Sleeping Toms Tell Congress, 'Trump Will Destroy Schools in Detroit.’ In Reality, a Court Found that “Illiteracy Is The Norm" for Black Kids in Public Fool System in City Controlled by Elite Liberals
/
ACCORDING TO FUNKTIONARY:
public schools – the instrument of Hidalgo (the “Greater System”) and the Corporate “State” whereby readers, writers and counters are produced and certified as qualified to understand orders and obediently carry them out… the tenth gang-plank of the Communist Manifesto. (See: Compulsory Schooling, Indoctrination, Authority & Formal Education)
Public School System – a place where children are having unprotected education. 2) a syndromatic exercise in conformity and blind obedience to so-called “authority” (disguised repression). 3) systematic planned violence meted out on children and young adults—held hostage and hostile—daily, hourly, quarantined from the natural rhythm of things in life through Pavlovian bells and shrink-wrapped prefabricated and curriculum and distorted history. 4) a training boot camp for life-long slavery and indentured servitude to gangbankers and the Corporate State in a society created and based in violence, governed by fear, propaganda, psychogenic money and power.
From [HERE] False claims that Donald Trump supports Project 2025 are common among Michigan Democrats.
Even the state’s attorney general repeated the lie on the campaign trail in hopes of convincing voters the former president backs the deeply unpopular policy tome that a conservative think tank developed.
But the erroneous talking point got even louder last month when Rep. Dan Kildee (D-Mich.) co-chaired a hearing on “the dangers of Project 2025.”
The House Democratic Steering and Policy Committee hearing involved only Democrats, who repeatedly claimed Trump has embraced Project 2025 and intends to implement it if elected.
This spectacle was not a meeting of the House Steering Committee, which can refer legislation to the full House. It was merely a one-party showcase, carried out on the public’s dime.
A Black Detroit educator recently told the showcase he is "terrified" at what a second Trump term as president could bring for America's public schools.
Rodney Fresh, who is a second-generation instructor, teaches ninth-grade U.S. history, 11th-grade world history and Advanced Placement African American studies in Detroit, said parts of the Republican agenda appear to call for dismantling the public education system. He added the transition plan known as Project 2025 would "kick the ladder out from under" students who need it the most and eliminate the federal Department of Education.
"Why do they want to weaken public schools? If you ask me, it's because they fear what public schools do - we teach critical thinking, honest history and tolerance - and because diverse, educated citizens threaten their power," he asked. He warned that under Project 2025, classes on African American history would be censored, help for students with disabilities would be eliminated, and programs like Head Start, one of the most successful preschool programs of its kind, would be cut. [MORE]
“At its core, Project 2025 is a well-funded attempt to privatize public education and kick the ladder of opportunity from under those who need it the most,” Fresh told the panel.
This is in reference to the project’s proposal to make the DC school voucher program universal, which would allow taxpayers’ education funds to follow students to private and religious schools.
In Michigan, this plan would face a constitutional roadblock. By a 69% to 31% vote in 2000, Michiganders banned school vouchers. This has never been repealed.
Multiple times in the hearing, House Minority Leader Hakeem Jeffries (D-NY) called Project 2025 a “dangerous, dastardly and diabolical plan.”
There was just one problem: The entire hearing, and every word spoken in it, were all based on the falsehood that Trump supports Project 2025 and would enact the platform if elected.
Despite Democrats’ insistence in the hearing and on the campaign trail across the country, Trump has emphatically distanced himself from Project 2025 more than once, including on the debate stage Sept. 10.
“I have nothing to do with Project 2025,” Trump said that night when Kamala Harris declared he “intends on implementing” it. He’s called some of it “absolutely ridiculous and abysmal.” Nevertheless, liberal conspiracy theorists falsely attribute to him sponsorship of the Heritage Foundation’s Project 2025 (as USA Today and CNN have acknowledged).
Another problem is that public education for Black children is already horrible - Trump didn’t do it. He cannot be the source of education problems in any city controlled by elite, white liberals who own nearly everything of material value and function as the bosses, sellers, bankers, employers, supervisors, landlords etc of most Black residents - such as Detroit. The servant education provided to Black children nationwide occurs predominantly in public school systems in urban cities controlled by elite white liberals. Mr. Fresh’s dogmatic liberal beliefs are separating him and others like him further from reality. Elite white liberals have propped up Trump in the minds of its believers as the source of all their problems and things to be feared. He represents a cartoonic escapegoat for Black people to avoid responsibility for examining their true reality and actually attempting to solve actual, tangible, material problems. As explained by FUNKTIONARY, “a sleepin’ Tom lives and reacts out of the mind or asili of another; not their own.” Sleeping Toms, such as Mr. Fresh, view and react to the world around them out of the lens or asili of elite, white liberals. Our true reality must be viewed within the context of the system of racism white supremacy and system of power supremacy.
