Under the guise of promoting ‘equity,’ a high school principal stirs controversy by compelling parents to confront and categorize their ‘whiteness,’ igniting a fierce debate about identity politics in today’s education system.

Promoting self-betrayal among white parents and advocating for the dismantling of institutions wrongly labeled as ‘racist,’ Mark Federman, a New York City Principal, has come under fire for his controversial initiative.

Parents of students attending East Side Community High School received this deeply concerning pamphlet from Federman, who has been principal since 2001, which requested that they categorize their ‘whiteness.’ The categories ranged from ‘white abolitionists’ to ‘white supremacists,’ essentially villainizing their own identity.

With the full knowledge of staff who were given an initial preview, Federman proceeded to dispatch the alarming survey to parents. His school, nestled in Manhattan’s Lower East Side, houses around 680 students in grades six through twelve. The student body is a mix of approximately 55 percent Hispanic, 18 percent white, and 15 percent Black students. Shockingly, the eight ‘white identities’ handout, as it is referred to, has been propagated across this diverse student community.

For nearly two decades, Federman has been an influential figure at the school. This problematic pamphlet, seen as contributing to a divisive political agenda, is suspected to be a brainchild of Barnor Hesse, an Associate Professor at Northwestern University, specialized in African American Studies, Political Science, and Sociology. The design credit seems to be attributed to the Slow Factory Foundation, a non-profit group determined to dismantle alleged racial inequality in America, according to Daily Mail.

In the handout, Hesse opines, “There is a regime of whiteness, and there are action-oriented white identities. People who identify with whiteness are one of these.” This rhetoric, attempting to single out white people as oppressors, is a clear example of the divisive identity politics increasingly deployed by left-leaning educators.

The ‘white identities’ include polarizing terms such as ‘white supremacist,’ ‘white voyeurism,’ ‘white privilege,’ ‘white benefit,’ ‘white confessional,’ ‘white critical,’ ‘white traitor,’ and ‘white abolitionist.’

The document characterizes a ‘white supremacist’ as one who supports a “clearly marked white society that preserves, names, and values white superiority,” thus creating a harmful stereotype that all white individuals are potentially oppressive.

In an equally concerning turn, the ‘white voyeurism’ category presents white people as appropriators, fascinated by other cultures, and attempting to control their consumption without the ‘burden of Blackness.’ This divisive language fuels racial tensions, undermining the unity that America should strive for.

‘White abolitionists’ and ‘white traitors’ are portrayed as heroes in this narrative, committed to ‘changing institutions,’ ‘dismantling whiteness,’ and actively rejecting complicity with what’s inaccurately branded as ‘white authority.’ This apparent encouragement of cultural self-loathing and betrayal runs counter to the ideals of diversity and acceptance that we should be teaching our children.

Defending this contentious exercise, an Education Department representative labeled the ‘whiteness pamphlets’ as materials meant for reflection and ‘food for thought.’ An official statement further applauded the ‘anti-racism’ efforts of the East Side Community School and its commitment to advancing ‘equity’ in their community. Such justification seems to be yet another example of the liberal education system’s attempt to push divisive ideologies under the guise of diversity and inclusion.

Source: AWM

Leave a Reply

Your email address will not be published.