Category Archives: Education

Toronto councilor tells young kids to become gay activists at Pride flag raising

Kristyn Wong-Tam

Kristyn Wong-Tam

LifeSiteNews.com: About 20 children, appearing to be kindergarten age, were given front row seating at Toronto’s “Gay Pride” flag raising ceremony this week at city hall. During one city councilor’s speech, she spoke directly to them and told them to “make sure the work is carried forward” of promoting the acceptance of homosexuality in society. 

“Because we know the work [is] never finished, we’re going to rely on you little guys and gals to make sure the work is carried forward,” lesbian Councillor Kristyn Wong-Tam told the youngsters from Clinton Street Public School in the Toronto District School Board at the June 22 event.

The children, who were led to the event by two activists dressed as fruits — a kiwi and a blueberry — were handed mini gay pride flags and were used by the mayor and other homosexual activists for a photo op.

Speeches by Mayor John Tory, Councillor Wong-Tam and other homosexual activists emphasized how homosexual achievements throughout the city recently have made Toronto a template for homosexual activism across Canada.

wong tam2

“When Toronto acts, I hope the rest of the country indeed does follow,” Tory said in his speech, in which he focused on differentiating himself from former Mayor Rob Ford who on principle did not attend one Gay Pride Parade during his years as mayor.

“I have been proud to attend many Pride Festival flag-raisings right here over the years and now I have the privilege to be here in 2015 as an enthusiastic, supportive mayor in Toronto,” he said.

“My entire family will march with happiness and enthusiasm at this year’s pride parade,” he said at one point, adding: “You have a friend in the mayor of Toronto.”

A blogger from Blogwrath filmed the event and published the video and photos. In the blogger’s view, when compared to the past years, this year’s event “looked and sounded like a homosexual victory party.”

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Go to Blogwrath to see pictures from the event.

DCG

 

Four students face charges of raping mentally disabled girl at North Miami Senior High

Clockwise from top left: Alexis, Bynum, Joseph and Lombard.

Clockwise from top left: Alexis, Bynum, Joseph and Lombard.

Miami Herald: Near the end of a school day early this year at North Miami Senior High, a student approached one of his classmates — a mentally disabled teenage girl in a job training program. He told her she was pretty and asked her to follow him, leading her to another boy who took her hand. They slipped into a janitor’s closet, closed the door, turned out the lights and — joined by three other boys — gang raped her, according to arrest forms.

One boy told her not to tell, but she did after a security guard caught them leaving the closet. The girl later told Miami-Dade school police the boys “forced her to perform oral, anal and vaginal sex acts.”

The charges of the horrific rape left many teachers shaken and worried about security on a campus with 2,400 students. But it has escaped public attention until now, as her four accused assailants face pending trials in Miami-Dade County criminal court.

Kenoldo Alexis, 17, Derek D’Angelo Bynum, 18, Steven Akeem Joseph, 15, and David Lombard, 17, all face felony sexual battery charges on a person with mental disabilities. A fifth student was arrested in the case, but prosecutors dropped the charges against him. Lombard faces an additional charge of battery. Court records show Bynum and Lombard have pleaded not guilty. The others have not yet entered pleas.

“The discovery process is ongoing. We’re trying to get to the bottom of what, if anything, happened — and all the clients remain and are presumed innocent,” said Matthew Ladd, a lawyer representing Lombard. Lawyers for the other teens did not return requests for comment.

In a statement, the school district expressed sympathy for the girl and praised Miami-Dade school police for making arrests in the case. “Our thoughts continue to be with the victim and her family,” the statement read.

Because the girl is a minor, many court records have been redacted, but the basic details are disturbing. Police reports indicate the student has the vocabulary of a toddler, but school district officials and Ladd said that was based on testing more than a decade ago. Efforts to reach the teen’s parents were unsuccessful.

According to a police report, a school security guard caught Joseph leaving the closet along with the victim just minutes before school ended. It’s unclear how long the teens were in the closet, but court files reference a surveillance video that may help prosecutors determine that, as well as who was involved.

