Author Topic: Academic decolonization  (Read 2585 times)

90sRetroFan

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Re: Academic decolonization
« Reply #45 on: April 01, 2022, 11:20:04 pm »
Our enemies accurately remind us who is to blame (not the US and not National Socialist Germany!) for compulsory schooling in general and machinism-focused curricula in particular:

https://www.theoccidentalobserver.net/2022/04/01/why-hire-from-harvard-will-harvard-be-to-the-2020s-what-general-motors-was-to-the-1980s/

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As long ago as 150 years ago, European countries, packed together in a hostile national security environment (think Hungary not far from Germany or the Austro-Hungarian Empire smack up against France, Prussia, and not far from the borders of the Russian Empire) realized that technological advance was necessary in order that they not be leap-frogged — perhaps fatally — by one of their all-too-nearby adversaries in terms of armament capacity and quality.  About 3 seconds later, each realized that they needed a pipeline from grades K through 12 to produce students with sufficient background in mathematics and the sciences such that they could progress rapidly through first-class engineering programs.  The result was a K-through university mathematics and science pipeline unrivalled by anything ever seen, to this day, in the fat and happy United States, whose main interest was in producing potential aspiring clerks in John Hancock’s counting house. (Although the USSR’s launch of Sputnik in 1957 led to what has turned out to be a temporary emphasis on science and technology education in the U.S.) This has produced some anomalous results, including the outstanding performance in mathematics competitions of the top math school in the tiny country of Rumania.  The result that, notwithstanding a number of commercially inventive product roll-outs from places like the Edison labs, the U.S. had, until after World War II, very little “big league” scientific establishment compared to, say, Germany or Russia or even the rest of Europe.  The geniuses and well-trained minds that did the most difficult science that allowed the US to leapfrog the rest of the world during and after World War II were, in the main, imported from Europe and had been trained in Europe, due in part to Hitler’s driving out a number of his best scientists on religious or ethnic grounds.

While we want to eventually abolish compulsory K through 12 schooling altogether, in the time before that can be done, anything that makes the curricula less machinism-focused is welcome.

90sRetroFan

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Re: Academic decolonization
« Reply #46 on: May 06, 2022, 09:11:54 pm »
https://www.dailymail.co.uk/news/article-10748375/Taxpayers-cash-Arts-Council-England-spent-decolonising-museums.html

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First it was statues, then it was street names and books by white authors. Now left-wing radicals have cricket and knitting in their woke sights as they aim to decolonise Britain — and they've used millions in taxpayers' money to do it.

My objection to cricket is that it, like so many other Western sports:

https://trueleft.createaforum.com/human-evolution/misinformation-about-racial-origins/msg7335/#msg7335

https://trueleft.createaforum.com/news/olympics/msg7795/#msg7795

is played on a grass lawn:



I in theory would not mind cricket played on empty ground, though of course I would still prefer former victims of Western colonialism to elevate pre-colonial sports over cricket (and other Western sports introduced during colonization) in national prestige.

Knitting is ancient, and I have no problem with it. I merely aesthetically despise post-Renaissance Western knitting styles:

https://en.wikipedia.org/wiki/History_of_knitting

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Many elaborate designs were developed, such as the cable stitch



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Fair Isle techniques were used to create elaborate colourful patterns



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The city of Nottingham, particularly the district known as Lace Market, was a major producer of machine-knitted lace.

https://trueleft.createaforum.com/true-left-vs-right/western-civilization-is-ugly-48/msg6283/?topicseen#msg6283

Back to first link:

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Last year the Royal Botanic Gardens at Kew even announced its intention to 'decolonise' plants as it acknowledged its own 'exploitative and racist legacies'.

Its director, Richard Deverell, said: 'We are at a fork-in- the-road moment.'

It suggested the outpouring of feeling around the world at the death of George Floyd meant that long-standing injustices had to be faced up to.

'Parts of Kew's history are shamefully drawn from a legacy that has deep roots in colonialism and racism,' he said.
...
'We were beacons of discovery and science, but also beacons of privilege and exploitation.'

