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Intersectionality, the Leftist Plague Destroying Western Society –part 2



Intersectionality represents an ideology of pure wickedness, racism, and subjugation. Under its basic ideology white people are on the brink of extinction. In Western countries where the white birthrate is collapsing and borders are open to nonwhite immigration, mainly Muslims, it is only a question of time before whites become a minority in their own countries. As the nonwhite immigrants do not wish to assimilate and integrate, Western civilization itself and all its cultural values are on the road to extinction.

Identity Politics, now institutionalized in Western universities and school systems, teaches that whites are to be guilty for victimizing non-whites and teaches nonwhites to hate whites for victimizing them. If the roles were reversed, if whites massacring blacks, the white media in the West would be shrill in its condemnation of whites. But if blacks massacring whites, it is even not news to publish. Moreover, if you say anything about it, you are labeled a “white supremacist” or “racist.” Black lives matter, but not white lives matters, or better all lives matters. Whites should be ashamed of themselves and must be subordinated. 

On November 19, 2017 the European Union has declared itself “too white” and demands mass immigration to “remedy” that problem. The EU Commissioner for Migration, Dimitris Avrampoulos, wrote an editorial for Politico called, “Europe’s migrants are here to stay… We cannot and will never be able to stop migration… It is naïve to think that our societies will remain homogenous and migration-free… mass migration is a moral imperative… At the end of the day, we all need to be ready to accept migration, mobility, and diversity as the new norm and tailor our policies accordingly.” The mass third world Muslim migration must be the “new norm… neither walls nor policies will allow any part of the EU to remain homogeneous, Christian and Muslim migration-free.”

Despite Avrampoulos’s claims that Europe needs to shut up and accept their “new norm” and become less “homogenous,” it’s clear: Europe is losing its culture because of immigration, it has changed the fabric of Europe permanently. Many Europeans have other priorities. The EU’s stance on immigration conflicts with many of its member states, mainly Central European countries, like Hungary, the Czech Republic, and Poland, which run away from the communist incisors and have not yet adhered to politically correctness, have elected right-wing leaders who have vowed to crack down on unrestricted immigration, no matter what the EU says. Hungary, in particular, has built a wall along its southern border – which also marks the southern boundary of the EU – to stop the flow of illegal immigrants from the Middle East.

For example, Soeren Kern claims, in February 2020 on Gatestone Institute that Greece’s Migrant Crisis has become a powder keg ready to explode.” In 2016, Greek authorities, with backing from the EU, introduced a so-called containment policy aimed at deterring migrants from crossing to Greece from Turkey. The policy requires migrants to remain on the islands until their asylum requests are processed. The asylum system has come to a standstill.

The containment policy has angered local residents, who complain that migrants are responsible for a spike in crime. “People have seen their properties destroyed, their sheep and goats have been slaughtered, their homes broken into. A few years back, when there were 5,000 migrants on the island, things seemed bad enough. Now there’s a sense that the situation has really got out of hand” (Nikos Trakellis, community leader in Moria, Lesbos). “I fear for the safety of our people, the residents of Lesbos. For the situation to change, many refugees have to be transferred to the mainland and new arrivals from Turkey must be stopped. If not, we are doomed.” (North Aegean Regional Governor Kostas Moutzouris). “Welcome in Greece are only those we choose. Those who are not welcome will be returned. We will permanently shut the door to illegal human traffickers, to those who want to enter even though they are not entitled to asylum” (Greek Prime Minister Kyriakos Mitsotakis). This is a very small example of the European situation.

The very identity and ethnic awareness of whites are under assault. The Swedish national TV broadcaster, SVT, has produced a propaganda film under the guise of being a documentary which claims that Sweden was originally a country populated by blacks, and the new influx of Muslims is just returning Sweden to normality. When Hungarian Prime Minister, Viktor Orban, offered to exempt Hungarian mothers of four children from taxation, the Swedish government minister, Annika Strandhall, reacted in aggressive reply to equate Orban’s call to the Nazi white supremacy. It was an offensive attack on feminism which had freed women from bearing children and given them independence. This reaction means that it is the independence of whites to go on extinction while Islam to win over and Muslim women to bring more children.

