Progressives don’t see BIPOC people as full human beings —they are merely pawns in a deranged moral war they’re fighting.
“That is the trap white guilt sets. It decides in advance what a black person is allowed to think. If you agree with the program, you are a symbol of the oppressed. If you don’t, you are a race-traitor. Either way, you are not a person. You are a role in someone else’s story.” -- @CoreyBBrooks on the evils of white guilt.
johnkassnews.com/white-guilt…
Dissident Teacher retweeted
Such occupiers, those Jews.
Such colonizers.
Such ethnic cleansing.
You know what I’m gonna say.
You’ve been duped.
Dissident Teacher retweeted
Seeing our friends in the edu fauxgressive community react to @ehanford’s Sold a Story 2 the same way a possessed person reacts to holy water has put me in quite the festive Halloween mood…
features.apmreports.org/sold…
I knew Paul Thomas would lose his mind over Sold a Story Season 2. People like him are the villain in the podcast. A must listen.
Dissident Teacher retweeted
By the time I was 10, I could’ve explained to you why this is the case.
Our bus would have to pull over to the side of the road and wait for police because black girls would be beating each other to a pulp over bus seats, which weren’t assigned. This was at a “nice school” which had a swelling minority population because parents would report the grandma’s house, within the district, as the child’s address. Lots of grandparents had moved away from Detroit and into the suburbs, and their grandchildren would attend the public schools before being driven back to wherever they actually lived.
My views are called prejudiced, yet they literally are not pre-judicial. I have seen all of this. Everything I’ve read further only vindicates it. Ironically, you’d have to be prejudiced to believe anything about that suspension rate is unwarranted.
Replying to @lymanstoneky
This is far from proving causality of course but I’ve gone to the museums a lot with my little ones (I live close by) and the American History museum indeed has kinda poor attendance and deranged woke exhibit text.
Here’s one I snapped:
Dissident Teacher retweeted
J’accuse la bourgeoisie de gauche d’avoir ruiné l’avenir de millions de gamins noirs et arabes en leur expliquant que la France était raciste et islamophobe. Ce pays a fait preuve d’une générosité remarquable en accueillant nos parents. Nous lui devons respect et reconnaissance !
Dissident Teacher retweeted
Most schools will never independently arrive at the decisions necessary to deliver educational excellence. The fundamental problem is not simply a lack of expertise, but a set of values and beliefs incompatible with the culture required for exceptional outcomes.
Even when leaders attempt to replicate the practices of successful schools, they see systems and routines rather than the values and principles that underpin them. They imitate what is visible without understanding what makes it work.
Consequently, when difficult decisions arise, they make concessions that gradually erode the very culture they are trying to establish, often without recognising the damage being done.
This is precisely why multi-academy trusts were established, to accelerate improvement by providing the expertise, judgement and conviction that individual schools may lack. But if those leading trusts do not understand the foundations of educational excellence, they simply replicate the same failures at scale.
Dissident Teacher retweeted
We have a term for this phenomenon in the USA: "Midwit."
Smart enough to be indoctrinated.
Not smart enough to question the bases of the indoctrination.
In the USA in 2026, the primary purpose of higher education is to produce indoctrinated midwits who are wrongly convinced of their own intellectual superiority.
The Useful Idiot: A Natural History
Specimen: Western, educated, well-meaning.
Habitat: universities, NGOs, quality newspapers, dinner parties where the wine is good and the opinions are better.
Status: abundant.
The useful idiot is not exactly stupid. This is the first and most important thing to understand. Stupidity would be a defense. The more precise diagnosis is what we in Poland call pół-inteligent – the half-wit. Not the bottom of the intelligence distribution, which is too obviously lost to be useful. Not the genuine top, which tends to develop the inconvenient habit of following arguments wherever they actually lead. The sweet spot: smart enough to absorb a complex ideological framework, to deploy its vocabulary with confidence, to feel the social rewards of appearing sophisticated – but not quite sharp enough to interrogate the framework itself. Enough horsepower to run the program. Not enough to question who wrote it. The pół-inteligent is the useful idiot’s technical specification. And the specimen is typically convinced – this is crucial – that it is among the most independent thinkers in the room. The delusion is important. Remove it and the whole architecture collapses.
