Texas Republicans have somehow reached a point where they can’t even run scams properly.
Legislation to ban critical race theory in Texas public schools was significantly altered in the Texas House after Democrats added multiple amendments to water down the bill.
After being postponed early last week, the Texas House late Monday night finally debated House Bill 3979 banning critical race theory in Texas public schools, introduced by State Rep. Steve Toth (R–The Woodlands).
Democrats ran circles around Republicans and completely poisoned the bill, which was bad to begin with.
Democrats then voted against the bill anyway. How humiliating.
The article does not mention the fact that the bill was a scam. I am here telling you it was a scam.
HB 3979 did not ban critical race theory from being taught in school. It banned some of the more outrageous concepts from being taught in social studies classes.
(h-2) In adopting the essential knowledge and skills for the social studies curriculum, the State Board of Education shall adopt essential knowledge and skills that develop each student’s civic knowledge, including an understanding of:
Once again, Republican voters are the butt of a sick joke. Saying this bill banned CRT is like saying you have a bill that bans pornography when it actually only blocks 1 website.
Since Republicans introduced a garbage bill that that also compelled specific things to be taught, the entire thing turned into a tit-for-tat, amendment after amendment, adding more and more compulsory topics.
Here are some highlights from this disastrous screw job and what would be mandated into the curriculum:
(1) the fundamental moral, political, and intellectual foundations of the American experiment in self-government;
(2) the history, qualities, traditions, and features of civic engagement in the United States;
(3) the history of Native Americans;
(4) the structure, function, and processes of government institutions at the federal, state, and local levels;
(5) the founding documents of the United States, including:
(A) the Declaration of Independence;
(B) the United States Constitution;
(C) the Federalist Papers;
(D) the transcript of the first Lincoln-Douglas debate;
(E) the writings of and about the founding fathers and mothers and other founding persons of the United States, including the writings of:
(i) George Washington;
(ii) Ona Judge;
(iii) Thomas Jefferson;
(iv) Sally Hemings; and
(v) any other founding persons of the United States;
(F) writings from Frederick Douglass’s newspaper, the North Star;
(G) the Book of Negroes;
(H) the Fugitive Slave Acts of 1793 and 1850;
(I) the Indian Removal Act;
(J) Thomas Jefferson’s letter to the Danbury Baptists; and
(K) William Still’s Underground Railroad Records;
(6) historical documents related to the civic accomplishments of marginalized populations, including documents related to:
(A) the Chicano movement;
(B) women’s suffrage and equal rights;
(C) the civil rights movement;
(D) the Snyder Act of 1924; and
(E) the American labor movement;
(7) the history of white supremacy, including but not limited to the institution of slavery, the eugenics movement, and the Ku Klux Klan, and the ways in which it is morally wrong;
(8) the history and importance of the civil rights movement, including the following documents:
(A) Martin Luther King Jr.’s “Letter from a Birmingham Jail” and “I Have a Dream” speech;
(B) the federal Civil Rights Act of 1964 (42 U.S.C. Section 2000a et seq.);
(C) the United States Supreme Cour
t’s decision in Brown v. Board of Education;;
(D) the Emancipation Proclamation;
(E) the Universal Declaration of Human Rights;
(F) the Thirteenth, Fourteenth, and Fifteenth Amendments to the United States Constitution;
(G) the United States Court of Appeals for the Ninth Circuit decision in Mendez v. Westminster;
(H) Frederick Douglass’s Narrative of the Life of Frederick Douglass, an American Slave;;
(I) the life and work of Cesar Chavez; and
(J) the life and work of Dolores Huerta;
(9) the history and importance of the women’s suffrage movement, including the following documents:
(A) the federal Voting Rights Act of 1965 (52 U.S.C. Section 10101 et seq.);
(B) the Fifteenth, Nineteenth, and Twenty-Sixth Amendments to the United States Constitution;
(C) Abigail Adams’s letter “Remember the Ladies”;
(D) the works of Susan B. Anthony; and
(E) the Declaration of Sentiments;
(10) the life and works of Dr. Hector P. Garcia;
(11) the American GI Forum;
(12) the League of United Latin American Citizens; and
(13) Hernandez v. Texas (1954).
Essentially what this turned into is a bill that effectively mandates critical theory be taught by overwhelming it with leftist mythology.
Democrats won, and Republican voters were made to look like fools by their representatives.
Surprised? You shouldn’t be.
After all, this is the Screw Job Session of 2021, aka SJS87, aka FMA87.
What The Heck Is Going On?
Here I will be analyzing not just critical race theory, but critical theory generally, as there are countless variants of this pseudoscience.
Virtually every form of entertainment, education, and now most corporate agendas all exist to serve “theory” with their ostensible purpose for existing becoming an afterthought. More and more resources are diverted towards serving theory, and after years of slowly ramping up, we now see a “cultural hegemony” starting to develop, with critical theory being the backbone of our new dysfunctional culture.
Hegemony: The imposition of dominant group ideology onto everyone in society. Hegemony makes it difficult to escape or to resist “believing in” this dominant ideology, thus social control is achieved through conditioning rather than physical force or intimidation.
Source: Sensoy, Ozlem, and Robin DiAngelo. Is Everyone Really Equal?: An Introduction to Key Concepts in Social Justice Education, first edition. Teacher’s College Press: New York, 2012, p. 50.
While this could be an entirely separate article, it’s important to understand the ultimate goal of critical theory is to dismantle American culture so that it can be replaced with a new culture. The cultural hegemony of social justice theories are largely aimed at challenging existing hegemony. Social justice does not consider its own ideas to be hegemonic even though they clearly are.
What we have seen with leftists taking over everything was a purposeful effort dubbed “the long march through the institutions” by communist scum, socialists, fellow travelers, etc. Getting rid of all the leftists and reasserting a positive cultural hegemony will take decades, so that’s just something to be aware of.
How Can Critical Theory Be Mitigated Now?
We are in quite pickle with critical theory now being ubiquitous throughout society.
This bill targeted social studies, which shows Republicans don’t even understand what is going on. Anyone who put their name on this scam bill, sorry but this will be used against you.
Critical theory and critical race theory are not just in social studies. In fact, social studies is not where these ideas are most prevalent. These concepts are cultivated, weaponized, and exported out of the English departments. Understanding critical theorists sophisticated use of linguistics is critical to defeating it.
Here are some ideas for fighting against critical theory in education that can be acted on today, in order of importance according to effectiveness:
Demand and require anything related to critical theory or social justice be specifically defined. This measure alone fatally weakens this agenda.
(For example – instead of us defining male and female, since the social scientists are the self-proclaimed “experts”, ask them to define those terms. They generally define woman as, whomever says they are a woman. Now you have them. This means we can’t describe someone as a trans woman, as that’s a separate category from woman. You can then ask they remove any mention of trans, since a trans woman is the same as a woman, and therefore it no special category. To do so implies they aren’t woman.)
Make all educational materials easily available to parents.
Require all classes be recorded and available for parents to watch.
Create a framework in which education related to social power structures is tightly controlled.
Educate students on the insidious agenda of the neo-marxists and postmodernists, the histories and philosophies behind it, emphasizing the extreme leftist influence and connections to marxism and neo-marxism.
Teach students that the Supreme Court of the United States just makes things up whilly nilly.
We have to defeat this agenda, because they have declared war on us.
Give up your stale, materialistic hobbies and join us in our long march to secure our future.