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Teachers attend 'white privilege' conference
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catman



Joined: 18 Jul 2004

PostPosted: Sun Apr 17, 2016 1:01 pm    Post subject: Teachers attend 'white privilege' conference Reply with quote

Quote:
PHILADELPHIA – Thursday marked the start of “The 17th Annual White Privilege Conference” and this year’s theme is “Let Freedom Ring, Re-Imagining Equality & Social Justice in the United States.”

The annual event is aimed at promoting the theory of White Privilege – that American society is hopelessly stacked against minorities and the only way to fix the system is for white people to acknowledge their immense “privilege” and repent.

“Our vision is to build a community committed to dismantling white privilege, white supremacy and oppression, every day, everywhere,” wrote Eddie Moore Jr., founder and president of “The Privilege Institute,” which organizes the event.

“WPC fosters an environment where every participant can engage deeply, and then through our Accountability program, bring what they have learned back to their own community so that their WPC experience impacts their lives, employment, and community all year long.”

The 2016 theme and Philadelphia location are designed to highlight the main reasons why the White Privilege Institute, and its like-minded attendees at the conference, hate America the most.

“Throughout the history of the United States, ‘liberty’ and ‘justice’ have been espoused values, which have only ever applied to a very small minority of people,” according to a letter to conference participants. “The Constitution supported the enslavement of Africans; the U.S. government orchestrated the decimation of Native American nations; until 1952 Congress prohibited Asians and Latinos from naturalizing as U.S. citizens because they were not White; the Bill of Rights did not apply to persons who were not White, male and Christian.”

The letter also offered a few questions for attendees to ponder during the conference, among them: “What would it look like to have reparations for all injustices committed in the U.S. and for the broken promises of liberty and justice for all?” and “How has Christianity shaped life in the U.S. to the exclusion and oppression of other religions?”

Metro reports 2,500 teachers, school administrators and counselors will attend the conference — the largest attendance to date.

The conference is championed by a radical sect of educators from the organization Rethinking Schools, which promotes the concepts of white privilege and the conference itself to teachers across the country. In 2014, EAGnews attended the White Privilege Conference in Madison, Wisconsin to record some of the sessions.

“The master’s house has a black face, but it’s still the master’s house,” one professor told her audience in 2014. “(Obama) works for the master of the system of white privilege.”

“And then there are the little white families who live in the little white zones in little white gated communities and send their kids to little white academies,” activist Leonard Zeskind explained at the time.

The 2016 conference features a wide variety workshops and caucus groups for adults and students that focus on race, racism, perceived white privilege and black oppression, and other “racial justice” topics.

Student workshops include “Racial Literacy Reflections: Youth Buffering Rejection through a Racial Trauma Magazine,” “I’m a good person! Isn’t That Enough?” “Nativism 101,” “Hip Hop and White Privilege,” “White Privilege and Implicit Bias: Dealing with Unconscious Stereotypes and Unpacking the Invisible Knapsack,” and others.

The event, which runs today through Sunday, also features breakout sessions like the “4th Annual Black Male Think Tank” and “Institutes” on specific social justice topics, such as “The National Constitution Center: An Exploration of the White Racial Frame,” “White Women: Internalized Sexism and White Superiority,” and “White Followership – Centering People of Color and Building Effective White Practices for Racial Justice & Systemic Change.”

This year’s race-based conference also branches into new territory with discussions about gay and transgender rights, as well as Islam.

The workshop “’But I’m an Ally!’: LGBTQ Youth, Inersectionality & White Privilege,” for example, “help youth-serving professional unpack how white privilege and white supremacy limit our ability to be effective allies to LGBTQ youth, in particular, LGBTQ youth of color,” the conference program explains.

The workshop “White American Islamophobia,” meanwhile, explains how “bigoted views of white conservatives like Bill O’Reilly and white liberals such as Bill Maher unveil how Islamophobia is not a partisan issue.”

It also aims to “clear up misinformation about Islam and Muslims and the socio-political implications of White American Xenophobia,” according to the program.


It always amazes me how the social justice warriors always downplay the significance of an African-American being the commander in chief.

Source
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edwardcatflap



Joined: 22 Mar 2009

PostPosted: Sun Apr 17, 2016 1:47 pm    Post subject: Reply with quote

As long as social justice provides a good living for people, like the first lady, the problem will never go away. No matter how many black presidents there are, it'll always be a case of 'we've made great strides but there's so much more still to be done.'

