A Judge punishes a complainer By Dr Sohail Ansari

"ولقد کرمنا بنی آدم وحملناهم فی البر و البحر و رزقناهم من الطيباب وفضلناهم علی کثير ممن خلقنا تفضيلا" "Certainly we gave dignity the Children of Adam, and carried them over land and sea, and provided them with all the good things, and given them an advantage over many of those We have created with a complete preference. (Q.17:70)
(I LAUGH BUT BELATEDLY part 5)

‘Then there is what Solzhenitsyn called the “decline of courage” in the West: the vast majority US politicians have basically lost the ability to criticize Blacks, even when it is quite obvious that many of the current problems of the Black population of the USA are created by Blacks themselves: I think of the truly vulgar, obscene and overall disgusting “rap culture” with which most Black youth are now “educated” in since early childhood or how many Black youth have been brainwashed into considering gang members and street prostitutes as the measure of what “looking cool” looks like in terms of clothes, language and overall behavior.  I believe that it is pretty obvious to any person who lived in the USA that Blacks are very often (mostly?) the cause of their own misery’

https://thesaker.is/the-systemic-collapse-of-the-us-society-has-begun/

Andre M. Perry is widely known and respected commentator on race, structural inequality, and education. Perry is the author of the book Know Your Price: Valuing Black Lives and Property in America’s Black Cities. This book provides a new means of determining the value of Black communities. Rejecting policies shaped by flawed perspectives of the past and present, it gives fresh insights on the historical effects of racism and provides a new value paradigm to limit them in the future.

In this book, Perry writes: ‘The deliberate devaluation of Blacks and their communities has had very real, far-reaching, and negative economic and social effects. An enduring white supremacist myth claims brutal conditions in Black communities are mainly the result of Black people’s collective choices and moral failings. “That’s just how they are” or “there’s really no excuse”: we’ve all heard those not so subtle digs.

E.J. Dionne, Jr. is a university professor at Georgetown University. He writes:

‘Freedom is typically measured by the absence of coercion and our discussions of liberty are thus focused on what the state does—or does not do—to individuals and groups. But freedom involves something else as well: The ability to choose one’s own ends and purposes. Here, the resources available to individuals, families and groups are decisive’.

The common presumption about educational inequality—that it resides primarily in those students who come to school with inadequate capacities to benefit from what the school has to offer—continues to hold wide currency because the extent of inequality in opportunities to learn is largely unknown in USA. In USA schools are not  operated on the presumption that students might be entitled to decent teaching and schooling as a matter of course. In fact, some state and local defendants have countered school finance and desegregation cases with assertions that such remedies are not required unless it can be proven that they will produce equal outcomes. Such arguments against equalizing opportunities to learn have made good on DuBois’s prediction that the problem of the 20th century would be the problem of the color line.

W.E.B. DuBois was right about the problem of the 21st century. The color line divides still. Educational outcomes for black children are much more a function of their unequal access to key educational resources, including skilled teachers and quality curriculum, than they are a function of race. In fact, the U.S. educational system is one of the most unequal in the industrialized world, and students routinely receive dramatically different learning opportunities based on their social status. In contrast to European and Asian nations that fund schools centrally and equally, the wealthiest 10 percent of U.S. school districts spend nearly 10 times more than the poorest 10 percent, and spending ratios of 3 to 1 are common within states. Despite stark differences in funding, teacher quality, curriculum, and class sizes, the prevailing view is that if students do not achieve, it is their own fault. If we are ever to get beyond the problem of the color line, we must confront and address these inequalities.

UCLA professor Jeannie Oakes described in the 1980s and Harvard professor Gary Orfield’s research has recently confirmed, black students are segregated in lower-track classes with larger class sizes, less qualified teachers, and lower-quality curriculum.

In all of the current sturm und drang about affirmative action, “special treatment,” and the other high-volatility buzzwords for race and class politics in this nation, a simple starting point for the USA for the next century s efforts: no special programs, just equal educational opportunity.

A Judge punishes a wife

A lady says to a judge: punish my husband because he is alcoholic. A judge punishes a lady for making her husband alcoholic.

Having read Andre M. Perry, E.J. Dionne, the prediction of DuBois and the research of Gary Orfield, when one reads:

‘Blacks are very often (mostly?) the cause of their own misery……I think of the truly vulgar, obscene and overall disgusting “rap culture” with which most Black youth are now “educated” in since early childhood’ so one thinks that a judge would punish white for making black youth educate in disgusting rap culture since early childhood.