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White People Post Racist flyers around Eastern Kentucky University campus | The BrownWatch: News for People of Color. – BrownWatch News

From [HERE] White people at Eastern Kentucky University havecirculated flyers in campus buildings frequented by police and firefighting trainees. The flyers claim that the “war declared against whites” in the form of “anti-racist” campaigns amounts to genocide: “[t]he method used is forced assimilation and massive immigration; exactly what China did to Tibet.”

According to the flyers, immigrants are not to blame, as they are “just the crates of guns in this non-violent genocide against white people.”

An African-American professor told WEKU that she believes she is the target of the flyers, but the university would not confirm her suspicions. “At this point, no one has information leading to any suspects, so it would be premature for us to guess as to who or which group was responsible,” said university spokesperson Marc Whitt.

Whitt also contradicted this professor’s claim that she has repeatedly complained of racially based harassment.

The white supremacy system is a behavioral power system structured for white genetic survival. [MORE]. White people’s behavior in all areas of people activity (economics, education, entertainment, labour, law, politics, religion, sex and war) is motivated by their fear of genetic annihilation. White supremacy domination and oppression of all non-white people is essential for white global genetic survival.

Many White people fear their extinction and practice racism to survive.

  • White people suffer from numerical inadequacy (they are vastly outnumbered, 90% of the world is non-white. The white population is rapidly declining. Indeed, if white people had not created such a global system in which they established power over the world’s non-white majority, the white collective would have been genetically extinct a long time ago [MORE]) and;
  • Color deficiency (people of color always will have something highly visible that whites never can have or produce — the genetic factor of color. Always, in the presence of color, whites will feel genetically inferior [MORE]) and
  • they are genetic recessive (white genes or the “white race” cannot be reproduced when mixed with non-white persons. As stated by Dr. Frances Cress Welsing“white can be genetically annihilated. White plus Black equals Colored. White plus Brown equals Colored. White plus Yellow equals Colored.”)
  • And despite all evidence to the contrary (‘I and I would never try to live that way’) white people fear that non-whites would oppress them if they ever had the chance. 

According to Frances Cress Welsing: “this global white collective maintains a different appearance from the rest of humankind, and they dislike this difference. Therefore, they tan and use makeup. They remain a minority of the world’s people, surrounded globally by a black, brown, red and yellow global majority. The white global collective remains genetically recessive to the black, brown, red and yellow global majority and lives each day and each minute of every hour in the continuous fear of white annihilation by the global majority of genetic dominants. [MORE]

The BrownWatch: News for People of Color. – BrownWatch News – White People Post Racist flyers around Eastern Kentucky University campus.

 

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excerpt from “The Isis Papers: The Keys To The Colors” by Dr. Frances Cress Welsing (pages 255 – 258)

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“Because Blacks and other non-white people have failed to understand racism as white genetic survival, they erroneously have believed that they could be integrated into the white supremacy system and that they could depend upon whites to maximally develop Black infants, children and youth in the same manner that white people promote the maximal development of white infants, children and youth.  Blacks and other non-white have failed to understand that if white people were to do this, it would mean active white participation in white genocide.  Black people must master this perception of racism (local and global) as a war for white genetic survival, a system into which non-white people never can be integrated.

 

Under the stress of white supremacy, numerous offspring prevent the possibility of adequately meeting the needs of each individual child, as each child crowds out the opportunity for emotional nurture of the others.  The crowding prevents high level psycho-social development from taking place.  The promotion and insurance of failed psycho-social development is the process of inferiorization, which in turn promotes and ensures local and global white genetic survival.

What then is to be done?  What short- and long-range strategies and tactics do Blacks need to employ in order to neutralize the ongoing white supremacy thrust for white genetic survival, which is achieved through   Black infant, child and youth inferiorization?  As an initial response to integration and face the difficult reality that most Black people prefer to ignore: you do not win a chess game if you have no knowledge of the exact objective and rules of the game.  It is imperative that all Black people understand they are not in a benign environment of benevolence and support, and that the surrounding highly structures environment is deadly; a very specific warfare is being waged against Black and other people classified as non-white in this social system.  Further, all must understand that the specific war is racism for the purpose of white genetic survival – by any and all necessary means, inclusive of chemical and biological warfare.  (Chemical warfare is designer drugs, such as crack and PCP.  Biological warfare entails the production of cultural and ethnic organisms in viruses such as AIDS.)

 

Additionally, Black people must recognize the following points:

1)    The war of white genetic survival achieves a major effect through inferiorization or failed psycho-social development, creating dependency, negative self-image, negative self-concept and vulnerability.

2)    The war of white genetic survival attacks the functioning of Blacks in general, but most specifically attacks the Black male, as it is the Black male who most specifically threatens white genetic survival at a level the Black female is unable to approach.

