says yet again that “Schools are safe”, because children are at low risk of serious disease.
With current v high disease prevalence (maybe 1 in 20 or 30 in #London ,#1in50 elsewhere) MORE children will catch #coronavirus & MORE children will become very ill. 1/8🧵

Newlane University Manifesto--12 tenets: 1. Education should be available and accessible to every person on earth; making quality education inaccessible or exclusive is immoral. Education belongs in the same category as shelter, clean water, and basic food.

2. Education should be disconnected from geography. Students should be able to learn anything from anywhere on earth. With few exceptions, tying education to geography is a form of exclusion.

3. Education should be disconnected from a schedule. The most effective time to learn something is when the student is ready, not when the teacher or institution is available.

4. Education should not be admission- or permission-based, but freely available upon the asking. The current admission-based system is a vestige of a scarcity model that could only fit a limited number of seats in a classroom.

(4 continued) No one should have to be admitted or ask permission to learn a subject.

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.”