Prescribing Racial Equity Outcomes at All Levels of Social Interaction Will Make Each of Us Truly Bound and Governed

In my ongoing pursuit to track precisely what future is being planned for us, why education is being so radically altered in deceitful ways without consent, and why so many people assume people now exist to be governed and dictated to through political power I went back to that Humane Governance book I mentioned in the last post. Sure enough, in order to offer comprehensive rights “to those most vulnerable” as well as “all peoples on earth” Falk called for “a proper ordering of political life at all levels of social interactions” including the home and personal relationships. We may grasp that such officially sanctioned meddling is likely to turn the world into those who seize, those whose time or property are seized, and distributees, but it really is the new theory of rightful political and economic power being pushed in the 21st century.

No wonder I kept hearing references to governance that assumed that political power can now dictate individual choices. If the aim is indeed the “normative consciousness of society” including “the sense of life’s purpose” it makes perfect sense that education, Preschool, K-12, and higher ed, is so determined to make values, attitudes, and beliefs and the delegitimization of the very concept of the individual its focus.  What I was not prepared for when I tackled the 2006 book The Next Form of Democracy: How Expert Rule is Giving Way to Shared Governance…and Why Politics Will Never Be the Same by Matt Leighninger was discovering that governance of all of us was deemed necessary to achieve Racial Equity Outcomes. Or that there was a White House conference in August 2009 that Leighninger was part of to officially kick start this vision of democracy and governance.  http://www.whitehouse.gov/files/documents/ostp/opengov/sond2%20final%20report.pdf

Another lost invite. Someone who was not only invited but was a co-sponsor of the conference was Everyday Democracy, which is the new name for what used to be called the Study Circles Resource Center. Along with the Southern Poverty Law Center we keep encountering as it protects the Common Core, SCRC created this Upper Grades Handbook called “Reaching Across Boundaries: Talk to Create Change” http://www.racialequitytools.org/resourcefiles/mixitup.pdf in an earlier commitment to required dialogues to supposedly create healthy school communities and a Positive School Climate where “every student can grow socially and academically.” Note that order of priority. That handbook remains in print because this is the kind of transformative school program where all children can be deemed to succeed and ‘grow.’ Plus there is that useful change to the acceptable norms of society beliefs and values.

OK you say, that’s one example but do I really have to make governance about race? The problem is that when I followed the footnotes in Leighninger’s book I discovered unbelievably alarming and sanctioned official initiatives like this 2002 Training for Racial Equity and Inclusion: A Guide to Selected Programs http://www.aspeninstitute.org/sites/default/files/content/docs/rcc/training.pdf It starts with a quote from a Manning Marable that:

“When we talk about race, we don’t mean a biological or genetic category, but, rather, a way of interpreting differences between people which creates or reinforces inequalities between them. In other words, ‘race’ is an unequal relationship between social groups, represented by the privileged access to power and resources over another.”

So the existence of inequality among groups for whatever reason becomes the excuse to Govern everyone and meddle constantly in what people believe, value, have, or what they can do. To seize economic and political power and dictate approved social interactions. To define “modern racism as unconsciously held beliefs and feelings that people of color are making illegitimate demands for changes in the status quo.” To be deemed racist if you are not willing to fund the revolution and do it now. Won’t the omnipresent focus now on social and emotional learning come in handy with such programs prescribing a “psycho-social approach to changing racism emphasizes the importance of individual awareness and emotional literacy–or the ability to read one’s own emotions and those of other’s–in the process of understanding and changing oppression.”

Once again this focus in K-12 is equitable, since everyone has emotions, and transformative for “creating a more equitable and just future.” Just what Falk envisioned as Humane Governance and why Gorbachev joined in in 1986. Race becomes the way to transform behaviors in the West and consciousness all at the same time plus seize economic power. Truly who needs a Cold War when there’s education.

