Now that Greta has taken off her mask and revealed that she doesn't give a damn about the climate or her silly Fridays For Future protests, it's time we get her out of schools.
She was never a role model for kids. It was all fake. x.com/TheColdJack/st…
She was never a role model for kids. It was all fake. x.com/TheColdJack/st…
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"...we must reclaim the public square from the official arbiters of truth, dismantle the machinery of institutional censorship, and reassert a fundamental truth: in a free nation, the people govern the state—the state does not govern the people, or their minds or their mouths."
CORMAC LUCEY: The core arrogant and insulting assumption rests on the belief that the average citizen is a fragile, easily led half-wit – in need of state-funded NGOs, and regulatory bodies like Coimisiún na Meán, whose Chair earns a salary of €258,453.
gript.ie/cormac-lucey-w…
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Oh really, @1Hildegarde? Just to be clear: are you saying that you are unaware that the NCCA specifically sought to include the concept of “white privilege” in the curriculum? Does this mean the NCCA is operating without ministerial oversight, despite being accountable to the ?
In August 2024, the NCCA published a Specification for Quotations seeking a team to undertake a review of the literature on Intercultural Education to inform the development of their new whole-school toolkit. It asked for the inclusion of white privilege.
@griptmedia @Ben_Scallan
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In August 2024, the NCCA published a Specification for Quotations seeking a team to undertake a review of the literature on Intercultural Education to inform the development of their new whole-school toolkit. It asked for the inclusion of white privilege.
@griptmedia @Ben_Scallan
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Gript recently revealed that the State's curriculum body directs teachers to materials about "white privilege".
When challenged on this, Education Minister Hildegarde Naughton says she doesn't know anything about it: "I don't really know where you're coming from here."
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The Minister may also want to consider whether she supports the NCCA's stance on colourblindness, which does NOT advocate for teachers treating all students the same regardless of their racial identity. The toolkit glossary softens the message, but the review makes it clear.
It's also we-learning module for ETB staff developed by the same academic who authored this literature review also framed colourblindness as problematic and advised teachers to engage more with minority ethnic students.
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It's also we-learning module for ETB staff developed by the same academic who authored this literature review also framed colourblindness as problematic and advised teachers to engage more with minority ethnic students.
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The NCCA does an excellent job of sanitising the public-facing materials, glossing over any of the real radical and controversial ideas and theories it relies on. But it's clearly outlined in their background research and the resources they point teachers to.
This new guidance says that "effective IE is holistic, inclusive, and transformative. It integrates knowledge, skills, concepts, attitudes, values, and
dispositions across the whole school system." So these ideas are to be made pervasive within our children's education. The textbooks and classroom materials teaching about white privilege may not be in classrooms yet, but this guidance allows for it and promotes it.
Shred the new intercultural education guidance! Get this racist American nonsense out of Irish schools!
/end
This new guidance says that "effective IE is holistic, inclusive, and transformative. It integrates knowledge, skills, concepts, attitudes, values, and
dispositions across the whole school system." So these ideas are to be made pervasive within our children's education. The textbooks and classroom materials teaching about white privilege may not be in classrooms yet, but this guidance allows for it and promotes it.
Shred the new intercultural education guidance! Get this racist American nonsense out of Irish schools!
/end
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When challenged on state-recommended resources that refer to white people as inherently privileged, Hildegarde Naughton stated that she is "not aware of textbooks like that".
Read more in the comments 👇
Read more in the comments 👇
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This is absolutely asinine. It will be the nail in the coffin for the GAA if they do this.
I have two teenage boys that play sport, including GAA, and they live for the competition. Take the competition out of the game and you remove all enjoyment.
I have two teenage boys that play sport, including GAA, and they live for the competition. Take the competition out of the game and you remove all enjoyment.
BREAKING: Proposals will go ahead to change rules and make teenage games non competitive in new report going to the GAA.
