eastern knowledge. These different demographic groups have different values. Science is consciously rejected as an instrument of oppression of elite White men. These disciplines demand instead that it should include feelings, personal experiences and cultural traditions. But these demands are made without any supporting rational argument.

Idea Laundering

The term ‘idea laundering’ was coined by Brett Weinstein. Just as money laundering allows criminals to present tainted money as really coming from legitimate sources, so idea laundering allows deeply flawed scholarship to gain a false respectability. It’s the process by which opinions, rather than solid fact, are published in academic journals as established, peer-reviewed research. This is then given further respectability through references in the work of other, succeeding scholars. One of the examples of this Helen Pluckrose cites is the feminist text, Doing Gender. This starts with the idea that men and women are cognitively identical, but have been socialised into different roles. The book has been immensely influential, and has spawned a number of other books with similar titles expanding and applying its ideas. And some of these are absolutely crazy. One of these books states that heterosexual men are only attracted to women because they have been socialised to do so, a complete rejection of the reality of human sexual reproduction. Another example cited is Critical Dietician Studies. This was founded by a group of postmodernists as a venue for their own papers after they were rejected by mainstream journals of nutrition. One of their papers approvingly refers to Lenin for his ideas about nutrition, despite the fact that Lenin is one of the very last people to be considered an authority on it.

Social Justice Movements’ Intolerance

The group state that they weren’t the first people to comment on this poor and highly ideologically driven scholarship, but no-one else knew what to do about it. When another critical academic, Bruce Gillie, tried to publish a paper defending colonialism, not only was it rejected but he himself received death threats. They state that their academic opponents do not play by the conventional rules of engagement. Boghossian later describes how he had someone follow him into a gents’ toilet in order to beat him up, but was fortunately prevented by the presence of Brazilian judo instructor. These highly intolerant ideas aren’t just in academia, but are increasingly found outside it. For example, there was a recent article in the Washington Post entitled ‘Why Can’t We Hate Men?’. The group state that they have received emails and inquiries asking for help from professors, students and others, including a lawyer from the Canadian equivalent of the Bar Association, the EU parliament, and even knitting and hiking groups, which have become divided by these ideologies.

Another part of this new, postmodern, ‘social justice’ scholarship they attack is the notion of White privilege. This is based on Peggy MacKintosh’s Unpacking the Invisible Knapsack. This is simply concerned with perceived racial privilege rather than economic or educational privilege. It would not accept that a Black millionaire is more privileged than a homeless White man. These ideas have developed so that it states that the mere recognition by White people that they are privileged isn’t enough. They are actively complicit in it because they are born into and speak with a system of White privilege and oppression. The fundamental attitude is that racism exists everywhere, and the question is never whether it exists, but how it manifests in a particular circumstance.

Personal Politics and Strategies to Tackle Postmodernism

The group state that they aren’t Conservatives. They’re actually liberal atheists, but they believe there should be a place for Conservative scholarship in the academy. They coined the term ‘Grievance Studies’ not to deny that there were genuine grievances, but to look at the scholarship based on postmodernism using particular grievances and issues. This pseudo-scholarship is based on a profound cultural relativism, denies universal values and standards, and the individuals. Pluckrose states that as a feminist historian she wants to examine issues of social justice rigorously without deny biology. But this is impossible with postmodernism.

When asked how they intend to combat these movements, they state that they aim to do so by clearly explaining the issues and providing resources. Lindsay and Boghossian wrote a book together, How To Talk to Someone You Disagree With. Pluckrose is writing a book on the origins of the ‘social justice’ movement. I think someone has made a film about the hoax, as the group several times refer to it and the video seems to be about the panel discussion that followed a screening of the film. Boghossian talks about going into the ‘belly of the beast’, showing the film in colleges and building a movement there. They’re also constructing a website.

One major obstacle is the educational establishment. They state that teaching in the US is now based very much on a postmodern, ‘social justice’ book, The Pedagogy of the Oppressed. This is designed to look for and attack racism, sexism and other forms of bigotry at the expense of factual learning. Another problem is that liberals aren’t pushing back against these ideas as there doesn’t seem to be a good alternative. Decent people don’t want to be seen as against social justice. The issue is therefore to show that this ‘social justice’ scholarship is illiberal by those who genuinely want equality and a level playing field.

Attacks by Opponents

The three are asked about how they have been personally affected by this affair. Pluckrose states that as an independent scholar, she isn’t at the same risk as Boghossian, a tenured academic. Nevertheless she has had her views extremely misrepresented, been called a fascist and had her family’s internet accounts cloned so that trolls can attack her online. Lindsay says that he is also independent and that his experience is therefore almost the same as Pluckrose’s, and that he has lost friends and family. He states he is against racism and sexism, but just wants the scholarship about it to be better.

It is Boghossian who has suffered the most. He states that he is hated by his colleagues at the university, and has been the target of a persistent campaign of harassment and smears. There have been hit pieces on him in newspapers. He has been accused of criminal activities and maltreating his family, who have also been targeted. Less seriously, he has also been accused of supporting Trump and being pro-life, as well as being a Nazi and a grifter. The group give a further example of how this postmodern ‘social justice’ movement is pushing ideology at the expense of fact. They cite a book for maths teachers that urges them to use the subject as a way of indoctrinating students with this ideology.

Social Justice Postmodernism Not as Popular as Appears

They believe, however, that these ‘social justice’ movements are really just a small, but very powerful and influential minority and that it is opposed by many on the left. This is the old economic left and the socialists against the new identitarian left. There is also opposition from liberals, centrists and the centre-right. I think they are quite amused by the fact that, although liberal atheists, their ideas have been adopted by the Conservative religious right and are now taught in Southern Baptist seminaries. But they believe that this small, but highly influential ideological minority is nevertheless exercising a chilling culture. They talk about performative falsification. This is when people appear to go along with ideas they don’t hold, and even become enforcers for them out of fear that they will be targeted otherwise. They talk about receiving letters from students apologising for signing petitions against them, who felt that they would suffer if they didn’t. As far as the universities go, it appears to be the elite universities that suffer the most from this ideology. Pluckrose cites here recent demonstrations at Oxford and Cambridge. The lower tier universities aren’t quite so affected, as they have more students from working class backgrounds, who want practical knowledge and can’t afford to be concerned so much with social theory.

The group believes that these ideas could not have gained their power without the internet. However, they existed in the universities as far back as the 1980s. Postmodernism first arose in the 1960s as a movement by disaffected Marxists to analyse and deconstruct the existing power structures. This petered out as they seemed to be of no practical use. They were taken up again in the 1980s at the tail end of the Civil Rights movement by scholars and activists determined to give them a practical application. An example of this is Kimberley Crenshaw and the Black identity politics, which drew very much on postmodernism.

Regarding the future, Pluckstone has great hope in student groups, who have contacted her to speak to them and send information. There is a counterbalance to the ‘social justice’ movement, but at present it can’t speak. It needs resources and to find others like them. People do need to speak freely about it. University professors want to challenge it, but feel silenced. They describe how they have been contacted by a left-wing psychologist, who wishes to tackle social justice issues, but objects to the way the ‘social justice’ movement handles them. He wanted advice on what he could do.

What Parents Can Do

The group are asked what parents can do to resist this indoctrination. This is an issue that particularly affects Pluckstone, as she is also a parent. She explains that she talks to her fifteen year old daughter about issues like freedom and equality, and that reverse racism and sexism are still racism and sexism. She advises parents that when they get messages from the school stating that they are going to teach diversity and equality, they should ask the school why they are going to teach it that way. This shows the school that they will get pushback if they are too ideological. She states that it is rather different in England, where Christianity is present in schools, but she advises them to concentrate on the rules, which are rather stronger in America, preventing religious or political indoctrination in schools.

The group also advises people to be aware of language, as there are certain ‘trojan horse’ words which smuggle in the ideology. One such is ‘equity’. This does not mean ‘equality’, but simply making up for past injustices. Another code word is ‘critical’, which in this context does not mean ‘critical thinking’. They also recommend the book Kindly Inquisitors by Jonathan Rausch, which is suitable for 12-13 year olds, and which lays on the need to defend freedom of speech. They also attack Robin Di Angelo’s White Fragility as an example of the type of best-selling ‘social justice’ book they oppose.

They also believe that children know when they’re being lied to, and this could result in the baby being thrown out with the bath water. If the teaching becomes too ideological, not only will children reject the ideology, but also the solid teaching in which the ideology is embedded. As an example of how unselfconsciously intolerant ‘social justice’ ideology is, the group describe how they took the twelfth chapter of Hitler’s Mein Kampf, in which he describes his aims for the Nazi party, and carefully edited it to be about intersectional feminism. This was one of the spoof papers that were successfully submitted to various postmodern journals. In this instance it was taken up by a feminist journal.

