The University of Utah has formed an “Anti-Racism” committee which will be tasked with “improv[ing] the overall campus climate regarding issues and events of racism across all intersections of identity.” The video, however, only mentions one race. 

It’s an “intergroup dialogue,” you see, spanning “all intersections of identity and bias.” And in which only one notional group is implied as by default chronically victimised, albeit in ways that are somewhat mysterious. The term “anti-Blackness” is deployed many times. Though particulars of this alleged oppression are not immediately forthcoming, indeed entirely absent, as if such details were unnecessary – possibly on account of the time spent needlessly declaring pronouns, and repeating the words “equity,” “diversity” and “folx.” Students are, however, steered towards a course on “whiteness privilege,” during which people of pallor can feel suitably ashamed for their collective skin – sorry, sin.

We are told, 

The Anti-Racism Committee recommends and evaluates measures to ensure that everyone enjoys a campus free of racism and hate. 

And this feat will apparently be achieved by singling out The White Devil as uniquely defective and deserving of correction.

Update, via the comments:

Given the supposed gravity of the supposed problem, such that it requires committees and an ever-expanding infrastructure, you’d think these keen, colossal minds might share at least a hint of what it is they’re planning to “interrogate” and purge from the Earth. Alas, in page after page, we get only airy waffle about “systems… policies and processes,” none of which are specified, even in broad terms. The university itself is mentioned as allegedly a venue of seething racial bigotry, but again, no particulars are offered – none whatsoever. The claim, and what it implies about students and staff – which is to say, the insult - is simply presented as in no need of explanation, or examples, or any supporting evidence.

The video features Dr Bryan Hubain, the associate vice-president of student development and inclusion – a man who boasts of being a “black, gay immigrant” as if this were a credential, an accomplishment, a triple whammy – and a reason for our eternal fascination – and whose LinkedIn profile tells us he is schooled in “critical race theory.” So, no reasons for suspicion there.

Also, open thread. Share ye links and bicker.

Via TomJ in the comments:

The head of one of Scotland’s biggest rape crisis centres has suggested “bigoted” rape survivors should be re-educated about transgender rights as part of recovering from their trauma. Mridul Wadhwa, a transgender woman, said people would not truly recover unless they addressed their “unacceptable beliefs” because “therapy is political.” She said: “We will work with you… but please expect to be challenged on your prejudices.” The comments imply rape survivors may be treated differently according to their political views.

So, a woman who has just been traumatically violated by a man pretending to be something that he isn’t, i.e., a lover, and been forced to submit to his fantasies, is now to face another man pretending to be something that he isn’t. And will be forced to submit to his fantasies.

Update:

Wadhwa, a self-styled “strategic thinker,” insists that “therapy is political” – which apparently means that a woman who’s been raped by a man and then seeks help from other women will be told, on the orders of a man, that she “can’t really… recover from trauma” until she “reframes” that experience to incorporate the most modish and deranging iteration of transgender ideology. Failure to do so is “unacceptable” and will of course be “challenged.” Because priorities.

The centre is currently advertising for a chief operating officer, who must also be a woman, and says applications from trans women would be “especially welcome.”

Must be a woman – or even better, not.

As STG says in the comments,

Imagine going to your first counselling session after being raped and realising that the counsellor considers their problems more important than yours. And then realising that, in addition, the therapist wants emotional support from you, and that if you don’t give it, you are considered a bad person. And this is policy.

Indeed. Readers are invited to imagine, too, the precise level of self-preoccupation required in the scenario above. To insert one’s own psychodrama into that situation, of all situations. It’s practically sociopathic. Yet here we are.

By “suspending proficiency requirements” in the name of “equity”:  

An Oregon high school diploma does not guarantee that students who earned it can read, write, or do math at a high school level. Governor Kate Brown dropped the requirement that students demonstrate they have achieved those essential skills by signing Senate Bill 744 into law. She declined again Friday to comment on why she supported suspending the proficiency requirements… Charles Boyle, the governor’s deputy communications director… said in an emailed statement that suspending the reading, writing and math proficiency requirements will benefit “Oregon’s Black, Latino, Latina, Latinx, Indigenous, Asian, Pacific Islander, Tribal, and students of colour.”

You see, having one’s academic capabilities and fitness for employment thrown into serious doubt is now a benefit.

Meanwhile, in the public schools of Baltimore.  

And somewhat related, this. 

Razib Khan reviews Charles Murray’s Facing Reality: 

Comfortable white people—“nice white parents” in affluent neighbourhoods who support efforts to “defund the police”—can refuse to look into the data or insist that those data are the product of racist systems and structures. They can “interrogate their privilege” and “confront their white supremacy,” or better yet, demand that others do so. But they won’t be any closer to understanding why poor African Americans and Latinos in inner-city neighbourhoods want more police officers in their neighbourhoods and not fewer, nor why poor African American parents clamour for access to strict charter schools that activists condemn for being “anti-black.” Principled ignorance might be a costless gesture for affluent progressives, but they’re heaping additional injustice onto the backs of those who can least afford the wages of social signalling.

Ben Sixsmith on when paedophilia was avant-garde: 

The German Green party was especially notable for its enablement of child abuse. As the Times of London reported in 2015, “a paedophile network was active in the Berlin branch of the Green party until the mid-1990s, with potentially hundreds of victims.” Daniel Cohn-Bendit, a leading student activist in the 1968 unrest and a prominent member of the Greens, wrote fantasies about sexual contact with children which he later awkwardly described as “irresponsible” and “a type of manifesto against the bourgeois society.” Cohn-Bendit was not, as you might assume, a hair-brained student when he wrote that filth, but 30 years old. Perhaps the bourgeois society had something — at least something — to be said for it.

Hans Bader on woke bigotry and a dishonest news media:

Robert Schmad spots more Clown Quarter contortion:

An assistant professor at Appalachian State University recently argued that enforcing behavioural standards in public high schools is rooted in racism and unfairly affects Black students. In the article “‘Press Charges’: Art Class, White Feelings, and the School-to-Prison Pipeline,” [assistant professor of art education, Dr] Albert Stabler writes that the desire to punish students for violating school rules, especially when the police are involved, is the result of “the overvaluation of White feelings.”

The article, which you can poke at here, contains many wonders, generally of a kind only the woke can conjure into being. It begins with the obligatory confession of innate wrongness – i.e., “I am a white teacher” – and includes much gushing about non-white students’ “life experiences and cultural knowledge,” before which our educator is eager to prostrate himself, and which have apparently resulted in Dr Stabler’s own “learning and growth as a person.” Particulars on this point – the deep insights of teenagers – are, alas, unclear. And amid the gushing, there are notes of disharmony:

There were many students who regularly received in-school and out-of-school suspensions for what were perceived as disruptive actions.

Not actually disruptive, you see. Merely perceived as disruptive. For no reason whatsoever.

While my classroom materials and my dignity were sometimes damaged by rambunctious behaviour, more dire consequences were regularly enacted on students by school officials (not to mention parents).

We’ll get to some of that “rambunctious behaviour” in a second.

“In… schools,” we’re told, “the desire to punish is racialised,” and “white people’s feelings often have outsized consequences on People of Colour.” The example given to illustrate this alleged phenomenon is of a white, female art teacher – Dr Stabler’s immediate predecessor – who “was said to have wept at the end of every school day” and who pursued assault charges against a black student who forcibly cut said teacher’s hair. This assault, presumably intended to humiliate the woman and assert dominance over her, is passed over with remarkable ease by Dr Stabler, as if the “white feelings” of the teacher, and the implications of such behaviour – and its accommodation by leftist educators – were unworthy of exploration.