Teenage GAA games set for radical rules shake-up the42.ie/7221525
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Watch the signs coming over the next few days, weeks & months as to how they will try to convince you that both government party’s have now all of a sudden seen the light
Do not fall for it. Do not believe them for a single second that they have all of a sudden changed their direey are only telling you what they think you want to hear
Do not fall for it
Do not fall for it. Do not believe them for a single second that they have all of a sudden changed their direey are only telling you what they think you want to hear
Do not fall for it
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White virtue signalling academics seeking a black avatar create and prop up people like Joseph.
Kathleen Lynch of UCD has "dedicated her life's work to bringing critical race theory into the cultural and academic landscape of Ireland."
Lynch was Ebun Joseph's academic set up the first ever Black Studies course in Ireland.
Lynch has also been advocating for a very long time for the politicisation of education. See her keynote speech at the 4th SPHE Network Conference below.
The enemy is inside the house, as they say.
Kathleen Lynch of UCD has "dedicated her life's work to bringing critical race theory into the cultural and academic landscape of Ireland."
Lynch was Ebun Joseph's academic set up the first ever Black Studies course in Ireland.
Lynch has also been advocating for a very long time for the politicisation of education. See her keynote speech at the 4th SPHE Network Conference below.
The enemy is inside the house, as they say.
Ebun Joseph lists 5 things people said to her this year that they didn’t think was racist
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Thanks to @mullallyelaine for having me on for a chat!
Just to clarify - "woke" means being awake to or having awareness of the intersecting systems of oppression that the various critical theories claim operate within our society to create inequality (white supremacy, patriarchy, cisnormativity, heterosexism, Eurocentrism, ableism, adultism etc). All of society, including our institutions, media, law, education, social norms etc are allegedly shaped by these systems of oppression and function to privilege certain (dominant) identity groups while marginalising and oppressing others. If you are white, male, European, Christian, heterosexual, cisgender, able bodied... and on and on and on - you are said to be granted unearned advantages and power purely on the basis of those identity characteristics. If you do not work to tear down these supposed systems, then you are accused of being complicit in the oppression of minority groups.
So when someone says something is "woke" they're usually identifying something which is a product of the application of the above beliefs. Flying the trans flag in schools is woke because it's an attempt to disrupt cisnormativity (peoples biological sex matching their "gender" is normal). Race-swapping a historical character in a movie is woke because it is intended to challenge and disrupt white supremacy.
The type of education I speak about in this podcast aims to foster critical consciousness (a woke worldview) in children. That is, it's attempting to get pupils to see the world as structured by these systems of oppression, to see this as the source of all inequality, and to motivate them to engage in activism in an attempt to redistribute power and privileges from groups deemed dominant, toward groups deemed marginalised.
youtu.be/RqiJ-hc2s6k?is…
Just to clarify - "woke" means being awake to or having awareness of the intersecting systems of oppression that the various critical theories claim operate within our society to create inequality (white supremacy, patriarchy, cisnormativity, heterosexism, Eurocentrism, ableism, adultism etc). All of society, including our institutions, media, law, education, social norms etc are allegedly shaped by these systems of oppression and function to privilege certain (dominant) identity groups while marginalising and oppressing others. If you are white, male, European, Christian, heterosexual, cisgender, able bodied... and on and on and on - you are said to be granted unearned advantages and power purely on the basis of those identity characteristics. If you do not work to tear down these supposed systems, then you are accused of being complicit in the oppression of minority groups.
So when someone says something is "woke" they're usually identifying something which is a product of the application of the above beliefs. Flying the trans flag in schools is woke because it's an attempt to disrupt cisnormativity (peoples biological sex matching their "gender" is normal). Race-swapping a historical character in a movie is woke because it is intended to challenge and disrupt white supremacy.
The type of education I speak about in this podcast aims to foster critical consciousness (a woke worldview) in children. That is, it's attempting to get pupils to see the world as structured by these systems of oppression, to see this as the source of all inequality, and to motivate them to engage in activism in an attempt to redistribute power and privileges from groups deemed dominant, toward groups deemed marginalised.
youtu.be/RqiJ-hc2s6k?is…
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After the public consultation on Junior Cycle SPHE in 2022, I published my first substack discussing the explicit inclusion of critical pedagogy in the specification and what this would mean for our kids education. You can read that here:
…gressingoffthecliffsedge.substack.com/p/the-secret-c…
…gressingoffthecliffsedge.substack.com/p/the-secret-c…
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Very well said.