“Victim group” has become a hate crime. Decades ago Jean Raspail in his novel, The Camp of the Saints, described a French government and media that welcomed the Third World immigrants who overran France and extinguished the French nation. Marine Le Pen, the leader of France’s nationalist party, stands for France, The French government wants to imprison her and forced her to take psychiatric observation. Unfortunately, suicidal France President, Macron, who has declared her of being “the betrayal of patriotism… Patriotism is the exact opposite of nationalism.” By putting “ourselves first . . . we erase our nation’s moral values.” These views are similar to Merkel’s Germany and in Britain.

Indeed, throughout the West there are so many poisonous voices raised against the West that it is perhaps too late to cure he situation and to bring Europe perhaps even the US back to normality. Rapes and gang mass rapes almost exclusively perpetrated by Muslims is pervasive all over Western Europe. The days are coming when raped women are to be accused of seducing male rappers. Even today, throughout Europe, especially in Germany and Scandinavia, there are pressures on the police and media not to report rapes of white women and other crimes committed by Muslim immigrants.

The origins and evolution of anti-whiteness or “White skin privilege,” gained a foothold in radical leftist’s circles in the 1960s, following Susan Sontag’s notorious formulation, that “the white race is the cancer of human history.” The left’s war on whiteness soared only after it resulted in takeover of American universities in the 1980s. Peggy McIntosh has brought the issue to the core in 1988 in her working paper, “White Privilege and Male Privilege.” With the academia “research” and the media megaphone, the left has set out to systematically demonize whiteness as a growth industry.

Walter Williams talks about university corruption and asks, have the diversity cultists completely taken over? He quotes Heather Mac Donald’s The Diversity Delusion: How Race and Gender Pandering Corrupt the University and Undermine Our Culture. According to a UCLA scientist, “All across the country the big question now in STEM is: how can we promote more women and minorities by ‘changing’ the requirements we had previously set for graduate level study?” Mac Donald says, “Mathematical problem-solving is being deemphasized in favor of more qualitative group projects; the pace of undergraduate physics education is being slowed down so that no one gets left behind.”

On the same lines, New York City tries to “liberate” teachers from their “whiteness.” NYC schools training teaches to discriminate against white students. A new mandatory, $23 million “anti-bias” program is training New York City school teachers to discriminate against white children, no matter what. When The New York Post recently published remarks from one training session, in which the instructor defined ‘racial equality’ as favoring non-white students over white students, regardless of any other circumstances. The training teaches ‘replacement thinking’ and encourages educators to become ‘liberated’ from their ‘whiteness’.

In another session among NYC school superintendents, attendees were asked to discuss various life experiences that inspired them to fight for social justice. When a high-ranking school official, a white, Jewish man, described his family’s experience in the Holocaust and Nazi concentration camps, He was publicly chastised by his own colleagues. One woman saying “This is not about being Jewish! This is about black and brown boys of color only. You better check yourself.”

Diversity-crazed people ignore the fact that there are systemic differences in race and sex that influence various outcomes. Males outperform females at the highest levels of math; however, males are overrepresented at the lowest levels of math competence. In 2016, the number of males scoring above 700 on the math portion of the SAT was nearly twice as high as the number of females scoring above 700. There are 2.5 males in the U.S. in the top 0.01 percent of math ability for every female, according to the journal Intelligence (February 2018).

In terms of careers, females are more people-centered than males. That might explain why females make up 75 percent of workers in health care-related fields but only 14 percent of engineering workers and 25 percent of computer workers. Nearly 82 percent of medical residents in 2016 were women. Mac Donald asks sarcastically, “Is gynecology biased against males, or are females selecting where they want to work?”

“The Diversity Delusion” documents academic practices that fall just shy of lunacy at many universities. It clearly seen by the efforts to promote racial diversity. Renowned Berkeley philosophy professor John Searle, who sees affirmative action as a disaster, said, “They admitted people who could barely read.” Dr. Thomas Sowell and others have discussed this problem of mismatching students. Black and Hispanic students who might do well in a less competitive setting are recruited to highly competitive universities and become failures. Harvard, Yale, UCLA and many other universities, George Mason University and others promote separation in the name of diversity and inclusion. They have only black graduation ceremonies. Cal State Los Angeles, the University of Connecticut, UC Davis and UC Berkeley, among others, offer racially segregated housing for black students. Whites are excluded and diminished.

