What they're not telling you: # UK schools-pushing-books-on-kids-telling-them-theres-plenty-of-room-for-small-bo.html" title="UK Schools Pushing Books On Kids Telling Them "There's Plenty Of Room" For Small Boat Migrants" style="color:#1a1a1a;text-decoration:underline;text-decoration-style:dotted;font-weight:500;">Schools Teaching Children That Black People Cannot Be Racist—And Taxpayers Are Funding It English schoolchildren as young as seven are being instructed that racism is "racial prejudice plus power," a formulation that mathematically excludes Black people from the category of racist altogether. This isn't happening in some fringe progressive think tank. Notre Dame High School in Sheffield, leading a consortium of northern England schools, has adopted and distributed materials explicitly stating: "Black people can be racially prejudiced towards a white person which is wrong and totally unacceptable.
What the Documents Show
However, this is not racism." The document defines racism exclusively as "racial prejudice plus power," then asserts without evidence that "white people hold the cultural power" in the UK. The curriculum, designed for children in primary and secondary education, operates on a racial accounting system where prejudice and racism are treated as categorically different phenomena—but only for certain groups. For white children, the materials teach the opposite. Young pupils receive handouts framing whiteness itself as a liability, instructing them that they are "likely to be privileged by the colour of their skin" and carry a "responsibility" to monitor their own language, challenge peers, and report incidents. The psychological effect is unmistakable: one racial group is positioned as the perpetual monitor and confessor; another is positioned as incapable of committing the crime being discussed.
Follow the Money
Shadow Education Secretary Laura Trott condemned the approach, calling it "deeply alarming" and "divisive identity politics." Shadow minister Neil O'Brien labeled it "political indoctrination." But their responses came after the materials were already in circulation—after children had already been sorted by race and assigned different moral frameworks depending on their skin color. What the opposition statements miss is the institutional boldness required to implement this. This isn't a single teacher going rogue. Notre Dame High School intentionally adopted these materials. Someone in that administration reviewed documents that teach children a racial taxonomy of who can and cannot be racist, approved them, and distributed them. Someone signed off on lesson plans that make empathy building contingent on accepting axioms about power that most of the country would reject if asked directly.
What Else We Know
The materials also contain what appear to be leading questions about criminal justice. Pupils studying policing are guided toward conclusions about racial targeting through "questions" that presuppose the answer—a rhetorical technique that teaches students to recognize injustice only where the curriculum has predetermined it exists. This curriculum represents the full institutionalization of a contested intellectual framework. Critical race theory's core claim—that racism requires systemic power—has been translated into primary school pedagogy without debate, without parental consent, and without transparency about what children are being taught to believe about themselves and each other based on race. ---THE TAKE--- What strikes me most is the clarity of the operation: this isn't subtle. The people running this knew exactly what they were doing, and they did it anyway.
Primary Sources
- Source: ZeroHedge
- Category: Government Secrets
- Cross-reference independently — don't take our word for it.
Disclosure: NewsAnarchist aggregates from public records, API feeds (Federal Register, CourtListener, MuckRock, Hacker News), and independent media. AI-assisted synthesis. Always verify primary sources linked above.