How I am discussing how left-wing ideology is being imported into one school subject after another right under the noses of successful blockhead FF and FG Education Ministers. (Watch the rest here: youtube.com/watch?v=GRNxPn…) @Casey5122dark @CormacLucey @K02568
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Oh boy.
RTÉ News: Galway university 'fake news' expert claims fake doctorate rte.ie/news/primetime…
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Our whole eduction system, like most of the rest of Irish Institutions is captured by woke ideology, it is so important that parents know what is going on l, because their children’s future literally depends on it.
Kelly Henriques, mother of four children and holds a BSc and done huge research in how they are teaching our children in Irish schools. Full episode will be out tomorrow on usual channels.
Kelly Henriques, mother of four children and holds a BSc and done huge research in how they are teaching our children in Irish schools. Full episode will be out tomorrow on usual channels.
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Shocker, there won’t be an anti woke motion at the @FineGael Ard Fheis.
It was all Harris Spin, just like the workers budget.
The media plays along because he literally pays them.
It was all Harris Spin, just like the workers budget.
The media plays along because he literally pays them.
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Critical pedegogy uses a process called "conscientization" to radicalise students. Like Karl Marx's concept of raising class consciousness, Freire's wanted to raise student's critical consciousness. This means raising their awareness of and desire to act against all forms of n" including class (see wheel of power and privilege in next post).
While Marx aimed to mobilise the proletariat into collectivised action for economic justice, Freire built upon this with the aim of mobilising students to take action for intersectional social justice.
The end goal of raising class consciousness is the redistribution of wealth and power in society. The end goal of raising critical consciousness is the redistribution of what is considered to be identity-based privileges and power within society to ensure equity between groups.
The example used in the video below is from the English textbook Louder Than Words and is an example of raising students' critical consciousness around the issue of migration. Emotional storytelling is used to leverage students' empathy and shift their beliefs in favour of accepting mass migration. By appealing directly to kids' emotions, logical reasoning is bypassed. By using the story of a small sad boy that pulls at your heart strings, the conditions are set for kids to come to the conclusion that to reject a pro mass migration argument is cruel or heartless. All refugees are conflated with this little boys experience, and therefore, accepting all who present themselves as a refugee is the only moral choice.
The video is careful to highlight the intersecting way in which the boy is oppressed. Ultimately, mass migration is about redistribution between Europe and the Global South. Irish kids will learn that they have a collective responsibility toward these people by virtue of their "privilege" as white, Christian, English-speaking Europeans.
It's imperative that they keep kids reacting from an emotional state. It's a weaponisation of kids' natural developmental limitations in abstract and critical thinking, their reliance on feelings as indicators of truth, and their particular susceptibility to social conformity. They don't want kids to formulate reasoned arguments. They want them destabilised and reactive.
I can't stress this enough. Critical pedagogy is emotional abuse.
While Marx aimed to mobilise the proletariat into collectivised action for economic justice, Freire built upon this with the aim of mobilising students to take action for intersectional social justice.
The end goal of raising class consciousness is the redistribution of wealth and power in society. The end goal of raising critical consciousness is the redistribution of what is considered to be identity-based privileges and power within society to ensure equity between groups.
The example used in the video below is from the English textbook Louder Than Words and is an example of raising students' critical consciousness around the issue of migration. Emotional storytelling is used to leverage students' empathy and shift their beliefs in favour of accepting mass migration. By appealing directly to kids' emotions, logical reasoning is bypassed. By using the story of a small sad boy that pulls at your heart strings, the conditions are set for kids to come to the conclusion that to reject a pro mass migration argument is cruel or heartless. All refugees are conflated with this little boys experience, and therefore, accepting all who present themselves as a refugee is the only moral choice.
The video is careful to highlight the intersecting way in which the boy is oppressed. Ultimately, mass migration is about redistribution between Europe and the Global South. Irish kids will learn that they have a collective responsibility toward these people by virtue of their "privilege" as white, Christian, English-speaking Europeans.
