Posted on 08/19/2017 10:38:23 PM PDT by TigerClaws
The need to project a progressive environment is just as important as food and shelter to survive. A welcoming environment does not stop at the feet of individuals in particular spaces. A welcoming environment is also determined by its physical environment e.g., the use of artifacts in designated spaces. Some individuals may not see Thomas Jefferson’s statue in the quad as a form of oppression, but in higher education settings where highly conscious students are present, it is relatively easy to see and read such nonverbal messages.
Burgoon, Guerrero, and Floyd (2010) suggested that “facial expressions, gestures, vocal behaviors, and touch can convey meaning, but we often overlook the communicative value of things such as architecture, decorations, color, time cycles, or punctuality. In truth, however, the ways we manipulate our physical world and time can send profound messages about who we are, what we value, and how we want others to treat us” (p. 170). The Thomas Jefferson statue that sits on the quad of the University of Missouri campus delivers a nonverbal code which affects me emotionally and psychologically. Burgoon et al., (2010) stated that statues and objects alone can provide strong and distinct messages about an environment and the people who inhabit it. The Jefferson statue on campus sends two signals: the first coding nonverbal element is that the University of Missouri belongs to a specific class structure, those who are great land-holders, wealthy and white. Secondly, it represents the discrimination of immigrant poor and landless whites, maltreatment of the Indigenous American and the dehumanization of black individuals who Jefferson himself viewed as inferior, owning over 200 slaves while believing that blacks were unintelligent and never could be equal to whites (Benson, 1971).
Jefferson, one of the Founding Fathers who preached “I have sworn upon the altar of God eternal hostility against every form of tyranny over the mind of man” (Wilbur, 1962, p. 7) and that all men created equal, but possessed slaves up until his death July 4, 1826. This was a man that urged freedom for all and TALKED about the abolition of slavery, but never practiced democracy a day in his life. Even after his death the slaves he owned were restricted of their God given liberty. For example, Israel Jefferson, one of 37 house slaves for the former president was sold shortly after his death along with 150 other slaves via auction block (Burstein, 2005).
This was a man that believed that both black and white individuals, equally free, could not live under the same government (Gardner, 1974). This was a man who created a provision (but was unsuccessful) that would emancipate black slaves in exchange for free white laborers, for which he knew would not work as he stated “for in a warm climate, no man will labour for himself who can make another labour for him” (Gardner, 1974, p. 78).
This was a man that raped 16 year old Sally Hemings, a young innocent house slave (Burstein, 2005). Burstein (2005) wrote, "Sally Hemings appears to have had only the singular sexual obligation of accommodating her master on occasion. The common denominator is that domestic labor meant restriction, and sex was potentially just another chore for the unfree"(Burstein, 2005, p. 163). Furthermore, Hooks (2015) reminds us that black women were constantly violated by slave owners citing "the white woman could at least plead for her own emancipation; the black woman doubly enslaved, could but suffer and struggle and be silent" (p. 2).
The University of Missouri tells us directly on their webpage that "more than 175 years later, Jefferson's legacy lives on at MU in the physical and philosophical" (Curators of the University of Missouri, 2015 see http://jeffersonclub.missouri.edu/s/1002/giving/index.aspx?sid=1002&gid=165&pgid=4730). Kezar and Eckel (2002) in examining the "Effect of Institutional Culture on Change Strategies in Higher Education" alluded to Tierney's (1991) research on culture and higher education and proclaims that "values, beliefs, and assumptions of an institution are reflected in its processes and artifacts (p. 440). How does Jefferson statue represent respect for Sasha Menu Courey and other victims of sexual abuse at the University of Missouri?
Thomas Jefferson’s statue sends a clear nonverbal message that his values and beliefs are supported by the University of Missouri. Jefferson's statue perpetuates a sexist-racist atmosphere that continues to reside on campus.The University of Missouri Statement of Values include: Respect – “demonstrated by a commitment to act ethically, to welcome difference, and to engage in open exchange about both ideas and decisions”; and Responsibility – “a sense of responsibility requires careful reflection on one’s moral obligations.
Being responsible imposes the duty on us and our university to make decisions by acknowledging the context and considering consequences, both intended and unintended, of any course of action” (University of Missouri, 2015). Removing Jefferson’s statue alone will not eliminate the racial problems we face in America today, but it will help cure the emotional and psychological strain of history.