This makes it sound like we should feel happy that the discovery itself happened, but sad that it came at the cost of the exploitation, and that the alternate universe we should prefer is one with the discovery but without the exploitation. No, the discovery should never have happened. It was Western civilization which, via its disregard for exploitation, made happen what should never have happened. We resent no only the exploitation, but also the discovery itself. How could we not, considering that we are living through its side-effects every day?

https://trueleft.createaforum.com/true-left-vs-right/western-civilization-is-a-health-hazard/

And we are already the lucky ones compared to most?

https://trueleft.createaforum.com/true-left-vs-right/western-civilization-sustainable-evil/

Plus we have to worry about where it is leading next?

https://trueleft.createaforum.com/true-left-vs-right/if-western-civilization-does-not-die-soon/

Back to first link:

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One of Deverell's plans was to change display boards and descriptions so that, for example, any mention of sugar and rubber plants would reflect their links to slavery and colonialism.

He also wanted to stop plants being described as having been 'discovered' at certain times because they were known to indigenous communities long before Western botanists and explorers came across them.

90sRetroFan

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Re: Academic decolonization
« Reply #47 on: May 11, 2022, 08:34:46 pm »
Why did something so obvious take so long?

https://www.telegraph.co.uk/news/2022/05/07/decolonise-ears-mozarts-works-may-instrument-empire-students/

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Cambridge music students are being instructed to “decolonise the ear” and consider the classical canon as “an imperial phenomenon”.

The works of composers such as Wolfgang Amadeus Mozart and Giuseppe Verdi are being taught in relation to topics including European imperialism and Orientalism, as the music faculty pursues work on “curricular decolonisation”.

Undergraduates studying for the course, titled Decolonising the Ear, are taught to consider listening to sound in a “postcolonial” way, while a “music, power, empire” module explores how the classical repertoire is a middle-class and imperial phenomenon.
...
According to a course guide for Decolonising the Ear, undergraduates will examine topics including how musical repertoires could be “complicit… in projects of Empire and neoliberal systems of power”.

Students also learn how “Empire… affected our understanding of what constitutes ‘music’” and how “genres like opera seem particularly susceptible to racialised representations”.

The imperial leitmotif appears in a Western music history course dedicated to studies of “music, power, empire”, which urges students to consider the classical canon as an “imperial phenomenon”.
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A 2021-22 undergraduate handbook stated that students learn how 19th-century “concepts of middle-class musical value resulted in the creation of a canon of European masterworks”.

The course overview added that this canon was played, enjoyed and patronised by a “musical establishment that was leveraged in the service of patriarchy, class aspiration, and imperial expansion”.
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The University of Cambridge’s approach followed a reappraisal of music across institutions in the wake of the Black Lives Matter protests, with the Royal College of Music pledging to examine instruments made from “colonialism” materials and to make its classical curriculum more diverse.

A professor at the University of Oxford also suggested that musical notation is “colonialist”, amidst internal discussion over the question of the curriculum’s “complicity in white supremacy”.

Our enemies are also discussing this:

https://www.amren.com/news/2022/05/decolonise-your-ears-as-mozarts-works-may-be-an-instrument-of-empire-students-told/

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"the Royal College of Music pledging to examine instruments made from “colonialism” materials".
Piano keys, for example, are made with ebony and ivory. Are they going to smash up all pianos?

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Used to be made - nowadays they are mostly made of wood and plastic, not wood and ivory... I remember practicing on a 1905 Bluthner baby grand with ivory keys... An absolute delight!

Comments like these just prove the point of the article!

90sRetroFan

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Re: Academic decolonization
« Reply #48 on: May 27, 2022, 09:24:05 pm »
Our enemies find another "non-white" Eurocentrist to write for them:

https://www.amren.com/features/2022/05/my-life-as-a-black-teacher-in-black-schools-is-hell/

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I’m writing to give you a bit of insight into the life of a black teacher who does not subscribe to the victim mentality that is rampant within the black community. My life as a black teacher in black schools is hell. Because I believe in personal responsibility and accountability, I’m not a “sistah.” According to other black people, I’m a coon, sellout, Uncle Tom, etc. I no longer care.

