Catching them early
July 18, 2011 Culture, Political Correctness 3 CommentsBy Dalwhinnie
The Toronto Distrcit School Board’s “Teaching resource for dealing with Controversial or Sensitive Issues” is a must read for all those who are concerned that left wing bias is at the core of our teaching approach.
1. Validation of the homosexualist agenda:
Teachers must ask themselves:
Do I display a variety of visual images and models that represent and validate all families in a contemporary and non-stereotypical manner? Would all students feel included?
and
Lead a discussion with students about how different families have different groups of family members, for example, single parents, grandparents, and grandchildren, two moms, two dads, aunts with nieces and nephews, no parents, divorced parents, foster parents, and people with no children.
2. Ecological Activism
It is essential that students obtain a negative attitude toward chemicals in the environment. To this end, teachers are instructed to cause students to:
Research and present legislation and regulations regarding the production and disposal of toxic waste materials. Is the legislation sufficient? Does it create problems? For whom?
■ Debate whether herbicides and insecticides should be used in urban lawn care or gardens, or on municipal property.
Research and analyze historic environmental disasters involving pollution by toxic chemicals/toxic waste (e.g., Love Canal, Chernobyl, Bhopal, Exxon Valdez, or another student-chosen example).
3. Expose White racism
This is the discussion of “To Kill a Mockingbird”.
“First, Mockingbird is written by a White author, it features a White hero, and is narrated from the viewpoint of a naïve, young white girl. Even though the author’s intent is to expose racism, the book provides a very limited perspective on African Americans (“Negroes” in the language of the book).
“Knowledge of the African-American man the hero defends is largely related by the narrator. Rarely too are the opinions and concerns of African Americans voiced in the novel. While their subservience is shown, the ways in which they exercised resistance to racism are under-represented. It is unlikely that the author would have been privy to this information, given African Americans’ need to protect themselves in a white supremacist society.
“Second, just as authors write from differing perspectives, individuals read and respond to texts from differing perspectives, based on their complex social locations (e.g., race, gender, economic status) and experiences. When people have similar reading experiences and interpretations, it is often because they are from the same “reading community” (Fish, 1980). A white middle class reader can identify with Scout and Atticus, and dissociate from the white racist (and underclass) characters in the novel. As a white reader, it is also possible to finish the novel with one’s racial identity relatively intact. At the novel’s conclusion, Atticus has fought injustice, Jem is saved, Bob Ewell dispatched, and the loose ends are all neatly tucked away for the novel’s “sympathetic” White characters. But for an African American, identification with the African-American characters in the novel might be more demoralizing. They are largely seen through white eyes, and at the novel’s end, Tom is dead, and the voices of pain and rage in the African- American community are not heard.
So go to a black-centred novel for comparison. Also, do this, says the Toronto disctrict School Board:
“Before or after reading the novel, students might read and discuss excerpts from Peggy MacIntosh’s essay, “White Privilege: Unpacking the Invisible Knapsack” (http://www.nymbp.org/reference/WhitePrivilege.pdf) in order to see the many ways in which whiteness grants social mobility.
While the “Teaching resource” is still dealing with “To Kill a Mockingbird”, observe this insert into the text
“Anticipated student responses to To Kill a Mockingbird may include the following:
■ hurt that African Americans might be presented in so negative a manner
■ anger that this novel was chosen for study
■ incredulity that the descriptions and opinions of people of African ancestry that are encountered in the novel can still be found today
■ rationalization that the white people in the story behaved as they did out of ignorance
Students should be given opportunities to address in discussion and writing any of these issues, including the question of whether the novel should be taught at all.”
Can you imagine any piece of literature not composed explicitly to satisfy the leftist agenda surviving this test? The Iliad is anti-Trojan and shows the characters as driven by the gods; the Odyssey overemphasizes the hero’s cunning and Penelope’s dependence upon males; the Bible is out in its entirety for racism, sexism, genocide, incest and pro-Judaic tendencies. Nothing whatever of value would survive this intellectual Stalinism.
As David Mamet wrote in the National Post about a class of students he was attempting to teach playwriting to, the entire thought process of the young people he tried to teach was characterized by their profound sense of entitlement to indict all literature with racism, sexism and homophobia. They had nothing more to say, they had no capacity to think further, deeper or otherwise. Discussion would be stopped by the first bully to reach for the unanswerable racism card.
“But here was my question: On leaving the university, what would these young Stalinists do? Who would pay them for the ability to bravely proclaim, “That’s not funny?” In what society could they live?
“They were and are the children of privilege -in some, the privilege is inherited, and the cost of college meaningless, in some the cost is huge, and families suffer; but in all cases the privilege taught, learned, and imbibed, in a “liberal arts education” is the privilege to indict. These children have, in the main, never worked, learned to obey, command, construct, amend or complete -to actually contribute to the society. They have learned to be shrill, and that their indictment, on the economy, on sex, on race, on the environment, though based on no experience other than hearsay, must trump any discourse, let alone opposition.”
Do you wonder why?

