Many of us have seen a video of the man, albeit a candidate for the Brevard School Board, use the words “erect penis” in a Brevard school board meeting about LGBT issues and what is occurring inside the Brevard County School System. Considering the subject matter, it would seem that an appropriate medical term would be the least of issues causing a disturbance, … that is unless they have reason to be ultra-sensitive and defensive.
The media has since, in many cases, made Dean Paterakis seem “inappropriate” and categorically overlooked the actual issues he was bringing to the surface and the shock value of his language, (which should be protected by free speech), has indeed now drawn attention to the systemic issues afflicting the Brevard Public School system. Public support seems to exist, as well, as it was seen and emphasized by the chant of the crowd telling the school board to, “let him speak”. Mr. Paterakis seems to have hit the nail on the head, to the displeasure of the school board, and his viral arrest video has begun to now unravel and expose the systemic issues plaguing the Brevard Public School system, which are numerous and appalling.
In the past year, teacher morale in Brevard has dropped to a dark low. A FLORIDA TODAY article published August 10th, 2015, for example, is titled, Brevard teachers leave in droves for other jobs. Teachers cited low morale as their main concern about teaching there. It goes on to state that four pages worth of resignations, consisting of 73 teacher resignations and 80 retirements, was on just one school board agenda. 368 other teachers voluntarily resigned that year and 365 resigned or retired in the 2014-2015 school year at the time of the article. Furthermore, the article exposes that 1,196 teachers have resigned over the past six years and 839 more retired. That is approximately 42% of the entire Brevard Public School system teacher population total number that has turned over in the past six years. What is even more appalling is what is occurring within the school system. Prepare yourself.
A bunch of black football players on the University of Missouri football team Tweeted out the other night that they refuse to take part in team activities until the university president resigns from office. I say, kick every one of them off the team. No big loss. If this is the kind of respect you show your university and your team, then you shouldn’t be part of it. They claim that University of Missouri President Tim Wolfe has been too slow in response to racial slurs and they aren’t standing for it. From what I understand, Wolfe is for all students’ rights and that is what they object to. So much so, that one graduate student was on a hunger strike. Let him starve if that is what he chooses to do. It’s still a free country. At least for now.
From TheBlaze:
COLUMBIA, Mo. (TheBlaze/AP) — Black Missouri football players announced Saturday night on Twitter that they will not participate in team activities until the university president is removed from office.
The statement from the athletes was tweeted out Saturday by several members of the football team, including starting running back Russell Hansbrough.
The move aligns the team with campus groups who have been protesting the way university president Tim Wolfe has dealt with issues of racial harassment during the school year. Jonathan Butler, a black graduate student, is in the sixth day of a hunger strike to call attention to the issue.
The statement from the players included a photograph of 32 black men, including Butler. In the photo, two players have their arms linked through his:
The message reads: “The athletes of color on the University of Missouri football team truly believe ‘Injustice Anywhere is a threat to Justice Everywhere’ We will no longer participate in any football related activities until President Tim Wolfe resigns or is removed due to his negligence toward marginalized students’ experience. WE ARE UNITED!!!!!”
Wolfe met with Butler and student groups on Friday to discuss the university’s handling of racial harassment cases.
Butler also has expressed concern about other student issues, including the removal of graduate student health care subsidies and an end to university contracts with a Planned Parenthood clinic.
Student groups have been critical over how Wolfe has handled issues of race and discrimination, and blocked his car at homecoming in an attempt to speak with him. They have complained that the use of racial slurs is prevalent. In April, a swastika was found in a Missouri dormitory, and officials said last month they were investigating another act of vandalism that targeted minorities.
The campus of 35,448 is mostly white. Approximately 17 percent of the student population identifies with a minority group, according to the university website.
Missouri last played Thursday night at home, losing to Mississippi State to fall to 4-5 on the season. The Tigers have three more games left, including next Saturday at home against BYU.
They are also whining about Obamacare subsidies being removed and the ending of Planned Parenthood contracts. What does that have to do with football? Do players get abortions now? This is total leftist, racist, Marxist claptrap. Wolfe has been far more patient with these jerks than I would be. Race has nothing to do with it. They claim to have found a swastika in a dorm made out of feces. Color me highly skeptical on that claim. If there was one, it was probably a liberal plant. These idiots have been threatening Wolfe for some time and he stood his ground until today when he resigned. What the hell for? Being white? I bet he quit and said to them, ‘Here… you can have them. I’m through!’ And I wouldn’t blame him in the least.
