I remember how it was -- JR
Monday, July 17, 2023
A woke watchdog organization is questioning the ethics of a divisive curriculum proclaiming students as inherently racist
Do No Harm (DNH) has published a July report (pdf) on the Ohio State University College of Medicine (OSUCM) outlining the college’s adoption of discriminatory concepts taught to students.
“Do No Harm’s new comprehensive report on The Ohio State University College of Medicine raises critical questions about the school’s fixation on the divisive concept of anti-racism and its impact on the integrity of future physicians,” DNH’s Program Manager, Laura Morgan, told The Epoch Times.
OSUCM students are urged to view the practice of medicine through a racial lens, relying on social justice theories to produce not only health professionals but “agents of social change,” the report states.
“At The Ohio State University College of Medicine, we strive to be a national leader of inclusive excellence by delivering on diversity, equity, inclusion and belonging among all faculty, staff and learners,” OSUCM states on its website. “To that end, we are committed to [ensuring] that our students experience learning environments and curricula that are antiracist and free of bias.”
Distorting the practice of medicine, the OSUCM focuses its attention on how to treat racial groups of people instead of individuals, DNH says, employing what it calls “changemakers” to carry out a health equity agenda.
“The term health equity sounds harmless, but it is actually an attack on core principles that medical practitioners have traditionally observed,” DNH’s report states. “Under health equity, medical personnel must evaluate everything through the lens of race or identity rather than using their assessment and analysis skills to promote each particular patient’s well-being.”
OSUMC’s “Diversity and Inclusion” brochure (pdf) describes its criteria for selecting future medical students based on “a holistic review and selection process in which student background, experience and other personal characteristics and attributes are considered in addition to his or her quantitative measures, such as GPA and MCAT scores.”
“We know that future physicians need to be prepared to serve a diverse patient population and that diverse communities benefit when physicians come from diverse backgrounds,” said Dr. Demicha Rankin, associate dean for admissions, in the brochure.
The brochure lists programs providing financial assistance to non-white students, which DNH says goes against the school’s own College of Medicine Anti-Discrimination Policy and is an “obvious violation of Title VI of the Civil Rights Act,” for which DNH has filed a federal civil rights complaint to challenge the college’s policy.
‘Bold New Curriculum’
The university’s fixation on race expands into support for social justice, LGBTQ+ inclusion, climate change, and COVID-19 vaccination initiatives.
It also encourages a “21-Day Anti-Racism Challenge” (pdf) that prompts students to take actions that the challenge says will help them comprehend the structure of power, privilege, supremacy, systematic racism, oppression, and equity.
OSUMC uses the Implicit Association Test (IAT) to measure what it calls “unconscious bias,” a test that DNH says doesn’t align with legitimate scientific standards.
“For example, the IAT’s test-retest reliability (the extent to which it produces similar results when taken more than once) is well below the normal academic standards for real-world applications,” DNH writes. “This metric is one that psychologists particularly look for when evaluating the reliability of a test that is taken in a single sitting.”
Divisive literature, podcasts, and other media are promoted, such as the recommended reading of “The 1619 Project,” “White Fragility,” and “How to be an Anti-Racist,” each of which isn’t medical literature but allegations of systematic racism in society and throughout history.
According to its “bold new curriculum,” medical students contribute to the problem of health inequities with their “unexamined beliefs.”
These students are instructed to confront their own implicit bias and given guidelines on how to speak to black people, what to ask them, and what not to ask them.
“By presenting information to medical students based on an ideology that calls for ongoing discrimination, the OSU College of Medicine risks compromising the quality of medical education and, ultimately, patient care,” Ms. Morgan said. “Considering the Supreme Court’s recent ruling on affirmative action, OSUCOM and other leading institutions must closely examine their priorities in making their admissions processes align with meritocracy and equality, not radical identity politics like anti-racism.”
Social Justice Activists or Physicians?
According to the DNH report, the medical university has engaged in a campaign to indoctrinate its students, investing in “countess resources” to bombard students with radical ideologies, leaving future patients with even more dwindling options.
“Patients will need to decide if they want social justice changemakers or if they’d prefer doctors trained in medical sciences who can heal the sick or injured,” DNH writes in its conclusion.
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Revealed: How Church of England schools are teaching 'Pyramid of White Supremacy' theory in schools which tells children that 'not confronting racism' can lead to genocide
The graphic features in a document titled 'responding to racism'
Children in Church of England schools are being taught a 'pyramid of white supremacy' anti-racism theory that tells them that 'avoiding confrontation' can lead to genocide.
The theory is displayed in a graphic put together by the US-based Equality Institute, which describes itself as a 'global feminist agency working to advance gender equality and end violence against women and girls.'
The graphic features in a document titled 'responding to racism' that was compiled by the Diocese of St Edmundsbury and Ipswich and uncovered by campaigning group Don't Divide Us.