A member of the audience suggests that they should produce soundbites that would appeal to fifteen year olds. The group say that they are going to produce a variety of books aimed at beginners’, intermediate, and advanced levels so to be intelligible to different people of all ages and ability. Boghossian also says that he is compiling a ‘turnkey’ syllabus for university professors.

Postmodern Attacks on Medicine

As an example of how this ideology is negatively affecting people, they talk about the use of pronouns. People are now being required to give their pronouns not as a statement of their own gender identity, but to show they are in line with the gender ideology. One of the three talks about how he personally knows one woman, who was a rape victim and very uncomfortable when she was asked what her pronouns were because of her experience. They also describe how cancer researchers have been placed under pressure by pro-fat activists not to say that obesity is a factor in some cancers because this is prejudicial against fat people. At the same time, extreme disability activists have placed medical professionals under pressure to withhold information on autism and deafness because it would be ‘ableist’ not to want to have a disabled child. This shows the power of the movement. When money corrupts academia, it’s immediately recognised and opposed. But this ideological corruption of education is much more difficult to see and so more acceptable. They also state that young people speak the jargon of postmodern social justice fluently, because they are surrounded by it all the time.

I’ve put this video up not to support the Conservative right, but because, as this group has shown, the postmodern ‘social justice’ movement is viciously intolerant and attacks fundamental ideas of individual freedom, dignity and individual worth on which western liberal society is based and which are at the heart of the politics of both the mainstream left and right.

And its because of their intolerance, divisiveness and racism and sexism that these ideas need to be fought by those on the left.

History Debunked Refutes Critical Race Theory’s Rejection of Objective Fact

April 16, 2021

In this video from History Debunked, YouTuber and author Simon Webb attacks Critical Race Theory’s epistemology. Critical Race Theory is the theory of racial politics, devised by American Marxists, that Blacks are the victims of institutional racism. As the video states, Critical Race Theory has largely been confined to the US for the past 40 years, but is now being adopted in Britain. It was the McPherson report following the murder of Stephen Lawrence, which introduced the idea of institutional racism in Britain with its conclusion that the Met was institutional racist. Since then a number of other organisations have also been accused of institutional racism, including the NHS.

Epistemology is the branch of philosophy dealing with knowledge. There is a difference between subjective and objective knowledge. The statement that light moves at 186,000 miles per second is objectively true. It can be tested. But the statement that X hates someone is subjective, as it is difficult to prove objectively. In the West, knowledge is generally regarded as objective fact. But Critical Race Theory rejects objective fact in favour of ‘Standpoint Epistemology’. This is the view that the opinions and perceptions of minorities are what matter, and these should be accepted uncritically, as demanding objective proof or questioning them is a form of oppression. The video also states that the theory also promotes instead of facts the stories Black people tell amongst themselves. These stories, which may include myths, are to be regarded as incontrovertible truth, and should similarly not be subjected to criticism or testing.

The video illustrates this by citing the views of a young Black woman, Yomimi, in an article published by the Beeb, and the Oprah Winfrey interview with Meghan Markle. The Beeb article is about the higher percentage of graduate unemployment among Blacks. Yomimi is quoted as saying that she feels it is due to institutional racism, and that employers automatically reject applicants from Black and Asian candidates, whose names are difficult to pronounce. This was the subject of a previous video by History Debunked yesterday, in which he argued against this assertion. Official statistics show that Chinese and Indians are slightly better at obtaining jobs than Whites, but Chinese names are notoriously difficult for westerners to pronounce. However, the Chinese generally do better in education than Whites, while fewer Blacks than Whites obtain two or more ‘A’ levels. Black unemployment may therefore have more to do with poor Black academic performance than institutional racism amongst employers. But what is important about the article is that Yomimi is not asked to provide supporting facts for her arguments. It is just how she feels or sees the situation.

Similarly, Markle said little in her interview with Winfrey that could be objectively verified. Significantly, Winfrey thanked Markle for speaking her ‘truth’. This sounds strange to British ears, but it’s part of the same viewpoint that rejects objective truth in favour of feelings and perceptions.

I’ve no doubt that racism exists in this country, and the police force, especially the Met, has been notorious for the racism of some of its officers. Racism appears to be one explanation for the Met’s failure to prosecute Lawrence’s murderers, but they were also the sons of notorious London gangsters. An alternative explanation was that the cops were afraid of prosecuting them because of their fathers, or else were corrupt and on their payroll. Private Eye also stated a few years ago that an Asian and White lad were also separately the victims of racist murders, and the Met was similarly negligent about finding and prosecuting their killers but that there was no mention of this.

The rejection of objective fact, however, is a fundamental element of Postmodernism and its moral and cultural relativism. Instead, it sees every culture and viewpoint as equal. Way back in the 1990s I tried to do an MA on British Islam at my old College. As part of it, my supervisor sent me to several Cultural Studies seminars, which were thoroughly postmodern. These were on colonial or western views of extra-European cultures. The attitude really did seem to be that westerners really couldn’t understand or appreciate other cultures, who should thus be exempt from western criticism. Any attempt to do so was dangerously prejudiced and ‘othering’.

Unfortunately, parts of the women’s movement have also been contaminated by this irratrionalism. In their book Intellectual Impostures, Sokal and Bricmont, one an American left-wing mathematician and physicist, the other a Belgian philosopher, attack postmodern philosophy and particularly its appropriation of scientific concepts. These are used nonsensically to give an appearance of depth and profundity to arguments that are actually absurd and incoherent nonsense. In one chapter they attack a number of postmodern feminist writers, who refuse to use conventional logical argument because logic and objective are patriarchal concepts that mentally imprison women. I am not joking, and this is most definitely not a wind-up.

A friend of mine came across this attitude, also back in the 1990s, in the women’s committee of the local branch of the National Union of Students. He was told by someone who worked with it, that it was one of three autonomous committees, whose conclusions were automatically passed as NUS policy. The other committees were for Black and LGBTQ students. The women’s committee similarly rejected logic and objective fact. Instead their debates supposedly consisted of them largely talking about their experiences of sexual abuse before concluding with their recommendation on a particularly issue. Which was passed with no debate. This situation should have been unacceptable. I have every sympathy for anyone who has been sexually abused, but official decisions need to be based on logical argument and proper debate, not entirely subjective feelings and personal history unless these are directly relevant to the matter.

Sokal and Bricmont were highly critical of this feminist rejection of logic, not least because it was based on a very traditional view, that has been used to exclude women from authority. For centuries women were largely excluded from a number of professions and political power on the basis that they, unlike men, were emotional rather than reasonable and logical. The Nazis used the same argument to justify their removal of women from the workplace and politics. They also believed in Cultural Relativism, and what was appropriate for one race was unsuitable for others. This is shown in their denunciation of democracy as ‘Jewish’. Now cultural relativism and the rejection of objective fact in favour of feelings and perceptions is being promoted as empowering for Blacks and women.

Proper discussion of racism is entirely appropriate, especially given the continuing poverty and marginalisation of the Black community. But this has to be done through rational discussion and argument, backed up with facts and statistics. And this means a rejection of Postmodernism and Critical Race Theory’s theory of knowledge.

Book on Fascism in Black American Literature Between the Two World Wars

January 20, 2021

Mark Christian Thompson, Black Fascisms: African American Literature & Culture between the Wars (Charlottesville: University of Virginia Press 2007).

This is one of the other books I’ve been reading during the last few days. It’s a fascinating examination of a little known episode of Black American literary history when, in the 1930s and early 1940s, a number of Black American authors and activists took over elements from European Fascism to form their own version of the totalitarian creed. The blurb reads

In this provocative new book, Mark Christian Thompson addresses the startling fact that many African American intellectuals in the 1930s sympathized with fascism, seeing in its ideology a means of envisioning new modes of African American political resistance. Thompson surveys the work and thought of several authors and asserts that their sometimes positive reaction to generic European fascism, and its transformation into black fascism, is crucial to any understanding of Depression-era African American literary culture.

Taking on a subject generally ignored or denied in African American cultural and literary studies, BLACK FASCISMS seeks not only to question the prominence of the Left in the political thought of a generation of writers to change how we view African American literature in general.

Following the introduction, it has the following chapters:

  1. Black Literary Fascism
  2. The Myth of Marcus Garvey: Black Fascism and Nationalism
  3. George S. Schuyler and the God of Love: Black Fascism and Mythic Violence
  4. “In Turban and Gorgeous Robe”: Claude McKay, Black Fascism, and Labor
  5. His Rod of Power: Zora Neale Hurston, Black Fascism and Culture
  6. Richard Wright’s Jealous Rebels: Black Fascism and Philosophy

Conclusion: Historical Black Fascism, Black Arts, and Beyond

For some, this is no doubt shocking and uncomfortable reading. Thompson states that his book will be controversial, because it seems to challenge the dominance and achievements of Marxism in Black American politics and culture of the period. He does not seek to deny this, but to argue that there was a significant turn away from Communism towards Fascism at the tail end of the Harlem Renaissance, and that this was no mere blip in the career of the figures discussed, as some historians and critics have claimed. It’s also remarkable, in that as victims of racism it seems to run counter to reason that Black Americans would embrace a viciously racist ideology associated with White supremacy. But by the early 1940s some Black youngsters had become so alienated from their country, that they were singing songs about how they thought they’d move to Germany because they’d be better off there. The likelihood is that these kids probably didn’t understand what Nazi Germany was really like. The Black intellectuals, who turned to Fascism, didn’t support its specific European versions. They didn’t want to become Nazis or supporters of Mussolini’s Fascists. But they took elements of generic Fascism and adapted it as a vehicle for their own nationalist aspirations and desire for pan-African racial uplift.