Bynum, according to the court documents, told police that he didn’t know the teen was mentally disabled. He initially admitted to forcing the victim to perform oral sex and “telling the victim to stop because she did a terrible job.” But he has pleaded not guilty and, after his arrest, he wrote to the judge on his case to say he was innocent and to ask for help.

“I feel like I’m being tried and accused of something I did not do,” he wrote on notebook paper. “All I want to do is graduate from high school, make my family proud and be somebody. But, this case, I feel like it will ruin my chances and my dreams.” He ended the note with: “I’m sorry. I’m really a good kid.”

Court records show Bynum was expelled from North Miami for “sexual harassment,” according to the school district. He and the other boys were assigned to alternative schools. A trial date has only been set in Lombard’s case, for July 13, but there have been ongoing hearings and subpoenas in all the cases.

Miami-Dade schools spokeswoman Daisy Gonzalez-Diego said the victim was in a job-training program for disabled students who are high-functioning. The teen would have been allowed to walk around school alone as students in the program are largely independent. “While we struggle to understand the senseless depravity of this isolated but disturbing student incident, we commend the deliberate and swift actions of Miami-Dade Schools Police in apprehending the alleged perpetrators,” the district said in an emailed statement.

The arrest of the students in mid-January came just months after another student at the same school said in September that he was raped by three classmates in the gym locker room. Police say they didn’t move forward with the investigation because the boy suffered a mental breakdown and couldn’t be interviewed.

While about a half-dozen students who spoke to the Miami Herald said they felt safe on campus, some teachers say they raised concerns about safety throughout the year at faculty meetings and in conversations with school leadership. “I feel like sometimes, some major incident or catastrophe has to happen before it gets taken care of. That’s horrible to say, but what will it really take to get the staffing that we need or the training that we need,” teacher Annette Quintero asked.

Daniel Martinez, an English teacher at North Miami, said the school began to feel like a mall because so many students would hang out in the hallways. Maj. Adrian Brockington, a retired Army veteran and JROTC instructor at the school, said teachers were regularly asked to monitor the hallways and lunch periods. “We did not have enough security,” he said. “You look outside the classroom door, and you have like 100 students cutting class.”

The school district counters that the school, 13110 NE Eighth Ave., was appropriately staffed with security guards, and pointed out that Miami-Dade has a nationally recognized program that trains teachers to deal with mental health issues.

Miami-Dade school police say North Miami employed 14 security guards when the department’s formula calls for 11 at the school. The district allocates security guards according to a formula that takes into account the number of incidents at a school, student population, campus size and other factors. Police will consider the incidents that occurred this year when deciding on staffing for the next school year.

“The safety and security of our students and staff represent one of our top priorities,” the district wrote in an emailed statement. “While it is nearly impossible to prevent isolated incidents, a clear understanding and review of all surrounding circumstances is undertaken to further perfect safety and security protocols.”

DCG

Conservatives vs. Liberals: Conservatives believe in free will and have stronger will power

Free Will

In an article titled “The self-control consequences of political ideology,” published in Proceedings of the National Academy of Sciences on June 22, 2015, a team of social scientists discovered there is a link between political ideology and an individual’s belief in free will and his/her ability to exert self-control.

The authors of the paper (Joshua J. Clarkson, John R. ChambersEdward R. HirtAshley S. OttoFrank R. Kardes, and Christopher Leone) are academics in psychology and marketing of the University of Cincinnati, St. Louis University, Indiana University and the University of Northern Florida. They write:

Surprisingly little is known about the self-control consequences of individuals’ political ideologies, given the centrality of political ideology to people’s self-identity and the vitality of self-control to human functioning…. Evidence from three studies reveals a critical difference in self-control as a function of political ideology. Specifically, greater endorsement of political conservatism (versus liberalism) was associated with greater attention regulation and task persistence. Moreover, this relationship is shown to stem from varying beliefs in freewill; specifically, the association between political ideology and self-control is mediated by differences in the extent to which belief in freewill is endorsed….