The diocese, which is headed up by Bishop The Right Reverend Martin Seeley, controls 87 schools in the region, all but two of which are primaries. The document was uploaded to the diocese's website for teachers to look at.
It explicitly tells them to use 'visuals' including the pyramid to 'help pupils understand how bias, stereotypes and prejudice can lead to racist words and actions, leading to physical harm and death.'
Reacting to the document, high-profile Church of England priest Father Marcus Walker, the Rector at historic London church St Bartholomew The Great, told MailOnline: 'The enthusiasm with which some in the Church of England are diving into the culture war is profoundly depressing. Children are not there to be indoctrinated.'
Former CofE priest Gavin Ashenden, who converted to Catholicism after resigning from his position as Chaplain to the late Queen Elizabeth in 2017, added his voice to the criticism.
The 69-year-old told MailOnline: 'The problems stack up badly here. Thought crime, of which the accusation of "racism" is a subset, should play no part in Christian ethics.
'Christians by definition are committed to "Loving their neighbour", a powerful antidote to racism.
'Beyond that the Church does not believe in making children (or adults) feel guilty for collective social failures.
'Guilt is restricted to personal choices only. A Church school should not be indoctrinating children in political and racial guilt they are innocent of.
'It should be teaching the powerful and renewing ethics of love and personal forgiveness found in the teaching of Jesus.'
The pyramid has the word 'mass murder' at the top of a scale of worsening actions.
On the bottom is the word 'indifference', above a series of excuses allegedly uttered by white people.
They read: '''There are two sides to every story", apolitical beliefs, avoiding confrontation, "politics don't affect me"'.
The pyramid then moves up to 'minimisation', under which are terms including, 'White saviour complex', ''not all white people'', and 'denial of white privilege'.
Above that is 'veiled racism', which is said to include: 'Victim blaming, racist jokes, Euro-centric curriculum, tokenism, cultural appropriation, racist icons.'
'Discrimination' then comes next and includes actions including 'racial profiling', 'mass incarceration' and even 'anti-immigration policies'.
Third from top is 'calls for violence', under which it says: 'KKK, Neo-Nazis, burning crosses'.
The initials KKK stand for the infamous American white supremacist organisation the Ku Klux Klan.
Second from top is 'violence', which is exampled with 'lynching, hate crimes, police brutality'.
Along the side of the pyramid is an arrow leading up from 'normalisation' to 'genocide'.
The wider document is titled 'Responding to Racism' and gives staff guidance on 'what to teach pupils'.
Also there is an instruction to 'teach pupils about what white privilege is and how they can become more aware of it.'
White privilege is the premise that Western societies are defined by racism and that white people enjoy advantages because of their skin colour.
Critics say it is overly simplistic and ignores the achievements of people from diverse backgrounds, such as Prime Minister Rishi Sunak, whose parents are of Indian descent.
An illustration in the document to depict the concept shows white people and 'people of colour' on an imbalanced scale, with the former higher than the latter.
Under a heading titled 'what schools can do', teachers are asked if they are 'celebrating Black lives' and 'educating pupils about Black history and the British slave trade.'
Elsewhere in the document, teachers are urged to: 'Try not to simplify the message to 'we are all equal', as if racism were a thing of the past and fully resolved.
'This can lead children and young people to conclude that the inequalities they do see are earned or justified in some way.
'Without adults, children often fill in these 'data gaps' themselves and they don't always use reliable sources.'
Another illustration in the document shows an airport-style travellator with a red arrow moving forwards that is titled 'Active racism, using their privilege'.
A green arrow going the other way reads: 'Anti-racist, walking away in other direction at pace.'
A third orange arrow coming from the right says: 'Passive racism, going with the system.'
Campaign group Don't Divide Us mentioned the Diocese of St Edmundsbury and Ipswich's guidance in its bombshell investigation into how schools are being taken over by organisations teaching controversial 'anti-racism' theories.
It said in its report that the guidance showed how the Church's board of education 'is highly partisan and has a strong activist orientation.'
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Australia: Nazi salutes, memes and assaults: Jewish students say state schools unsafe
The article below is careful not to mention it but this would almost certainly be the Muslim influence at work. "Mein Kampf" still sells well in Turkey and such places. The problem is exacerbated in Melbourbne because Melbourne has a substantial Jewish population. Unlike Europe, Antisemitism is not a part of traditional Australian culture
Every day for five weeks at school, a 13-year-old boy says he was greeted with abuse, including heil Hitlers and being called a “dirty Jew” – a reminder that members of his family were murdered by Nazis.
He’s one of three students at three separate Melbourne public schools who say they have experienced antisemitic bullying that was so extreme their parents are pulling them out. They encountered swastikas, Nazi salutes and even physical assaults and were called “Jewboy” or “dirty Jew” and sent memes involving Hitler.
Two of the students became withdrawn, refused to go to school and couldn’t get out of bed. Another said he no longer told people about his Jewish background.
Their families say the response from both the schools and Education Department did not go far enough to stamp out the behaviour, or treat the matters as seriously as they should have. One family decided to go to the police because they felt the school was not responding quickly enough.