"Statues everywhere can be complicated. They freeze a likeness of a person at a moment when it is assumed that their legacy will be celebrated for ever. This is almost always wrong and the streets and squares of cities across the world are littered with bronze and granite monuments to people who were responsible for heinous deeds. But now and again their moment comes and they prompt claims and counterclaims that force new and significant solutions for seemingly intractable problems. Rhodes was a megalomaniacal imperialist with an unshakeable belief in his racial superiority. With some irony, his fall may prove to be his most enduring legacy" (James Fryer, 2015).
To the author of this article:
There is NO evidence that Jefferson “raped” or otherwise had any sexual relations with Hemings. The DNA traced so far points to his brother Robert or another close relative, and I’m told that “Robert” is mentioned in Hemings’ writing as someone close to her.
Get off the racist rape crap and read some real history.
“The need to project a progressive environment is just as important as food and shelter to survive. “
I don’t have to read past this first sentence.
What is the point for the existence of this “school”?
Is this a Fatwa? Can the similarities or influences be dismissed?
“The Ford Foundation (now leftist) and other groups gave over $100 million to Black Lives Matter.”
Management of the Ford Foundation, and other foundations set up by wealthy benefactors decades ago, has been coopted by progressive activist managers who utilize the tax free money for socialist causes instead of respecting the desires of the benefactor. The Carnegie Foundation is a prime example. Set up by Andrew Carnegie to build libraries and promote education for the masses, the foundation has not constructed a library in the United States since the 1950’s.
These coopted non-profit foundations have assets in the billions of dollars being spent to fund social justice causes which intend destroy the US and western civilization.
It is time to end the tax exemptions for foundations and change the law to sunset them after a period of time. I suggest there should be no non-profit status for foundations. They be taxed on the income from their investments at the corporate rate and should pay property taxes. In addition, foundations should be required to liquidate on the 20th anniversary of their initial funding. When established, the specific beneficiaries of the foundation liquidation should be identified in the documents establishing the foundation.
Large concentrations of money in the hands of unaccountable social justice warriors are a threat to democracy and our republic. There is no justification for their non-profit status and a sunset provision will make them accountable to executing the mission of the benefactor by making it much more difficult to change the mission once the benefactor is deceased.
I don’t know. The 8 or 10 years before I retired from teaching I saw new teachers join the staff each year. Nice kids, they had some decent classroom skills and they were eager. But beyond their area of focus they knew NOTHING. They knew less than I did in 8th grade. That kind of blank slate can be written over and they would not even know ithad happened.
The end goal of this is for all of us to enslave ourselves to the Leftists to prove we are not racists.
Bookmark
Calling themselves, “highly conscious students”, the Missouri morons are at it again.
Remember when black radicals planned to bomb the Statue of Liberty about 45 years ago?
“but never practiced democracy a day in his life”
Warning, warning, warning.
The Marxists, cultural, academic and political have a concerted effort going on to abscond with and twist any understanding of “democracy” to a term meant only by them, as in “the peoples democracy” of the Marxists, which the Soviets, Cuba, Venezuala, North Korea and even some European countries demonstrate how in the end it is not “democracy” at all.
They ignore history. Even in Greece, “democracy” was for the citizen, but not everyone in Greece was a citizen. Even as democracy took hold in western countries, suffrage was not initially established as universal.
Yes, OMG!!!!, people in different eras universally just about, thought differently than we do today about many political ideas and ideals.
So what is the left actually attempting to do? To condemn certain individuals? No. To condemn and abolish history, that is all history but their own.
That is Re-Education Day Spas (REDS). Jeeze man, get with the newspeak. We can talk about it more under the Diversity pavilion, comrade.
***They also want to keep blacks scared of the KKK or whatever non-existent hate group that might get them unless they vote for Democrats***
and that is the point we need to attack.
Blacks being skeered by Democrats, just like 200 years ago.
And a final point, but it will take some balls to get dialogue going - pointing out the colorism internal to blacks and Hispanics:
The Privilege of White Hispanic: Leaving Out the Rest
http://www.huffingtonpost.com/casar-vargas/the-privilege-of-white-hi_b_5780940.html
Biracials & Race “Disloyalty”
Chrissie https://www.youtube.com/watch?v=6kC6KI3iqpE
White Passing Biracial Wins a BLACK Beauty Pageant?
Chrissie https://www.youtube.com/watch?v=xzujnTBPD9s
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