According to Deborah Netburn of the Los Angeles Times, the researchers conducted a series of three studies with more than 300 participants. These are their findings:

  • People who identify as conservative perform better on tests of self-control than those who identify as liberal regardless of race, socioeconomic status and gender.
  • Participants’ performance on the tests was influenced by how much they believed in the idea of free will, which the researchers define as the belief that a person is largely responsible for his or her own outcomes.
  • Conservatives are more likely to embrace the idea of free will. They overwhelmingly agreed with statements like “Strength of mind can always overcome the body’s desires” and “People can overcome any obstacles if they truly want to.” Joshua Clarkson, a consumer psychologist at the University of Cincinnati and the lead author of the paper, said, “Conservatives tend to believe they had a greater control over their outcomes, and that was predicting how they did on the test.”

To screen for self-control, Clarkson and his colleagues relied on the Stroop test that asks participants to look at a list of color words such as “red” or “blue” that are printed in mismatching color fonts. (Picture the word “orange” printed in green letters.) Volunteers were asked to read the words, ignoring the color of the font, which can be challenging. “If you see the word ‘red’ in blue type your mind wants to say ‘blue’ right away, but you have to suppress that,” Clarkson said. “That’s why it is a strong indicator of self regulation.”

The authors found that while both liberals and conservatives were able to accurately read the words, conservatives generally were able to do it faster than liberals, which indicates their greater self-control.

The researchers ran a similar test with a fake article that argued belief in free will is useful for self-control and can lead to better and increased effort. After reading that article, conservatives outperformed liberals once again on the test.

Clarkson said that the research team come from different places on the political spectrum, “We’ve got liberals, conservatives, libertarians and people who aren’t sure.” In spite of his own research’s findings, Clarkson weaseled out by demurring, “We are not saying that conservatives are better in general. We just think this study gives us a novel way to think about self-control.”

why liberals don't believe in free will

See also:

~Éowyn

Lesbian public school teacher indoctrinates children as young as 4 in LGBT

Homosexual activists claim their proselytizing in schools are a way of combating bullying. But a number of homosexual activists have admitted that the movement’s goal is in fact to “indoctrinate” children into accepting the normalcy of the homosexual lifestyle.

Canadian gay activist Sason Bear Bergman, a woman who identifies as a transgender man, wrote in a March 2015 piece titled “I Have Come to Indoctrinate Your Children Into My LGBTQ Agenda (And I’m Not a Bit Sorry)”: “I am here to tell you: All that time I said I wasn’t indoctrinating anyone with my beliefs about gay and lesbian and bi and trans and queer people? That was a lie.” Bergman states she wants to make children “like us” even if that “goes against the way you have interpreted the teachings of your religion.”

Sason Bear Bergman & Daniel Villarreal

In 2011 U.S. gay activist Daniel Villarreal penned a column for Queerty.com stating that the time had come for the homosexual lobby to admit to “indoctrinating” schoolchildren to accept homosexuality:

“Why would we push anti-bullying programs or social studies classes that teach kids about the historical contributions of famous queers unless we wanted to deliberately educate children to accept queer sexuality as normal?

We want educators to teach future generations of children to accept queer sexuality. In fact, our very future depends on it. Recruiting children? You bet we are.

Homosexual activist Michael Swift wrote in 1987 in the Gay Community News that school children would become explicit targets for homosexual indoctrination:

We shall seduce them in your schools…They will be recast in our image. They will come to crave and adore us.

Pete Baklinski reports for LifeSiteNews, April 20, 2015, on just such an example of a lesbian teacher’s indoctrination of children as young as four to accept homosexual and same-sex marriage.

Pam Strong, a primary grade lesbian teacher from Ontario’s Ellengate Public School, revealed in a workshop at a homosexual activist conference for teachers in April 2015, which was attended by LifeSiteNews, how she uses her classroom to convince children as young as four to accept homosexual relationships. She said, “I started in Kindergarten. What a great place to start. It was where I was teaching. So, I was the most comfortable there.”