Defining Features of Black Fascism

Thompson considers that the main elements in this turn were a dissatisfaction with Communist multiculturalism, the expectation that Ethiopia would produce a strong, modernising leader to redeem Blacks across the world, admiration for newly independent Haiti, and anti-Semitism. Black Fascists rejected Communism, because they were afraid that its emphasis on racial collaboration and the class war would lead to Blacks’ own aspirations and needs being neglected and Blacks used instead to improve conditions for White liberals. The Communist party in turn attempted to harness Black nationalism for the general class struggle, by defining Black Americans as working class. But this also created an anti-White racism that characterised all Whites as members of the exploiting classes. Which strikes me as not at all unlike Black Lives Matter and Critical Race Theory. The expectations of Black leadership from Ethiopia came from Psalm 68 in the Bible, which states that, after Egypt, Ethiopia will raise its hands to God. Ethiopia was the one African nation not conquered by the Europeans in the 19th century, which seemed to many Black Americans that the country was destined to lead the Black people. Coupled with this was the hope that Black Americans would return to Africa to take up positions of leadership and power in the continent, and free her from the European colonial oppressors. At the same time, the American army had just withdrawn from its occupation of Haiti. Many Black Americans admired this Caribbean nation because of the way it had thrown off French rule in the late 18th century to become a free, Black republic. At the same time, its new president, Stenio Vincent, sweeping autocratic powers dissolving the lower house and allowing him to appoint a sizable proportion of its senate. It was not a democracy in the American sense, as Zora Neale Hurston recognised, but an elected monarchy. Anti-Semitism and a hatred of Italians and Greeks among working class Blacks in Harlem was also part of the turn towards Fascism. The Black soapbox Caesar, Sufi Abdul Hamid, wished to create a separate trade union exclusively for Blacks. He was one of the leaders of a boycott against the White-owned department stores, which refused to employ Black clerks. He succeeded in getting this reversed, but his inflammatory anti-Semitic rhetoric – many of the stores were Jewish owned – resulted in the 1937 Harlem race riot.

Marcus Garvey and the Invasion of Ethiopia

Chapter one is a general discussion of Black American fascist aesthetics. The first of the writers and activists to be examined is Marcus Garvey, the founder and leader of the United Negro Improvement Association. This was a mass organisation, whose hierarchy was based on that of the army, with Garvey giving his followers various military ranks. Militantly nationalistic, the organisation also campaigned for a return to Africa, and Garvey was also impressed with the Italian Fascist corporatist state. Rejecting Communism, he instead supported private property. Blacks should work to acquire wealth, that they should then use to build the new Black state. However, private wealth should also be limited. Only the state should be able to hold investments over $5 or $6 million.

Of the figures discussed in the book, Garvey is the most overtly Fascist. Indeed, in a 1937 interview he claimed that Hitler and Mussolini based their movements on his. He was no fan of Mussolini, however, after the Italian invasion of Ethiopia, which also caused him to become a bitter critic of its former emperor, Hailie Selassie. Selassie had scarpered to London following the invasion, which bitterly disappointed Garvey. He had also expected the Ethiopian emperor to modernise the country, turning it into a modern, Fascist, corporate state, which would embark on its own destiny of imperial conquest. Selassie had not done this. Garvey also sneered at him because of the Biblical lineage of the Ethiopian monarchy. This claimed descent from Solomon and the Queen of Sheba. Thus, Garvey attacked him because he was, by virtue of this descent from the great Israelite king, Jewish. This was in contrast to Simon of Cyrene, who was Black, and Jesus, who was mostly Black.

Schuyler’s Pulp Fiction Supervillain Black Liberator

George S. Schuyler was a Black American writer and journalist, described by the book as somewhat like H.L. Mencken. He had started off as a vague socialist, believing that Africans were innately Communistic, and pan-African. Well, he was until he visited Liberia, which left him bitterly disillusioned to the extent that he wished the US army would invade so that America could take over and improve the country. This changed again with the Italian invasion of Ethiopia. Schuyler, like many other Black Americans, was outraged and wanted to raise an army of Black American volunteers, who would go and fight for the African nation. Seeking advice from the American foreign department, he was told that was impossible as America wished to preserve its neutrality. Schuyler thus turned to literature to express his anger and desire for revenge, writing the pulp story Black Empire. This tells the story of Dr. Belsidus, a Black American genius, who takes over Africa with his organisation, the Black Internationale, turning it into a military superpower through able to repel the Italians and then embark on the genocidal conquest of Europe through advance Black super science. Black scientists create death rays, hydroponic farms, fax machines and hypno-robots. Hypno-robots? Yes. Belsidus creates a new religion and deity, the God of Love, whose mission is to inculcate Black Africans with belief in their noble descent from the Babylonians and Egyptians and their future greatness. The hypno-robot is a giant, 50-foot tall figure of a naked Black man representing the God of Love, which has the power to move, raising its arms and nodding its head. Its eyes light up to hypnotise the congregation, so that they will become mentally receptive to Belsidus racial doctrines. Aiding Belsidus are a series of White women, his lovers, whom he casually murders if they fail him in bed or in their tasks of bringing down European rule. Belsidus comes across as Yaphet Kotto’s villain in the Bond film, Live and Let Die, but even nastier. He’s a genocide who ruthlessly kills White men, women and children. The story’s a nasty revenge fantasy, written by Schuyler to compensate for the Italian invasion. Schuyler himself didn’t stay a Fascist, but instead became a noted Black Conservative intellectual.

McKay, Sufi Abdul Hamid and Black Labour

Claude McKay was another Black American who had started out as a Communist, but then moved away from it, converting to Roman Catholicism. In the 1930s and ’40s McKay was also concerned with building a Black labour movement for which he also adopted aspects of Fascism. He was also an admirer of Sufi Abdul Hamid, an eccentric individual who styled himself Bishop Amiru Al-Minin Sufi Abdul Hamid, an Egyptian, but whose real identity may have been Eugene Brown of Philadelphia. Hamid had founded his own cult, the Universal Temple of Tranquillity. In 1932 he led a jobs boycott in Chicago and in 1934 led a similar boycott against Blumstein’s department store in Harlem. He was not popular with the other Black intellectuals, who regarded him as a charlatan and racketeer. Before his death in the late 1930s he was trying to promote himself as a cult leader in an attempt to challenge Father Divine. Called the Black Hitler because of his virulently anti-Semitic speeches, Hamid was partly responsible for the 1937 race riot, for which he was unsuccessfully prosecuted by the Jewish Minute Men. He appears as ‘Omar’ in McKay’s unfinished novel, Harlem Glory. This is partly an examination of the divided psychology of Black America. ‘Omar’ represents its Fascist side, while Father Divine, who appears as ‘Glory Savior’, and his cult, the ‘Glory Soulers’, represent religion and Communism.

Hurston, Moses and Haiti

Zora Neale Hurston is included because of her novel about Moses leading the Exodus, Moses, Man of the Mountain, in which both the greatest of the Hebrew prophets and his adversary, Pharaoh, have the nationalistic, genocidal qualities of modern Fascist dictators. Hurston also linked Moses to Haiti’s founder, Toussaint L’Ouverture. L’Ouverture’s power was represented by the Voodoo god, Damballah, who was also Moses’ rod of power. Damballah’s a snake god, while one of the miracles Moses performed was changing his staff into a snake. This novel is strongly influenced by Hurston’s admiration for Haiti and its authoritarian leader.

Cross Damon, Fascist Murderer or Existentialist Anti-Hero

Wright was another Communist intellectual, who then went to France to hang out with Sartre. He then wrote his own existentialist novel, The Outsider, about a former postal worker, Cross Damon. After losing his job, and suffering problems from the women in his life, Damon becomes a murderer, committing a series of killings across America. The novel was widely criticised at the time for not saying anything about the condition of Black America. Thompson argues that this is untrue. The book does examine their plight, as Damon personifies the Fascist tendency within Black America through his ruthless pursuit of the power over life and death. His murder of two twins, one a Communist, the other a Fascist, shows that to Wright these political creeds were essentially the same, and that Damon is also similar to them through their murder.