Tim Wolfe was eloquent and distinguished in his stepping down. He’s too good for that university; they don’t deserve him. He took full responsibility, but the real fault lies with the radicals. I don’t think he should have stepped down. He caved to a bunch of Marxist students who only care about themselves. He was dignified in his resignation, but it still had the feel of surrender. 8% of the school is black and they are letting them dictate policy.
The University of Missouri system’s president, Tim Wolfe, resigned Monday morning in the face of growing protests by African-American students, the threat of a walkout by faculty and a strike by football players who said he had done too little to combat racism on campus.
Wolfe made the stunning announcement at the start of a special Board of Curators meeting Monday morning that had been scheduled to address the growing crisis at the Show Me state’s flagship university. The board voted in favor of accepting his resignation.
“I am resigning as president of the University Missouri system,” said Wolfe, who choked up as he announced he was stepping down. “My motivation in making this decision comes from a love of Columbia where I grew up and the state of Missouri. I thought and prayed over this decision. It is the right thing to do … The frustration and anger I see is real, and I don’t doubt it for a second.”
After Wolfe’s announcement, the university’s athletic department said in a statement that the football team would return to the practice field Tuesday to prepare for its game on Saturday against BYU. Canceling the game would have cost the university in excess of $1 million. I sincerely hope no one shows. I know I wouldn’t. By the way, the basketball team refused to protest with these thugs. Good for them. But the faculty were ready to walk out. The football players and radical students should be expelled. The protesting faculty should be fired over this.
The student protesters, after having achieved their goal of ridding the university of Wolfe, were then confrontational with reporters today. They set up a “no media safe space” for protesters and harassed reporters who were trying to take photos. The St. Louis Post-Dispatch‘s sports writer Benjamin Hochman tweeted out images of protesters linking arms to create the “safe space” and also tweeted out a video of protesters clashing with a reporter who presumably infringed upon the safe space. Sounds like these dimwits are getting their degrees in fascism.
The students at Mizzou have built a human shield to block reporters from interviewing peaceful protesters pic.twitter.com/YCZjuvIZDL
Hundreds of protesters gathered on the university’s quad to celebrate after Wolfe announced his resignation. Shame on these morons. They sang We Shall Overcome, a song that had become an anthem of the Civil Rights Movement and said the episode was just one moment in what will be a larger push for change on campus. You betcha! This is the Black Lives Matter movement on campus. This is just the beginning in institutions of higher victimization as Rush Limbaugh put it today.
As Denise Simon put it, this has the social justice types at the White House and the Department of Justice’s fingerprints all over it. These people don’t have specific demands… they just want blacks and radicals to control the campus and university. These universities have bred this and are now reaping what they have sown. I don’t feel sorry for them and I don’t think we should have our children attending them. They are a breeding ground for radicals, communists and insurgents. Enough of the white privilege already.
This whole thing is insane and getting worse. I’ll close by sharing the radicals’ inane demands. This is what higher learning has morphed into in America. They now force anyone who doesn’t agree with them out. Bet their parents are proud.
Demands from Concerned Student 1950 – they get their name from the first year that a black student attended the university:
I. We demand that the University of Missouri System President, Tim Wolfe, writes a handwritten apology to the Concerned Student 1-9-5-0 demonstrators and holds a press conference in the Mizzou Student Center reading the letter. In the letter and at the press conference, Tim Wolfe must acknowledge his white male privilege, recognize that systems of oppression exist, and provide a verbal commitment to fulfilling Concerned Student 1-9-5-0 demands. We want Tim Wolfe to admit to his gross negligence, allowing his driver to hit one of the demonstrators, consenting to the physical violence of bystanders, and lastly refusing to intervene when Columbia Police Department used excessive force with demonstrators.
II. We demand the immediate removal of Tim Wolfe as UM system president. After his removal a new amendment to UM system policies must be established to have all future UM system president and Chancellor positions be selected by a collective of students, staff, and faculty of diverse backgrounds.
III. We demand that the University of Missouri meets the Legion of Black Collegians’ demands that were presented in 1969 for the betterment of the black community.