3)    Blacks must learn to counter the thrust of white supremacy and Black inferiorization effectively.

4)    Blacks must discuss openly those means by which Black male infants, children and youth can be supported and developed maximally in order to counter the attack of white supremacy on Black male development and functioning.

5)    Black male infants, children and youth need their fathers constantly present to support the behavior and identity of Black male children.  And, because of the historic removal of Black fathers from homes, classes are needed to promote high-level functioning of Black males in their roles as fathers.

6)    The white supremacy attack upon the Black male causes a collapse of Black family life and a distortion in the role of the Black female.  This, in turn, causes a distortion and collapse of the support system for Black infants, children and youth, thereby beginning the process of inferiorization.

7)    Black must think about and openly discuss, not how to beg white people to stop racism (because white people will have to continue their efforts for white genetic survival), but instead, how Black people can organize their own behavior on an ongoing basis, specifically to neutralize white supremacy and its impact on the development of Black offspring.

8)    It is futile to beg white people to give grants and funds to foster the maximal development of Black people.  To do so is to ask white people to commit white genocide.

9)    Blacks must be able to discuss openly the logical necessity for Black inferiorization in whites’ struggle for white genetic survival.

10) The singing of “We Shall Overcome” will not combat white supremacy or Black inferiorization any more than singing any song will help to solve a problem in medicine or physics.

11) Immature and overwhelmed fathers and mothers cannot promote psycho-social development and counter Black inferiorization in the next generation.

12) Single female teenagers cannot promote psycho-social development in male or female offspring.  And, most certainly, they cannot develop male offspring.  They only can prepare these male offspring to spend their lives in penal institutions, while preparing their own daughters to become teenage mothers.

13) No Black female should become a mother before 30 years of age.  No Black male should become a father before 35 years of age.  Each Black family should have no more than two children, no closer together than three years apart.  And, both Black males and females should, at a minimum, complete high school and become fully self-sufficient before marriage and parenthood.  These structures are specifically for the purpose of countering the thrust for Black inferiorization and failed psycho-social development, under the conditions of white supremacy.

14) Maximal development of the collective Black genetic and constitutional potential will take place by the efforts of Black people alone – through their knowledge, understanding and behavior.

It is my hope that eventually every Black person in the healing profession will master an understanding of the etiologic chain that leads to Black inferiorization.  Furthermore, it clearly would be to the benefit of Black people if Black professionals, in their efforts of healing, pass on this knowledge to their Black patients – enabling the patients to neutralize the impact of white supremacy on their lives and achieve a development of their Black genetic and constitutional potential, second to none.”

 

excerpt from “The Isis Papers: The Keys To The Colors” by Dr. Frances Cress Welsing (pages 255 – 258).

 

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Racism in academia: Addressing racial oppression in post-secondary education | rabble.ca

Racism in academia: Addressing racial oppression in post-secondary education

 | NOVEMBER 14, 2013

Photo: Steve Chou/flickr

A version of this paper was read at a seminar on “Racism in Academia” held at The Centre of Excellence for Research (CERIS) on Immigration and Settlement, York University, on November 21, 2012.

During the 2010 Metropolis conference held in Montreal, Dr. Luin Goldring, Director of CERIS asked me to suggest a topic for a university seminar. I immediately proposed the topic “Racism in Academia,” as I had written on the same issue a few years back.

My observations and inferences were based on the real experiences of Dr. Shiva Sadeghi, Faculty Associate and senior researcher at the University of Toronto. She was very disappointed, discouraged and disgusted with her job experiences and the painful realities faced by some communities on campus.

Her story reflected the truth that Canadian society is not always receptive to immigrants’ different perceptions. When knowledge is not acknowledged and performance is not appreciated, it is deeply felt.

Racism is not new to Canada. But in the last 40 years with the landing of new waves of non-Caucasian immigrants from Asia, Africa and the Middle East, racism has taken a new direction, confronting new targets. Race and colour lines are sometimes very clearly visible. An undercurrent of whiteness and Eurocentric thinking in Canadian culture does not seem ready to accept the changing complexion of the Canadian nation.

This situation raises vital questions.

Is multiculturalism a political strategy to gain votes? Or is it like an eloquent sermon preached loudly but practiced poorly?

What actions are necessary to fight discriminatory behaviour and make our academies knowledge-based and loving institutions?

Universities are seats of learning, where characters are carved and minds are moulded. We should remember that sowing seeds of hate and division here is not only painful, but also alarming, because it may slowly creep into all segments of society.

Immigrants come here in search of a bright future, but not at the cost of compromising their cultural values.

A famous Jewish saying says:

“The best cure for baseless hatred is baseless love.”