The left’s attack on whiteness has a single purpose: to convince whites that their whiteness unjustly confers symbolic and real privileges. The ultimate objective in stigmatizing whiteness is to intensify racial tension and also intends to destroy whites’ comfortable assumption that their skin color is “normal” through the slogan “treason to whiteness is loyalty to humanity.” On this line, The Oxford Research Encyclopedia of Education describes Whiteness Studies as “a growing body of scholarship whose aim is to reveal the invisible structures that produce and reproduce white supremacy and privilege.” Jodi Linley, a white assistant professor at the University of Iowa, says that she aims to “dismantle whiteness” in her “curriculum, assignments and pedagogy,” in order to battle “white supremacy” and “white privilege.” In a “White Privilege” course taught by Portland State University Professor Rachel Sanders, students learn that “whiteness is the lynchpin of structures of racial meaning and racial inequality in the United States,” and that “to preserve whiteness is to preserve racial injustice.”

For Max Boot, “It has become impossible for me to deny the reality of discrimination, harassment, even violence that people of color and women continue to experience in modern-day America from a power structure that remains for the most part in the hands of straight, white males… Whether I realize it or not, I have benefitted from my skin color and my gender — and those of a different gender or sexuality or skin color have suffered because of it.”

As Jeff Hitchcock put it in 1998 at the Third National Conference on Whiteness, “There is no crime that whiteness has not committed against people of color…. We must blame whiteness for the continuing patterns today that deny the rights of those outside of whiteness and which damage and pervert the humanity of those of us within it.” At the University of Michigan, a group called “the Coalition against Anti-Blackness” maintains that in order to make campuses safe for blacks, the “scourge of whiteness” must be removed altogether. In an opinion piece in a Texas State University student newspaper, the University Star, student author Rudy Martinez writes that “whiteness in the United States” is a “construct used to perpetuate a system of racist power,” and that, “ontologically speaking, white death will mean liberation for all.”

University of Michigan training session used ‘Privileged Identity Exploration Model’ that aimed to help white employees deal with their “whiteness” so they could become better equipped to fight for social justice causes. Participants who took part in the “Conversations on Whiteness” were taught to “recognize the difficulties they face when talking about social justice issues related to their White identity, explore this discomfort, and devise ways to work through it.” The goal was to help participants in “unpacking Whiteness” to support students and staff with issues “related to identity and social justice.”

This racist approach was first introduced in 2007 by University of Iowa professor Sherry Watt, in a College Student Affairs Journal article. The model purports to be a method for understanding how people react to stimuli that alert them of the privilege they hold. The model is to be used by “facilitators” to “engage participants in discussions about diversity,” according to Watt. She states there are eight defenses people use to avoid recognizing their privilege. Examples of defenses include “denial,” where someone simply refuses to admit their privilege, and “minimization,” where someone trivializes the impact of their privilege.

The University of Michigan is holding trainings to help staff cope with “intersecting identities” and whiteness as an issue of shame. The American University at Washington DC hosted a training event designed to help staff understand their own identities. One of the workshops titled “Creating Inclusive Communities.” From defining “ally-ship” to “micro-aggression” to “intersectionality.” The conclusion: all individuals can show racism, but only whites are responsible for institutional racism. By definition, black people as a group are not accountable for racism.

Cal State San Marcos on November 30, 2017 introduced a “Whiteness Forum” and displayed 14 poster boards detailing different ways in which whiteness in America oppresses people of color and society. It was of annual forum that has taken place of Prof. Dreama Moon’s “Communication of Whiteness” course, about “reflecting on white privilege and racism.” The forum kicked off with two spoken poems performed by students in the class who expressed frustration with whiteness. A female African American student, called Africa “the greatest country in the world, where we all once originated.” At the same time she did not asked who brought her ancestors to America, what was the role of the Muslim slave-traders while she adores Islam as a religion of the colors? She continued: “I identify not with the equality of America, but with the ‘We the People.’” Another student’s poem offered: “Whiteness thrives on the hate of everyone. Realize we are all pawns in this chess game. Every day is a day to challenge whiteness.”