IV. We demand that the University of Missouri creates and enforces comprehensive racial awareness and inclusion curriculum throughout all campus departments and units, mandatory for all students, faculty, staff, and administration. This curriculum must be vetted, maintained, and overseen by a board comprised of students, staff, and faculty of color.
V. We demand that by the academic year 2017-2018, the University of Missouri increases the percentage of black faculty and staff campus-wide to 10%.
VI. We demand that the University of Missouri composes a strategic 10 year plan by May 1, 2016 that will increase retention rates for marginalized students, sustain diversity curriculum and training, and promote a more safe and inclusive campus.
VII. We demand that the University of Missouri increases funding and resources for the University of Missouri Counseling Center for the purpose of hiring additional mental health professionals — particularly those of color, boosting mental health outreach and programming across campus, increasing campus-wide awareness and visibility of the counseling center, and reducing lengthy wait times for prospective clients.
VIII. We demand that the University of Missouri increases funding, resources, and personnel for the social justices centers on campus for the purpose of hiring additional professionals, particularly those of color, boosting outreach and programming across campus, and increasing campus-wide awareness and visibility.
Fortress of Faith Radio brings us the latest on the Islam infiltration in our core institutions in America, with their primary target being our children…
Below are the “show notes” or transcription of the audio from the broadcast, so forgive any typos/grammer irregularities, and we encourage to simply click on the “audio link page” in each of the sections below and listen.
Common Core and Bringing Islam Into Our Public Schools
Segment One : BEST WAY is to LISTEN to the AUDIO, IMPORTANT TO HEAR-Audio Download from Fortress of Faith LINK, Please Listen Now
There is an agenda withing Common Core to bring Islam into our schools. What better way to change the culture than to indoctrinate our children and young people. We have seen this done in Islamic countries where they have used the Madrases (Islamic Schools) to change their societies.
One of the problems with having a national Department of Education is the ease with which the things can be introduced into our schools. It used to be that to do this you had to go state by state and district by district. With the Department of Education there is one place to go to do the job.
We know that Saudi Arabia has put a lot of money into this indoctrination. They own textbook companies and are involved with student associations, etc.
Common Core is the tool being used to indoctrinate our young people. It used to be that each state and each district had control over what was taught. With Common Core the federal government is attempting to put one standard for all schools controlled by the government. If the states don’t implement Common Core they are threatened with the loss of federal funding.
Our government is supposed to be a bottom up system where the people control the government. It is now where if you can infiltrate the top, the White House, the State Department, the Department of Education, etc., you can control the whole country. This is what is being done with Common Core.
When it comes to Christianity there is a big stink if you just mention it or anything about it in our schools. It is not the same with Islam. It is being brought into our schools through things like Common Core, as we will see in a moment, and there is very little, if any squawk from groups like the ACLU.
Here is what our First Amendment says:
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
This has been interpreted, incorrectly I might add, to mean that no public money or any other support can go to the promotion, or even the mention, of religion in any organization that has anything do do with the government. With what we will see, it seems like by religion they only mean Christianity. It seems like they can spend what ever money they want to promote Islam.
The original intent of the First Amendment was not to separate church and state, it was to protect the church from the state. Sadly lawyers are trained to redefine words to make them say what they want them to say. As a result the Amendment has been changed to protect the state from the influence of the church.
They gave now kicked prayer, the Bible, creationism, and anything to do with Christianity out of our schools. As if this was not enough, they have tried to change our history to say that Christianity had on influence on the founding of our nation. It is not hard to see the result of this in the degradation of our nation.
Let’s look at how they are allowing Islam to enter the curriculum. What follows comes from one of the textbooks used in Common Core. The information I will share comes from a book which is available HERE. It is a textbook by Holt, Rinehart, and Winston for high school seniors. It is a vocabulary workshop for English, lesson 16.
This was brought to light by the parents of a student who goes to Central High School in Farmville, NC. Fortunately these parents were paying attention to what their son was being taught.
This is a lesson on building vocabulary. The context deals with the Islamic civilization from 600 to 1300 AD. It gives the story of Muhammad and the rise of Islam. They are indoctrinating our teenagers concerning Islam. My question is can the schools produce any material that does the same thing about Christianity and Jesus Christ? Why is it that Islam finds its way into our textbooks in America and Christianity does not get the same treatment? I don’t understand this.