It is possible to both believe in accountability and subscribe to victim mentality. If you know you have been victimized, it is your duty to do everything in your power to hold your oppressor accountable. And to fail in this duty makes yourself accountable for your victimization also.

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I told her, “The students won’t do their work. I give them class time and even offer to stay after school for extra help. I’ve also offered extensions. They don’t do anything.” She replied, “I understand you’re struggling as a new teacher. You haven’t realized yet that these students come from difficult homes. You can’t expect them to do homework. In fact, when I was a teacher, I never gave homework. We did everything in class. You have to meet our ‘babies’ where they are.”

In a world which cared about not initiating violence, class would not be compulsory either. But students are absolutely justified in not doing homework that they do not want to do. This has nothing to do with difficult homes - bringing this in is False Leftism. True Leftism would expect no students to do any homework they do not want to do. Why should they?

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I asked: “I get that their lives might be difficult, but why are we allowing them to use this as a crutch? Won’t this continue the cycle? Aren’t we crippling them by coddling them? Shouldn’t we prepare them so they can get out of their current situations? How are we getting them ‘college and career ready’ if we tell them they don’t have to do homework, or any work for that matter, because they’ve had a hard life?”

Again, even students with easy lives have no reason to do any homework they do not want to do. No, it is you who are continuing the cycle of Western civilization by getting them 'college and career ready' by overriding their own original wishes. No, what you call "coddling" them is simply not initiating violence against them. Anyone who believes that absence of initiated violence causes "crippling" should not be a teacher. Yes, perhaps not being 'college and career ready' puts them at a competitive disadvantage compared to those who are, but being competitively disadvantaged is not the same thing as being "crippled". This is what a good teacher should be teaching students: there should never have been such a competition going on in the first place (and indeed there was not prior to Western incursion), and we should be trying to end the competition ASAP!

https://trueleft.createaforum.com/colonial-era/national-socialism-is-revolutionary-not-reactionary/msg10981/#msg10981

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True Leftism still believes in superiority and inferiority; the difference is that we believe the superior can be (and in reality are more often than not) defeated by the inferior in worldly competition (the colonial era being one example). In other words, True Leftism is divergence of the moral hierarchy from the natural hierarchy.

Socialism is then the attempt, given awareness of the above, to set things up in practice so as to help the superior (but less competitive) defeat the inferior (but more competitive).

Back to enemy article:

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That day, I had an epiphany: How is this the white man’s fault? You are literally telling me to teach my students to underachieve.

It is the "white" man's fault because he was the one who spread Western civilization (including compulsory schooling) and hence Western standards of achievement during the colonial era. Your students as you describe them are underachieving only by Western standards. We should be killing Western civilization to suit your students, not crushing your students' spirits to suit Western standards.

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How is this going to help them? They’re going to be stupid, entitled victims . . . but will no doubt blame the white man and systemic racism for their failures.

How would them blaming the "white" man be incorrect? Was it not the "white" man who introduced compulsory schooling all over the world where previously such a thing never existed?

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I resigned and took the job at my current school district. It was the only job I could find. It’s very hard to get into the better school districts. There are more white students at my current school, and having more diversity has been something of a saving grace

**** you.

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The children aren’t completely stupid. They can figure out that there are no consequences for bad behavior.

Indeed. But what if I told you bad behaviour is adding more and more machines into the world? Yet Western civilization not only does not punish machinists, it positively rewards them! We should be thankful that at least some children (e.g. the students you complain about) have no interest in becoming machinists despite the rewards that await machinists! These children are the ones we should be adjusting civilization to meet! Instead you want to adjust them against their will until they become Westerners.

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Standards are going away in favor of feelings.

What is the problem? Finally some people are able to feel that Western civilization is evil. And your response is to say that such people do not meet Western standards? Should we not instead see if we can use these feelings to establish a different set of standards?

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most of these Title I schools don’t support no-nonsense black teachers who promote accountability. They don’t support black teachers who refuse to perpetuate the myth of black victimization in a “systemically racist” society. They don’t support black teachers who encourage black students to shake off this slave mentality.