The Black Arts Movement and Neo-Fascism

The Black Arts movement was a post-War phenomenon, in which Black intellectuals and artists attempted to create a distinctly Black artistic culture, in contrast and opposition to that of White America. This chapter argues that historic fascism ended with the Second World War, and that its post-War successor, neo-Fascism, is markedly different. Fascism itself is also broader than Nazism, with which it has been identified, and which has itself been reduced to murderous anti-Semitism. It is a distortion, therefore, to describe the Nation of Islam as Fascist and genocidal simply because they held a joint rally with the American Nazi party, for which the party’s Fuhrer, Lincoln Rockwell, donated $20 to them. The chapter nevertheless states that the Black Arts movement constitutes an extreme form of Black nationalism, and ends with a call for it to be examined as a form of neo-Fascism.

Belsidus’ Statue and Fascist Homosexuality

Thompson’s a professor of English at the University of Illinois at Urbana-Champaign, so the book is less a work of political science as literary criticism. Thus it frequently refers to the works of such literary theorists as Georges Bataille, Foucault, Althusser and Guy Debord. I found some of the book’s arguments extremely convoluted, particularly in the chapter on Wright and The Outsider. There are times when he seems to be arguing for the Fascist nature of Cross Damon, from that character’s difference to or opposition to Fascism. He also follows the German writer, Ludwig Theweleit, in considering that their is a homosexual component to the Fascists’ adoration of their leaders. This causes the book to contain some bizarre passages about the significance of the penis in some of the pieces discussed. For example, he writes of the Belsidus’ 50 foot statue of a naked Black man

The statue is what Siegried Krakauer calls the “mass ornament”: a ritual object that is “an end in itself”. But even after the “ritual meaning” of such objects is discarded, “they remain the plastic formation of the erotic life which gave rise to them and determined their traits”. (146). The mass ornament is emptied of its ritual content and plenitude and re-cathected with an erotics of power that seeks to control the masses’ libidinal urges by converting them into an iconic religious outpouring. This is why Schuyler’s mass ornament is depicted as “a huge statue of a nude Negro standing with legs apart, gazing sardonically downward with arms crossed. It was all of 50 feet high and every part of the body was clearly depicted” (58). The bearer of the sardonic gaze cannot be mistaken. “Sardonic” is, after all, one of Schuyler’s favorite adjectives for the good Doctor and his notorious gaze. Also inescapable in this mammoth fifty-foot statue of a male Negro is an anatomical accuracy that surpasses the bounds of decency. If one wondered whether Dr. Belsidus’s movement followed the fascist phallocentric logic of male ego-reintegration Theweleit theorizes, the appearance of the fifty foot “God of Love” in all his anatomical glory removes all doubt. (pp. 90-1).

Black Fascism and other Forms of Dictatorship

The book acknowledges that none of the authors and activists discussed founded Fascist parties or movement, and he regards them as individual figures rather than the leaders of mass Fascist organisations. Garvey, with his militaristic nationalism and claims to have inspired the European Fascist dictators is the closest figure to European Fascism. So too is Sufi Abdul Hamid with his emphasis on labour, Black separatism and anti-Semitism. Hamid’s similar to the Nazis in another way: they also hated the department stores as an example of ‘Jewish capital’. Schuyler’s Black Empire is a revenge fantasy, whose hero – or anti-hero – would certainly qualify as a Fascist, even though Belsidus himself doesn’t appear to his followers to make speeches from the balcony. He just leaves that to his naked 50-foot robot. But this doesn’t make Schuyler himself a Fascist or mean that he is calling for a similar Fascist movement. It is questionable, however, whether Hurston’s Moses or Pharaoh are really fascist either. Political scientists have debated the difference between Fascism and other forms of authoritarianism and aggressive, intolerant nationalism. Noel O’Sullivan in his book, Fascism, argues that it possesses distinct features that distinguish it from the militant, dictatorial regimes of some of the nations in Africa and the Developing World. Stenios Vincent was highly authoritarian, but it’s questionable whether his regime can be considered Fascist. This also raises the question of how far Hurston’s Moses and Pharaoh are Fascists, although they certainly act in a way which could be described as fascistic. I find the argument about Wright’s The Outsider rather less convincing. It may be that Cross Damon partakes of part of the psychology of Fascist and Communist dictators through his murders, but it seems to me to be a straightforward piece of existentialist literature rather than an examination of Black American Fascism. It reminds me of Albert Camus’ novel of the same name, about a Frenchman in Algeria who murders an Arab out of boredom. Wright’s outsider is another murderer, but is a Black American rather than French.

Conclusion

I don’t know how far the Black Arts movement could be described as neo-Fascist, but historians of post-War British Fascism have noted the radical revisions of doctrine the BNP went through under its generalissimo, Nick Griffin. But Critical Race Theory does seem very similar to the Communist party’s simplification of race relations in America to Black workers versus White exploiters. My guess is that an examination of the Black Arts movement would uncover clear parallels and influences from European neo-Fascism, as would Black Lives Matter today.

BLM Activist Calls for Dictionary to Redefine Racism

January 13, 2021

Here’s something far more controversial after some of the posts I’ve put up recently. A few days ago, the writer and Youtuber Simon Webb put up on his channel, History Debunked, a piece about a worrying attempt by a young Black American woman, Kennedy Mitchum to change the definition of racism in the Merriam-Webster dictionary. Webb states that most people would say that racism means racial prejudice, or that there are more profound differences between racial groups than their skin colour and physical appearance. The Merriam-Webster dictionary currently defines racism as

  1. A belief that race is the primary determinant of human traits and capacities, and that racial differences produce an inherent superiority of a particular race.
  2. A doctrine or political programme based on racism and designed to execute its policies.
  3. Racial prejudice or discrimination.

This wasn’t good enough for Mitchum. Three days after the death of George Floyd, with riots breaking out across America, she emailed the publisher calling for the definition to be changed in accordance with Critical Race Theory. This holds that racism is due to the imbalance of power in society, and implemented by the dominant racial group. Instead of telling Mitchum where to stick her suggestion, as Webb himself would have done, the publishers responded to her, telling her that this issue needed to be addressed sooner rather than later and that a revision would be made. Peter Sokolofsky, one of the dictionary’s editors, stated that the second definition would be expanded to be even more explicit in its next edition, and would include systemic oppression as well as sample sentence, and would be formulated in consultation with academics in Black Studies.

Webb points out that if this is done, then it would redefine racism as something that only Whites do, and absolve people of colour of any responsibility for it on their part, or indeed see them as being racist at all, because Whites are the dominant race in Britain and America. This is, he claims, the attitude of many liberals and leftists, who believe that all White people are racist. It would also mean that Blacks, who hated Jews or Indians, would not be viewed as racist. He has personally seen such racism in the Caribbean street robbers of Hackney. They hated Orthodox Jews and used to go to Stamford Bridge to prey on the Jewish community there. He ends the video by stating that such a redefinition of racism would mean that all Whites in Britain and America are defined as racist but no other ethnic groups.

Changing the dictionary definition of racism – YouTube

There certainly is an attitude amongst some anti-racist activists that only White people can be racist and are never the victims. Way back in October 2019 Sargon of Akkad, the man who broke UKIP, put up a post commenting on a report in the Guardian about complaints about an EHRC investigation into racism at Britain’s universities by a group of Black and Asian academics and students. The group, which included Heidi Mirza, the visiting professor of race, faith and culture and Goldsmiths College, University of London, Fope Olaleye, the NUS’ Black students’ officer, Gargi Bhattacharyya, professor of sociology at the University of East London, and Zubaida Haque, the deputy director of the racial equality think tank, the Runnymede Trust, were outraged at the Commission because it dared to include anti-White, anti-English racism. This, they seemed to believe, detracted from the Commission’s true purpose, which was to combat White racism against Blacks and Asians.

Students of Colour Furious that Anti-White Prejudice is Considered to be Racism – YouTube

I’ve posted a number of pieces criticising the lack of attention and action against anti-White racism. At the moment the attitude that racism is something that only Whites are guilty of racism seems extremely prevalent. In fact, the situation regarding racial prejudice, abuse and violence is far more complex. About 20 years ago, before 9/11 and the subsequent massive rise in Islamophobia, Whites briefly formed the largest number of victims of racial abuse and violence. There are also tensions and conflict between different non-White minorities. In the 1980s or ’90s there was a riot in Birmingham, not between Blacks and Whites, but between Blacks and Asians. I’ve also heard that in one of the schools in Bristol in one of the very racially mixed areas, most of the playground fights were between different groups of Asians. Some people were aware that different ethnic groups also had their racial prejudices. Boy George mentioned it when he appeared on Max Headroom’s chat show on British TV in the 1980s, for which he was praised for his brave outspokenness by the world’s first computer generated video jockey.

There is, however, a real reluctance to tackle ethnic minority racism. A couple of years ago an Asian man told Diane Abbott that there should be more action on the racism members of ethnic minorities experienced at the hands of other non-Whites. Abbott told him she wasn’t going to do anything about it, because the Tories would use it to divide and rule. Like Kennedy Mitchum and the Critical Race Theorists, as well as the critics of the EHRC, she was solely focussed on tackling White racism.

