Racism:The next entry is on "individual racism." Just when I thought that individuals of all colorations are capable of "racism" after all, it turns out that, besides "telling a racist joke, using a racial epithet," the miscreant must believe in the "inherent superiority of whites." So, unless members of "targeted racial groups" perversely believe in such superiority, they are off the hook once again:
The systematic subordination of members of targeted racial groups who have relatively little social power in the United States (Blacks, Latino/as, Native Americans, and Asians), by the members of the agent racial group who have relatively more social power (Whites). The subordination is supported by the actions of individuals, cultural norms and values, and the institutional structures and practices of society.
Individual Racism:But perhaps matters are even more weirdly complex than that. Perhaps members of "targeted racial groups" cannot be individuals at all, for we learn under "cultural racism" that the emphasis on "individualism" is also "racist". Since "targeted racial groups" cannot be "racist," they thus cannot hold "racist" beliefs such as a belief in the individual. Following this dizzying Seattle Public Schools logic, "targeted racial groups" might not exist as individuals at all:
The beliefs, attitudes, and actions of individuals that support or perpetuate racism. Individual racism can occur at both an unconscious and conscious level, and can be both active and passive. Examples include telling a racist joke, using a racial epithet, or believing in the inherent superiority of whites.
Cultural Racism:Another revelation is that planning ahead (what these educationists call "having a future time orientation") is apparently also "racist". Now, believing that planning ahead is a function of pigmentation strikes me as truly racist. But these educationists are probably too dim-witted to realize this.
Those aspects of society that overtly and covertly attribute value and normality to white people and Whiteness, and devalue, stereotype, and label people of color as “other”, different, less than, or render them invisible. Examples of these norms include defining white skin tones as nude or flesh colored, having a future time orientation, emphasizing individualism as opposed to a more collective ideology, defining one form of English as standard, and identifying only Whites as great writers or composers.
It should be noted that these dogmas have been far-left fare for a long time. They are not recent creations of Seattle schools. The inspiration listed as a source is Teaching for Diversity and Social Justice, 1197 eds. Adams, Bell & Griffin. Still, it is astonishing that a tax-financed, public entity would adopt a lunatic fringe creed as its guiding policy. An incidental benefit is that it becomes a little clearer what the proponents of "social justice" have in mind.