The Professor, who is white, encouraged to learn about “white supremacy… In our discussion of whiteness, we argue that practices of power in both the past and present have continuously reinforced white supremacy in the United States military through the use of policies, attitudes and unequal opportunities given to minorities… Students learn best when they actually do something as opposed to just hear something.” The syllabus seeks to examine “whiteness as a historical, social, political and ideological ‘invention’ with a long trajectory within the United States and in the world.” The syllabus defines whiteness “as a system of power based on racist ideology maintained discursively, institutionally, and materially.” Professor Dreama Moon said: “one thing you can do today is to begin to educate yourself about white supremacy and learn how to help eradicate it.”

At Pomona College, a forum was formed whose purpose is to help white students “own” their racism, “deconstruct” their Whiteness, and assist them in “dismantling White Supremacy.” An ad of the group reads “We’re all racist. We’re all micro-aggressive. We are all not only complicit in, but actively perpetuating white supremacy.” Students within the group must be “white people who believe white supremacy exists, whether [they] have owned that [they themselves] are racist or not… White students who do not believe in White supremacy are not welcome.”

The group’s Facebook page includes a quote from UC Berkeley professor Haney Lopez, whose specialty is racism in the US post-Civil Rights era: recognizing that white identity is a self-fashioned, hierarchical fantasy, whites should attempt to dismantle whiteness as it currently exists. Whites should renounce their privileged racial character, not simply out of guilt. Rather, they should dismantle the edifice of Whiteness because this mythological construct stands at the vortex of racial inequality in America.

Among the research guides available online from the University of San Francisco, there is the course meanwhile, is a “white privilege resource guide” that provides resources to help researchers deal with their various forms of privilege being white. The student newspaper at Evergreen State College has a section in its opinion pages described as “for people of color by people of color.” “This should be a place where we can be us without it being overshadowed by the dark cloud that is living under white supremacy and having to see things from a white perspective. This is why when we do cover these issues it will be in the context and from the perspective of POC and POC only.”

Portland Community College celebrates “Whiteness History Month.” According to PCC Dean of Student Instruction, Craig Collins, “whiteness” being the “academic” term developed in the mid-1990s, which examines the “social construct of whiteness…” It’s a “systemic organizational issue which affects everyone.” The slogans are: “Treason to whiteness is loyalty to humanity.” “Hierarchy is white male perspective and it should be abolished.” “The ‘hierarchy conservators’ have had no choice but to move farther from the center [to right in order] to keep the political see-saw in balance.”

The anti-white distortion has come to a new peak in June 2020, when the city of Seattle summoned its white employees (white employees only) and essentially told them, “Your skin color is a crime.” In a truly extremist (and Orwellian) perversion of anti-racism training, the meeting was officially called, “Interrupting Internalized Racial Superiority and Whiteness.”

According to a public records detailed in the video by Fox News commentator Tucker Carlson, “White employees were told that their white qualities were offensive and unacceptable. Those qualities included perfectionism, objectivity and individualism.”They were further told to drop those qualities and undertake “the work of undoing your own whiteness.”

John Perazzo has published a pamphlet trying to unveil the colossal myth of “white privilege” and the deception and ignorance that underlies this worldview. The left has gain control on the main public means, including the media and the academia. One of these perspectives is the notion that white people are both the cause and the embodiment of virtually every societal ill afflicting the world. Until “whiteness” can be either stopped, banned or destroyed outright, “people of color” will continue to be discriminated and abused. All known inequalities are attributed by the Left to injustices orchestrated by white people. By relentlessly banging the drum of “white privilege,” the Left has effectively portrayed race and gender relations as little more than a constant battle between white oppressors and black victims.