That focus, in my opinion, explains why the Black comedian and anti-racist activist, Sophie Duker, felt she could get away with a joke about killing Whitey on Frankie Boyle’s podcast. Boyle had assembled a panel of mainly Black and Asian activists, to discuss the topic of how ethnic minorities were coming together to kill Whitey. Duker had made comments about racism being the product of an ideology of Whiteness, which was harming Blacks and Whites. She then said that they didn’t want to kill Whitey, before adding ‘we do really’. She was clearly joking, but her comment resulted in the corporation receiving 200 complaints. According to right-wing internet radio host and Youtuber, Alex Belfield, the Beeb is now being investigated by the Greater Manchester Police for what is described as a ‘hate incident’. His attitude is that while Duker’s comment was a joke, it should be unacceptable, just as making jokes about killing Blacks is unacceptable. See, for example, his piece ‘Reply BBC ‘Whitey’ Joker STAGGERING From Unapologetic Hate Lady Comedian’, which he put up on Youtube on the 8th January 2021. No, I’m not going to link to it. Even I have standards! I think one of the reasons she felt she could make the joke is because she and the other activists concentrate exclusively on White racism. Anti-White racism simply isn’t an issue with them. But anti-White racism, abuse and violence does occur, hence the angry complaints.

We really do need a study of anti-White racism and racism amongst ethnic minorities. Sir Alan Burns, a British colonial civil servant and former governor of the Gold Coast, now Ghana, discusses Black prejudice against Whites and other racial groups in his book, Colour Prejudice, published in 1948. Nigel Barley also discusses the blind spot Cameroonians had towards their own racism, as well as that of a Black American ethnologist in his The Innocent Anthropologist. The Black American was very racially aware. An idealist, he was inspired by notions of Black brotherhood and wished to live and be treated by the local people the same as one of them. He was shocked when they continued to regard him as they would White westerners, and failed to see how the Fulani traders rigged the local markets to exclude those from other tribes. As for the Camerounians generally, they commonly believed that only Whites were racist. Barley describes how they excused the massacre of French nuns in the Congo by the claim that the nuns were themselves racists. But they refused to recognise that their own hatred and contempt of the people he was studying, the Dowayo, was also racist.

Some Asian nations also have a reputation for racism. Back in the 1990s I found a book on Chinese xenophobia on sale in Waterstones in Bath. I’ve also read various books on Japan, which have also described how racist Japanese society is. I don’t know if it is still true, but one could only qualify as a Japanese citizen if both parents were Japanese. This meant that there was a sizable Korean community, who had lived in the country for generations, which had no civil rights under the law. In schools there was a strong suspicion of outsiders, so it has been claimed, which resulted in foreign students being segregated in separate classes. This is on the grounds that their Japanese language skills may not be good enough for inclusion with the rest of the pupils, but it is applied even to children who are fluent in the language. Outside Japan, expatriate or visiting Japanese will stick almost exclusively to themselves. Back in the 1990s there was a controversy in Australia, I believe, over the construction of a luxury resort there by the Japanese, because it was exclusively for Japanese and no-one else. I don’t mean by this to claim that all Japanese are racist. I’ve met people, who lived in Japan, who admire them and who told me that in their experience they were a very kind people. The travel writer and historian William Dalrymple also describes the anti-Black racism he encountered in India in his book, In Xanadu. Arriving at a railway station with a friend, a Black American soldier, he approached a group of Indian porters, only to see them turn away, sneering at the Black American simply for being Black. Again, I don’t wish to imply that all Indians are racist either.

Racism and racial prejudice exists amongst all peoples and ethnic groups to a greater or lesser degree, even in this country. It is about time that there were proper academic studies of it amongst non-White ethnic groups and anti-White racism in this country. At the moment there is a feeling amongst Whites that only White on Black racism is taken seriously, and that prejudice against Whites is not only acceptable, but being fostered by supposed anti-racist activists.

If the authorities are serious about tackling racism, and all forms of it, that needs to change.

Talk Radio’s Kevin O’Sullivan and Rod Liddle Get Upset about British Universities’ Dictionary of British Slave Traders

January 1, 2021

And now for a much more serious subject. The day before yesterday, 30th December 2020, Talk Radio posted this video on YouTube of one of their presenters, Kevin O’Sullivan, talking about the compilation of a Dictionary of British Slave Traders by a group of British universities with that fixture of the right-wing press, Rod Liddle. The project is led by a professor Pettigree, and involves the universities of Lancaster, Manchester and University College London. O’Sullivan quotes Prof. William Pettigree, who said that after Black Lives Matter it was important that there should be further, accurate information on the breadth of Britain’s involvement in the slave trade. As you can imagine, neither O’Sullivan nor Liddle are fans of the project. Some of their arguments are good, but others are just them using the issue to ride the usual Conservative hobby horses of attacking state education.

Non-White Slave Trade Ignored

The Dictionary will have 6,500 entries, including small investors, women, and people, whose involvement in the Abominable Trade has not been mentioned before. O’Sullivan claims that this is a device for finding out whether a perfectly respectable living person had an ancestor 350 years ago, who invested £5 in a plantation, and then make their blameless descendant into a pariah and get them sacked. He states that we need the Dictionary ‘like a hole in the head’, denounces the obsession with the slave trade as a ‘national sickness’. Liddle, who is introduced as writing for the Sun, the Spectator and the Sun on Sunday, agrees, calling it ‘self-flagellating imbecilic obsessiveness’. He states that the Dictionary isn’t about anyone, but specifically the White English. It doesn’t mention the Ottoman Empire, the people, who profited from the slave trade in the West African countries, specifically Ghana. He states that he was in a cab a couple of months ago, whose driver was Ethiopian. The driver told him how much he hated Britain. When Liddle asked why, he was told that it was because Britain was the country that invented slavery and enslaved whole nations. He’d never heard of the Roman Empire, the Ottoman Empire or the slavery that continued in his own country for hundreds of years after Britain had stopped it. He’d never heard of the fact that Britain was the first country to abolish it. Liddle also makes the point that Ethiopia, where it continued, had never been colonised. Liddle goes on to claim that universities are implanting in people’s minds the notion that it was only the British, who were slavers and had this wickedness. This is, he said, reflected in ‘that very stupid woman, who is head of the British Library’, Liz Joly, who said that ‘White people invented racism’. Liddle goes on about how we also invented television, the printing press, democracy, but we invented slavery, sin and mosquitoes. It’s utter rubbish and time we got over it.

The Coronavirus Lockdown Prevented Criticism of BLM at Football Matches

O’Sullivan dismisses Pettigree’s comments about the need for the Dictionary as nonsense, and describes the obsession with the slave trade as a kind of ‘national insanity’. He asks why the country is obsessing about the actions of slave traders who lived three centuries ago. Liddle says we’re not obsessing. It’s a tiny, tiny minority, who are obsessing. And they’ve been partly able to get away with it because of the Coronavirus. This has allowed footballers to take the knee in support of an organisation that wishes to abolish the family and capitalism. This wouldn’t have happened if there had been fans in the ground, because as soon as fans were allowed, they booed. This occurred not just at Liddle’s club, Millwall, but also at Colchester and Dallas in the US. They’ve got away with this because this year has meant the lone voice of the common sense public has not been heard. O’Sullivan agrees with him, stating that the people have been eclipsed by the lockdown and the authorities in politics and football have been allowed to proceed without comment from the public and fans. Liddle states that it’s a salutary lesson that when these restriction are placed on our lives, there is nothing they won’t try to get away with. He then goes to tilt at the Beeb, stating that they used the Coronavirus as an excuse to ban the words to ‘Land of Hope and Glory’ and ‘Rule, Britannia’.

Liddle Attacks his Daughter’s State School for views on British Empire

O’Sullivan agrees with him that the obsession with slavery and the ‘Woke’ thing is that of a tiny, tiny minority, who are vocal and noisy. He hopes that in this coming year, 2021, the Dictionary never gets published, and that the people’s voice gets heard and we are able to push back against these noisy people. Liddle then describes how, when his daughter went to state school last year, she was taught in her history lessons, which went uncontested, that the reason Africa was in poverty was because of colonialism. He states that this is easy to disprove, as Ethiopia, which was never colonised, is exactly the same as Eritrea. Both countries are equally impoverished and despotic. Liberia, which was never colonised, is as badly off as Sierra Leone next door. Singapore, on the other hand, was colonised for 200 years, and is the most affluent country in the world. There is, Liddle claims, a reluctance to face the truth because of this liberal mindset. This is based on a fallacy, which falls apart if you pick at it.