The public school system for Black children functions as a ‘public fool system.’ It churns out Blacks who function as servants to elite whites in some capacity. It produces millions of individuals who can barely read and therefore barely think, participate in economic life and solve their own problems. Aligning themselves with elite white liberals has been a political disaster for Black people in all areas of people activity. The results are omnipresent but Toms would rather look away and cling to the unchallenged assumptions controlling their minds.
A 136-page class action lawsuit provided details about the public education imposed onto Black children in Detroit;
“the schools are schools in name only, characterized by slum-like conditions and lacking the most basic educational opportunities that children elsewhere in Michigan and throughout the nation take for granted. Plaintiffs sit in classrooms where not even the pretense of education takes place, in schools that are functionally incapable of delivering access to literacy. This abject failure makes it nearly impossible for young people to attain the level of literacy necessary to function—much less thrive—in higher education, the workforce, and the activities of democratic citizenship. The abysmal conditions and appalling outcomes in Plaintiffs’ schools are unprecedented. And they would be unthinkable in schools serving predominantly white, affluent student populations. In short, the schooling afforded to Plaintiffs is both separate and unequal.”
The U.S. Court of Appeals for the Sixth Circuit ruled that authorities had been so negligent toward the educational needs of Detroit students that children had been “deprived of access to literacy.” [MORE] The complaint further explained,
“Plaintiffs’ schools have failed them at every stage of the educational system. In the primary grades, Plaintiffs’ elementary schools—Hamilton and Experiencia—have failed to deliver access to the foundational literacy skills of letter- and word-recognition and phonetics. For example, in the third grade at Hamilton, only 4.2% of students scored proficient or above on the State of Michigan’s 2015-16 English assessment test, compared with 46.0% of third-grade students statewide. In practice, this means that many students have a vocabulary of only a couple hundred words. Some students cannot even sound out letters. Last year, the only books in the third-grade classroom at Hamilton were picture books, until the teacher purchased others with her own money more than halfway through the year. Likewise, at Experiencia, only 9.5% of third-grade students scored proficient in English, as compared to 46.0% of third-graders statewide. A number of second and third graders were still working on handwriting and sounding out the letters of the alphabet. When students without basic literacy skills move on to middle and high school, they lack the foundation necessary to build on these skills and attain more sophisticated and grade-level appropriate comprehension and fluency in the higher grades.”
“The alarming outcomes in Plaintiffs’ schools are a predictable consequence of the State’s consignment of Plaintiffs to chaotic, under-resourced, and unsafe schools that lack the necessary learning and teaching conditions for effective delivery of literacy instruction. Plaintiffs’ schools do not have appropriate literacy programs and curricula to effectively teach literacy in the first instance, or to intervene and remediate when students fall behind. Nor does the State operate any system of accountability to ensure that students are delivered access to literacy, are assigned to classrooms where access to literacy can be delivered by qualified and trained teachers, and are identified when they fall behind to receive professionally appropriate interventions. Instead of providing students with a meaningful education and literacy, the State simply provides buildings—many in serious disrepair—in which students pass days and then years with no opportunity to learn to read, write, and comprehend.”
The plaintiffs also explained schools do not have appropriate textbooks, basic school supplies and classrooms are stuffed with as many as fifty students and often do not have enough chairs and desks. Detroit schools also have; “extreme classroom temperatures” regularly exceeding 90 degrees during both the summer and winter due to malfunctioning furnaces and, at other times during winter, “frequently so cold that students and their teachers can see their breath and must wear layers of winter clothing indoors. Students and their teachers cannot receive or impart literacy instruction under such conditions.”
Said schools are have Vermin infestations. Mice, cockroaches, and other vermin regularly inhabit Plaintiffs’ classrooms, and the first thing some teachers do each morning is attempt to clean up rodent feces before their students arrive. Hallways and classrooms smell of dead vermin and black mold, Unsafe conditions throughout the school. Perilous conditions throughout these schools further destabilize the environment and pose additional obstacles to achieving literacy. The drinking water in some of Plaintiffs’ schools is hot, contaminated and undrinkable. Bathrooms are filthy and unkempt; sinks do not work; toilet stalls lack doors and toilet paper. In some classrooms, ceiling tiles and plaster regularly fall during class time. In one elementary school, the playground slide has jagged edges, causing students to tear their clothing and gash their skin, and students frequently find bullets, used condoms, sex toys, and dead vermin around the playground equipment. In another school, fires have broken out in hallways and the school lacks the capacity to notify students and teachers and even lacks regulation fire safety equipment. In the same school, the swimming pool has been unusable for over six years, sitting empty except for broken tiles, filth, and dead rodents.”