In the Middle East, in the seventh century a.d., the Arabs developed a dynamic culture that overshadowed that of Europe until the twelfth century. At the center of Arabic culture was the religion of Islam. The founder of this religion was Muhammad 570-632), a spiritual, military, and political leader. He began uniting his followers, known as Muslims, under one faith. Muhammad’s successors expanded Islam across North Africa to Europe in the west and to Asia in the east.
There are some real problems with this. The first is the lie that Arabic culture overshadowed Europe until the 12th century, The truth is that very few of the people in the Arabic culture could read or write, Muhammad included. There were no books written in Arabic until the writing of the Qur’an. How can it be suggested that the Middle Eastern culture, and especially the Arabic culture was greater that that of Europe.
Secondly it talks about the religion of Muhammad being central to this culture. This is a true statement, but it means that to teach Arabic culture you will have to teach Islam.
It is good that they actually say the Muhammad was more than just a religious leader. The fact is that Muhammad was building an empire. He brought the Arab people together under one leader and his successors spread Islam across North Africa and into southern Europe. They did this using the sword to conquer nations and to force people to convert to Islam or die. This last part is conveniently left out.
The lesson paints Muhammad with a colorful brush but conveniently leave out important points. They don’t mention jihad, they don’t mention his sex with children, and other atrocities committed by Muhammad and his followers.
We have see the same bias in textbooks before Common Core. They get away with doing this because they present it under they guise of culture rather than religion.
They leave out important facts and misrepresent things. As early as the 8th century Muslims were spilling the blood of millions of Europeans. Had it not been for the battle of Poitiers in 732 they would have continued the conquest of Europe by the sword. Where is this part of history in their presentation of Islam? Islam advanced its cause in a bloody rampage across the Middle East, Asia, North Africa, and into Europe. The bias toward Islam is obvious by their ignoring some of the most important facts about the expansion of Islam.
The lesson then gives a list of words to expand their vocabulary. They use the words in sentences to help the students to understand them. Let’s look at the example of the word “astute.”
It is entirely possible that Muhammad was and astute, or shrewd, merchant, but at about the age of forty, he gave up his career as a merchant and became a religious hermit.
Through the example sentences like this one they start to introduce Islam to the students. While it is true that Muhammad spent 30 days in a cave, he did not become a hermit. Muhammad or Islam is used in everyone of the example sentences.
This is supposed to be an English vocabulary class. Why is it being used to introduce Islam to the students?
Where is the ACLU? If they had a chapter on the life of Christ, the tenants of Christianity, or the culture of Christianity they would be all over it in an instant.
Why are they using an English vocabulary to teach the religious aspects of Islam? It is to indoctrinate our young people and try to erase the negative truths concerning Islam’s past. They want them to believe that what we are seeing today is not true Islam. If they were to tell the truth about Islamic history we would see that what we are seeing is true Islam because they are just following the example of their Prophet.
In one case in Washington State a student had been studying Islam for five weeks in his social studies class. The parent went to the school and asked to see the curriculum for the class and wanted to know why there were spending so much time studying Islam. The school district refused to let the parent see the textbook until they were threatened by a law suit.
In a textbook called “History Alive, The Medieval World and Beyond,” an entire “unit” was dedicated to “Islam in Medieval Times.” In this “unit,” one of the chapters focused on “From the Crusades to New Muslim Empires.”
In this chapter, there were approximately three pages dedicated to Christianity (most of which painted Christianity in a bad light and presented the Crusades as an act of Christian aggression) and barely any focus towards Judaism.
Meanwhile, Islam was painted as the defender against the aggression of the Crusaders. The entire “unit” spent seven chapters on Islam- more chapters than dedicated to any other religion by far. You read correctly, seven chapters on Islam!
Segment Two Direct Audio Download from Fortress of Faith LINK, please listen
The fact that they are using English classes to introduce Islam into our schools is bad enough. The inaccuracy of what they are teaching makes it much worse. They conveniently leave out all of the negative and twist the truth. Not only to they twist the truth about Islam to make it look better, they twist the truth about Christianity to make it look worse.
