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PEACEFUL AWARENESS?! BLM nominated for Nobel Peace Prize

After a summer of riots, protests and destruction, Black Lives Matter has been nominated for the 2021 Nobel Peace Prize. 

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After a summer of riots, protests and destruction, Black Lives Matter has been nominated for the 2021 Nobel Peace Prize. 

This is not a joke. 

Norwegian politician Petter Eide nominated the organization for its ability to raise “global awareness and consciousness about racial injustice.” 

Eide said that his decision was motivated by the diversity of people who latched onto the organization’s racial warnings regarding “conflict based on inequality.” 

“They have been able to mobilize people from all groups of society, not just African-Americans, not just oppressed people, it has been a broad movement, in a way which has been different from their predecessors,” Eide said. 

While Black Lives Matter gained explosive media attention this summer, the organization is not new. Their notoriety first came about in 2014 surrounding the death of Eric Garner, then they became the center of media attention again in 2020 with the death of Gorge Floyd. 

But this time, it wasn’t all good press. 

Critics of the nomination point to the over $1 billion in insurance claims filed by businesses following the riots that ensued over the summer. In several major cities around the country, businesses were looted – and even burned to the ground – as law enforcement struggled to contain the violence. 

Indeed, a decent majority of BLM protests turned violent. But Eide says that’s simply a misrepresentation. 

“Studies have shown that most of the demonstrations organized by Black Lives Matter have been peaceful,” he said. “Of course there have been incidents, but most of them have been caused by the activities of either the police or counter-protestors.” 

I’d like to see those studies. 

Eide concluded the nomination by claiming BLM is “the strongest global force against racial injustice,” the Washington Times reports. 

What an egregious insult to individuals like Martin Luther King Jr., who were actually focused on ensuring peace while getting their message across. 

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3 Comments

3 Comments

  1. TheOldMan

    February 1, 2021 at 4:39 pm

    Norway’s population is about 92% melanin-deficient (CIA world factbook). Why are they so bi got ed?

  2. CAPE007

    February 2, 2021 at 11:26 pm

    I would like to see Pres. Trump go back into that Oval Office with either Leo or/ and Candace Owens (she has spine! )
    You know Leo has spine no doubts whatsoever!!!

  3. Diana Wagner

    February 6, 2021 at 10:47 pm

    Trump & Leo
    Fun & fireworks combined!

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Race

Alabama Judge Removed from Bench, Called Another Black Judge ‘Uncle Tom’

Jefferson County Judge Nakita Blocton also called another judge a ‘fat b****’ and an employee a ‘heifer’

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Jefferson County Judge Nakita Blocton was removed from the bench over several ethical violations. (Tenth Judicial Circuit Court of Alabama )
Jefferson County Judge Nakita Blocton was removed from the bench over several ethical violations. (Tenth Judicial Circuit Court of Alabama )

One Alabama Judge is being removed from her bench after committing ethics violations and using horrifically racist rhetoric towards a Black judge. Jefferson County Judge Nakita Blocton called one judge an “Uncle Tom” which is a derogatory term used to accuse a Black person of being a traitor to the Black community and being “overly allegiant to White people” explains Fox News.

Blocton herself is Black. On December 10, all nine judges on Alabama’s Court of the Judiciary acted to remove Blocton from the bench. They also ordered her to pay the costs of their proceedings.

Findings from a commission that filed a complaint against the judge for ethics violations found she “engaged in a pattern of practice of making inappropriate comments – for example, calling one judge ‘Uncle Tom’ and another judge a ‘fat b****’ and calling an employee a heifer.”

Blocton also repeatedly abused staff, attorneys and litigants, and verbally abused and belittled another employee. Fox News reports:

Blocton also used several Facebook aliases to communicate with litigants in pending domestic-relations cases in an effort to affect the outcome of those cases, according to the commission.

She also engaged in “a pattern of dishonesty and deception” by using the aliases to provide information to litigants in cases and asking potential witnesses to delete evidence related to the commission’s investigation and attempting to influence testimony.

According to an initial complaint made against the judge in May, one person involved in divorce litigation said the judge used online aliases to send several threatening messages which included, “THE DEVIL IS WATCHING U,” “LEAVE THOSE BLACK WOMEN DEMOCRATS ALONE.”

The commission failed to gather enough evidence to support other allegations against Brocton, including that the judge was using drugs, was mentally unstable and made an inappropriate campaign contribution to a Birmingham mayoral candidate.

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Race

Districts Screening Teachers for Racial Biases: ‘Can you Teach Students That Don’t Look Like You?’

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Photo By Sergey Novikov

Although teaching is generally a more liberal profession, it is liberals themselves who appear to have the least amount of faith in teachers if they feel compelled to ask questions such as “can you teach these students, even if they don’t look like you?”

As insulting as it may be, that is the wave of the future as districts begin “screening for racial biases during teacher job interviews” reports EdWeek.Org. In its report, EdWeek writes “teachers’ racial biases result in lowered expectations for students of color, discriminatory disciplinary practices, and curricula that don’t represent students’ cultures.”

But, “experts say that school districts are increasingly asking teacher-candidates questions about cultural competency, race, and equity during the application and interview process.” Experts also say districts’ attempts to diversity their teaching force to better “match” their students, progress is slow.

Chairwoman for the diversity, equity, and inclusion committee of the American Association of School Personnel Administrators, Karen Rice-Harris, stated:

“Ultimately, when we’re looking for people to serve our students, my key questions are: Can you teach these students, even if they don’t look like you, [even if] you’re not familiar with their culture? How are you going to teach them as if they were your child, your cousin, your brother, your sister?”

Rice-Harris also says questions about their commitment to diversity, equity, inclusion, empathy, and students’ social-emotional needs must also be asked of the potential teachers by administrators.

Lauren Dachille, founder of a teacher-hiring software company that works with roughly 500 districts across the country, says after the death of George Floyd, “now that we’ve become a little more aware of the concept of anti-racism and maybe a little more woke as a culture, I do think that districts have started to emphasize these questions a little bit more.”

Dachille says many districts ask about the teachers’ past experience working with diverse groups of students, and inquire on how they will create a classroom culture for all students to feel valued. Districts also want to know whether or not teacher candidates believe all students have the capacity to learn and thrive academically, she said.

Below are some examples of the interview questions Rice-Harris believes shoud be asked of  teacher-candidates to determine their commitment to diversity, equity, and empathy:

•    Sometimes, there is a belief that a commitment to diversity conflicts with a commitment to excellence. How would you describe the relationship between diversity and excellence?
•    What elements would you find in a curriculum that honors inclusion of different cultures, abilities, and perspectives?
•    An overrepresentation of students from historically marginalized populations receiving special education services continues to exist. Why do you think this occurs and how would you address this issue within your role?
•    How do you foster relationships with students who may not meet your academic or behavioral expectations?
•    What is the difference between sympathy and empathy? How can each impact your ability to teach?
•    Provide an example of how you have/could address the social and emotional needs of students to foster increased student-engagement and learning.

Dachille claims candidates appreciate and expect such questions. “I have heard districts say that candidates appreciate the screen for cultural competency, and they have had high-quality candidates give in their feedback that that is something that drew them to the district” she said.

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