San Diego Schools Forcing Teachers to Take “White Privilege” Training

Written with contribution from Sheriff David Clarke

According to leaked documents from the San Diego School District, teachers are being forced to attend “white privilege” training in which they are being told they “are racist.”

Because of course, they are.

I supposed those teachers who aren’t already fully on board with radical critical race theory must be properly indoctrinated themselves before they can expect to do the same to the young charges of our nation’s public school system, right?


According to the leaked documents discovered by journalist Christopher F. Rufo, the training’s goal is to get teachers to commit to becoming “anti-racist” in the classroom.

The District’s training sessions began with instructors telling faculty members that because of their “white fragility” they will experience feelings of “guilt, anger, apathy [and] closed-mindedness.”

During the “voluntary” training, instructors taught the teachers about “land acknowledgment” which requires the teachers to accept that their city and school, and the entire country, has been established on stolen Native American land.

The teachers were also taught via video clips from the teachings of “White Fragility” author Robin DiAngelo and “Be Antiracist: A Journal for Awareness, Reflection, and Action” author Ibram X Kendi.

After viewing the clips from DiAngelo and Kendi, the instructors insisted to the group that they “are racist” and that they are guilty of “upholding racist ideas, structures, and policies.”

The documents don’t detail any examples the instructors gave to teachers of these supposed “ideas, structures, and policies” that the teachers allegedly “uphold,” however.

In the end, the group was tasked with becoming “anti-racist” in the classroom and confronting and examining their “white privilege” so they can “teachers others to see their privilege.”

According to the San Diego School District, hundreds of teachers supposedly voluntarily chose to attend the training seminar. The session was “based on the teachings from author Anneliese A. Singh’s ‘Racial Healing Handbook.’”

“We are a majority-minority district with a majority white teacher workforce. The ability to hold honest conversations about race with grace is important, which is why we offered the training and why so many teachers elected to enroll,” a district spokeswoman said in a statement.

“Our students benefit from being able to talk about race and other difficult issues, regardless of their background. Most of all, we believe every open and sincere conversation about race — no matter how it begins — provides an opportunity to learn from one another, for hearts to open, and for minds to grow,” the spokeswoman said.

But why? Why is this social justice junk more important than preparing students to read, write, add, subtract, multiply and divide no longer the primary goal of an institution of learning?

In the San Diego public school district according to the San Diego Union-Tribune newspaper in 2018, slightly over half of students meet state standards in English. Only 47% meet those same standards in math. Compared to 2016, those mediocre public schools saw 0% improvement in English and 1% increase in math.

Might this be because too much time in the classroom is spent on indoctrinating teachers and kids in the area of critical race theory garbage and not enough time on academics?

The training sessions were, apparently, inspired by nationwide protests against racial injustice in the wake of the police-involved killings of George Floyd, Ahmaud Arbery, and Breonna Taylor.

Earlier in the year, the district completely overhauled its grading system in a professed effort to combat racism that many might say is pretty racist on its face. The grading system was deemed to be discriminatory after data revealed that there were significant disparities between the percentage of white and minority students who received D or F grades over the course of the first semester of the last school year, according to the San Diego Union-Tribune.

According to the data, white students made up 7 percent of all D and F grades while black students represented about 20 percent and Hispanic students accounted for about 23 percent of them.

Instead of working to address any educational disparities among blacks and Hispanic students to better serve them so they could compete with their non-minority peers, the district voted to do away with “non-academic factors like late work and classroom behavior in a student’s grade.”

“This is part of our honest reckoning as a school district,” said Richard Barrera, vice president of the district.

“If we’re actually going to be an anti-racist school district, we have to confront practices like this that have gone on for years and years.”

Practices like holding minority students to high standards with the belief that they, as equally created and valuable Americans, ought to be given the tools they need to survive and thrive in the real world rather than be indoctrinated to their own supposed victimhood early in life?

This is truly sick.

Teachers are abandoning the lofty call to equip all American schoolchildren with the academic and practical tools to go on to make something of themselves regardless of their circumstances.

This doesn’t do away with racism—it creates racially-charged policies that are bound to hurt minority and white students alike while increasing disparities and discrimination.

Maybe kids will feel equal when they are all functionally illiterate.

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