The species emerges in conditions of comfort and safety, which is why it proliferates in precisely the societies it works to undermine. It requires a baseline of security – enough that the consequences of being wrong about power remain abstract, theoretical, someone else’s problem. Eastern Europeans, who paid in flesh and decades for the privilege of understanding what the useful idiot enables, are able to see this as naivety so profound it becomes a moral failure. Not innocence. Culpable ignorance dressed as virtue.
Observe the specimen in its natural habitat. It discovers The Cause sometime between the ages of 18 and 24, usually at an institution of higher education, usually through social contagion rather than solitary reasoning. The Cause varies by generation – Soviet sympathies, third-worldism, postcolonial theory, current-year identity grievance – but the structure is invariant: a clean division of the world into oppressors and oppressed, a designated villain class, and a role for the specimen as enlightened ally. The emotional reward is immediate and substantial. Belonging. The claim of moral clarity. The warm superiority of the awake among the sleeping.
What the specimen does not perceive – what it is structurally prevented from perceiving – is that it is being used. Lenin coined the phrase, and he meant it with cold precision. The useful idiot is not a partner in the project. It is infrastructure. It provides legitimacy laundering: translating raw power-seeking into the language of justice, making the predatory appear compassionate, and doing so with enough genuine conviction to be convincing. The cynics who run the operation cannot do this themselves – cynicism is legible. True believers are required. The useful idiot’s sincerity is its primary value to those who deploy them. And so Lenin used them – and so does Islam now.
The specimen’s lifecycle has a melancholy third act that it rarely anticipates. When the project advances far enough – when the institutions are captured, when the Overton window has moved sufficiently – the useful idiot becomes inconvenient. It knows too much about the earlier, more honest phase. It has friendships across the new fault lines. It retains, sometimes, inconvenient principles from when principles were the point. The revolution, as it industrializes, prefers newer models: fully formed apparatchiks with no memory of idealism to complicate their loyalty. The useful idiot is retired, marginalized, occasionally denounced by the very movement it spent decades building. It dies puzzled. It never quite understands what happened.
We've all seen the very surprised lady in Paris...
History is littered with these figures. Western intellectuals who defended the Soviet project through the show trials, the Holodomor, the Gulag – and who spent the rest of their lives in various stages of retrospective rationalization. Fellow travelers who called Solidarity troublemakers, who thought the dissidents were exaggerating, who trusted the official version over the testimony of people who had lived it. Their names are recorded. Their counterparts today are producing content, signing letters, and occupying endowed chairs.
The useful idiot is not the enemy. It is the weapon. Understanding the difference matters – because the weapon can, in principle, be disarmed. It requires only one thing: contact with reality at sufficient intensity and duration to override the social rewards of the delusion. This happens. Some recover. Eastern European experience – the unignorable, undeniable, lived reality of what the project actually produces – has cured more than a few.
The cure is not pleasant. It requires admitting that one’s most cherished moral identity was constructed by people who found it useful. That the independence one prided oneself on was curated. That the dinner party consensus was not wisdom but a lie. Most cannot make this admission. The identity investment is too great. They double down instead – find new framings, new rationalisations, new ways to explain why this time is different, why the critics are the real problem.
They remain, to the end, useful.
Dissident Teacher retweeted
The purpose of studying literature is not to learn which books contain problematic ideas but to encounter minds greater than your own and to discover dimensions of human existence you never knew existed.
Dissident Teacher retweeted
My best friend is a property manager in LA. Today she had to call the police to deal with a naked, raving homeless man at one of her properties. The police did not come. Instead they sent the "mobile crisis response team" - a collection of pierced, blue/purple haired weaklings who are supposedly empowered to "deescalate" mental health episodes on the streets. It should not surprise you that they did not, indeed, deescalate one damn thing. After wasting hours of my friend's time, they finally forwarded the matter to the police, who ushered him away but did not arrest him (because they can't). Police left. Dumb woke street counsellors left. Crazy naked man was back in 5 minutes.