Who is the slave: the one who still remembers that compulsory schooling is initiated violence, or the one who has forgotten this?

Did "blacks" introduce compulsory schooling into the world? Yet they are subjected to it. How then are "blacks" not victimized in a systemically racist society?

As for promoting accountability, no one born from the beginning of the colonial era onwards who disagrees that WESTERN CIVILIZATION MUST DIE can claim seriously to care about promoting accountability.
« Last Edit: May 27, 2022, 09:30:22 pm by 90sRetroFan »
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SirGalahad

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Re: Academic decolonization
« Reply #49 on: May 28, 2022, 10:33:29 am »
I still maintain that compulsory schooling is one of the most traumatic experiences of early childhood for people like me, who didn't want to go to school and just wanted to stay home. When I first started going to school I remember basically crying all morning in the playground, and I did that pretty much on a regular basis for a while until I slowly accepted that this was how it was going to be now

guest55

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Re: Academic decolonization
« Reply #50 on: May 28, 2022, 10:39:32 am »
I still maintain that compulsory schooling is one of the most traumatic experiences of early childhood for people like me, who didn't want to go to school and just wanted to stay home. When I first started going to school I remember basically crying all morning in the playground, and I did that pretty much on a regular basis for a while until I slowly accepted that this was how it was going to be now

My sister used to cry every morning for a long time too. I used to try and escape as much as possible. My senior year I was forced to attend night school just to graduate, lol!

Zea_mays

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Re: Academic decolonization
« Reply #51 on: May 29, 2022, 11:45:11 pm »
Not just early childhood--I felt the misery of compulsory school got worse each year.

Then we have university to continue destroying the psyche of young people. The brain keeps developing until the mid-20s, and probably by no coincidence, that is how long it would take someone to get a PhD if they went to university straight after high school.

Westerners have perfectly honed things so young people's entire brain development cycles are riddled with nothing but stress and violence.
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90sRetroFan

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Re: Academic decolonization
« Reply #52 on: July 17, 2022, 08:30:38 pm »
Victory!

https://12ft.io/proxy?q=https%3A%2F%2Fwww.telegraph.co.uk%2Fnews%2F2022%2F07%2F16%2Fwoke-dance-school-drops-ballet-auditions-white-elitist%2F

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Woke dance school drops ballet from auditions as it is ‘white’ and ‘elitist’
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Ballet has been ditched as a requirement for school-entry auditions because of its “contentious nature”, with teaching staff explaining that the traditional mode of dance comes with the baggage of “white European ideas”.
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The changes come after the conservatoire undertook work to “decolonise the curriculum” and take advice from LGBT societies.

Information from the NSCD, based in Leeds, said: “We review content and have removed ballet from our audition day due to its potentially contentious nature.”
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An issue of vocabulary

The issue of vocabulary hinges on ballet’s traditional terminology – which has led to gender distinctions such as “ballerina” for women and “danseur” for men – and the everyday use of “men and women” or “girls and boys” in dance classes.

The split of roles along gender lines, with female dancers tending towards pointe work and men customarily performing leaps and lifts
, has also been cited as an issue, and the NSCD is seeking to become more inclusive by tackling distinctions.

Ms McCarthy said: “Ballet has strongly gendered roots in terms of the movement vocabulary.

“Most of our ballet staff were trained at a time where divisions in the teaching of ballet were clear and men lifted women. There was a shift to ladies and gentleman over time but this is still problematic in relation to inclusion of non-binary and trans dancers.”

I always despised ballet for its (characteristically Western) emphasis on sexual dimorphism.



Anyone who still thinks Russia is not a Western country needs to watch some Russian ballet. And Russia certainly will not be dropping ballet any time soon. This is evidence that Britain is less Western than Russia.

