A bombshell report released earlier this month has revealed that anti-white critical race theory (CRT) curriculum is being taught to young students at Church of England schools, whose educators are teaching white kids that they “benefit from the systematic oppression of People of Colour through racist policies and practice.”
The revelation comes nearly three years after Kemi Baden, then the minister of women and equality, told other British MPs during a debate in the House of Commons that teachers who propagate the concept of white privilege as a fact to their students are breaking the law. In 2020, Kemi reminded the UK Parliament that the government is against “the teaching of contested political ideas as if they are accepted fact,” adding that educators should not be teaching their white pupils about “inherited racial guilt.”
The report, which follows an investigation by the group Don’t Divide Us, has revealed that the teaching guidance given by the Diocese of St. Edmundsbury and Ipswich, which supervises 87 schools, exposes students to a diagram called the “white supremacy pyramid,” which purports to show how “indifference,” “minimalization,” and incidences of “cultural appropriation” can lead to “mass murder” and “genocide.”
As part of instructional training, the St. Edmundsbury and Ipswich diocesan schools use a pyramid illustration to show the relationship between systemic racism and anti-social behaviors. An arrow, leading from “normalization” at the base to “genocide” at the point runs alongside the pyramid, whose levels detail actions that get progressively worse. At the base of the pyramid is the word “indifference,” typed in bold font, above several ‘inadequately anti-racist’ phrases allegedly spoken by white people to deflect the accusation of racism, excuses like “there are two sides to every story” and “politics don’t affect me.” It also warns children against those who might express “a-political beliefs” and “avoid confrontation.”
The next levels of the pyramid are “minimisation;” “veiled racism;” “discrimination;” “calls for violence; “violence;” and at the pyramid’s apex, “mass murder.”
Aside from the pyramid, guidances issued to teachers say that school pupils need to learn that racism started because “white people wanted more control over other people,” and that having white privilege is observed in the following ways: “dominant representation on all media,” “no one questions your citizenship,” “you may have inherited power and wealth,” and “your actions aren’t perceived to be those of your entire race.”
Furthermore, the guidance states:
To combat white privilege, keep learning about what it is, amplify the voices of People of Colour, be more than just ‘not racist’ but actively ‘anti-racist’ and confront racial injustices even when it feels uncomfortable.
As The Daily Mail reports:
Don’t Divide Us is headed up by respected academic Dr. Alka Sehgal Cuthbert and features Dr. Tony Sewell, the chair of the Government’s Commission on Race and Ethnic Disparities, on its racially diverse board of advisers.
It was set up to foster what they call on their website “colorblind anti-racism,” the notion that individuals are worthy of respect regardless of race, religion, or the color of their skin.
They argue that current “anti-racist” activists see group identity before they see individuals, a problem they say risks “reinforcing prejudice by dividing us into a world of victims and oppressors.”
Don’t Divide Us argues that much of the material being taught to school children “clearly promotes a politically partisan definition of racism,” and the content isn’t suitable for young children whose cognitive abilities haven’t developed fully.
The group contends that the material “encourages uncritical acceptance of the assertion that Britain is systematically racist.”
In a segment that aired July 17th on the British television network GB News, following up after the news broke, one pundit derided the ideas that only white people can be racist, that white people invented racism, and that white people invented the concept of treating people differently according to certain attributes.
“That is obvious nonsense,” one of the commentators declared. Another highlighted the ridiculousness of the prevailing mainstream discourse concerning race, recounting a time when The New York Times, during coverage of a racist attack by black individuals against Asian individuals, said that the perpetrators were “enacting whiteness” since, technically, according to their dogma, white people are the only group that can be racist.
Commenting on the report’s revelations, and defending the diocesan curriculum, Nigel Genders, who serves as the Church of England’s chief education officer, said:
Racism exists in our society, and both children and staff experience racism in schools and communities every day.
The Church of England is committed to addressing racial injustice and we encourage children in our schools to be courageous advocates for equality and to challenge prejudice without political partiality.
Our aim is to resource and lead learning experiences for all children which consistently and intentionally celebrate equity, diversity, belonging, inclusion and justice at every opportunity, and to ensure that staff and children can flourish irrespective of ethnicity.
Previously, UK author and academic Matthew Goodwin, who has come out as one of the few British professors and public intellectuals who is staunchly opposed to both CRT and ‘woke’ ideology in schools, underscored that surveys have shown that 63% of kids have “been taught or heard at school about dubious CRT concepts—like ‘white privilege,’ or ‘unconscious bias,’ ‘systematic racism,”—and noted that much of this material is from third-party providers “who are not regulated.”
