SCOOP: San Diego Unified School District tells white teachers they are guilty of “spirit murdering” black children and should undergo “antiracist therapy for White educators.”

I've obtained explosive whistleblower documents from the training session. Let's dig in. 🧵

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.

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."

The concept of “spirit murder” is at the heart of Love’s teachings. Love writes that public schools are guilty of “the spirit murdering of Black and Brown children,” defines as “a death that is built on racism and intended to reduce, humiliate, and destroy people of color.”

During the presentation, Love argued that “Whiteness reproduces poverty, failing schools, high unemployment, school closings, and trauma for people of color.” She insisted that “white educators must take responsibility” because they uphold “white supremacy culture.”

SCOOP: Seattle Public Schools tells teachers that the education system is guilty of “spirit murder” against black children and that white teachers must “bankrupt [their] privilege in acknowledgement of [their] thieved inheritance.”

Let's review the whistleblower documents.👇

The trainers begin by claiming that teachers are colonizers of Native American "ancestral lands" and that “the United States was built off the stolen labor of kidnapped and enslaved Black people’s work, which created the profits that created our nation.”

The participants identify themselves by both gender pronouns and race labels. While it has become commonplace in academia to use gender pronoun identifiers, this is perhaps the first example of an institution creating the expectation for explicit race-labeling in the workplace.

The trainers tell white teachers that they "must commit to the journey" of anti-whiteness, even if their "lizard-brain" makes them "afraid that [they] will have to talk about sensitive issues such as race, racism, classism, sexism, or any kind of ‘ism.’"

The central message is that white teachers must recognize that they “are assigned considerable power and privilege” because of their “possession of white skin.” To atone for this guilt, they must “bankrupt [their] privilege in acknowledgement of [their] thieved inheritance.”

SCOOP: A Philadelphia elementary school forced fifth-grade students to celebrate "black communism" and simulate a Black Power rally to "free Angela Davis" from prison.

I've obtained exclusive whistleblower documents and photographs from the school. Here's the story. 🧵

The University of South Florida has adopted radical DEI programming that segregates students by race and promotes the idea that white students should think "I feel bad for being white" and "it's not my fault I’m white" as part of their "racial identity development."

Thread.🧵

I have obtained a trove of public documents exposing USF's radical DEI programming, much of which, according to the Wayback Machine, the university tried to delete from its website following Florida governor Ron DeSantis's recent request for information about university DEI.

The first step in this programming is the condemnation of American society. Following the death of George Floyd, nearly every appendage of USF condemned the United States for its supposed "systemic racism," "white supremacy," and "interlocking systems of oppression."

The university's DEI administrators offered the solution: racial reeducation. USF offered racially segregated counseling sessions and promoted "white identity development" materials for white students to confront their "white privilege," "white guilt," and "white fragility."

According to these materials, whites must first enter the process of "disintegration," experiencing "white guilt" and thinking, "I feel bad for being white." Next, after their identity is broken down, they enter a phase of "reintegration," thinking, "it's not my fault I’m white."