Well, that was a 2002 paper. Maybe the Aspen Institute and the Rockefeller Foundation (which also funded WOMP)  has rejected such a vision of Race Equity and the intertwining of Education and Community (then why was this on naesp’s website yesterday?)  http://www.naesp.org/resources/1/A_New_Day_for_Learning_Resources/Building_and_Sustaining_Partnerships/Education_and_Community_Building_Connecting_Two_Worlds.pdf Unfortunately though a new acronym RETOC and a 2008 publication date show that these unfortunate theories just keep getting more influential as the basis for government decision-making along with nonprofits and charitable foundations.

RETOC is short for Racial Equity Theory of Change and it is “the desired alternative to white privilege. Racial equity paints a radically different social outcomes ‘picture’ in which race is not consistently and predictably associated with disadvantage. It envisions a fairer America in which race is not associated with merit and social opportunities. With racial equity, we would not have social strata, prisons, schools, boardrooms and communities that are distinguished by their skewed racial profiles.

A racial equity vision takes for granted that the nation possesses sufficient resources to offer everyone an equal chance to succeed.” http://www.racialequitytools.org/resourcefiles/aspeninst1.pdf Since people have resources, not the nation itself unless we are going to redistribute national parks, racial equity is all about seizing what is desired for redistribution as well as Mind Arson to keep things equitably tied to those transformatively useful emotions. Since RETOC intends to dismantle Structural Racism, it becomes an excuse to meddle everywhere, once again necessitating the concept of Governance. After all, how else can governments and special interest groups alter:

“the many systemic factors that work to produce and maintain racial inequities in America today. [No attempt is being made of course to change factors like unwed teenaged mothers or force urban schools to finally teach reading properly] These are aspects of our history and culture that allow the privileges associated with ‘whiteness’ and the disadvantages associated with ‘color’ to remain deeply embedded within the political economy. Public policies, institutional practices and cultural representations contribute to structural racism by reproducing outcomes that are racially inequitable.”

And if all this meddling and required restructuring of social interactions and relationships extinguishes much of those resources targeted so everyone can succeed, what then? What if the REO-desired Racial Equity Outcome–is not just something that can be imposed or dictated? What will be the effect of targeting the ‘Nuts and Bolts’ of Local power to force these REOs? Governance becomes necessary so that “decision making bodies at the state, local, or regional levels” can dictate the desired changes, whatever the actual costs.

Finally, the Aspen Institute, which again is so determined to push digital learning that replaces mental knowledge with the use of a visual tool as the key component of the Common Core implementation, published this document in September 2009. Highly relevant then to what is also going on in education, the AI Roundtable on Community Change created this “Constructing a Racial Equity Theory of Change: A Practical Guide for Designing Strategies to Close Chronic Racial Outcome Gaps.” http://www.aspeninstitute.org/sites/default/files/content/images/Roundtable%20on%20Community%20Change%20RETOC.pdf That report opens with the declaration in bold print that “As we begin the 21st century, the embeddedness of racism in our institutions and culture continue to exert great influence on how social benefits and burdens are distributed.”

Distributed by whom we should legitimately ask. The fallacy that these benefits and burdens are being inequitably ‘distributed’ is being used to seize power to be able to distribute. To plan societies. To force action by public officials against anyone or anything deemed in the way of an REO. That report helpfully reminds “planners to take the likelihood of sociopolitical resistance and retrenchment into account whenever they design and implement racial equity action strategies.”

So far that outcry has not been a problem because these REOs are being pursued but not under the actual Theory of Change. Not under the name Racial Equity Outcomes. The sought ‘backward mapping’ is going on in the schools, but it goes by names like Growth or Positive School Climate or Equitable Engagement of All Students. The function of transformative change and the seizure of powers of governance without admitting it’s about REO and eliminating Structural Racism.

In writing of the related Humane Governance, Professor Falk acknowledged that this is all about pursuing a “democratizing agenda of bringing law and popular participation to bear upon policies that control the exercise of economic and political power.” Race is just the excuse for seizing that power for the public sector and its allies. It offers emotions of grievance that have been carefully cultivated and boots on the ground voting for transformative change via seizure.

