Anti-racism; Scottish Education’s
Number One Priority
Each year ‘Show Racism the Red Card Scotland’ holds a competition that sees young people, from Primary 1 to FE, coming up with creative ways to promote messages of anti-racism.
But why? How
did this become so important? Did those promoting this not see the implicit
dark message, or notice the terrible potential with the transformation of the
definitions of racism from what one does, to what one says, to what one thinks,
to what one is assumed to think, to presence, to mere existence being a hate
crime if you have the wrong opinion. Or the wrong colour; and here we arrive at
‘Whiteness’, the latest Talmudic sophistry which allows the attack on White
interests and Whites as people under the justice trope of merely attacking a
concept. Primary schools are not yet discussing
‘Whiteness’as a
pathology to be eradicated and then this celebrated as a good for humanity.
However, this morbid obsession is in the background to all the cultural choices
made within school which have gradually undermined White cultural interests. For
example, it's a now a near necessity that no Christian religious festival can
be mentioned without an obsequious reference to some other religion’s
apparently equivalent festival (e.g., Hanukkah and Christmas). This is a phenomenon
that flows just one way.
What is worrying
about this particular aspect of our anti-racism priority is that, under the
guise of due consideration to other cultural practices, the gradual erosion of
White cultural references tacitly signals their irrelevance. The child not
seeing or hearing of such references naturally assumes they don’t exist; and
there is no mainstream or school-based source to disabuse them of this notion.
This
requirement to promote others as equally valid reduces the preference the
native culture is due by right and thus shows it disrespect. In doing this, the
disrespect rebounds back on native Whites who cannot, or at least do not,
defend and high honour their own cultural practices and icons. This is another
example of the observation that in attempting to respect everything equally
regardless of intrinsic merit, or to celebrate everything equally, is to respect
and celebrate nothing in particular. This akin to not actually celebrating at
all!
In this
context to preference one thing is to disfavour something else. To honour a
culture more than your own is to dishonour your own. To dishonour your own in
front of ethnic others is to be a traitor. To always be seeking equivalences as
appeasement, to always be apologising, to be always finding validity through
the well-being of other groups, signals weakness. This cultural relativism
further damages our native confidence in our own values as it bolsters the same
effect in the field of ethics and morality; accepting all values as equal in
truth and validity makes it impossible to defend your own. One thusly destroys
one’s own authority and source of power. Only Whites do this. Teaching self-hate
is our White intellectual patrimony!
Without a
doubt, there should indeed be a focus on anti-racism in Scottish primary
schools. The reader is sure to understand the direction in which this should be
encouraged to flow.
Race is not Everything, but Without it
Everything is Nothing
