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Biden pick for Deputy Education Secretary embraces “critical race theory”


WASHINGTON, DC- Remember, Joe Biden wants to “unify” the country. As part of that “unification,” Biden is planning to use the Department of Education to let the white folks know that they are a bunch of raging racists and need to undergo some type of deprogramming.

If you’ve been tracking Biden’s nominations and appointments to various posts within the administration, it is an assortment of the most radical group or miscreants to populate the White House since…well since Biden was vice president under Barack Obama.

Biden’s latest gem is to choose San Diego Unified School District Superintendent Cindy Marten as Deputy Secretary of Education. The Daily Wire describes Marten as a “sympathizer of critical race theory who also has a history of making controversial statements.

Among Marten’s “greatest hits” was praising a speaker who was pushing the idea that schools “spirit murder” black children, while white teachers needed to undergo “antiracist therapy.”


The Daily Wire said that according to investigative reporter Christopher Rufo, he wrote that:

“According to whistleblower documents, Martens personal introduced the speaker, Bettina Love, and praised her presentation about ‘spirit murder,’ ‘antiracist therapy,’ and ‘abolitionist teaching’ when the district hosted Love as a featured speaker for a training program last August.”

What exactly is “spirit murder?” The speaker defines it as “a death that is built on racism and intended to reduce, humiliate, and destroy people of color.”


Earlier this month, Rufo wrote:

“The school district hired Bettina Love, a critical race theorist who believes that children learn better from teachers from the same race, for the keynote address at the August Principal Institute and offer an additional district-wide training on how to “challenge the oppressive practices that live within the systems and structure of school organizations.”

This summer, San Diego Unified hired critical race theorist Bettina Love for a district-wide training on “[challenging] the oppressive practices that live within … school organizations.” The district forbade recordings, but my whistleblower took screenshots and detailed notes.

— Christopher F. Rufo ⚔️ (@realchrisrufo) January 6, 2021

Rufo added that the whistleblower “took detailed notes of the speech and captured screen shots of the presentation” despite the district’s ban on attendees from recording the session.”

Gee, why would they ban attendees from recording the presentation? Are they trying to hide something perhaps?

According to the whistleblower notes, Love began by saying that “racism runs deep” in America and that blacks alone “know who America really is.” Love claimed that public schools “don’t see [blacks] as human,” perpetuate “anti-Blackness,” and “spirit murder babies.”

— Christopher F. Rufo ⚔️ (@realchrisrufo) January 6, 2021

Continuing, Rufo said:

“According to these notes, Love began her presentation by claiming that ‘racism runs deep’ in the United States and that blacks alone ‘know who America really is.’ She argued that public schools in particular ‘don’t see [blacks] as human,’ are guilty of systemic ‘anti-blackness,’ and ‘spirit murder babies’ in the education system.”


“At the end of her presentation, Love told the teachers that whites are directly responsible for plight of ‘dark children,’” Rufo continued.

He pointed out a slide which was labeled “Teacher Education Gap,” which stated,:

“Whiteness reproduces poverty, failing schools, high unemployment, school closings, and trauma for people of color.”


Now, the “money shot.” Love also asserted that “white educators” derive privileges from “white supremacy culture.” Of course.

San Diego Unified has been radicalized. In recent months, the district announced mandatory diversity training, added a new racial grievance curriculum, and abolished the requirement to turn in homework on time—all in the name of becoming “an anti-racist school district.”

— Christopher F. Rufo ⚔️ (@realchrisrufo) January 6, 2021

In a 2019 piece in Education Week, Love said in speaking about “spirit murdering” that:

“What I am talking about is a slow death, a death of the spirit, a death that is build on racism and intended to reduce, humiliate and destroy people of color.”

“School officials continue to misdiagnose the spirit murdering happening in their schools every day, even in a time when folks are screaming in the streets that Black Lives Matter, demanding immigration rights, calling to end police brutality, standing up to Islamophobia and transphobia and demanding racial justice. When schools mirror our society’s hate, educational justice becomes out of our reach.”

