Children are trained in Portland schools to see everything through a prism of race and to become revolutionaries. On a broader scale, this is exactly what Critical Race Theory and the 1619 Project teach children. 1619 alone is now implemented in over 3500 school systems throughout the United States.
In an article by activist Christopher Rufo, he writes about the child soldiers of Portland. The piece begins: There are only a few places on earth where radicals and their children ritualistically burn the American flag and chant “Death to America”: Tehran, Baghdad, Beirut, Kabul, Ramallah—and Portland, Oregon.
“Anarchists, Communists, ecofascists, and various other agitators regularly denounce the police, politicians of both parties, and America itself, and flag-burning has become part of the protesters’ liturgy. Last summer, protesters associated with Antifa upped the ante with chants of “Death to America” and participated in months of violent protests to avenge the death of George Floyd while he was in police custody in Minneapolis. Children as young as four marched with the crowd to the federal courthouse, raising the Black Power fist and chanting “Fuck the Police!”
He warns readers not to dismiss this as a few harmless radicals in Portland because it is institutionalized. Equity and inclusion now in our Federal, state, and local governments and schools border on propaganda [we believe they are propaganda].
[Some city governments have five-year plans putting this systemic, hate-filled system of equity and inclusion in all facets of governing and learning.]
WHERE HE GOT THE INFORMATION
Rufo infiltrated three school districts in Portland, Tigard-Tualatin School District, Beaverton School District, and Portland Public Schools. He has whistleblowers and troves of documents.
He writes, “The schools have self-consciously adopted the “pedagogy of the oppressed” as their theoretical orientation, activated it through a curriculum of critical race theory, and enforced it through the appointment of de facto political officers within individual schools, generally under the cover of “equity and social-justice” programming. In short, they have begun to replace education with activism.”
“By perpetuating the narrative that America is fundamentally evil, steeping children in race theory, and lionizing the Portland rioters, they have consciously pushed students in the direction of race-based “revolution.” In the language of the Left, the political education programs in Portland-area districts constitute a “school-to-radicalism pipeline”: a training ground for child soldiers.”
The social studies module on race begins innocently enough: the teacher asks the eight- and nine-year-old students to think about their “culture and identity” and join her in “celebrating diversity,” set alongside pictures of a world map and cartoons of smiling children. The subsequent lessons become more pointed. The teacher explains to students that “race is a social construct,” created by privileged white elites who use these categories “to maintain power and control of one group over another.” This, the teacher says, is “racism” that “can determine real-life experiences, inspire hate, and have a major negative impact on Black lives.”
All Whites Are Racists
The next module focuses on “systemic racism” and the history of the United States. The teacher tells the students that racism “infects the very structure(s) of our society,” including “wealth, employment, education, criminal justice, housing, surveillance, and healthcare.” To accompany the lesson, the teacher includes a video presentation in which the speaker directly accuses the children of being racist themselves: “Our society speaks racism. It has spoken racism since we were born. Of course, you are racist. The idea that somehow this blanket of ideas has fallen on everyone’s head except for yours is magical thinking and it’s useless.” The speaker then tells the students that if they don’t convert to the cause, they will “affirm the status quo of certain bodies being allowed resources, access, opportunities, and other bodies being literally killed.”
The final modules present the solution: students must immerse themselves in “revolution,” “resistance,” and “liberation.” The teacher introduces these principles through photographs of child activists, Colin Kaepernick, the Black Power fist, and Black Lives Matter demonstrations, as well as protest signs reading “White Silence = Compliance,” “Black Lives > Property,” “AmeriKKKa,” and “Stop Killing Us.” The goal, according to the curriculum, is for students to become “change-makers” and “antiracist in all aspects of [their] lives.” They must actively fight “white supremacy, white-dominated culture, and unequal institutions,” or they will be guilty of upholding these evils. In the concluding lesson, the curriculum instructs the third-graders to “do the inner work to figure out a way to acknowledge how you participate in oppressive systems,” “do the outer work and figure out how to change the oppressive systems,” and “learn how to listen and accept criticism with grace, even if it’s uncomfortable.”