Canadian? You Have No Right to Stolen Native Land
If indigenous Jews are deemed to have no claim to their ancient homeland, then Euro-Canadians, Asian Canadians, African Canadians, and Latin Canadians are colonialist settlers without even an excuse. You have stolen Native land. The only moral course, according to postcolonialism, is to give everything back. At the very least, in order for “decolonization” to be implemented, the First Nations must be ranked above the interloping settlers, must be given special preference in all benefits, the law must make special exceptions for them. First nations must receive ongoing grants, pay no taxes, be given special reserved places in universities and government offices, and they have a veto over any public policy and be ceremonially bowed to at every public event.
As we are guided by postcolonialism rather than by human rights, we can disregard the human right of equal treatment before the law. That is just a rule of foreign settlers anyway. And the cities and industries and institutions built by the settlers, so the decolonialization story goes, really should belong to the natives, even though they lived in simple settlements or were nomads, depending upon simple shelters, with limited hunting or cultivating subsistence economies. There was no civil peace among the many Native bands and tribes, with raiding, enslavement, torture, and slaughter common.
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What Your Sons and Daughters Will Learn at University
Universities in the 20th century were dedicated to the advancement of knowledge. Scholarship and research were pursued, and diverse opinions were exchanged and argued in the “marketplace of ideas.”
This is no longer the case. Particularly in the social sciences, humanities, education, social work, and law, a single political ideology has replaced scholarship and research, because the ideology presents fixed answers to all questions. And, although the most important thing in universities today is the diversity of race, gender, sexual practice, ethnicity, economic class, and physical and mental capability, there is no longer diversity of opinion. Only those committed to the ideology are admitted to academic staff or administration.
Universities have been transformed by the near-universal adoption of three interrelated theories: postmodernism, postcolonialism, and social justice. These theories and their implications will be explored here.
There Is No Truth; Nothing Is Good or Bad
Postmodernism: In the past, academics were trained to seek truth. Today, academics deny that there is such a thing as objective Truth. Instead, they argue that no one can be objective, that everyone is inevitably subjective, and consequently everyone has their own truth. The correct point of view, they urge, is relativism. This means not only that truth is relative to the subjectivity of each individual, but also that ethics and morality are relative to the individual and the culture, so there is no such thing as Good and Evil, or even Right and Wrong. So too with the ways of knowing; your children will learn that there is no objective basis for preferring chemistry over alchemy, astronomy over astrology, or medical doctors over witch doctors. They will learn that facts do not exist; only interpretations do.
All Cultures Are Equally Good; Diversity Is Our Strength
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