Pam Strong

The conference, hosted by the homosexual activist organization Jer’s Vision, now called the Canadian Centre for Gender and Sexual Diversity, focused on the implementation of Bill 13 in Ontario classrooms. Bill 13, called by critics the ‘homosexual bill of rights,’ passed in June 2012 and gave students the right to form pro-gay clubs in their school, including Catholic schools, using the name Gay-Straight Alliance (GSA).

Strong, who is in an open relationship with another woman and who has been a teacher for about five years, focused her workshop on what she called the “power of conversation” for promoting LGBTQ issues in an elementary classroom, beginning with the junior kindergarten class.

She said she was reading a book King and King in the junior kindergarten class as a springboard to discuss her sexuality with the kids when she got to the part where the two princes become “married.” One of the boys in the classroom shouted: “They can’t do that! They can’t get married. They’re two boys.”

Strong recounted: “And I said, ‘Oh, yeah, yeah, they can. It’s right here on page 12.”

To which the boy replied,  “Oh, yeah, I know Mrs. Strong, but that’s just a story. That’s not real life.”

“And I said: ‘It happens in real life too. I am married to a woman. I am gay. And I am in love with my wife.”

Strong said the young children “just all kind of went silent.” She then told them: “That may seem different to you, how many of you have heard of that before?”

“Not one hand went up,” she related. “And so I said: ‘That may seem different to you, but we’re not that different. Would you like to know about what I do with my family?”

“Yeah, tell us,” she recounted the children enthusiastically saying.

“I said, you know, we take our kids to the park. I swing them on swings,” she related, telling conference attendees that she could share things she did with her own children that “mostly likely all of their families did with them.”

Then she told the children: “We laugh together. We go grocery shopping together. I read to them. I tickle them, sometimes until they scream and laugh and when they cry, I hug them until they stop.”

Strong said that at that point, the boy who had used the word ‘gay’ looked and her and said: “Well, you’re a family.”

“And I said, yeah, we are,” she related. “And off I go to the next classroom.”

Strong said that she went from “class to class to class and continued with these conversations, and they were very powerful.” She said, “All my class is very used to who I am. My family picture is very proudly in my room now. On Mondays they quite often will say, ‘What did you do with your wife?’ It’s normal in my classroom.”

ImageSome of the pro-gay children’s books Strong uses with her students.

Strong related another incident that happened last fall involving a new boy who had recently entered her grade 5 classroom and was unaware of Strong’s lesbianism. A conversation between herself and the students came up one day where it was mentioned that she was a lesbian. The new boy put his hands over his mouth and said, according to Strong: “Oh, my God, I think I’m going to puke.”

Strong said, “As I took the abuse — personally, as an individual – of those words, I also saw half of my class look at me with incredible concern. One student who was right in front of me already had tears in her eyes. And I noticed several other students who were looking at him. They were just very, very upset with this kid.”

The boy instantly became aware that “something he had said had just created this unbelievable tension in the room.” Strong said she told the boy that “I think that what you might not be aware of is that I am gay, and I am married to a woman, and my family has two moms.”

“His eyes just started darting around, and he was incredibly uncomfortable,” she related. “I looked at the other kids and I said: ‘Ok guys, what I want to ask you is: Am I upset with him?’ One little girl in my class put up her hand and said, ‘Mrs. Strong, I know you’re not upset with him, because he hasn’t had the benefit of our conversations.’ And I looked at my little friend, my ‘new’ friend, and I said: ‘But, we’re going to have one now.’”

Strong then directed her class to the board and asked them to write everything she had told them related to LGBTQ. “And my class all of a sudden popped up. ‘LGBTQ’ was on the board, ‘lesbian,’ and all the different words coming out there. And I sat back and said, ‘Let’s review.’ So, the last year and a half of ‘inclusive’ education came alive in my classroom.”

