A roundup of important news from around the interwebs.
First, the good news:
A bill guaranteeing Kentucky’s constitution contains no protections for abortion rights sped toward the Senate Monday. Proponents say the amendment would not prevent future legislatures from expanding abortion access if they chose to, but it would stop any future court ruling from “inventing a state constitutional right to abortion.” That, according to Republican sponsor Joe Fischer, could overturn abortion laws already passed by the General Assembly.
Critics of the measure view the amendment part of a string of bills meant to chip away at and ultimately eliminate all access to abortion in the state. The new constitutional language begins with the phrase “To protect human life…”
Fifteen states have thus far put forward bills to almost totally ban abortion in 2021—a ban in Arkansas was just signed into law by the governor.
Christopher Rufo, who came on my podcast some time ago to discuss his recent documentary, has a truly wild story over at the City Journal on California’s proposed curriculum:
Next week, the California Department of Education will vote on a new statewide ethnic studies curriculum that advocates for the “decolonization” of American society and elevates Aztec religious symbolism—all in the service of a left-wing political ideology. The new program, called the Ethnic Studies Model Curriculum, seeks to extend the Left’s cultural dominance of California’s public university system, 50 years in the making, to the state’s entire primary and secondary education system, which consists of 10,000 public schools serving a total of 6 million students.
In theoretical terms, the new ethnic studies curriculum is based on the “pedagogy of the oppressed,” developed by Marxist theoretician Paolo Freire, who argued that students must be educated about their oppression in order to attain “critical consciousness” and, consequently, develop the capacity to overthrow their oppressors. Following this dialectic, the model curriculum instructs teachers to help students “challenge racist, bigoted, discriminatory, imperialist/colonial beliefs” and critique “white supremacy, racism and other forms of power and oppression.” This approach, in turn, enables teachers to inspire their pupils to participate in “social movements that struggle for social justice” and “build new possibilities for a post-racist, post-systemic racism society.”
Tolteka Cuauhtin, the original co-chair of the Ethnic Studies Model Curriculum, developed much of the material regarding early American history. In his book Rethinking Ethnic Studies, which is cited throughout the curriculum, Cuauhtin argues that the United States was founded on a “Eurocentric, white supremacist (racist, anti-Black, anti-Indigenous), capitalist (classist), patriarchal (sexist and misogynistic), heteropatriarchal (homophobic), and anthropocentric paradigm brought from Europe.” The document claims that whites began “grabbing the land,” “hatching hierarchies,” and “developing for Europe/whiteness,” which created “excess wealth” that “became the basis for the capitalist economy.” Whites established a “hegemony” that continues to the present day, in which minorities are subjected to “socialization, domestication, and ‘zombification.’”
The religious narrative is even more disturbing. Cuauhtin developed a related “mandala” claiming that white Christians committed “theocide” against indigenous tribes, killing their gods and replacing them with Christianity. White settlers thus established a regime of “coloniality, dehumanization, and genocide,” characterized by the “explicit erasure and replacement of holistic Indigeneity and humanity.” The solution, according to Cuauhtin and the ethnic studies curriculum, is to “name, speak to, resist, and transform the hegemonic Eurocentric neocolonial condition” in a posture of “transformational resistance.” The ultimate goal is to “decolonize” American society and establish a new regime of “countergenocide” and “counterhegemony,” which will displace white Christian culture and lead to the “regeneration of indigenous epistemic and cultural futurity.”
This religious concept is fleshed out in the model curriculum’s official “ethnic studies community chant.” The curriculum recommends that teachers lead their students in a series of indigenous songs, chants, and affirmations, including the “In Lak Ech Affirmation,” which appeals directly to the Aztec gods. Students first clap and chant to the god Tezkatlipoka—whom the Aztecs traditionally worshipped with human sacrifice and cannibalism—asking him for the power to be “warriors” for “social justice.” Next, the students chant to the gods Quetzalcoatl, Huitzilopochtli, and Xipe Totek, seeking “healing epistemologies” and “a revolutionary spirit.” Huitzilopochtli, in particular, is the Aztec deity of war and inspired hundreds of thousands of human sacrifices during Aztec rule. Finally, the chant comes to a climax with a request for “liberation, transformation, [and] decolonization,” after which students shout “Panche beh! Panche beh!” in pursuit of ultimate “critical consciousness.”
The chants have a clear implication: the displacement of the Christian god, which is said to be an extension of white supremacist oppression, and the restoration of the indigenous gods to their rightful place in the social justice cosmology. It is, in a philosophical sense, a revenge of the gods.
Read the whole thing. Public schools are actively working to destroy the American republic. If you have kids in, pull them out.
Good news from Northern Ireland:
The Northern Ireland Assembly voted in favor Tuesday of a bill which would restrict abortions on the basis of non-fatal disability. The Severe Fetal Impairment Abortion (Amendment) Bill passed 48 to 12 at its second reading, and will now to move to the next stage of debate.
Introduced in January by Paul Givan, a member of the Democratic Unionist Party, the bill would remove “severe fetal impairment” as an exception to the country’s abortion laws. Presently, Northern Ireland’s abortion law, which went into effect almost one year ago, allows elective abortions up to 12 weeks of pregnancy. Abortions up to 24 weeks are legal when the mother’s physical or mental health is determined to be at risk. Abortions up until the point of birth are legal in cases of severe fetal impairment or fetal abnormality.
Under the current statute, an unborn child who has been diagnosed with a condition such as Down syndrome or cleft palate can be aborted past the 24-week legal limit. Disability rights campaigners — including the group Don’t Screen Us Out and Heidi Crowter, an Irish woman with Down syndrome — have welcomed the bill, calling the current law “downright discrimination” toward people with disabilities.
Read the whole thing.