Roundtable with Dr. Bettina Love: How do we make our schools anti-racist? August 13

— Educators for Antiracism (@EdAntiRacism) June 29, 2020

Biden’s picks for education (hell, his picks for everything) look to significantly radicalize the department, a significant departure from the Trump administration. If you thought race was a wedge over the past four years, you ain’t seen nothing yet.

The Daily Wire said that Biden’s choices for the Department of Education are all over the subject of “critical race theory.”

For example the outlet reported, Biden’s choice for Secretary of Education, former Connecticut Commissioner of Education Miguel Cardona oversaw a high school curriculum for that state’s high school students that is heavily influenced by “critical race theory.” That program is to be introduced in fall of 2022.

Connecticut high schools will be required to offer a course in African American, black, Latino and Puerto Rican Studies, the Connecticut Mirror reported on December 2. The course is offered as a full year elective course for students, but they are hoping to expand the program and make it a requirement for all students.

Under learning objectives, the course curricula states, “Analyze how race, power and privilege influence group access to citizenship, civil rights, and economic power.”

Cardona said at the time: “Let’s not forget the connection between kids wanting to be in school and kids attending school. And when we see that our attendance rate with black and Latino students is worse, when we see that our achievement outcomes or academic outcomes are disparate in Connecticut, we have to take real action. I think there’s an equal benefit to students who are not black and Latino to take this course. We hear about windows and doors, that curriculum serves as a window into other cultures This is a window into another culture for many students.”

Buckle up people. The far-left is in charge and it’s going to be a bumpy ride.

In December, we reported more in depth on the “white privilege” training. For more on that, we invite you to:


San Diego has yet again proven that in its constant attempts to stay “woke”, it is absolutely willing to practice anti-white racism using the guise of “white privilege”.

On December 3rd, an exclusive report on leaked documents revealed that the San Diego Unified School District was holding training sessions. These sessions included telling teachers of their “white privilege,” that they were racist, and they were part of an oppressive white power structure.

The training begins with a “land acknowledgement,” in which the teachers are asked to accept that they are colonizers living on stolen Native American land. Then they are told they will experience “guilt, anger, apathy, [and] closed-mindedness” because of their “white fragility.”

— Christopher F. Rufo ⚔️ (@realchrisrufo) December 3, 2020

Not only are the teachers told that they must acknowledge their “privilege” and embrace “antiracist” ideas, they are instructed to “teach others to see their privilege.”

Christopher Rufo of City Journal reported what he had discovered in the leaked documents in a series of posts. He warned that the shocking documents showed how teachers were told “you are racist” and “you are upholding racist ideas, structures, and policies.”

SCOOP: San Diego Unified School District is forcing teachers to attend “white privilege” training, in which teachers are told “you are racist” and “you are upholding racist ideas, structures, and policies.”

The leaked documents from the training session will shock you.👇

— Christopher F. Rufo ⚔️ (@realchrisrufo) December 3, 2020

Rufo shared this information:

“The training begins with a ‘land acknowledgement,’ in which the teachers are asked to accept that they are colonizers living on stolen Native American land.”

He continued, “Then they are told they will experience ‘guilt, anger, apathy, [and] closed-mindedness’ because of their ‘white fragility.’”

The following statements were included in the training materials:

“We acknowledge that we meet on stolen land, taken from indigenous peoples. I am speaking to you from Kumeyaay land. We must acknowledge the hidden history of violence against indigenous peoples in an effort to move towards justice.”

“It is a more powerful means of white racial control and the protection of white advantage.”

Under “norms and agreements,” the training states, “Expect to experience discomfort.”

Clips of trainers Robin DiAngelo and Ibram Kendi were shown telling teachers:

“‘You are racist, you are upholding racist ideas, structures, and policies,’ and that they must commit to becoming ‘antiracist’ in the classroom. They must submit to the new racial orthodoxy.”