Adi Rozen, the mother of 14-year-old Jewish student Jackie, who went to Brighton Secondary College and was in its Select Entry Accelerated Learning program, said the bullying was so bad her daughter sometimes would not get out of bed.
Jackie was in a STEM class with five girls and 15 boys and had planned to do the International Baccalaureate program earlier this year.
Rozen said Jackie had a swastika drawn on her desk, had a note thrown at her that said “Jewish Rat” and was sent memes showing Hitler as the shark in Jaws.
A copy of Anne Frank’s novel, The Diary of a Young Girl, which documents the life of a young Jewish girl in hiding under Nazi persecution, was held aloft in the school library by a girl asking when the Nazis were comings.
Rozen was also concerned that other students were passive bystanders and wanted the school to show a zero tolerance to antisemitism.
“ I wanted the kids to know it happened, not names, but something that happened to the point a child has felt compelled to leave the school and seriously and emotionally damaged.”
When contacted for a response, the three schools referred The Sunday Age to the Education Department, which was sent a list of questions about its responses, including what policies were in place to combat antisemitism and what support was in place for the targets of such bullying.
A Department of Education spokesperson said any antisemitic behaviour in schools was “distressing and disturbing and taken extremely seriously”.
“We work closely with the Victorian Jewish community to strengthen our zero-tolerance approach to antisemitism,” he said.
Anti-Defamation Commission chairman Dvir Abromovich said he heard concerns “almost daily” about incidents of antisemitic harassment and abuse in Victorian schools.
“These cases are just the tip of the iceberg and are symptomatic of something very troubling that is taking place in Victoria,” he said.
“For too many Jewish students, attending a public school is nothing short of a nightmare, as lives have been ruined because schools have failed us all.”
In unrelated incidents, Brighton Secondary College and the Education Department are awaiting a Federal Court judgment on a case against the state in which five former students alleged the school did not protect them from antisemitic discrimination and bullying.
A former Brunswick Secondary College student, 13, who asked not to be identified to avoid further harassment, claims he was subject to a five-week “campaign” of antisemitic bullying.
The year 7 student said the bullying began just three weeks into the first term this year after a group discussion about cultural backgrounds during which he said he had Jewish heritage.
He said he was confronted with heil Hitlers, a student drawing swastikas on a desk and at one point was held down, hit and kicked while another student tried to draw a swastika on his leg. The boy, who can speak German, said a student used Google to translate “all Jews should be exterminated” and “go back to the camps” into that language.
Most of it happened in the classroom, he said, but he would also get “sly tackled” on the sports field.
“It was constant every day, he was drawing the same thing [swastikas] on the table ... saluting me [the heil Hitler] the entire time,” he said.
“They never said my normal name. My nickname was ‘dirty Jew’ or ‘Jew’ or ‘Jewboy’. ”
The student was worried that going to the teachers about the bullying would make him a stronger target, but after five weeks his parents found out.
The boy’s father John, who asked not to include his surname to avoid his son being bullied again, said the boy’s great-grandmother and great-grandfather were murdered by Nazis during World War II. John’s own father escaped the Holocaust in 1938. He still has his father’s star-shaped Jewish badge.
After contacting the school and not getting a response for 24 hours, John decided to go to the police.
“Then the dialogue with the school just started after we sort of had to approach the police. It wasn’t just verbal or punchy and so on. It was physical. And it was abusive.”
The school set up a safety plan, but John said it was too late.
John decided not to go through with police charges to spare his son the trauma of the process.
“I did actually say to them in 35 years of experiencing schools in three different countries, this is the worst case of antisemitism I’ve come across,” he said.
Another student, 12, who attends Rowville Secondary Sports Academy, said antisemitic attacks began on the third week of February this year.
The boy’s father, who asked not to be named to protect his son’s identity – said his son was called a “filthy Jew” and told “all of you were supposed to die standing in a line and raising your hands up” and saw students doing the heil Hitler.
“It’s almost every day, every day it would have been something else,” he said.
The boy’s father said one teacher was aware of it from the first week and told the students to stop, which he believes had no impact. He claims he called the school for weeks before he had a response and felt the consequences and educative responses were not strong enough.
“Look this is racism. This is the worst. It’s not bullying,” he said.
“One time is one time too many. I don’t want other students to have deal with this the way my son did.”
Executive Council of Australian Jewry co-chief executive officer Peter Wertheim said he did not think there were strong enough policies in Victorian state schools to support Jewish students. The number of antisemitic incidents reported across Australia in 2022 was the highest in a decade, with 478 incidents – a 6.9 per cent increase from 2021.
In June last year, Victoria became the first state to ban the public display of the Nazi symbol. Under proposed federal laws, people who display or trade Nazi hate symbols would also face up to 12 months in jail.
It is mandatory for Victorian government schools to teach students about the Holocaust as part of the level 9/10 history curriculum.
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