And no one pushing Humane Governance or Racial Equity seems to be grasping that if true wealth is the mind and what it is capable of, these policies may well be creating piles of dust.

No one can seize what has ceased to exist. Creating a sense of righteous revenge in some groups and an obligation to allow predation in others only creates human betterment in a fantasy world. But we can only confront the likely reality if we recognize what is now being pushed in the name of Equity and Democracy.

Consider this post that recognition.

 

 

37 thoughts on “Prescribing Racial Equity Outcomes at All Levels of Social Interaction Will Make Each of Us Truly Bound and Governed

  1. `So the existence of inequality among groups for whatever reason becomes the excuse to Govern everyone and meddle constantly in what people believe, value, have, or what they can do.`

    I think that is the crux of the matter. Meanwhile the economic gap continues to widen between those at the top of the social hierarchy and those at the bottom. These policies obviously don`t work.

    • Alice-I wrote about contemplative education here and this says it has come to Canada. http://www.macleans.ca/society/health/bringing-mindfulness-to-the-school-curriculum/

      Are you seeing this in Scotland?

      I did a mindfulness program to get legal credit last year. “Empty your mind of all thoughts and experience the physicalness of your body.” What a terrible thing to push on children.

      Yes, the Spirit Society as it is called in UK just uses Equity as a sales pitch to make money off of being in the seizing/administrative class. Unfortunately though they take and do not create and add to the dust that remains. Watch that Deirdre McCloskey video I put up this morning. She knows what creates prosperity and what squelches it.

        • Welcome back Madmommy. I thought this post yesterday was so timely. http://www.city-journal.org/2014/24_2_liberty-or-equality.html

          We really are playing a game of chicken with theories that always leave most of us equal in poverty.

          The very troubling Aspen Institute paper on digital learning came out yesterday. This group figured prominently in the creation of the paper http://www.vlpowersummit.com/. La Raza was also represented. The Paper “Learner at the Center of a Networked World” belittles the value of knowledge and makes media literacy and social and emotional competencies dominant along with the use of technology.

          I went back and reread the Sakhalin Conference post from last February to doublecheck that my recollection that the report was essentially enshrining the UN’s Information Society focus on MIL-Media Information Literacy was accurate. It was. http://www.invisibleserfscollar.com/quality-education-shapes-what-will-be-valued-and-provides-unifying-concepts-to-guide-political-consciousness/

          No wonder the Ford Foundation is helping to sponsor this Power Summit. Shut off that beacon on the hill would be one way to describe the effect of Radical Ed Reform and the resulting deliberate mind arson. The Chinese leadership must be practically giddy at our foolish buying into these initiatives as well. We are defenestrating ourselves and for what?

        • Madmommy-take a look at this please. http://www.pcr.uu.se/digitalAssets/67/67531_3master-thesis_petra-salenvall_final-version.pdf

          It is one of a myriad of recent documents that says Deliberative Democracy along with a socialist theory of the law is precisely where China sees its future. Not totalitarianism anymore, but still acknowledged as authoritarianism. It means that we are shifting away from individualism towards authoritarianism via global ed reforms. And always values in the center.

          • Just started on this.
            They study the chinese
            “Perception of democracy”. Smoke and mirrors

          • On pp. 47-48 they say government cadres were present at the “democratic” meetings. It’s pointed out that this can put pressure on the people to conform.

            Is this what’s in our future too, helpful Federal workers at the meetings, of course they are just there to ensure that our concerns are transmitted to the Federal government just as fast as possible?

          • These various groups supporting this vision http://www.help.senate.gov/newsroom/press/release/?id=4ba5d7bc-e800-4ecd-9f7e-934dbb21fd90&groups=Chair and what they say about it should give us all pause even if we did not read it.

