Multiculti education guru denounces showing up on time, hard work, and clear language as part of white oppression

Heather Hackman of the Hackman Consulting Group apparently is a big deal in educational circles concerned with denouncing “white privilege.” School districts all over the country spend big bucks sending teachers and administrators for indoctrination into White Privilege Theory. The St. Paul public schools, for instance, have spent millions of dollars on this mission.

Blake Neff of the Daily Caller News Foundation has been attending the 17th Annual White Privilege Conference in Philadelphia, where Hackman enunciated a set of ideas that sound suspiciously close to white supremacy, and which made explicit the notion that teachers in government schools are now expected to be political indoctrinators more than teachers of any useful knowledge and skills.

A professional education consultant and teacher trainer argued at the White Privilege Conference (WPC) in Philadelphia that great teachers must also be liberal activists, and described in detail her goal for destroying the “white supremacist” nature of modern education. (snip)

On Friday, Hackman was given a platform at WPC to deliver a workshop with the lengthy title “No Freedom Unless We Call Out the Wizard Behind The Curtain: Critically Addressing the Corrosive Effects of Whiteness in Teacher Education and Professional Development.” The long title masked a simple thesis on Hackman’s part: Modern education is hopelessly tainted by white supremacy and the “white imperial gaze,” and the solution is to train prospective teachers in college to be activists as well as pedagogues.

In fact, Hackman argued teachers shouldn’t even bother teaching if they aren’t committed to promoting social justice in school.

Translation: Sign on the far left ideology or get out! Remember that this woman receives larges sums of money from educational administrators, who do the hiring. And grant tenure.

Hackman went on the outline an explicitly racist policy that at it base contends that black people are not capable of, and should not be asked to master the same essential skills and knowledge as white poeple.

[V]irtually everything associated with being a good student in modern education is actually just a tool of racist white supremacy.

“The racial narrative of White tends to be like this: Rugged individual, honest, hard-working, disciplined, rigorous, successful,” she said. “And so then, the narrative of U.S. public education: Individual assessments, competition, outcome over process (I care more about your grades than how you’re doing), ‘discipline’ where we care more about your attendance and making sure you’re not tardy than we care about your relationships  … proper English must be spoken (which is just assimilation into standard U.S. dialect), hierarchical power structure, and heavy goal orientation.”

While the traits listed may simply be regarded as positive traits for success in the modern world, Hackman described them as specific cultural traits chosen and emphasized to favor whites to the detriment of non-white groups, who are forced to assimilate white traits such as good discipline and goal orientation or else be left behind.

Hackman’s natural solution, then, is to train teachers to move away from all these aspects of white privilege in education. She routinely touted the benefits of collective assessments (measuring student learning at the class level instead of determining whether each student knows the material), as well as eliminating all school grades entirely.

East and Southeast Asia are full of students who believe that mastering the skills of showing up on time, staying to the end of the task, testing well on skills of math and written and verbal expression (including in English!), are not matters of white supremacy but rather of getting ahead in a competitive world that cares about results more than theory. Hackman had better get to work on a theory of Asian Privilege.

Hackman would deny black students access to these skills. And she is openly and deeply committed to subverting the possibility of them acquiring them from other teachers who do not share her delusions.

...Hackman acknowledged in the current white supremacist system, there is some expectation that teachers will know conventional English and possess other basic knowledge. As a result, she admitted modern activist teachers should try to learn those things sufficiently to get a job, but only for the purpose of infiltrating schools to change them from within.

“My long game was, get you in, get you tenured, get you in that system and change that system,” she said.

Spot the racist.

Hat tip: Clarice Feldman

Heather Hackman of the Hackman Consulting Group apparently is a big deal in educational circles concerned with denouncing “white privilege.” School districts all over the country spend big bucks sending teachers and administrators for indoctrination into White Privilege Theory. The St. Paul public schools, for instance, have spent millions of dollars on this mission.

Blake Neff of the Daily Caller News Foundation has been attending the 17th Annual White Privilege Conference in Philadelphia, where Hackman enunciated a set of ideas that sound suspiciously close to white supremacy, and which made explicit the notion that teachers in government schools are now expected to be political indoctrinators more than teachers of any useful knowledge and skills.

A professional education consultant and teacher trainer argued at the White Privilege Conference (WPC) in Philadelphia that great teachers must also be liberal activists, and described in detail her goal for destroying the “white supremacist” nature of modern education. (snip)

On Friday, Hackman was given a platform at WPC to deliver a workshop with the lengthy title “No Freedom Unless We Call Out the Wizard Behind The Curtain: Critically Addressing the Corrosive Effects of Whiteness in Teacher Education and Professional Development.” The long title masked a simple thesis on Hackman’s part: Modern education is hopelessly tainted by white supremacy and the “white imperial gaze,” and the solution is to train prospective teachers in college to be activists as well as pedagogues.

In fact, Hackman argued teachers shouldn’t even bother teaching if they aren’t committed to promoting social justice in school.

Translation: Sign on the far left ideology or get out! Remember that this woman receives larges sums of money from educational administrators, who do the hiring. And grant tenure.

Hackman went on the outline an explicitly racist policy that at it base contends that black people are not capable of, and should not be asked to master the same essential skills and knowledge as white poeple.

[V]irtually everything associated with being a good student in modern education is actually just a tool of racist white supremacy.

“The racial narrative of White tends to be like this: Rugged individual, honest, hard-working, disciplined, rigorous, successful,” she said. “And so then, the narrative of U.S. public education: Individual assessments, competition, outcome over process (I care more about your grades than how you’re doing), ‘discipline’ where we care more about your attendance and making sure you’re not tardy than we care about your relationships  … proper English must be spoken (which is just assimilation into standard U.S. dialect), hierarchical power structure, and heavy goal orientation.”

While the traits listed may simply be regarded as positive traits for success in the modern world, Hackman described them as specific cultural traits chosen and emphasized to favor whites to the detriment of non-white groups, who are forced to assimilate white traits such as good discipline and goal orientation or else be left behind.

Hackman’s natural solution, then, is to train teachers to move away from all these aspects of white privilege in education. She routinely touted the benefits of collective assessments (measuring student learning at the class level instead of determining whether each student knows the material), as well as eliminating all school grades entirely.

East and Southeast Asia are full of students who believe that mastering the skills of showing up on time, staying to the end of the task, testing well on skills of math and written and verbal expression (including in English!), are not matters of white supremacy but rather of getting ahead in a competitive world that cares about results more than theory. Hackman had better get to work on a theory of Asian Privilege.

Hackman would deny black students access to these skills. And she is openly and deeply committed to subverting the possibility of them acquiring them from other teachers who do not share her delusions.

...Hackman acknowledged in the current white supremacist system, there is some expectation that teachers will know conventional English and possess other basic knowledge. As a result, she admitted modern activist teachers should try to learn those things sufficiently to get a job, but only for the purpose of infiltrating schools to change them from within.

“My long game was, get you in, get you tenured, get you in that system and change that system,” she said.

Spot the racist.

Hat tip: Clarice Feldman