http://www.wvwnews.net/story.php?id=2487
It was with mounting anger, but without much surprise, that I read of yet another instance of state-sponsored anti-white discrimination. This time, it’s taking place in the education system.
Among the various sources of funding available to http://www.wvwnews.net/story.php?id=1513, is the “Black Pupils Achievement Programme” (BPAP – not to be confused with the similar but much more expensive “Ethnic Minority Achievement Grant” (EMAG)), funded by the government, and therefore the (generally white) taxpayer, to the tune of £1.3million a year. The BPAP, to which over a hundred schools have so far signed up, was instituted in order to rectify the supposed under-achievement of non-white schoolchildren. As part of the programme, schools are given money to send all their pupils on regular trips to art galleries, museums, and the offices of local companies, in order to inspire them to work hard. All their pupils, that is, except those who happen to be white. They are excluded.
Other aspects of the BPAP include altering the school curriculum to ensure that it reflects the “experiences of African-Caribbean and Muslim pupils”. As such, children at those schools that have signed up to the programme will now be studying the topography of Caribbean islands in their Geography classes, and will be analysing http://www.wvwnews.net/story.php?id=1675 during their English classes. Will the lyrics studied include those by performers such as Ice Cube and Public Enemy, who openly advocate hatred of, and sometimes violence against, whites, I wonder?There are two main issues and two subsidiary points to be made here. First, these classes which are now being restructured in order to fit with the “experiences” of blacks and Muslims presumably include white pupils as well: I assume that even they are not excluded from all education. Well, this being so, I would ask what is being done to reflect the “experiences” of white pupils? This is a pertinent question: at the beginning of 2007 Sir Keith Ajegbo’s report on citizenship lessons in schools revealed that white working class children often suffer “labelling and discrimination”, especially in racially-mixed areas. Sir Keith wrote that white working class children:
“…can feel beleaguered and marginalised, finding their own identities under threat as much as minority ethnic children…”
With particular relevance to the present case, he added that:
“It makes no sense in our report to focus on minority ethnic pupils without trying to address and understand the issues for white pupils. It is these white pupils whose attitudes are overwhelmingly important in creating community cohesion. Nor is there any advantage in creating confidence in minority ethnic pupils if it leaves white pupils feeling disenfranchised and resentful.”
Sir Keith cited the example of a white British girl, who, having heard that her classmates came from such centres of vibrant diversity as the Congo, Portugal, Trinidad, and Poland, declared that she “came from nowhere”. I cannot see that the negative perceptions that many native children have of their identity will be improved by such measures as the replacement of white poets with black rappers in the English curriculum.
More generally, I wonder why there is this especial focus on non-whites. While it is true that some non-white groups achieve poorer exam results, on average, than whites, it is also the case that white working class boys generally perform worse than any other group. Their results are also improving at a slower rate than those of other groups. So why are no measures being taken to remedy their poverty of achievement? Indeed, why is it that, so far from being helped, they are being actively discriminated against, in the manner detailed above?
http://fulhamreactionary.blogspot.com/2007/12/more-equal-than-others.html