In Durham NC - Blacks Educational Activists Fear Being In All Black Schools

Racial tensions roil NC school board; 19 arrests

Rev. William Barber, leader of the state NAACP, left, was arrested outside the Wake County Schools administration building in Raleigh Tuesday, July 20, 2010 during a during a rally to protest the school board decision to eliminate a busing policy focused on diversity.

If the Durham City School Board had approached the decision to scrap the school busing program based upon "Global Warming" and the need to reduce the emissions of diesel fumes based on unnecessary travel they might have a better time in justifying their position against certain individuals that fear individuals have as they convince themselves that "All Black Schools Are Inferior Schools That Are Poor".

My views are not yet another apparent taunt of progressive activists.  They are a real world documentation of the sentiments that are easily seen.

The original segregation of public schools in America was a story about Black children who met the residency requirements for attending a public school in their area being refused access due to their race.  We can call this "restrictive discrimination".

Today in Durham and many other areas around the nation there is a certain mindset who operate under the guise of "Diversity" to implement what they see as "inclusive discrimination".   As long as we don't talk about the underlying thoughts that they operate upon they claim to be working for the mutual benefit of all students - White and Black.

The Beliefs Of The Activists:

• "We know that our cause is right," the Rev. William Barber said shortly before police put plastic handcuffs on his wrists before the meeting started.
• "Hey, hey, ho, ho, resegregation has got to go," some protesters chanted.
• scrap the district's diversity policy, which distributed students based on socioeconomics and for years had been a model for other districts looking to balance diversity in schools.
• "This board does not intend to create high poverty or low-performing schools," he said to scoffs from the crowd.
• speakers quotedMartin Luther King Jr., remembered the days of segregated water fountains and likened the current situation to the landmark Brown v. Board of Education battle. Barber talked about America's legacy of racial strife to galvanize the crowd.
• Barber's supporters believe the new policy will resegregate schools. They carried signs that read: "Segregate equals hate" and "History is not a mystery. Separate is always unequal."

The list above is full of misrepresentations about history as a means of hiding the fear of "being left all alone", coming face to face with the theories that they still cleave to but which no longer help them produce desirable outcomes.

We can take the coating off of their claims by one simple test for "diversity".   A plan that called for "diversity" where an all-Black school is "diversified" with an "all-Hispanic" school would be rejected outright.   The Hispanic is not a worthy "diversity" agent as is the "White" population of students.

In an attempt to cover the "Non-White White Supremacist" roots of their diversity plans the educational activists that claim to be pursuing the best interests of Black students will add their diversity index the notions of INCOME and/or CLASS based distinctions to their mix.  With this slight of hand they fail to note the history of segregation in which the Black school and the White school in the same school district received grossly unequal funding levels due to the racial character of the school.   There is no race based funding shortfall claims between schools in Durham (or many other school districts - Fulton County Georgia - which encompass distinctly identifiable communities of race within one district.  Still, these facts don't silence the claims of funding discrimination.) .

Getting At The Truth

In the vernacular of the prevailing political and ideological position within Black America a person who "thinks like me" will be said to be "standing against the best interests of quality education for Black people.  They have the megaphone by which they can shape the talking points.

The truth is just the opposite, however.

The truth is that they realize that schools that have a super majority of (poor) Black people within have a difficult time regulating a "High Achieving Academic and Disciplinary Environment".   Period.

When they call for diversity with White students, in truth, they (like Jonathan Kozol and other White Liberals) are really calling for Black students to be assigned to schools who's culture and ethos are of a "White Educational Order".  This effect is provable in that there is a diminished drive to bus "White students" into schools that have a prevailing "Black/Hispanic/Impoverished" academic order.   The flow is, in balance, unidirectional - toward the White schools.

But wait a minute!  What is a "White Educational Order"?  
Answer:  There is no such thing!!

Just as I have challenged everyone to "distill the essence of White Racism" and to "distill the essence of how Barack Obama's mother nurtured and educated a little Black boy to success" the same distillation process is due upon the claims of the value of a White school.

The attributes that Blacks find attractive in "White Schools" are the very same underlying points that "Black Flight Progressives" find in "Conservative White Communities".  The favorable attributes are as follows:

1. A disciplined school order
2. An academic performance expectation set that strives for universally high attainment for students
3. A set of peer pressures among students that compliment the performance expectations
4. A school that enforces strict limits upon cultural presentations to the students

Let's consider #4 for a second.

About 2 years ago I posted about my foray into an "urban school" in Dekalb County Georgia in support of an assembly to get the 99% Black student body prepared for the "CRCT" testing that was to take place the next day in the school.  I was stunned as my traditional motivational speech was followed up by a rapper and a school sanctioned CD which was a remake of the Snoop Dogg track "Sexual Attraction".  The new song was called "Addition And Subtraction - You Got It".   Unfortunately for the elementary school children - they all knew the real words to the original song.   

I wish I was making this up but there is a high correlation between the schools that would allow an ex-felon rapper to come in to the school as a character reference, telling the children to stay away from gang violence and the academic performance numbers that the school registered.  In the favorable schools they are likely to see the ex-felon rapper as the threat that they seek to keep out of the school and he would be denied official sanction on the stage at the school sponsored event.  In as much as the rapper in question has not rebuked his "potty mouthed-ignorant lyrics" merely enforces the benefit that he is no credible reference.  He ensnares more children into his web with every album release.   The schools that would not even think of providing such a person a platform are the type of schools that I will always send my children to.

In summary the educational activists and the NAACP are facing the painful truth of FAILED HUMAN RESOURCE MANAGEMENT PRACTICES.   If the slam against "School Choice" is that there will never be enough alternative schools to send Black kids to in support of their quality education then this busing plan suffers from this same flaw.   There are not enough "White kids" around to sit "Black kids" next to for the benefit of the Black kid's education via the osmosis effect from the White kid.

Clearly the better strategy is for those forces that are interested in fixing the Black schools to consume a heavy dose of reality.  Of the list of distillate from the White school they need to:

• Determine which of these elements  they are willing to adopt
• Which they refuse to adopt because it threatens the unique character and culture of the Black school
• Be accepting of the ultimate outcomes from the two choices above for - They have done everything necessary to guide their children to the place that they reside per their own willingness to change in their role as adult managers of these children's education

The clock that they wish to "turn back" is merely not turned back as far as their "White Supremacist"  adversaries will to do.  They seek a turn back rather than progression none the less. 

We need AFFIRMATIVE GOOD MANAGEMENT PRACTICES not cover and diversion via spreading of the issues out for other populations to dilute them.