The Afro-centric 'holiday,' Kwanzaa, has become a sacred annual tradition that public schools are forcing kids of all races to celebrate and embrace, in the name of teaching 'tolerance' and 'diversity,' of course.
Yesterday, the Nanny State Liberation Front reported that Head Start classes in Minn. banned Santa Claus from visiting because he makes “immigrant” students feel ‘uncomfortable.’ Ironically, forcing school children of all races to “meditate on the awesome meaning of being African in the world” has become a sacred annual tradition in public schools across the nation.
Children at Falk Elementary School in Madison, Wisc., are currently being instructed to celebrate the seven principles of Kwanzaa, whether they or their parents like it or not. Although thirty-percent of the student population is white, teacher Kira Fobbs claims, “All the [Kwanzaa] principles we’re celebrating and teaching every day are universal.”
“Universal?” Tell that to Kwanzaa inventor Ron Karenga. He recently educated students at N.C. Central University on the principles of his ‘holiday,’ confirming that its message and target audience are anything but universal or diverse:
“We have the most ancient history in the world,” Karenga told students at the nation’s first public liberal arts college founded for African-Americans. “[Kwanzaa is a time] to meditate on the awesome meaning of being African in the world.”
Despite the Karenga’s own admission that his ‘holiday‘ is narrowly focused on celebrating African culture and heritage, Falk Elementary School teachers, ninety-four percent of which are white, say they incorporate the seven principles of Kwanzaa into lesson plans every day:
They form a circle as they dance, clap and chant in unison to a song about freedom. When the music ends, the children chatter with fresh energy for a moment, until teacher Kira Fobbs walks slowly to the center, demanding silence with her stare.
“I am somebody,” she calls out.
“I am somebody!” the students respond.
“I am capable and lovable,” she says and they repeat. “I am teachable.” “Therefore I can learn.” “I can do anything if I try.” “I’ll be the best that I can be …”
After the crescendo of affirmations, the students recite the Nguzo Saba, the seven principles of Kwanzaa: Umoja (unity), Kujichagulia (self-determination), Ujima (collective work and responsibility), Ujamaa (cooperative economics), Nia (purpose), Kuumba (creativity) and Imani (faith).
Finally the students at the school on Madison’s Southwest Side break into four groups, each named after an African tribe, and head to classrooms where they pursue projects and activities focused on the principles.
In the Ujaama classroom, student hear a folk tale about sharing, then paint penny banks to collect money for a library in Ghana. In the Ujima classroom, they work on a blanket and cards for the American Family Children’s Hospital. In the Imani group, students listen to a rap song by LL Cool J about never giving up.
Yet, when a minority of immigrant students complain about Santa Claus making them feel ‘uncomfortable’ because he is not part of their cultures or faiths, the public school system bends over backwards to make the majority shun their own cultural and religious traditions — for the sake of ‘diversity’ and ‘tolerance,’ of course.
Nowadays, all that remains in public school classrooms across the nation are images of snowmen, fir trees and wreaths during the so-called “Holiday Season” formerly known as “Christmas.” Thanks to Kwanzaa, school children can recite African chants and songs while affirming the principles of a cultural and ethnic ‘tradition’ that, for many, has absolutely no relevance or meaning to themselves and their families’ own cultural and ethnic heritage.