Well, here’s a thing. It turns out that “white supremacy” is surprisingly diverse. Or, as the Washington Post’s headline puts it, 

To Understand Trump’s support, we must think in terms of multiracial Whiteness.

The author of what follows, Ms Cristina Beltrán, is “an associate professor of social and cultural analysis at New York University.” Her areas of expertise are needless to say sweeping and numerous, extending from “feminist theory” to “Latinx, and race & gender politic,” because “Latinx” and “politic” is how we do things now. Being a leftist academic, Ms Beltrán is of course mystified by the existence of non-white Trump supporters and, by extension, non-white people who dare to deviate from her own leftist assumptions. And so, inevitably, contortions ensue: 

What are we to make of… Latino voters inspired by Trump? And what are we to make of unmistakably White mob violence that also includes non-White participants? I call this phenomenon multiracial whiteness — the promise that they, too, can lay claim to the politics of aggression, exclusion and domination.

Given last year’s scenes of rioting, looting and generally feral behaviour, and the feats of illogic to excuse such things – to say nothing of crime statistics over the last fifty years – the conceit that non-white people have somehow been excluded from participation in “mob violence” and “the politics of aggression” is faintly comical. But Ms Beltrán is not a woman to be impeded by observable reality, and hurries instead to list the many shortcomings of Donald Trump, whose seductive powers are, it would seem, dark and diabolical:

Trump… knows nothing of the history of Latinos in the United States and rarely even pretends to find value in Latinos’ distinct identities. Rather than offering his non-White voters recognition, Trump has offered them multiracial whiteness.

If the concept of “multiracial whiteness” sounds a tad unobvious and contrived, Ms Beltrán elaborates:

Multiracial whiteness reflects an understanding of whiteness as a political colour and not simply a racial identity — a discriminatory worldview in which feelings of freedom and belonging are produced through the persecution and dehumanisation of others.

“Multiracial whiteness” is, we’re told, “rooted in… indigenous dispossession and anti-blackness,” and is “a form of hierarchy in which the standing of one section of the population is premised on the debasement of others.” Motives that are perhaps more obvious than persecution, a little more mundane, are simply not considered. Readers may also wish to ponder how a distaste for racial preoccupation is framed, rather boldly, as “a discriminatory worldview.”

A third-grade teacher at R.I. Meyerholz Elementary School began the lesson on “social identities” during a math class.

But of course. You see, for some primary-school teachers, conveying the basics of arithmetic and fractions isn’t sufficiently sexy or particularly statusful. Marxoid pronouncements on “power and privilege,” however, and sermons on how straight white men are oppressing everyone else, are much more flattering to the ego of a leftist educator.

And after all, those pretentious resentments, the ones you hope to exploit, won’t cultivate themselves. Oh, and apparently, transgenderism and “nonbinary sexuality” are suitable classroom topics for the modern eight-year-old.

What, you didn’t know?

Nor did the parents.

Update, via the comments, where Karen adds,

Today’s word is ‘fraud’.

Given the apparent indifference to parental approval – one might call it subterfuge – you do have to wonder exactly how much class time has been wasted on ‘projects’ of this kind. Or would have been, had parents not discovered what their children were actually being taught instead of mathematics.

And it is, I think, interesting just how often these things occur without the knowledge or consent of the parents whose children are being indoctrinated and psychologically abused, as if such details didn’t matter. As if the children weren’t theirs.

Note too how readily parental umbrage is framed as “divisive.” As if the problem were the parents, not the ideologically possessed educators.

A group of 13 “abolitionist librarians” from Ivy League universities… is demanding that their colleagues “immediately begin the work of divesting from police and prisons.” […] The group wants Ivy League librarians to “explicitly name policing itself as the problem” and take actions that will lead to the “complete abolition of law enforcement.”

Something-something “white supremacy” something-something “privilege.” I’m paraphrasing, of course. But really, it’s the same doctrinaire horseshit we’ve seen a hundred times. And according to which, the world will be enormously improved by the “abolition of policing in all its forms.” If that isn’t sufficiently unambiguous, our Ivy League librarians insist that their “ultimate goal” is, and I quote, “the complete abolition of law enforcement… everywhere.” Because “a world without policing” will somehow, rather conveniently, be a world without crime. And because helping people find the books that they’d like to borrow is just too boring and insufficiently high-status for minds such as these.

More than 700 individuals and organisations have signed the petition.

By the way, and before you ask, that sickly-sweet odour is the ongoing decay of your civilisation. A society in which the children of the elite are immersed in such dogma – and are told that their civilisation shouldn’t defend itself against sociopathy and predation – isn’t, I’d suggest, in the best of health. And when these mouthings are deemed high-status, both sophisticated and aspirational, a marker of in-group belonging, then the words preening degeneracy seem entirely apt. 

Previously in the world of uppity librarians. 

“It is both possible and impossible to appreciate rap music as a white fan,” [Associate Professor of Philosophy at Florida Southern College,] H.A. Nethery said.

Okay then.

The professor added that rap is a “gift” to white people which “exposes the opaque white-racist self through the inducement of double consciousness within [the] listener.”

Good to know. You see,

Rap music is an expression of lived experiences of being the target of a world structurally dominated by white supremacy.

Which is apparently a thing; though, as so often, it seems we must take that on trust. And so, in order to properly appreciate rap music and its variations, rather than merely appropriating them, the Pale Oppressor must first indulge in “direct-self-reflection on [their] own complicity within the systems of white supremacy.” Casual and spontaneous listening is, I’m assuming, out of the question. First you must atone.

Having cultivated the appropriate level of neurosis and pretentious agonising, readers are invited to contemplate the uplifting ditties of Mr Stormzy, a rapper beloved by Guardian columnists, and who wishes us to know about his nocturnal adventures as an oppressed person – albeit a very wealthy one – specifically, his being able to “take your chick,” and more specifically, “getting freaky in the sheets,” and even more specifically, “finishing with a facial.”

Readers will doubtless recall that Mr Stormzy and his works have been deemed a fitting replacement for Mozart in school music lessons.

Erika Sanzi reports on an educational breakthrough: 

Richard Carranza, Chancellor of schools in New York City, has done it again… There will be no numeric grades allowed for high schoolers, and no teachers, in any grades, are allowed to give a failing grade. The lowest “grade” allowed for elementary schoolers will be “needs improvement.” For middle schoolers, failing grades will be designated as “course in progress.” And for high schoolers, an F will become an “Incomplete,” whether the student plans on turning in any work or can show that any learning of the subject has actually occurred.

While grades and attendance are to be deemed bothersome details unworthy of attention, “factors such as equity” will, we’re assured, be given more prominence. Readers will note that the retreat from clear metrics into euphemism and pernicious fuzzwords – chief among which, “equity” – not only makes it difficult to determine pupils’ academic progress and actual competence, but also has a secondary effect of making it more difficult to identify the shortcomings of left-leaning educators and administrators. A coincidence, I’m sure.

Via here, via here. 

Previously in the world of “equity” – in San Diego, in San Francisco, and in Ohio.  

And somewhat related, this: 

And then there’s “equity” – another word favoured by both educators and campus activists – and which is defined, if at all, only in the woolliest and most evasive of terms. And which, when used by those same educators and activists, seems to mean something like “equality of outcome regardless of inputs.” Inputs including diligence and punctuality.

If that sounds a tad perverse and an unlikely path to human flourishing, our betters are only too happy to correct your unsophisticated notions.