            In The Metropolitan Revolution book Bruce Katz features a neighborhood group like what would qualify under this bill that is able to give jobs at good wages to illegal immigrants who in turn work with others and push Appreciative Inquiry as a means of reimagining what a transformed future would look like. This bill provides good jobs for trainers, but not good jobs for those trained. The private businesses get treated as existing to provide jobs, not goods and services.

            Page 85 says the Local Workforce Development Boards will have reps from education and governmental departments and economic and community development. All people, no matter how able and well-intentioned they are, already living at the expense of taxpayers or off the non-taxed endowments of foundations. Twenty percent at least must reflect labor or community-based organizations. So community organizers get a seat. That’s actually where I am going to focus my attention next. Another of Robin’s Research Rules is to go looking for useful confessional statements in books geared to insiders before any controversy stopped the open statements of intent.

            The business reps on the Board are “nominated by local business organizations and business trade associations.” Dues paying groups like the Chamber of Commerce or manufacturers who already look for special favors like tax rollbacks, etc. The ordinary business person just gets burdened.

            The list of individuals “with barriers to employment” means special solicitation for everyone but those employers will be most eager to hire as they can likely do the job from Day 1 with little training.

            The YouthBuild Program also seems to be another compensation boondoggle for community organizing groups and a reason for youth to work closely with them from the teenage years on.

            The Act encourages regional planning, which is where I already found this innovative learning mandate quietly binding hundreds of thousands of area students, and written within the last year. Probably in anticipation of this very bill.

      • I have not noticed mindfulness as part of the new curriculum although there is an emphasis on health and wellbeing which includes emotional wellbeing.

        However, mindfulness is still being sneaked into schools: For example, from this website:

        The Mindfulness in Schools project is led by a group of teachers who have taught mindfulness in the classroom and, having seen the benefits of it, now wish to help others use it in their schools. They work in collaboration with the Oxford Mindfulness Centre and the Well-being Institute of Cambridge University.

        The Team have written 8 lessons, each teaching a distinct mindfulness skill, and each designed to do so in a way which entertains young minds as well as helping them to flourish.

        http://www.mindfulnessscotland.org.uk/training-projects/

          • Thanks for pointing that out to me. What I have noticed recently are articles in the press discussing the Magna Carter and other aspects of UK common law. Although we do not have a written constitution, as the USA does, we still have a constitution that has worked its way through case law.

            I believe there is a move to tear up the British constitution. Then we will be stuck with statutory law which will remove those `inalienable rights`.

            Very scary.

          • Alice-I agree. I believe that is why the IPPR document is far more graphic in going beyond “equality or distributive justice in any one dimension” to (their italics) equality in social relations: that is, a society in which people relate to each other as free and equal citizens, and in which unjust hierarchies of power, esteem and standing are progressively overcome.”

            That kind of anti-factual impossible goal requires omnipresent government meddling at all levels and something along the lines of Racial Equity Outcomes. It’s all about the group. In the deliberative democracy vision the demographics of the deliberating people should reflect the broader demographics of a population. The fact that, not to be mean, but governments are inherently parasitical and tend to produce perverse incentives and get captured by special interests means far worse decisions that what individuals with skin in the game and a personal downside would ever propose. That’s all true markets are. Individuals deciding this is what I want to do with my own money and this is what it is worth to me.

            Deliberative democracy is ultimately about what public power should take and do to others on behalf of organized groups. It’s why Voto Latino and La Raza are so interested in working with that Aspen Task Force on digital learning. With every illegal border crosser seen as another future voter it far out strips white or black birth rates in an ability to influence the direction of a country shifting to a democracy binds all Economic Justice as a Human Right approach. Of course they are coming. Open immigration coupled to immediate welfare rights and little oversight over who is registering to vote or whether that is actually an authorized voter games the system in ways that are not lost. It’s the same groups pushing for open immigration, RETOC, AND no voter ID despite what the US Supreme Court held.