O’Sullivan then asks Liddle if they teach Critical Race Theory at his daughter’s school. This ‘controversial and very dubious philosophy’ is being taught in schools all over the country, which states that if you’re White, you’re racist, even if you don’t think you are. He states that it’s fine if adults want to learn this nonsense, but really dangerous to teach it to children in schools. Liddle again agrees with him, says he’s sure his daughter was, and that they got her out of it not just because they were teaching ‘that rubbish’, but because most of the time they weren’t teaching at all. There were no lesson during the Covid outbreak, not even online, O’Sullivan jokes that it was probably better that she was getting no lessons at all then. Liddle replies that she got lessons from him on how the British Empire brought decency and democracy to the world as a corrective for five minutes.

Rod Liddle criticises ‘self-flagellating’ Dictionary of British Slave Traders – YouTube

There are several issues to unpack here. Firstly, if the Dictionary was only an academic exercise in researching the depth of British public involvement in the slave trade, then I don’t think there should be any objection to its compilation and publication. There’s already been considerable research on the subject. A little while ago one historian of the subject said that they were actually astonished by how widespread participation in the slave trade and slavery was, with ordinary members of the public investing their money in it. In fact you could easily produce a list of British slaveowners simply by going through the government’s Blue Book published c. 1840 for the compensation given to the slaveowners after abolition. From the 1820s onwards the British government passed legislation designed to halt the illegal importation of slaves in their colonies by passing legislation demanding that all slaves be registered. This could also be used. The compensation returns and slave registries might have some surprises for those, who believe that only White people owned slaves. Several of the slaveowners in the Caribbean included the Maroons, the free Black communities outside British law. I also believe, though I’m not sure, that the free people of colour, the free Black population, may also have owned slaves.

Real Danger of Innocent People Demonised for Ancestors’ Involvement

O’Sullivan’s claim that the book would be used to denounce and pillory perfectly decent people for what their ancestors did hundreds of years ago is hysterical, but unfortunately also a real possibility. I had to make a similar decision myself when I was working in the Empire and Commonwealth Museum. It seemed that there was a strong possibility that some of the people described as slavers may have been the remote ancestors of people I knew personally. I had to think very carefully about telling them, and was eventually advised against it by one of their close friends. They told me that I shouldn’t tell this person about their possible connection to the slave trade, because they were very anti-racist themselves and the information would only upset them. I’ve no doubt that this is true of very many people. I also think that behind some of outrage from O’Sullivan and Liddle, but which goes unspoken, is the fear that it will be used by activists to demand reparations for slavery. I’m not sure how much this will affect ordinary people, though. In the 18th and 19th centuries most people in this country were the ‘labouring poor’, who comprised 90 per cent of the population. These had problems enough paying for food, clothing and accommodation. They wouldn’t have had the disposable income to invest in anything, never mind slaves or plantations, even if they were so inclined. Really we’re only talking about the middle classes and aristocracy as investors and slaveowners. Reparations for slavery are a different issue, but this has its dangers too. Over time, many of the wealthy or comfortably off people, who owned slaves, will have lost their money. All it would take to cause real controversy and angry backlash is if poorly paid people struggling to make ends meet get a demand for reparations from richer Black people. If that happens, you can expect the story to be all over the Heil, Depress and the rest of the press like a rash.

Need to Teach Extra-European, Islamic and Asian Slavery and Slave Trade

I also agree with O’Sullivan and Liddle that more should be taught about extra-European slavery. This includes that of the Arabs and Muslims in north Africa, the Ottoman Empire and the Islamic slave trade from east Africa across the Indian Ocean. Liddle is also quite right about the Ethiopians practising the slave trade. Way back in the 19th century we sent a punitive expedition into Abyssinia to stop them raiding British territory for slaves. One of the books we had in the library at the Empire and Commonwealth Museum was Major Darnley’s Slaves and Ivory. This was published in the early part of the 20th century and described Darnley’s own personal undercover investigation of slavery within the Abyssinian empire. Darnley published the book to make the public aware that the Abyssinians were still raiding British Uganda for slaves, and that the Ethiopian princes were destroying whole regions of their own empire through such raids. He wished to generate sufficient outrage that public opinion would swing behind a British invasion of the country. Dame Kathleen Simon, a determined foe of slavery, actually praised Mussolini and the Italian Fascists in her book on it for their invasion of Abyssinia, which she felt would at least extinguish slavery there. I do think there is a real need to teach this aspect of the slave trade to counter the notion that it was only Britain that was only, or primarily responsible for it. Britain wasn’t the first country to outlaw it – that was Denmark – but we were the leading country to do so and insist that other nations follow.

The East African Slave Trade in the 19th Century, from James Walvin, Atlas of Slavery (Harlow: Pearson Education 2006) 129.

Concentration on Western Slave Trade Product of Black Rights’ Movement

Research into the historic slave trade has been linked with the campaign for Black liberation since the time of W.E.B. Dubois. Hence the fixation on it by contemporary anti-racist activists. Driving this is the continued impoverishment and disadvantaged condition of the Black community as a whole. But real, Black chattel slavery has re-emerged in Libya and in sub-Saharan African countries like Uganda. There is little interest in combating slavery there. When right-wing critics urged western anti-racist activists to do so, the response has been that it should be ignored as a distraction from continued demands for racial equality here in the West. Kate Maltby, a White contributor to the I, made that argument in its pages a few months ago. She has a point, but it’s still no reason to ignore real slavery as it exists now in order to concentrate on angry denunciations for past crimes. There are books published on non-European slavery. Jeremy Black includes it alongside western slavery in one of his books. James Walvin includes maps of the African and Indian slave trade and routes alongside transatlantic slavery in his Atlas of Slavery. There are books on African slavery, and there is a particular study of the Islamic slave trade, Islam’s Black Slaves: A History of the Other Black Diaspora, by Ronald Segal. I think, however, that there may be some objection to teaching about these slave trades from some anti-racist activists, who may feel that it would somehow be racist or even islamophobic to do so.

Liddle Promoting Privatisation of State Education with Comments

But as you can hear from the video, O’Sullivan and Liddle were also determined to use the issue of slavery to attack other right-wing bugbears. Like the Coronavirus lockdown. This is there to save lives, but it’s too much for the right, who favour the economy at the expense of people’s lives. Hence the rant about footballers taking the knee for Black Lives Matter. Liddle also uses it, surprise, surprise! – to attack state education. We’ve been this way before. I remember the rants of the right-wing press under Thatcher, when the Scum, Heil, Depress and the rest ran stories about children in state schools being indoctrinated with left-wing propaganda, like Peace Studies, while anti-racist fanatics in Brent forced them to sing suitably altered nursery rhymes like ‘Ba Ba Green Sheep’. That was a lie put out by the Scum, supposedly, but I’ve met people, who swore they sang it at school. Thatcher used those fears to push through her creation of academy schools, telling the British public that it would put them in control of their children’s education. And this would be taken out of the hands of evil, left-wing Local Education Authorities. In fact, Thatcher’s academy school programme was a complete flop. It was being wound up by Norman Fowler before Blair took the idea out of the Tory dustbin, dusted it off and then made it official Labour policy. And unfortunately the wretched schemes been going ever since. In fact academy schools are not better than state schools and are far more expensive. They should be wound up and education renationalised. But this would upset the parasites running the academies. I don’t think it’s an accident that Liddle came out to rant against state education when he writes for the Scum, as Dirty Rupe would like to move into education as well.

Neo-Colonialism and African Poverty

As for the terrible condition of modern Africa and the legacy of British colonialism, it’s quite true that much of the continent’s problems don’t come from it, but from the rapacious venality and ruthless tyranny of their post-independence rulers. But we took over these countries partly to exploit their resources, and their poverty is partly caused by the Neo-colonial economic system that prevents them from industrialising and confines them to exporting raw materials to the Developed World. I can remember being taught all this in ‘A’ Level Geography nearly forty years ago from teachers, who were definitely not Marxists trying to indoctrinate us. As for the success of Singapore, this can be used to support the socialism Liddle and O’Sullivan fear and despise. Singapore’s leaders were influenced by the Fabians and their belief that the state should take a leading role in the economy. Singapore ain’t a socialist country, but its success does refute Thatcherite free market economics.

While O’Sullivan and Liddle thus are quite reasonable in their criticisms of the proposed Dictionary, they are using it as a tool to promote a wider, right-wing agenda. One that will cause further poverty and endanger lives, but will benefit their paymasters in the press barons and big business.

Complaint by German Socialists and Democrats of Nazi Bullying in Schools

September 28, 2020

Donald Trump in America and the Tories over here have started their attack on our countries’ education systems. Trump has set up a commission to make American schooling more patriotic and teach American schoolkids that they are part of an exceptional nation. Over here, Johnson and his clown cabinet have ruled that it is illegal for schools to teach criticisms of capitalism or use anti-capitalist materials, along with materials attacking democracy or which are anti-Semitic. This seems to be a reaction to Black Lives Matter, which is a Marxist organisation that criticises American society from a Marxist as well as Black anti-racist perspective. Trump has already banned the teaching of Critical Race Theory to federal institutions. In my opinion, Trump was quite right to do so. Critical Race Theory states quite openly that all Whites are racist, and any institutions created by Whites must automatically also be racist and oppressive to Blacks and other people of colour.

