Sunday, 30 December 2007

More equal than others

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 schools, 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 rap music 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?

To conclude, I would draw readers' attention to the fact that Trevor Phillips, the man responsible for ensuring that discrimination does not occur in Britain, refused to comment on this blatant instance of unfair treatment. I doubt that he would have been so reticent, had the Education Department been using taxpayers' money to send white children on trips, from which non-whites were excluded. And I would ask whether any reader, having observed the manner in which the present elite is thus discriminating against and failing the white working class, can honestly criticise any member of that class who then votes for the BNP? Because I don't think you can.

Hat-tip: Battle for Britain


Homophobic Horse said...
This comment has been removed by the author.
Homophobic Horse said...

This is a post that ought to grow legs.

I've said it before but there will be prison camps for writers like you and readers like me by 2020.

"I doubt that he would have been so reticent, had the Education Department been using taxpayers' money to send white children on trips, from which non-whites were excluded."

Yeah well, everybody knows that they (Whitey) are privileged by the hegemonic white power structure etc.

muzzylogic said...

More generally, I wonder why there is this especial focus on non-whites...

Non-whites are a means to the end of destroying the old order and putting communists like Phillips in power. It was much easier in Rhodesia and SA because whites were a minority there. Here, with a white majority, it's taking a bit longer, but the aim is the same. And the aim is certainly not racial equality or improving the lot of the oppressed. See Mugabe.

Umbongo said...

Just a little bit of family history: my ancestors lived and worked in the East End of London, my family having "emigrated" from (we believe) Norfolk some time in the 17/18th century. My grandfather worked on the docks and my father went to school in the East End during and just after WW1. Many of his classmates were Jews - the children of the Jewish immigration of the 1890s. My father said that no quarter was given to the Jewish kids by the teachers - it was sink or swim: lessons were in English and the Jewish kids were expected to learn in English whatever language they might speak at home.

My father said that as far as he was concerned the indigenous boys were not disadvantaged or held back by this. The Jewish boys were both diligent and intelligent: moreover, their parents were desperate for their children to do well and get on - there were no social security hand-outs then - you survived by your own efforts. Result: that generation of Jews and their indigenous contemporaries (including, I'm glad to say, my father) did "get on" and left for more salubrious places to live and work. The contribution of those Jewish children to this country (both materially and intellectually) has been unsurpassed. (The same can, I think, probably be said of the children of the Ugandan refugees from Idi Amin.)

In order to succeed in the then English education system the Jewish (and other minority) children did not apparently require that their indigenous colleagues be subject to discrimination or ethnic bullying encouraged by local authorities or the Ministry of Education. Of course, the education system then was exactly what it purported to be - an education system: not an engine for social experimentation and spurious multi-culti ethnic "advancement".