          • Alice-here is another report you should take a look at. From 2010 http://www.bradford.ac.uk/ssis/media/ssis/conferences/Civil_society_supporting_dialogue_and_Deliberation.pdf

            I was getting ready to write and thinking about the Rockefeller Foundation and its involvement in Metropolitanism and regional equity and an economic justice view of human rights but not education this time. So I decided to see if the Transition Towns envisioned via Agenda 21 are the way in for enshrining deliberation and democracy that binds all. That paper quickly popped out.

            So does centers at universities insisting that deliberation and democracy are about Global Governance. I have already pinned down that this is what the 4 Cs of 21st century learning is really in preparation for as well as the real reason for no more tracking–the Discourse Classroom envisioned by Courtney Cazden after her visit to the Soviet Union that set off Ann Brown’s Fostering Communities of Learners and Michael Cole’s CHAT-cultural historical activity theory.

            We have much that is merging here but it is indisputably merging. It helps that I have read all the underlying reports that went into the conclusion to the book. I know what the oECD says ed reforms are a prelude to.

            This is wholly unexpected but it makes perfect sense as well.

  2. USDOE is recommending “RACE to the top” use on Indian Reservation schools. They are meeting resistance.
    I suggested long ago that RACE is the key focus of this part of the reform.

    • Polly-Take a look at the posts where I talk about Piotr Galperin. That method was used previously on both Indian reservations and with Native Hawaiians at the King Kamehameha school. I have said repeatedly it is what I see with Higher Order Thinking Skills. What strategies and concepts do students use when there is no right answer.

      No escape. The privates are looking at revising the nature of their SSAT so it looks at non-cognitive factors.

      • Indigenous population takes center stage . Use of peyote on reservations will make this easier for reform. No need for border fences when minds can be controlled.
        Legalization of Pot makes lots of sense for control of the non-indigenous population.
        Drugs for ADD and ADHD as well as for all who are depressed or suicidal due to bullying because of gender identity crisis. Sad state of affairs.

        • Indeed. When the focus of school is on the experiential, sex or drugs can be useful means for keeping the focus everywhere but mental deliberation with a well-stocked mind. Every time I work on the cybernetic angle or delve into how these equitable, authentic assessments are to work it is a reminder that the behavioral scientists really do not want people creating their own conceptual understandings from facts. Just negotiated meaning making from experiences so that the idea of a shared common understanding becomes the norm.

    • LL-read that yesterday. Notice their SEL Core Competencies on ages 72 and 73 that then get rolled into digital age literacy going forward. Also notice the citing of Marina Gorbis of Institute for the Future. I found the vision in her book highly alarming to put it mildly but it does fit with this Governance theme.

      Also notice the reference to the ‘dispositions; needed for the 21st century workplace. Also the reference to “improved civic governance” on page 39.

      We could retire off the references to equity if we could get $1 per mention. Well almost.

      • I am sure you get sick of reading the words “learning ecosystem” Did you notice a participant from Deloitte? Connected with the business school redesign from last year. I see them involved frequently. No doubt on board with the new vision.

        • I have a Deloitte paper from Canada on their participation in this global redesign.

          This National Coalition on Dialogue and Deliberation certainly has many members from Oregon and they clearly have a much different view of what that January 21, 2009 First Day in Office Executive Order was really about. http://ncdd.org/rc/item/3643

          I have been going through The Deliberative Democracy Handbook today and when you combine it, PEPs, that Aspen vision on digital learning and the desired changes to the student, and REOs you do get a fundamental transformation without anyone’s consent.

  3. I’ve been reading up on the Democracy movements in the Universities. “Deliberative Democracy” is what it’s called. I’ve encountered quite a few young people as of late who are feeling their power through this movement. Please check out Penn States Democracy institute. To find out what it stands for, look at events, past events to be exact. The topics won’t surprise you Robin. Thanks for all you do!