For reference:

https://trueleft.createaforum.com/true-left-vs-right/western-civilization-is-a-health-hazard/msg43/#msg43

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en.wikipedia.org/wiki/History_of_ballet

   
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Ballet is a formalized form of dance with its origins in the Italian Renaissance courts of 15th and 16th centuries. Ballet spread from Italy to France with the help of Catherine de' Medici, where ballet developed even further under her aristocratic influence. An early example of Catherine's development of ballet is through 'Le Paradis d' Amour', a piece of work presented at her daughter's wedding, Marguerite de Valois to Henry of Navarre. Aristocratic money was responsible for the initial stages of development in 'court ballet', as it was royal money that dictated the ideas, literature and music used in ballets that were created to primarily entertain the aristocrats of the time. The first formal 'court ballet' ever recognized was staged in 1573, 'Ballet des Polonais'. In true form of royal entertainment, 'Ballet des Polonais' was commissioned by Catherine de' Medici to honor the Polish ambassadors who were visiting Paris upon the accession of Henry of Anjou to the throne of Poland. In 1581, Catherine de' Medici commissioned another court ballet, Ballet Comique de la Reine, however it was her compatriot, Balthasar de Beaujoyeulx, who organized the ballet. Catherine de' Medici and Balthasar de Beaujoyeulx were responsible for presenting the first court ballet ever to apply the principles of Baif's Academie, by integrating poetry, dance, music and set design to convey a unified dramatic storyline. Moreover, the early organization and development of 'court ballet' was funded by, influenced by and produced by the aristocrats of the time, fulfilling both their personal entertainment and political propaganda needs.

    In the late 17th century Louis XIV founded the Académie Royale de Musique (the Paris Opera) within which emerged the first professional theatrical ballet company, the Paris Opera Ballet. The predominance of French in the vocabulary of ballet reflects this history. Theatrical ballet soon became an independent form of art, although still frequently maintaining a close association with opera, and spread from the heart of Europe to other nations. The Royal Danish Ballet and the Imperial Ballet of the Russian Empire were founded in the 1740s and began to flourish, especially after about 1850. In 1907 the Russian ballet in turn moved back to France, where the Ballets Russes of Sergei Diaghilev and its successors were particularly influential.

Western, check.

prezi.com/2llvv_y0vyvw/negative-effects-of-ballet-dancing-on-anatomy-physiology/

www.balletforadults.com/4-common-health-conditions-that-affect-dancers/

www.healthline.com/health/ballerina-feet

Health hazard, check.
« Last Edit: July 17, 2022, 10:36:33 pm by 90sRetroFan »

90sRetroFan

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Re: Academic decolonization
« Reply #53 on: August 28, 2022, 06:05:42 pm »
Mainstream academia catches up to what we have been pointing out for a long time:

https://archive.ph/hH6tn#selection-1333.1-1607.111

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Golf balls were the product of colonial exploitation, according to the University of St Andrews - with the game “imposed” around the world by the British Empire.

The Fife town of St Andrews is known as the “home of golf” for its 600-year playing history, but the prestigious local university has now examined the sport’s contentious links in a new exhibition.

Golf is connected to imperial “exploitation”, according to display information, because balls were once made using rubber harvested from colonial territories.

The game itself was also “imposed” across the Empire, the St Andrews exhibition claims, as British enthusiasts established clubs from South Africa to Hong Kong.

Cricket - similarly carried across the globe by amateurs from the UK - was also an imposition, according to display information that states: “By recreating and imposing British sports in colonised countries, golf and cricket were spread around the world.
“Natural resources from colonised countries were exploited to make sporting equipment.


“Gutta percha, a natural rubber material found in trees native to south-east Asia, was harvested to make golf balls for the European market.”

The information is displayed next to the Karahi Golf Club Cup, the prize given by one of the many British-founded clubs in India during the day of Empire. Clubs were also established in other imperial possessions including Canada, Egypt, Sri Lanka and Malaysia.

Gutta rubber grew most abundantly in Malaysia, which was formerly held by the British. Some experts have said that harvesting the rubber for Western markets caused ecological damage. Victorian scientists discovered that the rubber was a perfect and profitable material for covering burgeoning telegraph wires.
...
The Re-collecting Empire exhibition, running at St Andrews affiliated Wardlaw Museum until October, also includes displays arguing that European textile mills created wares inspired by styles “that originated overseas” in the colonies - and therefore “exploited the originating culture”.