The training continued its clearly racially biased teachings. Under “white privilege and culture”, it said:

“Since white people hold most of the political, institutional, and economic power, they receive advantages that nonwhite groups do not.

White culture and white racialized identity refer to the way that white people, their customs, culture and beliefs operate as the standard by which all other groups are compared.”

Further, the training indicates that the teachers should acknowledge:

My ability to THRIVE, not just survive, is being preserved at every level of power without me having to do anything at all. I don’t even have to vote.”

WALSH: School District Reportedly Gives White Privilege Training To Teachers. This Is Anti-White Racism.

— The Daily Wire (@realDailyWire) December 4, 2020

Christopher Rufo quickly offered his opinion on the matter:

“This is no great shock. This is coming from the same district that recently announced its plan to combat racism by completely reworking their grading system.

No longer will students be penalized on their report cards for turning their assignments in late, or failing to show up to class. Neither will grades be based on a yearly average.

It is not clear what grades will be based on now. Perhaps the students will be given whatever grade they feel in their hearts they deserve.”

“The obvious implication of the rule change is that minority students can’t be expected to show up to class or turn in assignments on time, so the system must be radically altered to give them a shot.

As usual, the attempt to combat racism only succeeds in creating racism where it didn’t previously exist.”

Rufo wrote about the materials and their demands:

“Teachers should become “antiracist” activists, who “confront and examine [their] white privilege,” “acknowledge when [they] feel white fragility,” and “teach others to see their privilege.” 

In other words, he said, teachers are told that “they must turn their schools into activist organizations.”

“The powerpoint slide says that ‘we must acknowledge the hidden history of violence against indigenous peoples in an effort to move towards justice.’ But when is this not acknowledged? And how is it hidden?

It is drilled into our heads at every opportunity that the white settlers were murderous land thieves. It is acknowledged, if anything, too often, and with too much hyperbole, and with little sense of perspective.”

“This is critical race theory, and it has infiltrated many of our cultural institutions, especially schools. We are probably at the point now where this sort of thing cannot be stopped until some white employee, somewhere, files a racial discrimination lawsuit.”

“Sitting your employees down and informing only those who belong to a certain race that they are ‘privileged,’ ‘fragile,’ ‘racist,’ and the descendants of murderers and thieves, certainly qualifies as ‘unwelcome conduct that is based on race.’

It would be reasonable for any employee subjected to such treatment to feel like they are in an intimidating and hostile work environment.”

EXPOSED: Antiracism training vilifies white San Diego teachers

— libby emmons (@libbyemmons) December 4, 2020

Here’s how the EEOC defines workplace harassment:

Harassment is a form of employment discrimination that violates Title VII of the Civil Rights Act of 1964, the Age Discrimination in Employment Act of 1967, (ADEA), and the Americans with Disabilities Act of 1990, (ADA). 

Harassment is unwelcome conduct that is based on race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information.

Harassment becomes unlawful where 1) enduring the offensive conduct becomes a condition of continued employment, or 2) the conduct is severe or pervasive enough to create a work environment that a reasonable person would consider intimidating, hostile, or abusive.

It is clear that there would be no debate about its illegality if an employer required that black employees undergo deprogramming for their “black privilege.”

Rufo concluded by noting that just 47% of San Diego Unified students reach proficiency in reading and math.

Rufo’s conclusions seem to point out the flaws of such anti-white rhetoric:

“Teaching ‘white fragility’ will do nothing to help students improve their academic abilities — it will only serve activist teachers who want to shift the blame to ‘systemic racism,’”.

“All that is needed now is for someone with standing to have the courage to fight back and defend their rights. Until that happens, the madness will continue.”

The fact that such “teachings” can even be considered appropriate is indeed quite scary. There is no need to wonder where the youth of today is learning such hateful, divisive theories. Just look to your local school system.

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