The real challenge is, how can we prevent racism in the academy? How can we make sure that all racial groups are treated fairly and not judged based on face, faith and race?

Researcher Carol Tator writes in her book Racism in the Canadian University:

“Racism is at the bottom of the list in terms of administration looking at forms of oppression and there’s only a broad recognition of individual hate crimes, but nothing above the level of the individual.”

She adds that research on racism and other forms of oppression are commonly undervalued, which can be a significant barrier to faculty tenure and promotion. At the same time, visible minority faculty members may be asked to sit on committees or mentor students — not because of their expertise or their interest in the subject — but because administrators want their faces in prominent positions in order to present an image of equity.

In a study conducted by Dr. Enakashi Dua of York University, based on interviews with 14 human rights or equity officers at various Canadian universities, she concludes that “the most powerful barrier to implementing policies to control racism is the lack of willingness of the senior administrators to address systematic and structural racism.”

Recommendations for addressing racism in the academy

1. Policies should be made and monitored by people who have a broader vision, a fair approach, and good judgment — and on top of that, a willingness to resolve the issue.

2. When it comes to designing policies and plans to fight racism, immigrants and visible minorities will be watching closely to establish whose voice is heard and whose voice is ignored.

3. A poisoned classroom and work environment is a curse; we should create an inclusive environment to get the best from the talent of our faculty and students.

4. Families are the best teachers of our children’s values, attitudes and behaviours. Parents from various communities can play an important role by socializing our children together, so they learn to respect cultural differences, which will be reflected in all areas of life.

5. Adding a more comprehensive study of diverse cultures and equity studies at various levels of education may help students to understand one another and reduce racial tensions.

6. We are all Canadians. We need better governance to improve the situation — to cultivate more acceptance and understanding, to bring the different communities closer.

I think the best solution lies in a famous seventh century saying of Imam Ali, the first imam and fourth Caliph of Muslims. Nearly 1,400 years ago he said:

“We have two kinds of relationships with all other human beings: either we are brethren in faith or we are brethren in humanity.”

I believe the latter is the strongest human connection — we are all brethren in humanity and it is the key to building a unified and strong Canadian nation.

Mehdi Rizvi is a former member of the Community Editorial Board, Toronto Star and an affiliate of the Center of Excellence for Research on Immigration and Settlement, which is a consortium of three Toronto universities. His column appears in rabble each month.

Photo: Steve Chou/flickr

Racism in academia: Addressing racial oppression in post-secondary education | rabble.ca.

 

Views – 182

White Supremacy Quota: 60% of Prisoners Serving Life Without Parole for Non-Violent Offenses are Black | The BrownWatch: News for People of Color. – BrownWatch News

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From [HERE] The American Civil Liberties Union  published astudy [text, PDF] on Wednesday finding that 3,278 Americans are currently serving life sentences without parole for nonviolent offenses. The study, entitled “A Living Death: Life without Parole for Nonviolent Offenses,” explains the racial and gender makeup of the inmates, as well as the state of the law that has led to the increasing rate at which nonviolent offenders are being sentenced to life without parole. In this analysis, the report makes particular note of mandatory minimum sentences stemming from “repeat offender” laws. “The punishments these people received are grotesquely out of proportion to the crimes they committed,” said author Jennifer Turner. “In a humane society, we can hold people accountable for drug and property crimes without throwing away the key.” The study also points out extreme racial disparity in the sentencing patterns and the economic burden of a life-without-parole sentence.

White Supremacy domination and oppression of all non-white people is essential for global white genetic survival. [MORE]White supremacists/racists make certain that large numbers of non-white people exist under conditions that will most likely cause them to do things that will give White Supremacists an excuse to put them in Greater Confinement. The racists cause this by using a variety of tactics -many of them based on deception, through pretention – such as pretending to promote justice, while working to continue and refine the practice of injustice  [MORE] Sentencing guidelines, which are pretense, do nothing more than promote white supremacy.

The BrownWatch: News for People of Color. – BrownWatch News – White Supremacy Quota: 60% of Prisoners Serving Life Without Parole for Non-Violent Offenses are Black .

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“light-hearted” | The United-Independent Compensatory Code/System/Concept: A Compensatory Counter-Racist Codified Word Guide by Neely Fuller Jr.

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light-hearted (page 207)

Do not use this term.  Instead use the terms “cheerful thinking”, “cheerful thoughts”, “cheerful acts”, etc.

reason: the word “light” is often directly associated with the word “bright” which is often associated with the word “right” or the word “good”.  During the existence of white supremacy (racism), all of the aforementioned words are often deliberately used by racistman and racistwoman (white supremacists collectively) in such a manner as to associate “rightness”, “righteousness” and / or “goodness” with white supremacy (racism).

 

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