If 4 klansmen can build and light 12 crosses per hour, how many can be elected to the Senate?
How about chemistry?
By only studying white substances instead of "chemicals of color".
Phisics?
If a polo ball has an initial speed of 10 meters / second and it left the mallet and an angle of 30 degrees, how much time will it take to land? Express results in millichuckers.
teacher: "2+2=4"
dumb student: "RACIST!"
There ya go. It's easy. :)
They are upset there are no ghetto real world style questions like this:
Shanaynay has twenty fo dolla. She wants some phat new Jordans dat cost lotta bling bling, FITTY DOLLA! How much rock does Shanaynay gotta sling to make bank?
"The problems with standardized tests often include a class or racial bias. For instance, the influential Standard Achievement Test (SAT) requires students to be familiar with terms like "conservatory" and "regatta." Another state reading test had a number of questions on a passage, with a chart, from Consumer Reports on frequent-flyer traveler benefits. As one teacher asked, "If students didn't score well, was it because they can't read or because they don't have the background knowledge?" (see "'High-Stakes' Harm," p. 14). Such tests can skew results in a dangerous way, given how scores are used to justify a wide range of stereotyping and tracking."
http://interversity.org/lists/arn-l/archives/mar1999_date/msg00009.html
Some people obviously think thats unfair - that questions should be pointed on how to live off the state.
Don't count on the National Education Assoc. (NEA) to try to bridge this hugh series cultural gap.
As usual the racists who make their living on maintaining the victimhood of blacks are not held accountable for their lies/mistatements, nor is there ever any reasonable discussion.
Blacks are supporting these racists less and less.
You've obviously never read Allan Sokal's "Transgressing the Boundaries: Towards a Transformative Hermeneutics of Quantum Gravity," which begins:
"..But deep conceptual shifts within twentieth-century science have undermined this Cartesian-Newtonian metaphysics; revisionist studies in the history and philosophy of science have cast further doubt on its credibility; and, most recently, feminist and poststructuralist critiques have demystified the substantive content of mainstream Western scientific practice, revealing the ideology of domination concealed behind the façade of ``objectivity''. It has thus become increasingly apparent that physical ``reality'', no less than social ``reality'', is at bottom a social and linguistic construct; that scientific ``knowledge", far from being objective, reflects and encodes the dominant ideologies and power relations of the culture that produced it; that the truth claims of science are inherently theory-laden and self-referential; and consequently, that the discourse of the scientific community, for all its undeniable value, cannot assert a privileged epistemological status with respect to counter-hegemonic narratives emanating from dissident or marginalized communities. These themes can be traced, despite some differences of emphasis, in Aronowitz's analysis of the cultural fabric that produced quantum mechanics; in Ross' discussion of oppositional discourses in post-quantum science; in Irigaray's and Hayles' exegeses of gender encoding in fluid mechanics; and in Harding's comprehensive critique of the gender ideology underlying the natural sciences in general and physics in particular..."
Did you catch all that? The community of the scientific value, for all its marginalized discourse, cannot emanate a counter-hegemonic epistemological narratives with respect to privileged status asserting from dissident or undeniable communities.