Racist Speaks Out: I Endorse Almost Every Aspect of the “White Privilege” Theory

Andrew Anglin
Daily Stormer
June 22, 2015

I used to think this "White Privilege" theory was about Whites hating themselves. It turns out it's about scientific facts.
I used to think this “White Privilege” theory was about Whites hating themselves. It turns out it’s about scientific facts.

Though we have heard a lot about this “White Privilege,” no one really seems to be able to explain what it is, let alone how exactly it operates or how we can use the theory of it to make Blacks less useless and violent.

Recently, EAG News gave us a report on a program in Oregon, wherein a school district is spending $100,000 a year to indoctrinate teachers into the belief in this new system of thought.

In it, we get to see a bit more of how the whole thing works.

As it turns out, I tend to agree with most every aspect of this theory, and fully support the logical conclusions of it being fully implemented as soon as possible.

Every year the Gresham-Barlow school district, like many others across the state, sends teachers and administrators to a week-long “Coaching for Educational Equity” conference in Cottage Grove, Oregon. The Conference is presented by a private non-profit organization called the Oregon Center for Educational Equity (OCEE).

The event is based on the concept of “white privilege,” which is the idea that all white people are racists, whether they realize it or not, and that racism permeates American society and the nation’s education system.

The theory says that school curricula, instructional methods and disciplinary policies are hopelessly based on the norms of white culture, for the exclusive benefit of white students. It teaches that black students cannot possibly succeed unless K-12 education is modified and customized to their supposed culture.

Well, that’s part is pretty hard to argue with. If we made the Black curriculum about basketball, rap music, cooking crack cocaine and firing handguns into crowds of people, they would no doubt do very well.

The idea they are going to learn math and history is just stupid and childish.

The “white privilege” crowd claims that fundamental ideals of American society, like hard work for personal gain and personal ownership of property, are products of white culture and completely foreign to black students.

Yes, yes and more infinity yes!


How has this not always been completely obvious to all parties???

That means schools that try to prepare black children for success in the American free market economy are spinning their wheels, because black culture is collectivist in nature. The obvious political message is that black kids will only thrive in a socialist economy.

Okay, so apparently the theory of White Privilege recognizes fundamental racial differences, and then goes on to blame White people for not acknowledging these differences.

This is exactly – in every sense – my own argument on this issue.

Who would have thought?

EAG interviewed Dan Chriestenson, a former board member for the district pushing this course.

The Gresham-Barlow school district spends about $100,000 per year on the Coaching for Educational Equity (CFEE) conference, which is optional for teachers but mandatory for administrators, according to Chriestenson.

Earlier this spring Chriestenson asked to see a copy of the manual given to participants of the conference. He had to fight and beg to get the request filled, because the OCEE is not a government agency and therefore not subject to freedom of information laws.

The director of OCEE at first refused to turn over the document, claiming it was meant to be “experienced, not read,” according to Chriestenson. But she finally relented when he agreed to sit for an hour with an administrator from his school district who had attended the conference, so that person could explain the materials in their intended context.

Chriestenson soon understood why the OCEE only wants to present the material in carefully controlled environments.

One section of the conference manual – titled “What is CFEE?” – offers the following summary statement:

“…Many white people in Oregon have no idea that our schools and state are immersed in white culture and are uncomfortable and harmful to our students of color, while also reinforcing the dominant nature of white culture in our white students and families.”

Again: I don’t think anyone can argue with that.

The obvious solution is separate schools, which is what we had to begin with. Now that we are realizing the scientific nature of Black differences through this new White Privilege theory, however, there is no reason not to take this a step further – we can give Blacks their own countries!

Another section suggests that academic and behavioral standards (presumably for minority students) should be adjusted, because the failure is in the expectation, not in the outcome.

Yes! Expecting Blacks to behave like Whites is a failure of Whites!

Finally! We can say it, as long as we say it in this weird backward way!


For example, schools should be “examining their own beliefs and practices when students don’t meet standards,” the conference manual says.

As in “what the hell is wrong with you that you thought a Black person could be taught to read a book?”

Yes, yes, yes!

Instead of “controlling or teaching discipline to students,” schools should be “changing school practices that alienate students and lead to disruptions,” the manual says.

Translation: If minority kids act badly or flunk a test, it must be the fault of the school and its policies.

Obviously expecting someone with an average IQ 15-20 points lower than a White to perform on the same level as a White is the fault of the person expecting it, not the low IQ individual who can’t do it.

This EAG writer is acting like this isn’t obvious, and I am led to believe that he is absolutely part of the problem.

These “White Privilege” theorists appear to definitely be part of the solution.

If a student drops out, that’s also a sign of failure for the school. Those kids should be called “pushouts” instead of “dropouts,” according to the manual.

The critical notion that race, gender or socio-economic background should have no bearing on the way students are treated is also dismissed. The manual says schools should be “framing issues in terms of race, class and gender.”


Girls should also have their own schools!

These theorists are admitting that every aspect of society before the Jew era of revolution was done correctly!

Who would have thunk it?

Certain ideals commonly taught in schools are completely foreign to black culture, according to the manual.


We have a winner!

That list includes “independence, self expression, personal choice, individual thinking and achievement (vs. adherence to norms, respect for authority/elders, interdependence, and group consensus and success).”

One concept in particular – “I earned this through hard work and effort” – is particularly meaningless to black students, according to the manual.


This White Privilege theory has been ripped off of all my own theories!

I should sue!

The document ends with the assertion that Whites need to join organizations to fight racism. But that is just a solution arbitrarily drawn from their conclusions, which doesn’t need to be accepted. The actual outline of the system itself is completely accurate in every way.

It is truly staggering.

We absolutely need to embrace these concepts, fully, and make it publicly clear that we do.

I will be writing more on this in the near future.

Here is a full copy of the pamphlet.

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