Trump’s demand for patriotic American education is different, and it was compared to the Hitler Youth, although I put up a piece a few days ago making the case that it was much more comparable to the Italian Fascists’ reforms of the Italian school curriculum.

The Nazis also reformed their school history syllabus in order to teach their twisted view that capitalism, democracy, socialism and all Germany’s economic and political woes were down to the Jews and would be solved by Hitler and his band of thugs. Johnson has rejected anti-Semitism, but there are many real, vicious anti-Semites as well as anti-Black and anti-Asian racists in his party, so perhaps it’s only time before Boris introduces a racist element into the curriculum.

In addition to the Hitler Youth, the Nazis also introduced a Nazi pupils’ league for grammar school boys and a students’ league for the universities. The kids in these leagues went around beating up and bullying the children of socialists and democrats. I found this complaint about their attacks in J. Noakes and G. Pridham, eds., Nazism 1919-1945, Vol 1: The Rise to Power 1919-1934 (Exeter: University of Exeter 1983).

To the Oldenburg Ministery for Churches and Schools, 21 November 1930

The Committee of the Oldenburg branch of the Reichsbanner Black-Red-Gold submits the following matter to the State Ministry with a request for a prompt comment:

Leaflets have recently been distributed in the playgrounds of the schools of the city of Oldenburg and its vicinity, inviting people to join a National Socialist Pupils’ Association. We enclose one of these leaflets.

A number of pupils have already followed the appeal to join this pupils’ association. These consider themselves pledged, in the spirit of the leaflet, to bully those who disagree with them. In the playground these pupils join together and sing National Socialist combat songs. Children of Republicans are called names, their satchels are smeared with swastikas, and they are given leaflets with swastikas or ‘Heil Hitler’ or ‘Germany awake’ written on them. In the school in Metjendorf the son of a Republican was beaten up during the break by members of the pupils’ association so badly that he had to stay at home for over a week. Grown-ups who are known to be members of a Republican party are called names by the pupils when they pass by the school. In one case this even happened out of the window of a classroom.

Since the children of Republicans are unfortunately in a minority in secondary schools they cannot defend themselves against these combined attacks. With an effort they preserve their self-control, but as soon as the child gets home, this too collapses. He then seeks refuge in tears and complaints. The parents find that lessons following breaks in which their child has been molested by his class mates are useless because he is too preoccupied with the events of the break. Sometimes teachers, not knowing the reason for the child’s inattention, punish him as well. The same state of mind influences his homework, which therefore cannot be of a standard which a child in a good, cheerful mood would normal achieve. Again this has its effects at school.

It might be answered that parents and children have the right to make a complaint. This is true and yet at the same time not true. It must unfortunately be said that apart from a group of teachers who would treat such a complaint objectively, there are a number from whom this cannot be counted on and to whom one does not turn because they too are National Socialists or are active in other right-wing associations;. The relationship of trust necessary between teachers and parents and their children has completely gone.

Since we have heard that some headmasters have already declared that they are not in a position to deal with these incidents as required, since they have received no instructions from the Ministry, we request that such instructions should be issued as soon as possible. We can presumably be sure that the Sate Ministry will admit an attitude which does justice to all concerned and will decree tha tpupils’ associations of political organisations are forbidden.

Yours faithfully,

The committee of the Oldenburg Branch of the Reichsbanner Black-Red-Gold. (p. 79)

The Reichsbanner Red-Black-Gold was a paramilitary organisation set up in 1924 by the German Socialist party and other democrats to defend the Weimar republic against the right-wing paramilitaries.

Is this the future of the British school system? Are the Tories going to go further and found right-wing pupils and students’ associations to enforce proper patriotic and pro-capitalist teaching by school staff and the correct patriotic attitudes amongst other pupils? Various right-wing American organisations, like Turning Point, have a university professor watch or something of that name, which compiles lists of left-wing university professors with the aim of getting them fired for teaching their doctrines. Incidentally, the BNP/NF did something similar in British schools in the 1980s. They encouraged schoolchildren to monitor their teachers in case they were teaching Communist ideas, and report to them. Then the storm troopers would come for them and beat them up. Boris hasn’t introduced that, but that’s a natural development of this process of political censorship.

This legislation is also completely unnecessary. There has been legislation banning the indoctrination of children in schools since at least the 1980s, when Maggie Thatcher and the right-wing press ran a similar scare campaign about Communist teachers and the introduction of Peace Studies as a subject. Further legislation was introduced over a decade ago by Tony Blair. These laws stipulated that teachers could not present their own personal political or religious views as fact. If they were somehow required to state their views, they had to make it clear that it was only what they believed. As for prohibiting children from studying material which attacks democracy or promotes anti-Semitism, apart from it rather obviously makes studying the Nazis difficult, I believe that schools are already required to teach British values. Which are democracy, tolerance, diversity and so on.

This new legislation seems to me to have absolutely nothing to do with protecting vulnerable and impressionable minds from indoctrination by extremists. It seems to me to be a deliberate attempt to use the fears generated by Black Lives Matter and its Marxist, anti-capitalist ideology to sneak in Tory, establishment indoctrination instead.

Anti-White Black Racism in Seattle’s Decolonised Mathematics Syllabus

September 20, 2020

This is another video from Sargon of Akkad, the man who broke UKIP. He put it up nearly a year ago in October 2019, and the subject he discusses comes from a Daily Caller article two years before that in 2017. It’s about the move from Seattle’s public schools board to get Black students to do better at mathematics by producing a syllabus that aims to teach them how White mathematics is being used to oppress them, and how they also use it to liberate people and communities of colour.

The maths syllabus is the creation of Tracy Castro-Gill, the ethnic studies program manager for Seattle public schools, and deals explicitly with issues like ‘origins, identity and agency’, and ‘power and oppression’. The article shows the syllabus itself and what it aims to teach Seattle’s schoolkids. This starts off by teaching them that mathematical theory is rooted in ancient histories and empires of colour. Sargon doesn’t have a problem with this, as mathematical theories and formulae have been discovered independently by different peoples over time. The Babylonians, he rightly says, had versions of Pythagoras’ theorem. But he makes the point that ’empires of colour’ can also mean ‘oppressors of colour’, as this is what empires are: one ethnic group ruling another.

The syllabus then moves to demand that teachers and students ‘create counterknowledge to origins of mathematical knowledge’. This teaching ‘power and oppression in western maths’. The syllabus claims that western maths is seen as the only legitimate mathematics, and is used to disenfranchise people of colour. It erases the historical contribution of people of colour. Sargon replies by stating that different peoples have indeed independently discovered different maths theorems and formulae, but that Western maths is based on the Greeks. The syllabus also requires students to learn the history of resistance and liberation of people of colour using maths, engineering and technology. Sargon says he knows some great stories, but they are all about western maths. Like how Archimedes defended Syracuse against a Roman invasion by having the Greek soldiers align their bronze shields so that they reflected the sun’s rays as a kind of death ray. He also tells the story of Archimedes’ death. The Romans sent a soldier to capture him. When the soldier finally caught him, Archimedes was busy trying to draw a perfect circle by going through as many small points as possible. He told the soldier not to bother him, so that the soldier stabbed him with his sword.

The syllabus also includes more general questions, asking students how the feel about themselves as mathematicians and who is a mathematician? Sargon argues that a mathematician is someone who gets a problem right. But he also says that he doesn’t know, because he’s been using maths in ordinary life since he left school, as well as in computers, but doesn’t think of himself as a mathematician. He also remarks that he studied logarithms at school, and after twenty or so years still hasn’t been in a sitution that requires them. Students are also asked what it means to make a mistake, and where does power and oppression show up in people’s maths experiences. Sargon jokingly responds to this that it shows up in his maths teacher, who told him off for getting his maths wrong. there are also questions like ‘how and why does data-driven processes prevent liberation?’, ‘how is maths manipulated to allow inequality and oppression to persist?’, ‘how has maths been used to liberate people and communities and colour from oppression?’ and ‘Can you advocate against oppressive mathematical practices?’

As Sargon points out at the beginning of his video, this is all about teaching Black children that they are oppressed, and White children that they should feel guilty. It’s political activism that shouldn’t have a place in maths. He also argues that some of this is actually dangerous when it comes to claiming that there is a distinction between White and Black mathematics. mathematical facts are true regardless of race or culture, and lives may depend on their correct application. For example, planes depend on engineers understanding the equations governing aerodynamics. These have to be correct, and it doesn’t matter whether the person doing these is White or Black. It’s either right or wrong, and if it’s wrong, then people may die.