Strong told her workshop attendees that her “new little friend” is now a devoted champion of diversity. She boasted how he was the one in her class to count down the days to the pro-homosexual Day of Pink that took place earlier this month. When Strong took a photo of all the children wearing pink shirts in her classroom, she said the boy requested to be in the front.

ImageThe chart Strong uses to show her students that same-sex partnerships are the same as male-female families.

Strong said her indoctrination often doesn’t begin until months after she’d met the students. She waits for months before getting into what she called “difficult conversations” with students to convince them of the normality of her sexual preference for women. She first spends time “building a common vocabulary” in her classroom of words like “stereotype, prejudice, discrimination” so her students will be able to more readily conform to her pro-LGBTQ message. She has amassed a collection of “conversation starters” that she says helps get her started when presenting to her students the LGBTQ message. Pro-homosexual children’s books are one of her favorites.

“I use current events, news articles, advertisement are great for gender, especially with Kindergarten kids, pink and girl toys and all the rest of it. Commercials are great, I use one right now, the Honey Maid commercial.

Strong meant the 2014 “Dad & Papa” commercial depicting two male homosexuals engaged with their children in normal family activities such as making s’mores, eating dinner around the table, and walking in the park. She watches the commercial with her students up to three times, asking them to make a list of all the similarities between the homosexual-partnership and their own families. The kids notice dozens of similarities, but usually only one difference, namely that the commercial has “two dads.” Other than this, the students “could not find one thing in that commercial that was different than their own families.” In this way she convinces the kids that a homosexual-partnership is identical to a family made up of a male and female. “There was nothing left for me to teach at the end of it. It was a huge learning for some kids,” she said.

H/t FOTM’s MomOfIV

See also:

~Éowyn

“I wanted to be a special, different White person”

The good white professor...

The good white professor…

Huffington Post: Rachel Dolezal is a fascinating case study in White racial identity development. She is stuck in the immersion/emersion stage, in which White people, having learned extensively about the realities of racism, and the ugly history of White supremacy in the U.S., “immerse” themselves in trying to figure out how to be White in our society, and “emerge” with a new relationship to Whiteness. Only in the case of Dolezal, her way of dealing with the pain of the reality of racism, was to deny her own Whiteness and to become Black.

She is an extreme example of a common phenomenon. The “immersion” stage is typified by White people taking more responsibility for racism and privilege and often experiencing high levels of anger and embarrassment for racism and privilege, which they sometimes direct towards other Whites. They sometimes try to immerse themselves in communities of color, as Dolezal did. She’s not alone.

I definitely experienced this. There was a time in my 20s when everything I learned about the history of racism made me hate myself, my Whiteness, my ancestors… and my descendants. I remember deciding that I couldn’t have biological children because I didn’t want to propagate my privilege biologically.

If I was going to pass on my privilege, I wanted to pass it on to someone who doesn’t have racial privilege; so I planned to adopt. I disliked my Whiteness, but I disliked the Whiteness of other White people more. I felt like the way to really end racism was to feel guilty for it, and to make other White people feel guilty for it too. And then, like Dolezal, I wanted to take on Africanness. Living in South Africa during my junior year abroad, I lived with a Black family, wore my hair in head wraps, shaved my head. I didn’t want to be White, but if I had to be, I wanted to be White in a way that was different from other White people I knew. I wanted to be a special, different White person. The one and only. How very White of me…

white racist

Beverly Daniel Tatum has written that White people don’t choose to identify as White because the categories to choose from are loaded from the start. Traditionally, one can identify as a colorblind White person, a racist White person or an ignorant White person: those are the three ways White people get talked about as White. If those are the options, who would choose to identify as White? And so White people identify as “normal” and “Irish” and “just American” and do not self-identify racially. And that leaves us with a society in which only people of color have a race, where only people of color seem to be responsible for racialized problems. It makes it hard for all of us to know and tell our racial stories — because White people think we don’t have any. And it makes it hard for us to own our history, because we don’t see it as ours.