I pity those teachers who, I assume have been told they have to attend.
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trueblue



Joined: 15 Jun 2014
Location: In between the lines

PostPosted: Sun Apr 17, 2016 6:27 pm    Post subject: Reply with quote

Too bad there are "teachers " who fall for this nonsense.
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Plain Meaning



Joined: 18 Oct 2014

PostPosted: Sun Apr 17, 2016 9:04 pm    Post subject: Reply with quote

There are some legitimate topics there such as (American Islamophobia), but this should not at all be restricted to whites. The inability of so-called "SJWs" to grapple with discrimination and prejudice from non-whites continues to undermine the "White Privilege" frame.

As for the bolded sentence, that was definitely the worst.

It is too bad, though, that the Current Events board has become so inundated with the Alt Right agendas that we feel the need to virtue signal that we are not identitarians ourselves (a double irony given that Alt Righters are strident identitarians of their own).
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michaelfehon



Joined: 13 Dec 2010

PostPosted: Mon Apr 18, 2016 3:46 pm    Post subject: Disturbing Reply with quote

Use of the word 'repent' sums up why many progressive causes fail.
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yodanole



Joined: 02 Mar 2003
Location: La Florida

PostPosted: Tue Apr 19, 2016 3:35 pm    Post subject: Submitted without unnecessary comment Reply with quote

A conservative commentary on this topic ...

http://www.newsmax.com/DavidLimbaugh/Christianity-Philadelphia/2016/04/19/id/724668/
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tophatcat



Joined: 09 Aug 2006
Location: under the hat

PostPosted: Tue Apr 19, 2016 5:32 pm    Post subject: Reply with quote

This is one of the many reasons I prefer teaching in Korea over teaching in my home country. I don't have to deal with all the leftist liberal nonsense.
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bigverne



Joined: 12 May 2004

PostPosted: Tue Apr 19, 2016 5:43 pm    Post subject: Reply with quote

Quote:
“And then there are the little white families who live in the little white zones in little white gated communities and send their kids to little white academies,” activist (((Leonard Zeskind))) explained at the time.


Can't you just feel the love and tolerance in Leonard's words?

Quote:
Metro reports 2,500 teachers, school administrators and counselors will attend the conference


All should be banned from ever setting foot in a school ever again. If you want your children to be free of this poison, homeschooling is the only option, unless you have the money to go private.
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Kepler



Joined: 24 Sep 2007

PostPosted: Tue Apr 19, 2016 6:47 pm    Post subject: Reply with quote

Quote:
A professional education consultant and teacher trainer argued at the White Privilege Conference (WPC) in Philadelphia that great teachers must also be liberal activists, and described in detail her goal for destroying the “white supremacist” nature of modern education....

“The racial narrative of White tends to be like this: Rugged individual, honest, hard-working, disciplined, rigorous, successful,” she said. “And so then, the narrative of U.S. public education: Individual assessments, competition, outcome over process (I care more about your grades than how you’re doing), ‘discipline’ where we care more about your attendance and making sure you’re not tardy than we care about your relationships … proper English must be spoken (which is just assimilation into standard U.S. dialect), hierarchical power structure, and heavy goal orientation.”

While the traits listed may simply be regarded as positive traits for success in the modern world, Hackman described them as specific cultural traits chosen and emphasized to favor whites to the detriment of non-white groups, who are forced to assimilate white traits such as good discipline and goal orientation or else be left behind.

Hackman’s natural solution, then, is to train teachers to move away from all these aspects of white privilege in education. She routinely touted the benefits of collective assessments (measuring student learning at the class level instead of determining whether each student knows the material), as well as eliminating all school grades entirely.

Hackman said when she was a professor, she freely employed these methods with her own students. She once let a student complete an essay assignment as a graphic novel, and allowed students to write in non-standard English or even foreign languages she herself couldn’t read....