I want to look at some of the things this lesson does. To make it easier to understand I suggest you open the file on your computer so you can see what I am talking about.
On the forth page of the file, numbered page 64, you will find exercise 2. This is a matching column A with column B exercise. In column B item (B) it says:
This fairly peaceful period was conducive to advances in commerce and agriculture and was also favorable to advances in education and medicine.
How could anyone looking at the period of time from 600 to 1300 say that the expansion of Islam was peaceful? Islam was spread by the sword, not by peaceful expansion.
It is equally inaccurate in section (F) on the same page.
Astute Muslims helped preserve the writings of the ancient Greeks. Modern scholars are grateful for the Muslims’ keen judgment.
According to this false statement Europe would probably still be in the Dark Ages were it not for the keen judgment of astute Muslims. The truth is exactly the opposite. When Muslims take over a people they destroy their artifacts and their writings. Nothing has changed over the centuries as can be seen by what is happening as the jihadists of both ISIS and the Taliban take over territory. These groups are following the example of early Islam under Muhammad and the caliphs.
This is nothing but propaganda woven into Common Core and the parents have no idea what is happening. Our young people are being indoctrinated with false Islamic history and few are even noticing what is going on.
As for preserving the writings of the Greeks, the Qur’an does speak of the great founder of the Greek culture, Alexander the Great. Here is what the Qur’an says about him.
He is the one that discovered where the sun sets. It sets in a pool of murky or muddy water.
Does this sound like Islam is preserving knowledge and advancing civilization?
Let’s talk about the advancement of medicine under Islamic rule. Muhammad taught his followers to drink the urine of camels for their health. The Saudi government is manufacturing pills made from the urine of camels based on this teaching. The believe that it even has the ability to cure cancer.
It gets into the schools through the pretense of teaching culture. They take the children on school field trips to mosques and the children are invited to participate in the prayer time after hearing a lecture from the imam about the religion of Islam. They don’t study the architecture of the mosque or other cultural things. They are invited to partake in the religious practices.
One such field trip was video taped and you can see it here.
The girls and women were asked to leave the prayer room and the boys were allowed to stay They were invited to participate in the prayer time and even one Jewish boy was seen participating.
Shahram spoke to parents of students in in Washington State who said they had the same thing happen in their schools. One of the students, at the request of her parents, asked the teacher when they were going to go to a church on a field trip. The teacher answered, “that is religious, this is cultural.”
Back to the subject of this Common Core workbook. This is supposed to be about vocabulary, not culture. This distorted history is coming in through the back door. Is it any wonder that young people think Israel bad guy and Hamas is good? They teach nothing about the 600-900 Jewish men beheaded under the direct supervision of Muhammad. They teach nothing of the killing of upwards of 40,000 apostates by the first caliph (first successor to Muhammad). The teach nothing about Muhammad being a pedophile. Nothing negative is ever said about Islam and almost everything said about Christianity is portrayed in a negative light.
I spent a large part of my life in Great Britain and in the county next to where I lived a letter was sent out in November of 2013. It informed the parents that the school was taking their children on a field trip to a mosque. It included the following warning:
Refusal to allow your child to attend this trip will result in a racial discrimination note being attached to your child’s education records, which will remain on this file throughout their school years.
It went on to say that if a child was sick there had to be a note from a doctor so stating our the note would still be attached. This shows the type on pressure that is put on parents to submit their children to what I would call child abuse.
Many schools in Europe have been intimidated into serving only Muslim approved food. The next step will be to segregate the boys from the girls. Where will it all end?
If you would like to schedule a meeting with Tom you can call him at .
No church is too big or too small.
Islam Not Only in Curriculum But Force On Children in Other Ways
Segment Three Direct Audio Download from Fortress of Faith LINK, please listen
Islam is not only coming into our schools through the curriculum, it is being forced upon our children through other ways. The schools are starting to celebrate Muslim holidays and Muslim children are given preferential treatment.
Mayor De Blasio of New York has been in the headlines a lot lately because of the assassination of two police officers. We must point out that this was done by a Muslim convert. The police have been turning their backs to him because of comments he made about racism in the police force.
When De Blasio was a candidate he said that he believed that schools should be closed on Muslim holidays, especially Eid al-Fitr, the feast at the end of Ramadhan, Eid al-Adha which celebrates the Hadj. He wants Muslim children to be exempt from school, tests, etc. for these holidays.
