San Diego Unified School District holds ‘white privilege’ training sessions for teachers


SAN DIEGO, CA – San Diego has yet again proven that in its constant attempts to stay “woke”, it is absolutely willing to practice anti-white racism using the guise of “white privilege”.

On December 3rd, an exclusive report on leaked documents revealed that the San Diego Unified School District was holding training sessions. These sessions included telling teachers of their “white privilege,” that they were racist, and they were part of an oppressive white power structure.

Not only are the teachers told that they must acknowledge their “privilege” and embrace “antiracist” ideas, they are instructed to “teach others to see their privilege.”

Christopher Rufo of City Journal reported what he had discovered in the leaked documents in a series of posts. He warned that the shocking documents showed how teachers were told “you are racist” and “you are upholding racist ideas, structures, and policies.”


Rufo shared this information:

“The training begins with a ‘land acknowledgement,’ in which the teachers are asked to accept that they are colonizers living on stolen Native American land.”

He continued, “Then they are told they will experience ‘guilt, anger, apathy, [and] closed-mindedness’ because of their ‘white fragility.’”

The following statements were included in the training materials:

“We acknowledge that we meet on stolen land, taken from indigenous peoples. I am speaking to you from Kumeyaay land. We must acknowledge the hidden history of violence against indigenous peoples in an effort to move towards justice.”

“It is a more powerful means of white racial control and the protection of white advantage.”

Under “norms and agreements,” the training states, “Expect to experience discomfort.”

Clips of trainers Robin DiAngelo and Ibram Kendi were shown telling teachers:

“‘You are racist, you are upholding racist ideas, structures, and policies,’ and that they must commit to becoming ‘antiracist’ in the classroom. They must submit to the new racial orthodoxy.”

The training continued its clearly racially biased teachings. Under “white privilege and culture”, it said:

“Since white people hold most of the political, institutional, and economic power, they receive advantages that nonwhite groups do not.

White culture and white racialized identity refer to the way that white people, their customs, culture and beliefs operate as the standard by which all other groups are compared.”

Further, the training indicates that the teachers should acknowledge:

My ability to THRIVE, not just survive, is being preserved at every level of power without me having to do anything at all. I don’t even have to vote.”

Christopher Rufo quickly offered his opinion on the matter:

“This is no great shock. This is coming from the same district that recently announced its plan to combat racism by completely reworking their grading system.

No longer will students be penalized on their report cards for turning their assignments in late, or failing to show up to class. Neither will grades be based on a yearly average.

It is not clear what grades will be based on now. Perhaps the students will be given whatever grade they feel in their hearts they deserve.”

“The obvious implication of the rule change is that minority students can’t be expected to show up to class or turn in assignments on time, so the system must be radically altered to give them a shot.

As usual, the attempt to combat racism only succeeds in creating racism where it didn’t previously exist.”

Rufo wrote about the materials and their demands:

“Teachers should become “antiracist” activists, who “confront and examine [their] white privilege,” “acknowledge when [they] feel white fragility,” and “teach others to see their privilege.” 

In other words, he said, teachers are told that “they must turn their schools into activist organizations.”

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Rufo wrote:

“The powerpoint slide says that ‘we must acknowledge the hidden history of violence against indigenous peoples in an effort to move towards justice.’ But when is this not acknowledged? And how is it hidden?

It is drilled into our heads at every opportunity that the white settlers were murderous land thieves. It is acknowledged, if anything, too often, and with too much hyperbole, and with little sense of perspective.”

“This is critical race theory, and it has infiltrated many of our cultural institutions, especially schools. We are probably at the point now where this sort of thing cannot be stopped until some white employee, somewhere, files a racial discrimination lawsuit.”

“Sitting your employees down and informing only those who belong to a certain race that they are ‘privileged,’ ‘fragile,’ ‘racist,’ and the descendants of murderers and thieves, certainly qualifies as ‘unwelcome conduct that is based on race.’

It would be reasonable for any employee subjected to such treatment to feel like they are in an intimidating and hostile work environment.”


Here’s how the EEOC defines workplace harassment:

Harassment is a form of employment discrimination that violates Title VII of the Civil Rights Act of 1964, the Age Discrimination in Employment Act of 1967, (ADEA), and the Americans with Disabilities Act of 1990, (ADA). 

Harassment is unwelcome conduct that is based on race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information.

Harassment becomes unlawful where 1) enduring the offensive conduct becomes a condition of continued employment, or 2) the conduct is severe or pervasive enough to create a work environment that a reasonable person would consider intimidating, hostile, or abusive.

It is clear that there would be no debate about its illegality if an employer required that black employees undergo deprogramming for their “black privilege.”

Rufo concluded by noting that just 47% of San Diego Unified students reach proficiency in reading and math.

Rufo’s conclusions seem to point out the flaws of such anti-white rhetoric:

“Teaching ‘white fragility’ will do nothing to help students improve their academic abilities — it will only serve activist teachers who want to shift the blame to ‘systemic racism,’”.

“All that is needed now is for someone with standing to have the courage to fight back and defend their rights. Until that happens, the madness will continue.”

The fact that such “teachings” can even be considered appropriate is indeed quite scary. There is no need to wonder where the youth of today is learning such hateful, divisive theories. Just look to your local school system.

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