    • Carol-thanks. Yes I am thoroughly on this and both Penn State and Penn are hugely involved partly because this is an area where the Pew Charitable Trusts and the Kettering Foundation and Knight-Ridder have all focused their attention. The digital literacy/computer emphasis builds on this in provable, intentional ways that essentially deprive individual’s of personal choice in the name of deliberative democracy and collective decision-making and the so-called common good. That authoritarian shift to empower the public sector is what all these initiatives are masking.

      The young people have no clue what created the wealth and innovations they take for granted nor that production of what they wish to redistribute shifts and declines when incentives are changed. I was explaining to my youngest about costs and whether enough revenue can be raised from sales to cover increased costs and when you shift to electronic substitutions for people as a result. She was shocked. I see though that both the IPPR paper I linked this morning and the Brookings paper that also came out this week http://www.brookings.edu/~/media/Research/Files/Papers/2014/06/19_hamilton_policies_addressing_poverty/policies_address_poverty_in_america_full_book.pdf view job sharing as the answer for high unemployment. Clearly never been an employer trying to meet payroll and worrying about overhead and what costs can be passed on and how.

    • Carol-look at this. http://urbanscale.org/news/2010/12/20/the_future_of_crowdsourced_cities/

      Equity and social inclusion are what drive the Rockefeller Foundation’s interest. Curtis Johnson, a co-author with Michael Horn and Clayton Christensen of the book pushing digital learning so hard as a disruptive innovation has ties to regional equity and Rockefeller funding at their conferences and was involved with education back in Minnesota. Rockefeller is largely not involved with Common Core this time because the digital learning component brings it towards the Deliberative Democracy actual aims.

      • Yeah, it all is tied together. I came across this http://www.ceosforcities.org/about/leadership/ (CEO’s for cities) a couple of years ago. Between the governments, universities and foundations, the tentacles for this new world community is already in place and very complex. Everyone is vying for a place at the table. And what is even more sicking, through the use of government grants, we the tax payers are paying for our own demise as a free people.

  4. Once again, you are right on. A picture of a list next to a teachers desk on how to handle racial issues and factoring in “whiteness” was sent to me asking where a teacher could get such and idea, and if this practice was real?
    The Four Agreements
    1. Stay Engaged
    2. Experience Discomfort
    3. Speak Your Truth
    4. Expect/Accept Nonclosure
    The Six Conditions
    1. Focus on the Personal, Local, and Immediate
    2. Isolate Race
    3. Normalize Social Construction and Multiple Perspectives
    4. Monitor Agreements and Conditions and Establish Parameters
    5. Use a “Working Definition” of Race
    6. Examine the Presence and Role of “Whiteness”

    A little digging proved that yes it is real. This list typed in the photo is the same list from page 9 of this document.

    http://oln.educationnorthwest.org/sites/default/files/u58/Equity%20Leadership%20Team%20Protocol.pdf

    • LL-note the interchangeability of Positive School Climate Task Force and School Improvement with Equity Task Force. Radical Ed Reform considers them all synonyms.

      http://scholarship.law.gwu.edu/cgi/viewcontent.cgi?article=1271&context=faculty_publications is the Cultural Cognition Project from Yale mentioned in the Deliberation link I just gave you. It makes the focus on OBE under its numerous names including competencies and the constant encountering of communitarianism make more sense. Note that this is a Yale project but I found it on George Washington’s sever. Communitarian guru, sociology prof Amitai Etzioni, is on the faculty at GWU.

      Now think of these questions in light of wanting to influence cultural cognition (remember the NEA’s Purple America and Project Love initiative?). Deliberative Democracy needs minds that have malleable worldviews or what Carol Dweck calls Growth Mindsets. The key point has to be values and differing experiences, not factual. I think that is why dd ran into trouble in Princeton about 12 years ago. It ran into citizens with Axemaker Minds and lots of facts who knew when they were being maneuvered by facilitators in a prescribed direction. It is those kind of minds, as Isabel Patterson recognized so long ago, who will defy a herd they view as misguided.