Every effort is being made to make our schools Sharia compliant. This is not just in New York. It is being advocated across the spectrum of Common Core.
An example of the double standard for Muslims is seen in the law in Washington State which makes being absent for more than two weeks, including holidays, is considered being truant. This does not apply to Muslims who go on the Hadj.
Why is it that so many non-Muslims are so willing to bend over backward to accommodate Muslims? The reason is that we are afraid. We are afraid of the violence, the push-back, the labels and so forth.
We need some people who will stand up for our freedoms and our way or life. There was a Marine who stood against making his daughter being taught these things. As a result he has been banned from the school.
Marine John Kevin Wood, and his wife, Melissa, are suing La Plata High School in Maryland over the Islamic indoctrination of their 11th-grade daughter in her World History class. Their daughter was required to complete assignments where she had to affirm that “There is no god but Allah” and the other Five Pillars of Islam.
The reason this is so important is that according to Islam when you say “There is no god but Allah, and Muhammad is his messenger” you have converted to Islam.
This marine fought on the battlefield to protect us from this. Thank God he has the courage to fight for our freedoms here in our court system also. This is the only way we are going to be able to fight this enemy in their cultural jihad.
If you are a parent with children in school, go to the school board and demand to see the textbooks, demand to see the curriculum. Don’t take this lying down. You will have to do this every year if you want to stop this onslaught of Islam in our schools. If we don’t have the courage to stand up and oppose what they are doing our way of life and our freedoms will be lost.
As Christians we need to be involved in the civic process. We need to get Christians on the school boards. We need to vote in all elections as Christians and we need to know where the candidates stand on all issues. We need to vote righteousness rather than personal gain. If we put righteous people in political offices God will take care of the personal gain.
But seek ye first the kingdom of God, and his righteousness; and all these things shall be added unto you. Matthew 6:33
We need to bring control of the education system back to the local level where we as parents can control it. If we don’t stop this now they are going to Islamasize our schools, which is what they are trying to do.
Our children are our most precious assets. We need to protect them from the indoctrination in our schools. They are attacking our children before they have the discernment to see what is being done to them. They are propaganda experts and they know what they are doing.
A feminist professor of communications at the University of Michigan has become a laughingstock for a poorly-sourced column in a socialist newspaper about the academic basis for hating Republicans. In the article, Susan J. Douglas began with the statement, “I hate Republicans” and declares that “marrying a Republican is unimaginable to me…”
A specialist on “Gender and the Media,” she is reportedly married with a daughter.
I’ve got something that beats that. Curtis J. MacDougall, the author of a journalism textbook that I used in college, was a Marxist with a 319-page FBI file, who wrote favorably about Fidel Castro and feared Joe McCarthy. MacDougall was an activist in the communist-dominated Progressive Party.
As a young journalism student, I studied from MacDougall’s textbook, Interpretative Reporting, which encouraged a form of advocacy journalism, and “learned” that Walter Duranty of The New York Times was one of the great figures in the media. I later discovered that Duranty was a stooge of Stalin and one of the greatest liars in the history of journalism. In fact, he helped Stalin cover up the deaths of 7- to 10-million Ukrainians in a forced famine.
A modern-day MacDougall, Professor Douglas tries to sound like an intellectual and apparently wants to be taken seriously. She insists in the article that a “series of studies has found that political conservatives tend toward certain psychological characteristics,” such as “Dogmatism, rigidity and intolerance of ambiguity; a need to avoid uncertainty; support for authoritarianism; a heightened sense of threat from others; and a personal need for structure.”
She cites unnamed “researchers” as proving that “the two core dimensions of conservative thought are resistance to change and support for inequality.”
Douglas, who graduated from Elmira College in New York and received a master’s degree and a doctorate from Brown University, is not only a professor but the head of the University of Michigan communications studies department.
Since MacDougall’s textbook, Interpretative Reporting, was instrumental in training a generation of journalists, perhaps he influenced Douglas.
Now, she is trying to influence her students. But her self-declared “hate” for Republicans has backfired. She has exposed the real purpose of her “educational” pursuits.