"Your time has come,” Hackman said. “If I was a white faculty member and unwilling to get with the program, I do not have any business in teacher education … We do see you, Super-Whitey. We’re coming for you.”

http://dailycaller.com/2016/04/16/professional-educator-grades-showing-up-on-time-are-a-form-of-white-supremacy/#ixzz46KWsRTSa

Wow, so individualism, hard work, honesty, discipline, success, attendance, punctuality, knowledge, proper English and emphasis on good grades are all aspects of white privilege in education.
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edwardcatflap



Joined: 22 Mar 2009

PostPosted: Tue Apr 19, 2016 7:08 pm    Post subject: Reply with quote

Kepler wrote:
Quote:
A professional education consultant and teacher trainer argued at the White Privilege Conference (WPC) in Philadelphia that great teachers must also be liberal activists, and described in detail her goal for destroying the “white supremacist” nature of modern education....

“The racial narrative of White tends to be like this: Rugged individual, honest, hard-working, disciplined, rigorous, successful,” she said. “And so then, the narrative of U.S. public education: Individual assessments, competition, outcome over process (I care more about your grades than how you’re doing), ‘discipline’ where we care more about your attendance and making sure you’re not tardy than we care about your relationships … proper English must be spoken (which is just assimilation into standard U.S. dialect), hierarchical power structure, and heavy goal orientation.”

While the traits listed may simply be regarded as positive traits for success in the modern world, Hackman described them as specific cultural traits chosen and emphasized to favor whites to the detriment of non-white groups, who are forced to assimilate white traits such as good discipline and goal orientation or else be left behind.

Hackman’s natural solution, then, is to train teachers to move away from all these aspects of white privilege in education. She routinely touted the benefits of collective assessments (measuring student learning at the class level instead of determining whether each student knows the material), as well as eliminating all school grades entirely.

Hackman said when she was a professor, she freely employed these methods with her own students. She once let a student complete an essay assignment as a graphic novel, and allowed students to write in non-standard English or even foreign languages she herself couldn’t read....

"Your time has come,” Hackman said. “If I was a white faculty member and unwilling to get with the program, I do not have any business in teacher education … We do see you, Super-Whitey. We’re coming for you.”

http://dailycaller.com/2016/04/16/professional-educator-grades-showing-up-on-time-are-a-form-of-white-supremacy/#ixzz46KWsRTSa

Wow, so individualism, hard work, honesty, discipline, success, attendance, punctuality, knowledge, proper English and emphasis on good grades are all aspects of white privilege in education.


She's talking about black people. Asians are doing very nicely thankyou from assimilating white supremacist traits.

https://en.wikipedia.org/wiki/List_of_ethnic_groups_in_the_United_States_by_household_income
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Plain Meaning



Joined: 18 Oct 2014

PostPosted: Tue Apr 19, 2016 8:39 pm    Post subject: Reply with quote

Referring to the model minority in the US:

I will call your median household income statistics and raise you the Bamboo Ceiling phenomenon. So, it is not like this (admittedly obnoxious) white privilege frame sprang out of nowhere.

Lovely to see a second poster now putting parentheses around a Jewish name. Bravo to Dave's.
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Fox



Joined: 04 Mar 2009

PostPosted: Tue Apr 19, 2016 8:49 pm    Post subject: Reply with quote

Kepler wrote:
Quote:
A professional education consultant and teacher trainer argued at the White Privilege Conference (WPC) in Philadelphia that great teachers must also be liberal activists, and described in detail her goal for destroying the “white supremacist” nature of modern education....

“The racial narrative of White tends to be like this: Rugged individual, honest, hard-working, disciplined, rigorous, successful,” she said. “And so then, the narrative of U.S. public education: Individual assessments, competition, outcome over process (I care more about your grades than how you’re doing), ‘discipline’ where we care more about your attendance and making sure you’re not tardy than we care about your relationships … proper English must be spoken (which is just assimilation into standard U.S. dialect), hierarchical power structure, and heavy goal orientation.”

While the traits listed may simply be regarded as positive traits for success in the modern world, Hackman described them as specific cultural traits chosen and emphasized to favor whites to the detriment of non-white groups, who are forced to assimilate white traits such as good discipline and goal orientation or else be left behind.

Hackman’s natural solution, then, is to train teachers to move away from all these aspects of white privilege in education. She routinely touted the benefits of collective assessments (measuring student learning at the class level instead of determining whether each student knows the material), as well as eliminating all school grades entirely.

Hackman said when she was a professor, she freely employed these methods with her own students. She once let a student complete an essay assignment as a graphic novel, and allowed students to write in non-standard English or even foreign languages she herself couldn’t read....

