If I were to put a time capsule in the ground to alert future generations what it was like to live in 2019, I think I’d include two simple documents: a video and transcript of one of Donald J. Trump’s deranged and unnerving rallies, and a chart used by the New York City schools system to train all its administrators, principals, and supervisors. The chart’s title is “White Supremacy Culture” and you can take a look at it here.
Back in the day (about five years ago, actually), if you thought of “white supremacy culture” you might have imagined, say, depictions of brutal slavery, crackpot theories of a master race, photographs of burning crosses on lawns, terrifying images of lynchings, or “whites only” signs, or a video of the Charlottesville neo-fascists. You know what I mean. And I think I’d be glad that public schools were educating employees about America’s original sin.
But that, of course, is not what “white supremacy” has come to mean among woke elites in 2019. And the chart, which is taken from a tome called Dismantling Racism: A Resource Book for Social Change Groups, explains what the term now means. Namely: “being results oriented and diminishing an otherwise-sound process which does not produce measurable results”; “seeing things in terms of good or bad, right or wrong, black or white”; “individualism”; “worship of the written word”; an overemphasis on “politeness”; “perfectionism”; “focusing only on the bottom line.” Now, if I were to give this material every benefit of the doubt, I’d note it’s perfectly reasonable to attempt to mitigate some kinds of obsessive conduct, excessive self-criticism, or distorted perspective among kids. We all know that perfectionism can lead to misery (tell me about it), that short-term thinking can be counterproductive, or that students need to have interpersonal skills as well as mastery of the written material. I’ve no doubt principals and administrators get this. But why on earth is this connected in some way to resisting “whiteness”?
But what this document clearly does is much more than that. It seems to me that it finds some essential features of success in America (or anywhere else, for that matter) as somehow racially problematic. And so a major school system is effectively telling principals and administrators not to expect the very best of their mainly minority students, not to reward individual effort, or mastery of written English, to instruct students that there are no binary choices between right or wrong, and to banish from their minds any notion of objective truth. The problem with objectivity, it seems, is that it “can lead to the belief that there is an ultimate truth, and that alternative viewpoints or emotions are bad. It’s even inherent in ‘the belief that there is an objective truth.’” This is not just bad education, it’s an assault on the very principles that buttress Western civilization.
Worse than this, the ideology equates excellence in objective tests with not just whiteness (whatever that is) but white supremacy. And it does this in a school district with enormous racial diversity. It’s hard not to infer that it is an official endorsement — by the schools chancellor no less — of the damaging canard that studying hard in school, doing your homework, and striving for excellence is “acting white.” And this is despite the fact that the ethnic group that is succeeding the most by traditional standards of excellence in New York City’s schools are Asian-Americans. (They comprise 74 percent of students at Stuyvesant High School, because Stuyvesant doesn’t admit students on any other metric than test scores.) Funny, isn’t it, how “white supremacy culture” ends up empowering nonwhites. I’m not sure real white supremacists would be down with that.
I’m often told that the social-justice left’s assault on individuality, meritocracy, and achievement is a figment of my imagination, or only true in isolated pockets of super-woke academia. But here is one of the largest school systems in the country imposing this ideology on its most important employees, mandating lessons in “whiteness,” allegedly firing women solely because they are white, and indoctrinating an entire generation into associating the virtues of objective truth, academic excellence, and reason with the worst kind of bigotry.
Notice that we have elites in Reformedish evangelical circles, those who want to do for Protestant churches what public school officials are doing in New York’s school systems.
How did it possibly happen that in the microscopic world of conservative Presbyterian and Reformed churches we could have our very own elites?