Many White people also feel like we don’t have culture, and this isn’t a coincidence. Throughout the 20th century, countless immigrant groups abandoned the artifacts of cultures that racialized them as immigrants (language, religion, food, styles of speaking, gesticulations, family structures, traditions, etc.) in order to become White. And this was not just a matter of fitting in; it was about accessing rights that were reserved for White people: citizenship, land ownership, police protection, legal rights, etc.

The more one could cast off the markers of otherness, the more likely it was that one could become White. And so while the desire to become White is really the opposite of what Rachel Dolezal had, the process of becoming White that her ancestors undoubtedly went through in the great American star-off machine, may be connected to her desire to un-become White, to lose that feeling of being cultureless, of being part of an unidentified group, and to leave behind that identity that has no positive way to be. And lots of White people — myself included — do this in thousands of tiny ways as we appropriate the cultures of others (from Africa, India, Compton, Guatemala, Harlem, Mexico…) to fill in the blanks in our own.

Daniel Tatum said we need to change this. We need to give White people new ways to identify as White. Because at the end of the day, we need White people to see that we are White. When we recognize and own our Whiteness, we can account for our own portion, our one 1/billionth of responsibility for what White people have done throughout history. We can work with other White people to begin to challenge bias, ignorance and colorblindness. We can use our privilege to confront the sources of that unfair favoring.

I was lucky. The Black family I embedded myself in during my “Rachel Dolezal phase” insisted on my inherent goodness, and that of my family and even — I thought this was a stretch — of my ancestors. They helped me focus on my capacity to make change as a White person. They appreciated my desire to be Black, they teased me, they let me know in no uncertain terms that I would never be Black. I read James Baldwin, Toni Morrison, Steve Biko. I swore off White authors. But the Black authors I read saw the immersion stage coming, and they reminded me that Black people don’t need White people to help them pursue liberation, that the job of White people lies with teaching other White people, seeing ourselves clearly, owning our role in oppression.

I’m not sure what happened with Rachel Dolezal. Maybe it was mental illness. Maybe it was a desire to connect to her adopted brothers. Maybe she felt safer and more loved in Black communities. Maybe it felt good to distance herself from the overwhelming oppressiveness of Whiteness — her own and that of her country and of her ancestors. But the lesson for me is remembering how deep the pain is, the pain of realizing I’m White, and that I and my ancestors are responsible for the incredible racialized mess we find ourselves in today. The pain of facing that honestly is blinding. It’s not worse than being on the receiving end of that oppression.

The professor suffers pain from realizing she's white.

The professor suffers pain from realizing she’s white.

Being White — even with the feeling of culturelessness and responsibility for racism — is nothing compared to not being White. But being White — and facing the truth of what that means historically and systemically — can drive you to do the weird and unthinkable that we see in Dolezal today.

It seems like a good warning. Rachel Dolezal’s actions are a potential pitfall for any White people on the journey towards recognizing the truth of what it means to be White and accepting responsibility for it. But we cannot not be White. And we cannot undo what Whiteness has done. We can only start from where we are and who we are.

DCG

Georgetown prof calls for gender-neutral ‘Parent’s Day’

The good professor...

The good professor…

Campus Reform: Forget gender-neutral bathrooms. One professor revealed his new goal this weekend: gender-neutral holidays.

On the eve of Father’s Day, Preston Mitchum, an adjunct professor at Georgetown University, took to Twitter to condemn the gendered holiday.

He tweeted, With all the debate about single mothers and fatherhood, this is why I wish we would have a PARENT’S DAY and stop gendering everything.”

“What I’m trying not to do, however, is discount Caitlyn’s story because of her privileges… but instead use her story to challenge you, me, us about owning our messed up ways of only standing up for people when they are wealthy, not of color, republican [sic], and who has [sic] access to a plethora of resources,” Mitchum wrote in a series of tweets.

