The hiring of activist New York Times reporter Nikole Hannah-Jones by the liberals over at UNC-CH to teach journalism students has brought a deeper examination by many into what’s really being taught or proposed to be taught at our universities and public schools in North Carolina.
Some are finding out for the first time about the Critical Race Theory – a primary element of the 1619 Project that Ms. Hannah-Jones produced for the Times. For her work, she won a Pulitzer Prize (which academic experts have since criticized for its mischaracterization of slavery’s role in the American Revolution) and has become a hit on the liberal lecture tour circuit, with one event promoting her talk about the “lasting legacy of Black enslavement on the nation.”
With the swirl of controversy at UNC over her hiring by the administration, it’s important to not get sidetracked from what should be of great concern to free enterprise-minded Americans: that the Hard Left is determined to promote the Critical Race Theory and hammer its principles into our children – starting with our schools – and ultimately into every aspect of American life.
CRITICAL RACE THEORY EXAMINED
We just read in Imprimis a piece by Christopher Rufo that gives a comprehensive picture of the Critical Race Theory (CRT) that thoughtful folks should read and consider. Rufo explains how CRT has a similar orientation as Marxism’s view of history as a class conflict, and how Marxist scholars “adapted their revolutionary theory to the racial and social unrest in the 1960s.” He lays out how “abandoning Marx’s economic dialectic of capitalists and workers, they substituted race for class and sought to create a revolutionary coalition of the dispossessed based on racial and ethnic categories.”
Rufo examines how CRT was developed as an intellectual discipline in the 1990s at the university level and how its “identity-based Marxism” has been gradually “inserted into the language of government agencies, public school systems, teacher training programs, and corporate human resources departments in the form of diversity training programs, human resources modules, public policy frameworks, and school curricula,” introducing words like “equity,” “social justice,” “diversity and inclusion,” and “culturally responsive teaching.”
Particularly fascinating is his look at how the non-threatening sounding word “equity” has been introduced to replace the good old American standard “equality.” But in CRT language, “equity” means something totally different. As Rufo puts it, as “equity” is “defined and promoted by critical race theorists is little more than reformulated Marxism. In the name of equity, UCLA Law Professor and critical race theorist Cheryl Harris has proposed suspending private property rights, seizing land and wealth and redistributing them along racial lines.”
He cites how “critical race guru Ibram X. Kendi, who directs the Center for Antiracist Research at Boston University, has proposed the creation of a federal Department of Antiracism. This department would be independent of (i.e., unaccountable to) the elected branches of government, and would have the power to nullify, veto, or abolish any law at any level of government and curtail the speech of political leaders and others who are deemed insufficiently ‘antiracist.’ One practical result of the creation of such a department would be the overthrow of capitalism, since according to Kendi, ‘In order to truly be antiracist, you also have to truly be anti-capitalist.’ In other words, identity is the means and Marxism is the end.”
The reader is left in shock that this is actually happening in America, at reputable universities, and that this “equity-based” view of government is the exact opposite to not only our free enterprise system but our traditional views on private property, individual freedoms, equality under the law, and freedom of speech. It would seek to replace those values with what Rufo calls a “race-based redistribution of wealth” and all that goes with that.
Rufo goes on to list examples of how CRT is beginning to show up in practice in schools and government agencies. One example: he describes how the U.S. Treasury Department “held a training session telling staff members that ‘virtually all white people contribute to racism’ and that they must convert ‘everyone in the federal government’ to the ideology of ‘antiracism.’” And for anyone with children or grandchildren, the stories of CRT’s impact in elementary schools are especially compelling.
We highly urge you to read this article for a better understanding of what the Critical Race Theory is about, its origins and how it’s playing out in America. It might help explain some of the furor over Ms. Hannah-Jones’ 1619 Project.
The realization of what’s happening here is chilling for many. It doesn’t appear to be a trendy whim. Well-funded and growing. It’s not going away. So thoughtful people need to dig in and understand where all this is headed.
The insertion of the Critical Race Theory into our public institutions is something that should be of concern to not only freedom-loving citizens but businesses who face more and more criticism for making a profit and operating in the free enterprise system. The CRT’s goal appears to be to raise a generation of children that the Left hopes will be anti-business and have a negative view of the American system. We must read, research and seek the truth to withstand this assault on our values.