Evidence of the left’s success in its war against whiteness can be seen in the book titled I Am So Sick of White Guys, which is a full-throated attack on white power.  It can also be seen in the work of the Whiteness Project in which documentarian Whitney Dow interviews members of demographic groups ranging from millennials to white-collar workers who confront and express doubts about their whiteness. It is also read by the recent tweet by Drexel University professor, George Ciccariello-Maher, titled “All I Want for Christmas Is a White Genocide”; and in a poster campaign at the University of Wisconsin-Superior that shows images of white students with the slogan “Is White skin fair skin?” 

In addition to the muddying of waters about one’s sex, race itself has become muddied. Senator Elizabeth Warren, a white European bizarre origin, has long claimed that she has Native American heritage.  Warren’s recent effort to settle the issue through DNA analysis blew up in her face. She is only between 1/64th and 1/1,024th Native American. Moreover, now she compares white nationalism poses same threat against U.S. as ISIS and Al-Qaeda. “It’s going to take acknowledging what a terrible problem white nationalism is and how it is a threat to the safety and security of the United States,” Warren said. “In the same way that ISIS and Al-Qaeda terrorism pose a threat to the U.S., so does the rise of white nationalism.”

Rachel Dolezal, a professor of Africana studies at Eastern Washington University, was born Caucasian but chose to define herself as a black person, and she has a new legal name, Nkechi Amare Diallo, which means “gift of God” in Ibo. That is her new ultimate identity. Accordingly, it will be of no wonder that males, not only those who cannot meet the male requirement, but even “regular” to claim they are females.

Robert Stacy McCain takes us to the political-partisan realm and declares that the Democrats have a race problem and asks, is demonizing white people makes their campaign strategy for 2020? In contrast, in his speech in Poland on July 6, 2018, President Donald Trump declared: “The fundamental question of our time is whether the West has the will to survive. Do we have the confidence in our values to defend them at any cost? Do we have enough respect for our citizens to protect our borders? Do we have the desire and the courage to preserve our civilization in the face of those who would subvert and destroy it?” This declaration was so courageous and true that it reflected reality.

However, a wicked criticism stemmed from gross ignorance, dishonesty and evil. Peter Beinart, an associate professor of journalism and political science at the City University of New York, has reacted: “Donald Trump referred 10 times to ‘the West’ and five times to ‘our civilization.’ His white nationalist supporters will understand exactly what he means. The West is a racial and religious term. To be considered Western, a country must be largely Christian and largely white… this is racism and Western-centrism…it shows the superiority of the white man.

Jeannie DeAngelis relates to the Left’s war against white males. She declares that for years now we are witnessing social and cultural wars led by the left-wing with the object to undermine the status and reputation of straight white conservative males. She equates the situation with Saul Alinsky’s textbook for Marxist street thugs, Rules for Radicals. To eradicate the white problem in America, they are being portrayed as misogynist, bigoted, homophobic, and violent. All American heroes of the past do not escaped retroactive ridicule from the left for their political identification and pale skin color. Today, even a male Supreme Court justice nominee, if he is Christian, white, and pro-life, can be falsely accused of rape by an unstable female activist, flayed alive, and condemned in the court of public opinion by virtue of race, gender, and ethnic heritage.

Taking Alinsky Rule #10, it recommends that social justice warriors “maintain a constant pressure upon the opposition.” Therefore, to advance their agenda, leftists will continue to hammer away at white conservative males – both dead and alive – as well as attempt to establish a radical vision for our nation by undermining the reputation of any man who longs to see America made great again.

Unfortunately, this phenomenon has become so pervasive that is also part of the Christian church. One of the biggest, The United Church of Christ, has declared that “all whites are racists by all means.” It is the time the white man has to take responsibility and accuse himself by violating the minorities’ basic rights and violence against them.

Well, Peter Beinart and all those from the academia who twist the reality and fabricate the facts of history should learn the basics about “the West” compare to other civilizations. They are not only ignorant enough but wicked people who deliberately destroy generations of innocent students about the real facts. They should be encouraged to read Ibn Warraq book, Why the West is the Best. Or perhaps even better he should be thankful and grateful to learn Ibn Warraq’s newest and irrefutable book concerning the nature of Islam, The Islam in Islamic Terrorism: the Importance of Beliefs, Ideas, and Ideology. Yet, perhaps Beinart tries to compare Western technological-scientific-cultural achievements compare to other civilizations? There is also another angle: what about taking specific issues like democracy compare to other systems? What about comparing the many issues of tolerance and freedoms? What are the teachings of Islam compare to Judaism and Christianity? The treatment of women? The issue of slavery? The open liberal society?

