Ontario Ed is still Obsessed with Racism

What happened to back to basics?

By

James Pew

To begin, a quote from a morally just, canceled teacher on the right side of history, speaking of another morally just, canceled teacher on the right side of history:

Ontario teacher @ChanLPfa is no longer in the classroom but is doing more for students than any teacher I know by exposing the race and gender indoctrination of a captive audience of millions of school children. - Jim McMurtry

Jim is no slouch either!

Yesterday Chanel Pfahl re-posted images shared on X by Toronto District School Board vice principal, Brandon Zoras. The images are of the interior of Zoras’ office; a deck of “antiracism” cards sitting on his desk  appears in the center frame.

In the background, hung on the door of his office, is a poster with the words “All Lives Can’t Matter Until Black Lives Matter,” written on top of LGBTQ rainbow colours, beside a clenched solidarity fist widely associated with communist revolution and anarchism.

X user Lesley Hudson posted the following in response:

“Hi Brandon - why the Marxist fist in the poster? 

The poster implies that black lives don't matter now in our society. Is that the message you are seeking to push onto my children?”

I didn’t see an answer from Brandon, and I doubt he will provide one. Brandon probably hasn’t thought much about the words on the poster hung on the door of his office for all the students to see. I’m assuming Brandon was attracted to the rainbow colours, the clever little twist on a popular Social Justice slogan, and of course the clenched fist to signal both his solidarity and virtue - the efficiency of two birds with one stone is what Brandon was thinking. Sadly though, people in Brandon’s position rarely consider the implications of the words they repeat, and the images they share.

Brandon has learned through experience that these words and symbols represent Social Justice, which is good. Questioning Social Justice, or contemplating the implications of Social Justice slogans or logos, is bad, especially for white guys. It has something to do with punching down on minorities, which sounds really really bad. Brandon is definitely not going to involve himself with any type of downward striking of little visibly minorities, and will indignantly call out anyone else who does. Which, in practice refers to anyone who thinks about Social Justice things, and concludes anything other than the approved conclusions, or raises any question whatsoever. These undesirable challengers are lowly far right down-punchers who must be pounced upon and silenced before their words can cause violence, or harm the clenched little faces of squinting minorities who forever cower in fear of the mean settlers who tower over them poised to strike at the slightest provocation.

I don’t mean to pick on Brandon, who is clearly clueless about what Social Justice really is. Outside of his ignorance in that regard, he is a well educated guy who seems cool and interesting. Checkout his bio. The Social Justice mind virus does not discriminate between developed minds and simple minds, by design it has the uncanny ability to shut down normal processes of cognition, rendering any type of mind defenseless to its infection and encroachment. In this sense, Brandon is not special.

Now, to the antiracism cards. Here are a few examples of what is found in the deck of “100 meaningful conversations on power, equity, and justice,” that have been inspiring Brandon and his students:

1. What privileges do poor white people typically have compared to poor black people?

2. How do you define Institutional Racism?

3. How do people of colour with disabilities face a double burden in our society?

4. When someone neither actively supports the status quo of racism nor actively  opposes it, what is the effect of their inaction?

There is no purpose for this deck of cards other than to indoctrinate. The questions asked already contain the expected answers. The cards don’t ask whether or not poor white people have privileges that poor blacks don’t, they ask what type of privileges poor whites have that poor blacks don’t. Asking how one defines Institutional Racism implies that Institutional Racism is a thing that can be defined, instead of an exaggerated Social Justice narrative that can only be fictitiously described. The cards don’t ask if people of colour with disabilities face a double burden in society, they ask how they face that double burden. Asking what the effect of supporting or not supporting something is a fair way to pose a question, but asking “what is the effect of inaction,”  subtly leads one to answer that “inaction” (bad) has adverse effects, while action (good) is clearly what the cards are leading readers to conclude.

The road to Social Justice ideological indoctrination is paved with false assumptions. From the very beginning of the vastly flawed, disorganized, corrupt and highly biased Truth and Reconciliation process there has been no real debate or inquiry into the history of Canada’s residential schools. After spending over a year with the often mentioned IRS Research Group, and publishing countless articles and essays on the topic, including a chapter in the new book, Grave Error: How the Media Misled Us (and the Truth about Residential Schools), I can barely stomach the utter nonsense relentlessly carried out in the name of reconciliation.

Yesterday, Chanel also posted an image of “a professional learning session for teachers & admin at the Toronto District School Board this week…” Here is that image:

The words projected on the screen behind the sullen looking indigenous activists are:

“How can relationships between indigenous community members/agencies/organizations and educators in schools be built, mobilized, and maintained to enhance conditions for First Nations, Metis, and Inuit students, as well as support the ability of settler students and educators to meet their reconciliation responsibilities.”

Accompanying the picture, the text added by Chanel, read “How can we support the ability of ‘settler students and educators’ to meet their ‘reconciliation responsibilities?’” Indeed. I seem to remember a time when notions expressed at public events regarding consideration for minority groups, were expressed in a way that made it clear all groups were worthy of equal consideration, and that any adjustments, programs, or initiatives going forward would ensure this. However, the liberal skin has long been shed by the Social Justice snakes who now feel that certain groups (settlers) are obligated to other groups (black & indigenous) for historical injustices (both true, exaggerated, and fictitious) and present-day circumstances having nothing to do with “settler” kids.

Referring to non-indigenous Canadians as “settlers” is gross. We shouldn’t stand for it. And we shouldn’t stand for the school system indoctrinating our children into believing they are “settlers” with a blood-libel which obligates and makes them “responsible” for indigenous people. 

Non-indigenous people are not responsible for indigenous people. In truth, far too many indigenous Canadians are parasitically dependent on tax-payers - for welfare, housing, and all public services. Isolated indigenous Canadians who live a regressive and utterly dependent existence on remote reserves are unproductive in the extreme; they take far more than they contribute. This group is less than a million in numbers (not all indigenous Canadians live a pre-civilizational existence on reserves), but they and the activist-infested Aboriginal Industry are on track to utterly gut and ruin this country in at least half a dozen different ways.

The truth is, we are drowning in lies and manipulation based on faulty Social Justice frameworks (like Truth and Reconciliation and Antiracism) that provide the fuel for the grift and grievance hustle of activists, who in practically every sense, are agitating and militating against the majority population of Canada (now referred to in the derogatory as “settlers”). If anyone is responsible, owes something, or has not contributed their fair share, it is the very people with their pointy fingers, megaphones and derogatory demonization’s and othering’s of the “settler” population - the dominant ethnic, the majority population, the Anglo/Euro white people that are the targets of Social Justice propaganda.

And of the thoroughly dependent indigenous people on reserves who, through generations of social dysfunction, have managed to achieve little outside of waste, cruelty, violence and despair. What do they owe the “settlers”? Drug and alcohol addiction, fetal alcohol syndrome, child abuse and neglect, incest, rape, crime of all forms, broken families, violence, this is what has come to define the crucibles of depravation we call First Nations. The people upholding the “Truth and Reconciliation” lie, while the truly marginalized indigenous confined and isolated to their “communities” suffer at a third world scale, claim that “settler” children in Ontario schools are somehow responsible for a disaster caused by terrible leaders and infinitely foolish Social Justice advocates, they are the ones who owe the “settlers.” But their debt is so large it is incalculable, and even if it were to bear no interest, it could never be fully repaid.

Why are we continuing to see this race obsession and this doubling down on Social Justice dogma and initiatives when only last year Ontario Education Minister Stephen Lecce promised a “back to basics” approach. I asked Chanel for her take on Lecce’s pledge. Her thoughts were that Lecce words are “empty,” and that the back to basics approach in reality, contains “nothing different whatsoever.”

Chanel has been dedicated to the Canadian education file since well before Lecce’s proposed back to basics initiative. In August of last year she posted the following on X:

No, Ontario is not going back to basics. Ontario is fully endorsing culturally responsive and relevant pedagogy (CRRP) —ie woke brainwashing— under the guise of teaching “literacy.” What’s that about? Stop obsessing over race and gender, people are sick and tired of it.

Also in August, Chanel re-posted our friend vice principal Zoras (see image below), and included here comment, “Hey @Sflecce what a change with this new focus on academics — the @tdsb has done a full 180 on pushing political agendas at taxpayer expense. Not.

If there was ever a reason to support the parents rights movement it is the above. I am at somewhat of a loss becuase I felt greatly encouraged last year when the back to basics initiative was first announced. My concern however, was that since the schools are full of activists like Vice Principal Zoras, were they really going to make a return back to basics? Does Stephen Lecce strike you as a strong leader who is taken seriously by the people he leads? Do you think any of the teachers or principals have any fear of Lecce? From what I’ve seen of this meek man, I highly doubt it. Leadership is everything, and Ontario Education just doesn’t have it.

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Thanks for reading. For more from this author, read What Canadians can learn from X

BREAKING NEWS: James Pew has contributed a chapter to the new book Grave Error: How The Media Misled us (And the Truth about Residential Schools). You can read about it here - The Rise of Independent Canadian Researchers

Also, for more evidence of the ideological indoctrination in Canadian education, read Yes, schools are indoctrinating kids! And also, Yes, The University is an Indoctrination Camp!

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