Los Angeles is a hellhole and I really don't foresee it improving any time soon.
The benighted edu- establishment in the US finally has a nemesis who could take it down: Emily Hanford. podcasts.apple.com/us/podcas…
Dissident Teacher retweeted
Here @elonmusk nails it on Israel.
And to be fair, after what he says. European countries could learn something from a lot from Israel.
"The neighboring countries, many times in Israel, have tried to annihilate Israel. Not once - multiple times."
"In Israel, they realize if you let in the people that want to kill Israelis, they will do so."
"They are quite pragmatic about this.”
This is the way:
I'd love to take @LucyMPowell on a schools tour. One week. Sevenish secondaries. Good ones, bad ones, I'd pick. Coastal, rural, urban. A good mix. We turn up in the morning with DBS's, we tell the schools there are no cameras, no inspections, nothing, we're just here to get a vibe.
Go see some lessons. Hit the corridors. Spend time with teachers on duty. Chat to heads of department. Maybe have lunch with some students. Ask the admin team for a flavour of their day and the stuff they are having to deal with.
Evenings is drinks. But not swanky things with MAT CEOs and folk with the letters after their names. They're important, but they already have a seat at the table. Instead, we invite front-line teachers and middle leaders. We want to know what life is like on the ground. What are their bosses telling them to do? Do they agree? Do they think there are other things they should be prioritising? What do they think would really help the children they teach?
I think Powell would maybe change her mind about some things. About where schools do well, and where they don't. About just how stuck some of our schools are, and how routes to improvement are ordinarily based not in widespread reform, but in the concrete day to day of efficient and effective schools. Rather than grand narratives, simple things like improving behaviour and classroom standards. Getting students out of the corridors and into classrooms, and getting every teacher a working laptop and a board that doesn't keep glitching. Clear escalatory processes, and the manpower and capacity to enforce them. Bandwidth for teachers to deal with the increasing pressures from a broken SEND system and an increasingly demanding parent body. Physical, concrete things. Not educational reform, but direct school actions and strategies.
I'd love to do that. I think she'd enjoy it, and I reckon it would be time well spent.
Almost every professional development workshop where we were guided through model lessons I found myself confused and frustrated. The problem was the lesson, not me; but my colleagues, in their insecurity and habit of keeping up appearances, would act as if everything was fine. Thus do bad models get promulgated without resistance.
Dissident Teacher retweeted
I'm tired of hearing people rag on cities and city life.
Daily Mass, gorgeous libraries, marble-columned train stations, Italian cafes, old mahogany-bartop taverns, sprawling parks and plazas, European Grocery stores -- what's not to like?
This is Utica, by the way. Cheap, laid-back, easy living. Great urban life doesn't need to be expensive.
Are there problems? Sure. Ski-mask-clad "youth" speeding around the city in big gangs of ATV's and dirt bikes, clouds of cannabis smoke outside the doors of markets, rampant municipal fraud, egregious taxation, rainbow flags in the schools. It's all there.
But I've lived here before and come here often, you simply tune it out and continue living your life. Nobody is going to hurt you, you simply keep your wits about you and enjoy life.
It's only some kind of evil dark-sided place if you're kind of a baby about this stuff. If you're living correctly, you barely notice all the Fox-News-tier "urban blight" that the suburban bunch is always babbling about. It's not as if this is new; cities have always demanded antifragility. Last century it was the "gin craze," these days it's migrants on e-bikes. Big whoop.
Big fan of the "take back the cities" idea, I just love the cafe-library-daily-Mass lifestyle way too much to indulge this whole blackpill mentality about cities.
School in France:
Replying to @orangebook
Most of my teachers at school probably spent more time shouting "hey, please be quiet, listen, and try to understand, this is for your own sake" than they spent any time actually teaching.






























