- Moderator
- #141
I think CRT is partly at least hyper inflated by the right as their latest bogeyman replacing Antifa but liking sharing the spot under the bed with the regenerated red scare IMO.
I think there is a lot of different issues playing out here that are ignored. For example asking why the Congressional Black Caucus doesn’t anything about it….well why doesn’t the Egypt caucus…why doesn’t the Freedom caucus….well maybe because they aren’t the slavery caucus, they represent issues of Black Americans and each caucus specific. By the way if you want a chuckle there are some bizarre caucuse: List of caucuses in the United States Congress - Ballotpedia
Would everyone agree that these *might* be the REAL issues? From various sides?
How to teach issues of race, racism, gender, equality and inclusion in our schools? Or whether to teach them at all?
We are given examples of extremes…is that representative of all school systems? Are some doing it well and if so, how? Any actual data?
Is book banning an acceptable solution?
Teaching racial unity or racial division…there are racial tensions and there some racial inequities perpetrated by systems rather than racist individuals (and by the way I agree we shouldn’t be labeling people “racist” simply for disagreeing when are not espousing actual racist ideas. There has be open discussion with fear of being accused of something you aren’t ( that applies to being labeled commie too).
Systems that perpetuate unequal or racist outcomes DO exist, but if I understand what CRT is SUPPOSED to be, it isn’t individuals who are racist now or whites, it is the result of systems put in place under racist laws of the era that even now the laws are gone still continue. One example would be the criminal justice system. Another, the real estate system.
For example (this simplifying something I listened to on the radio)…real estate.
Claim: when blacks move into a neighborhood housing values go down.
By far the largest proportion of home owners, per capita are white. Housing values are based on where they live. Where they move, values go up, when they leave values down.
Historically black families were prevented from living in many areas, particularly white dominated areas through a system of real and hidden laws. Further limiting home buying for black people is the ability to get loans compared to white people with similar economic ability which further limits where they might. I think that is how a system can be racist without any person being racist and if anything, understanding it would make someone feel less guilty because it is nothing they did and maybe they can do something to try and fix it. But I’m not this sort of stuff is taught in K12…
If you want preach or teach racial unity then all forms of racial division should be countered like the misuse of crime statistics.
I think there is a lot of different issues playing out here that are ignored. For example asking why the Congressional Black Caucus doesn’t anything about it….well why doesn’t the Egypt caucus…why doesn’t the Freedom caucus….well maybe because they aren’t the slavery caucus, they represent issues of Black Americans and each caucus specific. By the way if you want a chuckle there are some bizarre caucuse: List of caucuses in the United States Congress - Ballotpedia
Would everyone agree that these *might* be the REAL issues? From various sides?
How to teach issues of race, racism, gender, equality and inclusion in our schools? Or whether to teach them at all?
We are given examples of extremes…is that representative of all school systems? Are some doing it well and if so, how? Any actual data?
Is book banning an acceptable solution?
Teaching racial unity or racial division…there are racial tensions and there some racial inequities perpetrated by systems rather than racist individuals (and by the way I agree we shouldn’t be labeling people “racist” simply for disagreeing when are not espousing actual racist ideas. There has be open discussion with fear of being accused of something you aren’t ( that applies to being labeled commie too).
Systems that perpetuate unequal or racist outcomes DO exist, but if I understand what CRT is SUPPOSED to be, it isn’t individuals who are racist now or whites, it is the result of systems put in place under racist laws of the era that even now the laws are gone still continue. One example would be the criminal justice system. Another, the real estate system.
For example (this simplifying something I listened to on the radio)…real estate.
Claim: when blacks move into a neighborhood housing values go down.
By far the largest proportion of home owners, per capita are white. Housing values are based on where they live. Where they move, values go up, when they leave values down.
Historically black families were prevented from living in many areas, particularly white dominated areas through a system of real and hidden laws. Further limiting home buying for black people is the ability to get loans compared to white people with similar economic ability which further limits where they might. I think that is how a system can be racist without any person being racist and if anything, understanding it would make someone feel less guilty because it is nothing they did and maybe they can do something to try and fix it. But I’m not this sort of stuff is taught in K12…
If you want preach or teach racial unity then all forms of racial division should be countered like the misuse of crime statistics.