It's imperative that they keep kids reacting from an emotional state. It's a weaponisation of kids' natural developmental limitations in abstract and critical thinking, their reliance on feelings as indicators of truth, and their particular susceptibility to social conformity. They don't want kids to formulate reasoned arguments. They want them destabilised and reactive.
I can't stress this enough. Critical pedagogy is emotional abuse.
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Define 'social justice'. This is an essentially contested concept, and Fine Gael has endorsed policies and a curriculum that aligns with the progressive-left interpretation of social justice, rather than the Christian one, for quite some time.
If members are serious about affirming the party's centre-right, Christian democratic status, then clarifying their position on social justice it a good place to start. Understand that Christian (and liberal, for that matter) social justice is incompatible with progressive-left/woke social justice, and therefore, must be entirely rejected by Fine Gael.
If members are serious about affirming the party's centre-right, Christian democratic status, then clarifying their position on social justice it a good place to start. Understand that Christian (and liberal, for that matter) social justice is incompatible with progressive-left/woke social justice, and therefore, must be entirely rejected by Fine Gael.
It's time to mark an end to the woke era. Speaking to the @IrishTimes earlier this evening.
Fine Gael grassroots seek ardfheis motion to confirm ‘centre right’ status
irishtimes.com/politics/2026/…
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Oh what a tangled web they weave. 🧵
People want to know who is responsible for inserting 'woke' into our childrens schools.
There is a small interconnected network of academics from 𝗗𝗖𝗨, particularly those associated with its 𝗖𝗲𝗻𝘁𝗿𝗲 𝗳𝗼𝗿 𝗛𝘂𝗺𝗮𝗻 𝗥𝗶𝗴𝗵𝘁𝘀 𝗼𝗻, who have had a significant influence on the direction of curriculum reforms.
When you look at the educational and social theories they predominantly draw from in their research and publications, they are promulgating the same ideas and beliefs that bled out of the academy in the United States and led to the 'woke' insanity and 'culture wars' of the last decade.
The same thing is now happening here.
The NCCA-commissioned Literature Review on Intercultural Education (IE) used to inform the development of the new Intercultural Education Toolkit (now hosted on curriculumonline.ie) was peer reviewed by 𝗣𝗿𝗼𝗳 𝗔𝘂𝗱𝗿𝗲𝘆 𝗕𝗿𝘆𝗮𝗻. She was also the Doctoral supervisor of 2 of the reviews authors, 𝗗𝗿 𝗔𝗻𝗻𝗲 𝗠𝗮𝗿𝗶𝗲 𝗞𝗮𝘃𝗮𝗻𝗮𝗴𝗵 and 𝗗𝗿 𝗠𝗮𝗿𝗶𝗮 𝗕𝗮𝗿𝗿𝘆.
The Lit Review cites Bryan's published scholarship 21 times. It cites Kavanagh's own unpublished Doctoral thesis 69 times, within which she cites Bryan's work 92 times. Bryan's work has had a clear, indirect influence on the curriculum.
The Lit Review uses Bryan's critique of the NCCAs earlier 2005/2006 IE guidelines to justify the direction of the new school guidance: the old guidelines paid "insufficient attention to the systemic and structural dimensions of racism".
As a result, we have ended up with an emphasis on American critical multicultural education, critical race theory, and culturally responsive teaching in the review's recommendations.
/1
People want to know who is responsible for inserting 'woke' into our childrens schools.
There is a small interconnected network of academics from 𝗗𝗖𝗨, particularly those associated with its 𝗖𝗲𝗻𝘁𝗿𝗲 𝗳𝗼𝗿 𝗛𝘂𝗺𝗮𝗻 𝗥𝗶𝗴𝗵𝘁𝘀 𝗼𝗻, who have had a significant influence on the direction of curriculum reforms.
When you look at the educational and social theories they predominantly draw from in their research and publications, they are promulgating the same ideas and beliefs that bled out of the academy in the United States and led to the 'woke' insanity and 'culture wars' of the last decade.
The same thing is now happening here.
