Missouri Teachers Told that Saying “All Lives Matter” or Calling the Police on Blacks is “White Supremacy”


Despite the massive win against CRT in the Old Dominion, critical race theory and its supporters are still pushing racialized nonsense in many parts of the country. Most recently, that toxic ideology was called out in Missouri, where teachers were told that it’s “white supremacy” to say that “all lives matter” or to call the police on blacks committing a crime.

News on that nonsensical insanity was reported on by Just the News, which, in an article based on  2020 teacher training materials from Springfield, MO claims that:

Training materials for the Springfield, Mo., school district told teachers they could be engaging in white supremacy simply by insisting the English language be used or calling police on a black suspect, according to records released under a freedom of information request.

[…]The training also gave a broad definition of white supremacy as “a culture which positions white people and all that is associated with them (whiteness) as ideal.”

It listed examples of “covert white supremacy” as “calling the police on black people,” “education funding from property tax,” “English-only initiatives,” “mass incarceration,” the term “all lives matters” and “treating kids of color as adults.”

The 40-slide training program is apparently rooted in critical race theory and the idea of crushing the “white supremacy” boogeyman by teaching teachers that they need to be able to identify and combat the typical leftist talking points–“systemic racism and xenophobia” and the difference between oppressors and the oppressed–in the school district.

To teach them how to combat those oft-discussed but rarely, if ever, present specters, the training program, according again to Just the News, included an “oppression matrix” that:

identified privileged social groups capable of oppression as including “white people,” “male assigned at birth,” “gender conforming CIS men and women,” “heterosexuals,” “rich, upper-class people” and “Protestants.”

The usual suspects, in other words. As usual, white men, the rich, and Christians are to blame. The WASP is the oppressor. And who might the victims of those oppressive overlords be? Again, the usual suspects: “minorities, gays, transgender people, working class and poor Americans.” Of course, whether poor, white males are the oppressed or oppressors is left out of the training materials. Perhaps they oppress themselves.

In any case, the slides then, apparently, go back to discussing systemic racism, which they describe as:

“public policies, institutional practices, cultural representations, and other social norms that, while not practiced consciously, reinforce and perpetuate racial group inequity.”

[systemic racism] identifies dimensions of our history and culture that have allowed privileges associated with ‘whiteness’ and disadvantages associated with ‘color’ to endure and adapt over time.

Just the News adds that:

One of the training decks said the preferred term to use for black Americans was “Black” and an acceptable term was “African American” but that a “not acceptable” term was “Negroes.” President Biden recently used the term negro in reference to baseball great Satchel Paige.

That would make sense, considering that Brandon is one of those rich, white, straight men the left hates so much. Apparently not enough to elect someone else, however.

And the slides don’t stop at attacking “whiteness” and straight, white men, they also attacked President Trump by calling a white supremacist magazine an ally of the White House.

Teachers from the district have sued, alleging that the training materials forced them “to affirm views they do not support, to disclose personal details that they wish to keep private, and to self-censor on matters of public interest.”

The slides can be viewed here:

By: Gen Z Conservative, editor of GenZConservative.com. Follow me on Parler and Gettr.

This story syndicated with permission from Will – Trending Politics

Notice: This article may contain commentary that reflects the author's opinion.

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