"Your time has come,” Hackman said. “If I was a white faculty member and unwilling to get with the program, I do not have any business in teacher education … We do see you, Super-Whitey. We’re coming for you.”

http://dailycaller.com/2016/04/16/professional-educator-grades-showing-up-on-time-are-a-form-of-white-supremacy/#ixzz46KWsRTSa

Wow, so individualism, hard work, honesty, discipline, success, attendance, punctuality, knowledge, proper English and emphasis on good grades are all aspects of white privilege in education.


This is the natural logical conclusion of the notion of "disparate impact." You begin by assuming that all groups are exactly equal in native ability and inclination in all regards, and then if the results of any standard, no matter how ostensibly reasonable, imply that they are not, you use it as evidence of discrimination and argue the standard must be destroyed. The fact that this individual evidently proposed that all academic standards be eliminated, then, is a damning evaluation by them of the group they believe they will "help," as they are essentially demonstrating that they believe said group will underperform no matter the standard.

That said, if African American communities (and yes, like Edwardcatflap mentioned, she is not talking about "minorities," she is talking about African Americans and, perhaps to a lesser extent, Latinos) want to band together and adopt some sort of "collective evaluation, no grade" system, fine, whatever, so long as it isn't forced on the rest of the populace and no one expects the rest of the populace to take it more seriously than it deserves in terms of actual pedagogical efficaciousness. An earlier article mentioned, "And then there are the little white families who live in the little white zones in little white gated communities and send their kids to little white academies,” but honestly, I don't necessarily see a problem with that. The fellow meant it as criticism, but it is a reasonable enough response to the current state of our society. European Americans (and other minority groups who are so inclined) can self-segregate and have their "Rugged individual, honest, hard-working, disciplined, rigorous, successful" education system, and anyone who wants to instead partake in the sort of educational system described by Kepler's article can have that instead. Diversity, right? Different people living in their own prefered modes, while giving other groups space to do the same? If a group is uncomfortable with the demands of another group, then separation can help both get what they want. That should be no problem at all, at least until you blame the rest of society for the logical conclusions of said mode of life.

Personally speaking, though, I have known people of African descent who could be fairly described as "individual, honest, hard-working, disciplined, rigorous, [and] successful." Perhaps holding up such individuals as examples rather than dismissing them as merely having "assimilate[d] white traits" would be a more productive approach. It would certainly be more optimistic -- and more egalitarian -- than essentially saying, "We need to obliterate our academic standards, because expecting 'success' is 'racist.'" After all, even if one wants to admit that different groups might be naturally inclined towards different modes of life, there is still room for culture to impact outcomes. Trying to pull students up is more dignfied than trying to tear standards down.
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bigverne



Joined: 12 May 2004

PostPosted: Tue Apr 19, 2016 9:36 pm    Post subject: Reply with quote

Quote:
Lovely to see a second poster now putting parentheses around a Jewish name. Bravo to Dave's.


Jews are massively over-represented in the "anti-racist" white-shaming movement, and many of them (Tim Wise, Noel 'abolish the white race' Ignatiev and Mr Zeskind above) have a deep-seated, barely concealed hatred for whites. I have no idea what Ms Hackman's ethnicity is, but I could make an educated guess.
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edwardcatflap



Joined: 22 Mar 2009

PostPosted: Tue Apr 19, 2016 11:49 pm    Post subject: Reply with quote

Plain Meaning wrote:
Referring to the model minority in the US:

I will call your median household income statistics and raise you the Bamboo Ceiling phenomenon. So, it is not like this (admittedly obnoxious) white privilege frame sprang out of nowhere.

Lovely to see a second poster now putting parentheses around a Jewish name. Bravo to Dave's.


I'd say for the vast majority of people in the U.S their idea of personal success would be to attain a decent standard of living, not to become the CEO of a Fortune 500 company.
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yodanole



Joined: 02 Mar 2003
Location: La Florida

PostPosted: Wed Apr 20, 2016 11:32 am    Post subject: Reply with quote

An activist perspective about teaching in the hood ...
( I personally wouldn't do it )

https://www.washingtonpost.com/news/education/wp/2016/04/20/a-black-professor-offers-advice-for-white-folks-who-teach-in-the-hood/
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