The NCCA-commissioned Literature Review on Intercultural Education (IE) used to inform the development of the new Intercultural Education Toolkit (now hosted on curriculumonline.ie) was peer reviewed by 𝗣𝗿𝗼𝗳 𝗔𝘂𝗱𝗿𝗲𝘆 𝗕𝗿𝘆𝗮𝗻. She was also the Doctoral supervisor of 2 of the reviews authors, 𝗗𝗿 𝗔𝗻𝗻𝗲 𝗠𝗮𝗿𝗶𝗲 𝗞𝗮𝘃𝗮𝗻𝗮𝗴𝗵 and 𝗗𝗿 𝗠𝗮𝗿𝗶𝗮 𝗕𝗮𝗿𝗿𝘆.
The Lit Review cites Bryan's published scholarship 21 times. It cites Kavanagh's own unpublished Doctoral thesis 69 times, within which she cites Bryan's work 92 times. Bryan's work has had a clear, indirect influence on the curriculum.
The Lit Review uses Bryan's critique of the NCCAs earlier 2005/2006 IE guidelines to justify the direction of the new school guidance: the old guidelines paid "insufficient attention to the systemic and structural dimensions of racism".
As a result, we have ended up with an emphasis on American critical multicultural education, critical race theory, and culturally responsive teaching in the review's recommendations.
/1
I highly recommend following K.
She writes in incredible detail about the rapid changes to the education curriculum.
We all need to focus more on those in charge of education system
DCU is has been infested by powerful ideological academics.
This Govt commissioned report: ld address hard-right populist “White victim” narratives.
Page 30: Pupils should explore Irish identity “beyond white, settled, Catholic”.
Page 85: Describes an “activist-oriented level of curriculum reform” aimed at social change.
Page 123: Cites kindergarten research suggesting young children need support to “engage in activism against injustices”.
Page 132: Defines anti-racism education partly through confronting “white supremacy in education”.
There is a HUGE difference between teaching children to respect others and using classrooms to promote political ideology.
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Irwin's research interests and much of his scholarship is on Freirean Critical Pedagogy. This type of radical education has been given increasing prominence within the redeveloped curriculum since 2019.
Correct me if I'm wrong, but I don't believe many parents want schools to be hey want schools to train their children into becoming activist in order to bring about a radical reordering of society.
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Correct me if I'm wrong, but I don't believe many parents want schools to be hey want schools to train their children into becoming activist in order to bring about a radical reordering of society.
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"Critical Pedagogy"
Does anyone in Irish Govt know what this means?
Are they comfortable with Marxist educational philosophy being promoted through official NCCA research and guidance for teachers?
They shouldn't be.
Because they are sowing the seeds of their own demise. arxism.
Invented by Paulo Freire, a Brazilian educator and Marxist philosopher.
Best known for "Pedagogy of the Oppressed", in which he reimagines "teaching as a political act of liberation rather than critical cultural transmission of values".
Read that again.
According to the NCCA, "Paulo Freire’s (1970) concept of critical pedagogy is essential to multicultural education"
Students are to be taught to create social change.
The national Primary Curriculum Framework, page 12:
“Recognising injustice and inequality and ways to take action”.
"This requires shifting the traditional teacher-student dynamic from a hierarchical model to a more participatory one, where students contribute to knowledge production"
This as educational Marxism.
Does anyone in Fianna Fail or Fine Gael actually understand any of this?
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This is just a fraction of the DCU network that have been given influence. Look into the co-authors on those literature reviews, particularly those associated with DCU's Centre for Human Rights and Citizenship Education. Check whether co-opted members of NCCA development groups are affiliated with DCU. See the connections between them - co-authorship, projects, conferences etc. Look at their reseach interests and you will see that most specialise in teaching their subjects through the lens of critical theory, rather than being experts in the subjects themselves.
"Social justice" education sounds like an unquestionable good, but whether it is or not depends on how the term is defined. Judging by the theories and concepts the NCCA is relying on in curriculum development, its definition is woke. This is what is destroying education and dividing society.
/end
gript.ie/does-the-schoo…
"Social justice" education sounds like an unquestionable good, but whether it is or not depends on how the term is defined. Judging by the theories and concepts the NCCA is relying on in curriculum development, its definition is woke. This is what is destroying education and dividing society.
/end
gript.ie/does-the-schoo…
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