The Detroit News reports that Andrea Fischer Newman, a member of the UM Board of Regents, said she found Douglas’s column “extremely troubling and offensive,” and that it condoned “hatred toward an entire segment of individuals in our society based solely on their political views…”
Grant Strobl, head of Young Americans for Freedom at the school, called the Douglas piece “ugly and full of hatred.”
While the article has to be taken seriously, its dependence on clearly dubious “studies” and “research” make it practically ridiculous.
Douglas ought to be laughed out of academia.
In an earlier piece for In These Times, she also gave us a precious insight into her own ideology. She hailed Stuart Hall, the founding editor of New Left Review, as a “towering Marxist public intellectual” who had “influenced multiple generations of professors and their students…” It’s apparent she is one of them.
Indeed, she appears to thank Hall for helping establish “communication studies” as “one of the most popular majors in the United States…” She wrote, “We owe him a monumental debt.”
She notes that Hall was a follower of Antonio Gramsci, but doesn’t point out that Gramsci was an Italian communist whose writings were introduced to the United States in the mid-1950s by Carl Marzani, a publisher and Soviet KGB agent whose publishing house was subsidized by the KGB. (Interestingly, Curtis A. MacDougall’s history of the Progressive Party, Gideon’s Army, was published by Marzani as well.)
Gramsci popularized the idea of destroying Western society through infiltration rather than armed revolution. It helps explain why Weather Underground terrorists such as Bill Ayers and Bernardine Dohrn became college professors after giving up on a communist armed revolution inside the United States.
Robert Chandler, in his book Shadow World, noted that Gramsci’s Marxist theory of cultural revolution “stressed that dominance over the existing order in the West, including religion, was rooted in education, the media, law, and a mass culture of beliefs, values, and traditions.” In order to overturn the existing order and “Marxize the inner man,” Gramsci taught that “one must create a subversive program of ‘counter-hegemony’ against its supporting culture,” in order to “negate the established modes of thought and ways of doing things.”
That appears to be Susan Douglas’s mission in academia and journalism.
Douglas’ Curriculum Vitae identifies her participation in a “Rethinking Marxism” conference in 1992, delivering a talk on “Pop Culture, Kitsch and Social Change in the 1960s: Hegemony, Subjectivity and the Rise of Feminism.”
The editors of the journal, Rethinking Marxism, also sponsor “Marxism and the World Stage” conferences, described as “celebrations of the Marxian tradition.”
Douglas’s “academic credentials” include numerous articles for such publications as The Nation, The Progressive, and In These Times.
Her hate for Republicans is making news, but don’t think students in her classes haven’t been aware of the agenda she’s been pushing. Some of the comments from students who have taken her classes include:
She openly states that she hates certain members of the student body based on their political opinions. Avoid this closed minded intolerant person….
Boring and disorganized. Talks to students like they are children. I think she rates herself to get good scores.
Condones hatred and intolerance towards differing viewpoints.
Socialist feminist nut.
This controversy will serve a purpose if it renews a focus on the corruption in journalism education and why left-wing and even pro-Marxist bias in the media is getting worse.
Her book on decoding “enlightened sexism” was the subject of a talk she gave that was video recorded. An elitist who knows better than everyone else, she claims to be an expert on uncovering “subtle” forms of sexism in the media.
Her courses include:
Media, Culture, and Society
Media Theory and Criticism—introductory and advanced levels
Qualitative Methods in Media Studies
Gender and the Media
History of Broadcasting
Origins of Mass Culture: 1870-1930
Images of Women in Popular Culture: 1945-present
Analysis of Television News
Motherhood and the Mass Media
The Social History of Radio in America
History of Communications Technologies
Introduction to Mass Communications
In a University of Michigan profile of Douglas, she was asked, “What inspires you?,” and she replied, “My students inspire me. I love teaching undergraduates: their energy, their optimism, their openness to new ideas.”
But this “love” seems to have undergone a transformation into a closed mind of hate toward opposing views. She has made explicit what we know and understand to be their usually hidden biases.
Thank you Ms. Douglas for telling us openly what we always suspected to be the case. Thank you for alerting us to the Marxist revolutionaries in positions of power in journalism and academia.
Now, please tell us why you deserve to be in a position of trust and authority over students who desire a good education and want to make something of their lives.
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In Memoriam My beloved husband Garry Hamilton passed on 09/24/22I will love you always...
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