Prior to joining Georgetown’s faculty, Mitchum worked for the left-leaning Center for American Progress as an LGBT policy and racial justice analyst. He has previously contributed to Huffington Post and The Atlantic.

From Mitchum’s bio:

“Preston Mitchum is a Policy Analyst at the Center for American Progress (CAP), a nonpartisan research and educational institute, in Washington, D.C. Specifically, he works for the FIRE Initiative, which works to eliminate the social, economic, and health disparities faced by LGBT people of color. Preston’s research interests include the intersection of law and policy as it relates to race, sexual orientation, gender identity, gender, and poverty. Prior to joining CAP, Preston served as the Research Fellow of the Behavioral Health Initiative at the National Coalition for LGBT Health, where he researched and identified short and long-term strategies for translating LGBT-inclusive behavioral health policy, cultural competency training, and theory into practice.”

Liberals want to fight for LGBT and women’s rights yet they want everything to be gender neutral. Seems they want to have it both ways.

stupid2

DCG

Rutgers ‘professor': ‘There are no good white people … only less bad white people’

The good "professor...

The good “professor…

The College Fix: Rutgers scholar: ‘We (white people) should be seen in grades of ‘less bad’ to balance out the ways other groups are unfairly seen’

A graduate student lecturer at Rutgers University recently tweeted “until the entire system changes there are no good white people. There are only less bad white people” to his more than 500 followers.

The tweet by Kevin Allred, a self-described queer feminist who is also white, told The College Fix in an email that he stands by his comments.

[W]hiteness plays an invisible role in dominating and oppressing everyone else. And I’m speaking about a U.S. context specifically here,” said Allred, who is currently teaching a summer course at Rutgers called “Politicizing Beyoncé.”

“Our system was built on the labor of many while few benefited from that labor – those few were typically and still typically are rich, straight, white men,” Allred continued in his email to The Fix. “This is a basic conversation about privileges, which I know from our exchange we have different opinions on.” (Editor’s note: The author of this article informally exchanged tweets with the scholar prior to contacting him as a reporter.)

“I was trying to point out the irony that stereotypes affect people of color so that they are never seen as individuals, they are always answering for the stereotype that is applied to an entire group,” Allred said in his email. “That doesn’t happen to white people as a whole. … I was using ‘white people’ as a group to point out the ways that other people of color and other marginalized groups are usually lumped together.”

“And I didn’t say there are ‘no good white people’ – I meant until the system changes completely to erase these stereotypes in general (which was the condition on my tweet that you’re taking issue with) no white people should be seen as de facto good. We (white people) should be seen in grades of ‘less bad’ to balance out the ways other groups are unfairly seen.”

allred2

In his tweets, Allred stated friends on Facebook had taken offense to a caption “White people, NO! DON’T DO THINGS LIKE THIS” that Allred had added to a story about former Spokane-NAACP Chapter President Rachel Dolezal, a white woman who had pretended to be black. They had criticized how he grouped all white people together.

“White people never answer for the actions of other white people,” tweeted Allred, later adding: “As #WHITEPEOPLE, we can pretty much anticipate that other white people are gonna do more terrible sh*t in the near future-let’s be proactive.”

When other Twitter users questioned his statements, Allred defended himself by saying “I’m a college professor” and “Google my name.”

Allred is no stranger to media attention. He frequently guests on MSNBC’s “So Popular” as a member of the “Smart A*s Pop Culture Feminist Clique.” Many news outlets also covered Allred’s course “Politicizing Beyoncé” when it was first offered through Rutgers University’s Department of Women’s and Gender Studies.

In the course, Allred discusses “the thin line Beyoncé walks as a sex kitten-cum-girl power role model,” Rutgers Today reports.

On his website, Allred describes himself as “a Ph.D. candidate in Women’s and Gender Studies and shamelessly outspoken independent scholar interested in black feminism, pop culture, and United States politics.”

“One of his goals as a teacher, writer, and speaker is to break down barriers that exist between the academy and the lived experiences of communities by engaging students in conversations across and about difference,” his website states.CG