      It’s why those kinds of minds are now unacceptable. Digital learning is especially conducive to wiping out Axemaker Minds and creating a predictable mental web of conceptual understandings, tied visual images from the real world, and desired linking associations. It’s also why cybernetics needs constructivism. Constructivism wipes out the Axemaker Mind unless someone intervenes at home.

      • So…how do we guide our children? If we succeed in raising Axemakers in spite of all this, how will they be able to be Axemakers AND succeed in the future world that wants to weed them out? Any ideas?

        • Jen-this model of society and the economy assumes that the economic pie is fixed. That’s wrong and we are already feeling the effects of governments that take and spend on things no one wants like inefficient Green Energy. That’s why I say so much of this is like lighting $100 bills afire. Welfare states create perverse incentives as the Scandinavians have discovered. A global needs economy will simply make this downturn worse.

          The reason I work so hard to ferret out the truth of what is intended is that it cannot work so the correct cause of the malaise needs to be recognized so we can get back to a world that works. That has always been about individuals free to pursue their own interests in tandem with others as they see fit, not doing whatever the powerful wish. By hanging in there and keeping that Axemaker Mind your own kids are in the best position to help lead the way back.

          Never in my wildest dreams when I started this research would I have guessed the story would be what it turns out to be. Truly it trumps any scifi or fiction I could put together, but there is no ambiguity. The question we are all going to have to confront is whether people in the 21st century only exist as an excuse to empower the public sector or whether people have primacy. That Confucian Democracy link I put up yesterday or the day before makes it hugely clear that the rest of the world with its history of tyrants wants the West, especially the US, to jettison the idea of the sacrosanct individual. No society that has done that can support mass prosperity.

          I am looking at Bruce Katz’s book The Metropolitan Revolution this afternoon. Because I really know this area I can tell when there is fibbing involved. It appears that the entire “must shift from fossil fuels to low carbon/sustainable fuels” has been drummed up to force people into the cities. Then they can be forced by law into Deliberative democracy that creates outcomes they must abide by. Like so much ultimately useful research it is a chance remark in support of something else that is so telling.

          We will see. I am getting a little behind in posting by the rare event of all kids at home this past week. This National League of Cities report shows this intention that in the cities all can be bound. http://www.nlc.org/Documents/Find%20City%20Solutions/Research%20Innovation/Governance-Civic/planning-for-stronger-local-democracy-gid-nov11.pdf

    • Take a look at this from 2013. Deliberation and democracy is being sold as the solution to social and economic justice and how to bring it about. http://www.resilience.org/stories/2013-12-12/bringing-decision-making-back-home

      What is being left out that was developed at a Marxist conference in Paris in 2007 is that this all involves a socialist view of the law-their words, not mine. The rule of law subjects people to its binding force whether they consent or not. They become forced to abide by the results of deliberation which in turn must reflect Racial Equity Outcomes.

      It’s a good epiphany morning.

      • Catching up. Digital and online is really being pushed. So many parents seeing it as an escape from the system. Yes, perhaps physically it is. It is difficult to explain to others why it should not be viewed as an escape. It will grow further upon Becks event coming out soon, I hear he thinks it is a valid option. If they only searched a little deeper.

        I did notice that the equity paper talked about PBIS. How on earth is polarizing race going to help improve student behavior? A Portland newspaper ran an article about teachers feeling out of place with their whiteness constantly being thrown in their face. Deputy superintendent stated at a forum that we needed teachers who look like the students they teach to improve outcomes. What a farce. I spent younger years being one of two fair skinned kids in a primarily Asian culture. Rarely did my instructor have the same ethnicity as me.
        We have new grants to hire minority teachers, schools that issue studies saying pb&j sandwiches are racist.

        Almost done with the two cited papers in Aspen report. How does this all get filtered into the city? Are they attending meetings together. Must be a weekly let’s destroy America newsletter, how to manipulate the masses.

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