Left-wing militants are on the march in Portland. Peanut butter and jelly sandwiches in school cafeteria have got to go. Principal Verenice Gutierrez has declared the sandwiches to be racist. Gutierrez is also a “certified” teacher of the “equity curriculum.” Gutierrez is involved in an effort to force all district teachers to advocate a white-hating philosophy known as “white privileged.” This is a militant brand of white-hating nonsense that blames white people for all the faults of non-whites.
Guitierrez is accused of being a racist herself. She helped set up a lunch time drum corps club last year. A parent told the Portland Tribune that whites, Asians, and women are excluded from the club. Only black and Latino males are allowed to join.
When questioned about the club, Guitierrez simply unleashed a nonsensical diatribe accusing white people of oppressing everyone else. Her statement both denied, but then seems to confirm that the club does exclude whites and Asians.
The school, which teaches K-8, is a total wreck. Guitierrez openly admits that the schools’ standards are a joke. She says that when she arrived at the school, one third of their 8th grade graduates are only functioning at a 3rd grade level! The school is designated as a problem school by the states. For being a failure, it is lavished with extra state funding.
Verenice Gutierrez picks up on the subtle language of racism every day.
Take the peanut butter sandwich, a seemingly innocent example a teacher used in a lesson last school year.
“What about Somali or Hispanic students, who might not eat sandwiches?” says Gutierrez, principal at Harvey Scott K-8 School, a diverse school of 500 students in Northeast Portland’s Cully neighborhood.
“Another way would be to say: ‘Americans eat peanut butter and jelly, do you have anything like that?’ Let them tell you. Maybe they eat torta. Or pita.”
Guitierrez, along with all of Portland Public Schools’ principals, will start the new school year off this week by drilling in on the language of “Courageous Conversations,” the district-wide equity training being implemented in every building in phases during the past few years.
Through intensive staff trainings, frequent staff meetings, classroom observations and other initiatives, the premise is that if educators can understand their own “white privilege,” then they can change their teaching practices to boost minority students’ performance.
Last Wednesday, the first day of the school year for staff, for example, the first item of business for teachers at Scott School was to have a Courageous Conversation — to examine a news article and discuss the “white privilege” it conveys.
Most of the staff are on board, but there is some opposition to a drum class being offered to middle school boys of color at Scott School.
Fifty percent of the students at Scott are Hispanic; another 15 percent are black and 9 percent are Asian. Eighty-five percent are eligible for free or reduced-price meals.
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