The Re-Collecting Empire exhibition, which runs until Oct 22, is part of St Andrews pledge to continue “examining the legacies of Empire in our collections and exploring how we can build a more equitable future”. It is part of a broader trend of academic “decolonisation” accelerated by Black Lives Matter protests in 2020.

See also:

https://trueleft.createaforum.com/counterculture-era/anti-western-resistance-from-the-counterculture-to-21st-century/msg10946/#msg10946

https://trueleft.createaforum.com/human-evolution/misinformation-about-racial-origins/msg7335/#msg7335

90sRetroFan

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Re: Academic decolonization
« Reply #54 on: September 27, 2022, 03:44:03 am »
Wokeness vs Eurocentrism (you can tell which is which by their clothes; if you need an additional clue compare the face shapes):

https://www.youtube.com/watch?v=rEQGqZwZ0aw

Woke comments:

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It's nothing wrong with what she is saying. She is Somali and that's a fact. In America everything is segregated by race and she's just resistant to that thought process. It's okay to fight against diseased Western narratives.

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Indians don't say i am a brown man  Chinese don't say I am a yellow man so I now what she saying Somali don't use colour just somali

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it's an act of rebellion against white classifications. I get that.

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I agree 💯 percent with her. Why call yourself black as a race whn black is a color that white ppl gave us as a derogatory slur

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They gave it to you as a legislative term for a slave caste (class).

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RIGHT SHE IS EXACTLY RIGHT WHEN IS THE REST OF THE WORLD GONE WAKEUP

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You have no obligation to embody society's role for you, though that won't protect you and you'd need to still prepare for how society would treat you. And society's expectations do deserve to be challenged; imagine for example if you were born in or visited a country with a caste system where you have less human rights by default just because of the color of your skin? You have no obligation to accept such a reality if you are ready and willing to help change it. Just because society believes you are something doesn't impart that same obligation onto you.

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A lot of people don’t want to use black just because that’s what the white folk gave us that name. It’s not that she trying to be closer to whiteness she just doesn’t want to accept the term that European has given us. I don’t see nothing wrong with it.

christianbethel

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Re: Academic decolonization
« Reply #55 on: September 27, 2022, 11:38:55 am »
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(Perhaps one day the reaction by students to the term "Holocaust" will simply be "What's that?")
That's already happened with zoomers.
When in doubt, use the 16 Words: 'We must Engineer the Destruction of Western Civilization and Tribalism, and Unite All Races Through Nobility.'

Aryan ≠ 'White'.

History is Written by the Victors.

He Who Controls the Past Controls the Future; He Who Controls the Present Controls the Past.

rp

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Re: Academic decolonization
« Reply #56 on: September 27, 2022, 11:26:41 pm »
U.S. "blacks" have Stockholm syndrome with Western Civilization

christianbethel

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Re: Academic decolonization
« Reply #57 on: September 28, 2022, 12:46:39 pm »
I don't. I just don't have the means to live in an anti-Western country yet.
When in doubt, use the 16 Words: 'We must Engineer the Destruction of Western Civilization and Tribalism, and Unite All Races Through Nobility.'

Aryan ≠ 'White'.

History is Written by the Victors.

He Who Controls the Past Controls the Future; He Who Controls the Present Controls the Past.

90sRetroFan

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Re: Academic decolonization
« Reply #58 on: September 28, 2022, 03:39:39 pm »
You should be trying to turn the US into an anti-Western country.

christianbethel

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Re: Academic decolonization
« Reply #59 on: September 28, 2022, 06:45:36 pm »
Hey man, easier said than done. People are ássholes and beyond help. They're brainwashed/indoctrinated in Eurocentrism.
When in doubt, use the 16 Words: 'We must Engineer the Destruction of Western Civilization and Tribalism, and Unite All Races Through Nobility.'

Aryan ≠ 'White'.

History is Written by the Victors.

He Who Controls the Past Controls the Future; He Who Controls the Present Controls the Past.