Yes, the West is the best and the Judeo-Christian civilization is much superior to the others and should be taken as a model for imitation not destruction. And if Beinart is ashamed being white and belong to the Western civilization, perhaps he can try to run away from his color and to live in the wonderful desert of Islam, but still this has nothing to do to Western achievements that have brought humanity to thrive. The counter-reaction came perhaps by the following cynical saying: “A black kid asks his mother, ‘Mama, what is a Democracy?’ ‘Well, son, that’s when white folks go to work every day so we can get all our benefits, like free cell phones for each family member, rent subsidy, food stamps, WIC, free healthcare, utility subsidy, and so on.’ ‘But mama, don’t the white people get pissed off about that?’ ‘Sure they do, and that is called racism!” Now lunatic sick leftist whites blame with ugly generalization all whites being racists, and imperialists, and apartheidists.

Victor Davis Hanson relates to the fact that most estimates suggest that 80 to 90 percent of the immigrants coming to America are nonwhite. Why, then, if America is plagued by an incurable “white supremacy” and “white privilege,” would hundreds of thousands of nonwhite immigrants each year wish even rush to enter such a dreadful place? The answer to why America appears attractive to newcomers is obvious: what global elites say and what non-elites do are two quite different things.

Millions of immigrants would have avoided from entering the US had they believed America was a racist country dominated by overweening white privilege. Throughout history white supremacist societies, or any other supposedly racially defined nation, have not adopted de facto or de jure immigration policies that welcome immigrants who are 80-90 percent of a different race or ethnic background. The result is that more than 243 years after its independence, the US is also the world’s most racially, ethnically, and religiously diverse nation and unmatched in its efforts to promote equality.

In terms of politics, there is little evidence that white people vote primarily for white people. Barack Hussein Obama exceeded the white voter support of almost any prior Democratic candidate in the three decades. He was also a Muslim; what can we say about Islamophobia?   Currently, Joe Biden polls are higher among black Democratic voters than does either Senator Kamala Harris (D-Calif.) or Corey Booker (D-N.J.). Does this suggest white supremacy? Thousands of African-American male youths are murdered each year by other African-American young men in progressive cities, run by progressive governments, and usually amid strict gun-control laws, without charges that progressive politicians are racist and supremacist.

Moreover, all racist movements have leaders. America’s white majority has experienced such fringe racist demagogues who hoped to forge a common racial identity among enclaves of white Americans, i.e. David Duke’s Ku Klux Klan or George Lincoln Rockwell’s American Nazi Party. Yet both men were fizzles who never succeeded in bringing huge groups to support them. This also the fate of the alt-rightist Richard Spencer, who has no real national following. In contrast, the well-known anti-Semites and unapologetic racists of our media age are provocateurs like Louis Farrakhan, Al Sharpton, and Rev. Jerimiah Wright. In fact, black conservatives such as Clarence Thomas have been the subject of vicious racial attacks by so-called progressive liberals.

In a detailed documentary, in July 23, 2019, Andrew Harrod describes how NYU claims “Islamophobia” is in fact a “white Supremacy. According to its members, even the Supreme Court decisions are “exemplary of a nonredeemable, bigoted America… reflects a longer history of structural systems of oppression.” Others accuse that white Americans “have been socialized as white people, with messages from our families, teachers, media and society about whiteness under an umbrella of white supremacy, both subtle and overt.” Americans “live in a society where all people are racialized from the time we are born.”

Muslim Anti-Racism Collaborative (MuslimARC), has published an Anti-Racism guide for Muslims.” According to the guide, white socialization “results in not being able to fully recognize or understand how racism is perpetuated in society” and an “inability to see racism being complicit in by our silence.” White Americans actually “perpetuate racism when we take a ‘color blind’ approach.” “Anti-white racism does not exist, because racism by default is a system that benefits white people and harms People of Color.”

American-Arab Anti-Discrimination Committee (ADC) