Perception of Racial Protectionism

In psychological warfare, words are the weaponry of choice, which when used effectively, invoke emotion and shape public perception. The problem that often arises in psychological warfare, is once certain words are deemed effective on compassionate Caucasians (always the target), an onslaught ensues. However, when perpetually firing the same words over-and-over again, they eventually lose their effectiveness, and to an extent, they also lose their meaning. A perfect example of this is the word “racism” (and it's big brother, “racist”). The word “racist” is the character assassin of the SJWs, and has more kills than Chris Kyle ever dreamed of. However, even the targeted herd is beginning to understand that the colorblind bomb is only hurled in one direction – at Whites. This premise doesn't coexist with the egalitarian worldview, it coincides with hypocrisy, and my hypocrisy hypothesis states that hypocrisy always has an agenda - usually ignorance and/or hatred!

Words represent concepts, and concepts evolve just as their purveyors do. The word “racism” isn't the exception to this rule, as what once was a word with a simple meaning (racial superiority/inferiority), has now become this overfed chameleon. This word now represents a concept, a system, an ideology, a scapegoat – a demoralizing epithet with a gluttonous anti-White appetite. An exemplary insight into this phenomenon can be read in a recent article published in the Washington Post: “Racism in schools is pushing more black families to homeschool their children - Eurocentric school curricula continues to prevail in a society that is increasingly brown.”

The article is written by Ama Mazama (born Marie-Josée Cerol in Guadeloupe), a Mambo (female high priest in the voodoo religion in Haiti) who teaches African Studies at Temple University. In this piece she claims that homeschooling is becoming more popular among African American kids, but for reasons different than that of White kids. The reason? “My research shows that black parents homeschool their children due to white racism.” She goes on to say:

“This may come as a surprise since, for many, we live in an age of alleged color blindness and post-racialism, characterized by the declining significance of race and racism. My research found strong evidence to suggest that racism is far from being a thing of the past. I found covert institutional racism and individual racism still persist and are largely responsible for the persistence of profound racial disparities and inequalities in many social realms. Schools, of course, are no exception, which helps one understand why racism is such a powerful drive for black homeschoolers.”

As I initially stated, firing weaponized words over-and-over again takes away their effectiveness, and with it, much of the credibility of the accuser. This redundant theme is unsubstantiated, whereas she claims “strong evidence” of “covert institutional racism and individual racism,” yet anyone with a pea-sized brain knows within the realm of the current anti-White establishment, any “strong evidence” of “covert institutional,” and especially “individual” racism would have dire consequences for the perpetrators of said “racism.” As is common with SJWs, they assume that “disparities and inequalities” are always systemic, and never innate. With that logic, it would be accurate to conclude that those of non-African ancestry have had inferior track coaches and that's why they don't hold any world running records.

Mazama's “research” (interviewing 74 African American homeschooled families in 2010) has provided the analysis for her conclusion, but she does admit that, “While the size of my sample does not allow me to claim that it is representative of the whole African-American homeschooling population, it was nonetheless large enough to allow me to capture the main reasons why black parents tend to homeschool their children.”

In one of her sources there is a plethora of reasons why parents opt to homeschool their children, although unlike Mazama's sample, the source isn't racially exclusive. Mazama paints the narrative that African American homeschoolers are reactionary victims, while all other families who homeschool are proactive educators. This narrative is consistent with Nietzsche's “Master-Slave Morality,” in which the master morality weighs actions on a scale of good or bad consequences, whereas the slave morality weighs actions on a scale of good or evil intentions. Mazama isn't attempting to break the cycle, she is reinforcing it.

She abruptly shifts gears and says that: “When it comes to schools, there are at least two important areas of concern: the curriculum and teachers’ attitudes and behaviors.” She says the schools continue to teach a curriculum consistent with a Western civilization worldview. Now, maybe I'm wrong here, but is the United States not the epitome of Western civilization? Is her argument that since our society is becoming “increasingly brown,” we are no longer a part of the Western world and should abandon all things representative of Western civilization? Replacing Eurocentrism with Afrocentrism – because even though our country still has a White majority, it just seems like the fair thing to do?