I realise that Sargon is a man of the right, even extreme right, and that he himself says that this subject has already been discussed in right-wing newspapers and internet sites. Nevertheless, I think this is important and needs to be discussed and refuted. Because it, or something similar, may well come over here. Black activists are worried about Black schoolchildren’s underperformance in maths. It’s why, when I still got on with the Black and Asian Studies Association they asked me if I knew anything about Black mathematics. I didn’t, but sent them material on medieval Muslim mathematicians – Persian and Arab – for which they expressed their thanks. It wouldn’t surprise me if a group in Britain was demanding a similar approach in British schools following Black Lives Matter.

Here’s the video:

There have been other attempts to create a maths syllabus that would engage and inspire Black American pupils with controversial results. Back in the 1990s Private Eye’s ‘Funny Old World’ column carried a piece about the anger that had been sparked by one American school’s or schoolboard’s attempts to appeal to its Black students. It attempted to do so by framing maths problems in the setting of Black urban gangsta culture. One of the problems set featured two gangsters, Lucius and Rufus. They had guns that had different rates of fire and held clips of different numbers of bullets. The question was on how many times these gangsters would have to fire their weapons before they had to change the guns’ clips. The schoolboard attempted to justify this and and similar questions by claiming that it reflected the home environment of their students, and they were just trying to engage them through using it. But naturally, this horrifies everyone, Black and White, who doesn’t want violent criminals to be glamourised, or feels that Black children should be inspired to identify and aim for something better. There is a caveat to this story. Some of the items in the column are, shall we say, far-fetched and others have been shown to be urban legends, so it’s quite possible that the story’s fake and was made up as a spoof or joke. But looking at the blatant bias in Seattle’s maths syllabus, as bonkers as it is, it could also be true.

I’ve suggested before in a previous video that if educators really want to inspire Black children in maths, they could teach them about some of the maths problems studied by the ancient Egyptians, or failing that, the kind of maths problems they studied, as some of the formulae the Egyptians used aren’t accurate. They might also teach them the type of maths problems studied and taught in the schools of the great Islamic civilisations in north Africa. That would clearly be better than telling them that Whites have appropriated maths to oppress Blacks and other non-White peoples.

There is clearly a viciously anti-White racism in some of the academic doctrines and approaches now being advocated and taught as pro-Black. Critical Race Theory is another one, as it teaches that all White people are racist and any institutions they set up will automatically oppress non-Whites. Trump passed an executive order last week banning its teaching in federal government. services, including the police. But Trump is himself determined to indoctrinate children with his attack on anything he considers to be liberal propaganda being taught as part of history. He has just launched the 1776 Initiative, which aims to make American history teaching even more patriotic.

Such indoctrination, whether coming from the left or right has no place in schools. Children need to be taught objective facts, both in maths and history, and encouraged to make up their own minds about race, country and politics.

Duce Trump Fascistizes American Education

September 19, 2020

Yesterday Mike put up a piece about Donald Trump’s proposal to attack the ‘liberal indoctrination of America’s youth’ by making American education even more patriotic. Trump made his announcement in a Constitution Day speech at the White House Conference on American History at the National Archives Museum. CNN quoted the Orange Generalissimo as saying:

“We must clear away the web of twisted lies in our schools and classrooms and teach our children the magnificent truth about our country. We want our sons and daughters to know that they are the citizens of the most exceptional nation in the history of the world,” Trump said.

He also denounced the New York Times’ 1619 Project, which has been awarded a Pulitzer Prize for its aim to teach American students about slavery, ‘toxic propaganda’.

Trump is instead going to launch a national commission to promote patriotic education, which will be called the 1776 Commission.

Mike and a number of the peeps on Twitter naturally aren’t impressed, making the obvious comparison to the Hitler Youth, the perverted Nazi version of the boy scouts.

https://voxpoliticalonline.com/2020/09/18/donaldtrump-accused-of-launching-us-version-of-hitleryouth/

In fact, it looks far more to me like the way Mussolini’s Fascists and the Nazis reformed the Italian and German school system to indoctrinate their countries’ young people with their perverted ideas and values. For example, Declaration 1 of the Italian Fascist School Charter of 1939 states

Schools are the cornerstone of the solidarity that binds together all social forces, from the family to the corporation to the party. They shape the human and political conscience of new generations in the moral, political and economic unity of the Italian nation whose full realization is found in the fascist state.

Fascist schooling has as its aim to introduce a popular culture inspired by the eternal values of the Italian race and its civilisation, into the realm of practice by means of study (understood as the shaping of mature human subjects). Through the promotion of work, schools bring this culture to bear on the concrete activities carried out by the trades, arts, professions, sciences and armed forces.

Olivia E. Sears, trans., ‘Excerpts from the School Charter: The Twenty-Nine Declarations: Principles, Goals and Methods of Fascist Schools (1939)’, in Jeffrey T. Schnapp, ed., A Primer of Italian Fascism (Lincoln: University of Nebraska Press 2000), 314-7, p. 314.

I don’t think Trump’ll go as far as the Nazis in their reform of the German education. They introduced special courses on the origins of the Nazi party and biology, stressing Mendelian genetics. I also don’t think that, unlike the Nazis, he’ll start issuing school leavers with a 10 point eugenics plan for their lives, telling them ‘health is a precondition of eternal beauty – choose not a playmate but a comrade for marriage – wish for as many children as possible’. Though Toby Young’s a supporter of eugenics, so you wonder about him. Trump also won’t go as far as introducing the history syllabus suggested in the Nazi National Socialist Educator, in which senior secondary schoolchildren were to be taught that everything from the industrial unrest and profiteering of pre-First World War Germany, it’s defeat and the chaos and dismemberment afterwards were all caused by the Jews. In weeks 25-28 on that course the poor souls got to be taught about Adolf Hitler and National Socialism, declared to be ‘Judah’s Foe!’. In weeks 33-6 to they had ‘National Socialism at grips with crime and the underworld’ foisted on them, which was supposed to teach them about ‘Jewish instigators of murder’. The course finally ended with ‘Germany’s youth at the helm! The victory of faith.’ This was described as ‘The last fight against Judah’. The syllabus recommended the appropriate reading matter for each section. For Adolf Hitler this included Mein Kampf, and at the end included the Reich Party Congress.

(See ‘A Nazi History Syllabus’ in D.G. Williamson, The Third Reich (Harlow: Longman 1982) p. 86.)

I bet the poor kids could hardly contain their boredom. On the other hand, Trump’s supporters and cabinet officials also included members of the White supremacist Alt Right, some of whom were anti-Semites. It’s a good question then, what they’d like to inflict on the minds of America’s kids.

History can be a particularly controversial area because of its role in shaping national identity and self-image. That’s especially true when it comes to issues of race and persecution. And that’s not confined to America. A few years ago one of the Conservative Australian politicos caused a furor when he declared that he was sick of the ‘black armband’ view of Australian history. By which he meant that Australians should constantly be taught about and feel guilty for the genocide of the Aboriginal people. The Tories would like to do the same thing with our education system. Michel Gove a few years ago also managed to annoy people, when he said he didn’t want the ‘Blackadder’ view of the First World War taught. Which neglects the fact that Blackadder is very definitely comedy.

The Tories want to impose on British schoolchildren a flag-waving, patriotic view of our country’s past and what it did around the world. But this would be to falsify history. Historians recognise that you can never get to an absolutely objective view history. But nevertheless, that is what you aim for as far as is possible. And you need to understand the history behind present-day political and social movements in order to make sense of them. You don’t have to be supporter of Black Lives Matter, for example, to recognise that it’s a powerful movement that does have the support of very many people, and that the movement’s rise can be explained through the history of persecution of American and British Blacks.

Trump’s announcement also seems to follow some of the movements among the local, state schoolboards in the US. A few years ago the Republican administration in Arizona voted to take the civil rights movement of the school syllabus, arguing that it was decisive or some such nonsense. What did they decide to replace it with? Readings from the speeches of Ronald Reagan. We’re almost back to Nazi Germany and the enforced reading of Hitler’s Mein Kampf in schools, and the various other wretched dictatorships around the world, whose citizens had to consume their leader’s literary efforts. Like Chairman Mao and his little red book in China. Reagan at least praises freedom and democracy, but the reality for the South American victims of the American empire was Fascism and mass murder during his tenure of the White House.

A week or so ago Trump banned the teaching of critical race theory to the police and other departments of the American state. And I think he was quite right. Critical race theory states, quite overtly, that all Whites are racist and that any institution established by Whites is therefore automatically discriminatory to people of colour. It is itself a nasty, racist doctrine that should have no place being taught for the same reason that White supremacist ideology shouldn’t either. But Trump’s demand that American schooling should be even more patriotic is wrong and deeply troubling.

He seems to want Americans to support their country ‘right or wrong’. Which brings to my mind a line from the 1980s British space detective series Star Cops. Interviewing a suspect, the hero Nathan Spring remarks of the other’s patriotism, ‘My country right or wrong, eh?’

‘There are worse philosophies.’

‘Yes, most of them start with that one.’

It’s the same with Trump’s view of history. This is another, troubling move towards Fascism with ideology taught as fact. It is not education. It is indoctrination and propaganda.