White Math and Black Math by Peter Burrows 3/27/21 firstname.lastname@example.org — Action finally being taken to accommodate intellectual inferiority of Black Americans —
Nothing says “white supremacist” more than getting the correct answer to a math problem, and some compassionate educators in Oregon are finally doing something to change that disgusting state of affairs. The Oregon Department of Education, in their February newsletter, celebrated Black History Month by calling attention to efforts to address systemic racism in all the STEM disciplines (Science – Technology – Engineering – Mathematics) but especially mathematics:
“Are you or your Professional Learning Team looking for a deeper dive into equity work? Our friends at the Pathway to Equitable Math Instruction are offering a virtual micro-course beginning February 25, 2021, titled ‘Pathway to Math Equity Micro-Course 2.0: Valuing and elevating student discourse in the math classroom.’ — In this online course, educators will learn key tools for engagement, develop strategies to improve equitable outcomes for Black, Latinx, and multilingual students —. For information about “A Pathway to Equitable Math Instruction,” visit www.equitablemath.org”
If you visit that site, you will find five steps to take, called “Strides.” On page 66 of the first Stride, “Dismantling Racism in Mathematics Instruction,” you will find a long overdue recognition of what’s been so obvious for so long. Summarized for brevity:
“White supremacy culture shows up in math classrooms when the focus is on getting the “right” answer. The concept of mathematics being purely objective is unequivocally false, and teaching it is even much less so. Upholding the idea that there are always right and wrong answers perpetuate objectivity as well as fear of open conflict.”
This is all part of the ongoing progressive campaign to define reality as something subjective: if you are a black kid, from now on your math answer is never wrong, which means you never have to feel inferior. In the old objective world, you black kids who couldn’t do 2 + 2 = 4 were in fact inferior, but no more!
Perpetuating objectivity is something that must be eliminated if we are to protect the feelings of students who have a difficult time coming up with the “right” answer, which is such a white privilege thing. If there is no “right” answer, then there is no “wrong” answer to feel bad about! “Right” and “wrong” are so racist, so white supremacist.
DOWN WITH ETHNOMATHEMATICS!!
Multiracial whiteness exacerbates the problem: it’s the Jewish kids and Asian kids who really flout their white supremacy in math (and lots of other schoolwork.) Oh, and if you think Asians are people of color, you are so unwoke! The upward mobility and extraordinary economic success of Asian Americans makes them WHITE BY ADJACENCY!
That self-evident fact was very apparent in a statement last month from the Chinese Citizens Alliance of Greater New York (CACAGNY,) a horridly racist group who think school admissions should be based on academic merit, not skin color. Ha! Easy for them to say.
Another move to protect the feelings of minority students was recently taken when the Boston Public Schools suspended a program for high–performing 4th, 5th, and 6th graders. Superintendent Brenda Cassellius recommended a one-year hiatus for the program, Advanced Work Classes, saying the district would not proceed with the program for new students next year. “There’s been a lot of inequities that have been brought to the light in the pandemic that we have to address,” Cassellius said.
Boston schools are nearly 80 percent black and Hispanic while the program has 70 percent white and Asian enrollment. Whether the program will be restarted under new admission standards is not known at this time. If so, one can only hope the new standards will not incorporate such silly concepts as getting the “right” answer. Such standards have for too long skewed the SAT scores and college admissions to favor multiracial white supremacy.
New Mexico, not to be outdone when it comes to compassionate teaching for minorities, recently passed the Black Education Act, which “creates critical mechanisms to address the significant educational disparities that exist for Black students in New Mexico,” said House Majority Floor Leader Sheryl Williams Stapleton (D – Albuquerque.)
No cost estimates for this new program were available, but anybody who would worry about something so irrelevant is obviously a racist. In fact, New Mexico could set an example for the rest of the nation if we instituted separate schools for black kids, staffed and equipped with the best that money can buy!! Separate but unequal!!
You saw it here first, folks.
(Note to readers: I hope reading this upset you as much as writing it did me. Also, if you are a black American who is a naturalized citizen, e.g., you immigrated from Nigeria, your IQ is probably higher than average and WAY above that of the typical white liberal.)