To support her argument that “Eurocentric orientation..speaks volumes about a pervasive European Ethnocentrism,” she cites a White woman named Peggy McIntosh. Ms Peggy is most notably recognized for her 1988 essay “White Privilege and Male Privilege” (she didn't coin the term “White Privilege,” but her essay resurrected it and thrust it into the SJW's arsenal) in which she compares “White Privilege” to an “invisible knapsack” full of “special provisions” such as “blank checks, visas, maps, passports, etc.” I could write a full article on Ms Peggy, but to avoid straying from topic, just keep in mind that her relevance as a reference for Mazama's article is that she's an anti-White feminist.

Mazama addresses racial stereotypes that she says harms black kids. Ironically, in condemning stereotypes, her article describes White teachers, “as overly critical, unresponsive, unqualified, insensitive, offensive, mean, hypocritical, and using double standards. Indeed, many white teachers seem to bring into the schools the many racist stereotypes and attitudes that have been ingrained in them, in particular the notions that blacks lack in intelligence, or are notoriously lazy and bent on criminality.”

A few things need to be addressed from this quote: First, why is there a disproportionate percentage of black school teachers (only 7% of school teachers are black)? Instead of the African American community playing the perpetual “he hate me” blame game, why not encourage more African Americans to be school teachers? Secondly, it's befuddling that Mazama uses the word(s) “hypocritical” and “double standards” to stereotype 85% of teachers (White). Furthermore, it's disgusting that she (as an educator) would slander her peers on the basis of their skin color. To even make the notion that an ulterior motive exists for White teachers, that somehow they have a “covert” vendetta against anyone who doesn't look like them, is unfathomable! It's as if she's implying that although teachers as a whole are intelligent, overworked and under-payed, White teachers sacrifice potential and prosperity in order to discreetly showcase their racist attitudes. Temple University should be admonished for employing one with such a bigoted and ignorant perception.

Mazama blames White teachers' “unchecked prejudices” for “the over-referral of black students to special education programs and to the criminal system. African-American students are more than twice as likely to be labeled cognitively “deficient” than white American students. Although they only make up 17 percent of the student population, they nonetheless represent 33 percent of those enrolled in programs for the mentally challenged.” Mazama, who believes the atom was an African concept, obviously overestimates the average black IQ (or thinks IQ has nothing to do with academic achievement). This poor horse has been beaten to a bag of bones. She apparently doesn't understand that the entire reason black teachers aren't teaching black students is because of “white racism.” So, now that White teachers are teaching black students and they are still lagging, the excuse is the same - “white racism.” There comes a time, Mrs Mazama, when one just has to call a spade a spade (as impossible as that is for some).

Mazama must have a quota on her word count because she really starts grasping for straws when she claims that blacks are the victims of “harsh school punishments” at a disproportionate percentage (34% of all suspensions). According to her, “harsh school punishments have become one of the primary mechanisms through which the school-to-prison pipeline operates, pushing large numbers of black children out of school and into the “justice” system to feed the prison industrial complex that has blossomed over recent years.”

So, I'm assuming there is a systemic conspiracy between the public school system and the criminal justice system to incarcerate blacks. She calls this the “school-to-prison pipeline.” Assumptive on my behalf, but here is my translation: Racist White teacher expels black student for school infraction that he didn't commit. Black student then goes out into the street and is picked up by racist White cop and charged with a crime that he didn't commit. Black student now becomes Black criminal, but Black student/criminal really “dindu nuffin,” it was all a conspiracy on behalf of White institutional racism. Is that an accurate analogy of the“school-to-prison pipeline,” Mazama?

Mrs Mazama provides insight into the thought process of the modern day SJW – as Vox Day said, “SJWs ALWAYS LIE.” The difference between her racism and the racism she alleges? Her racism is blatant, overt and real, not covert and abstract. Again, think master-slave morality (consequences vs intentions).

She concludes with the following:“Many black homeschooling parents engage in racial protectionism, so that they will have the self-confidence and knowledge necessary to face and overcome the hurdles that white racism appears to place in their path.”

As racism takes on different meanings, so do phrases like “racial protectionism.” Mazama uses this phrase to represent a concept that establishes victimization (figuratively). I can't help but wonder how “many” White families decided to homeschool their children for reasons of “racial protectionism,” but with a literal meaning.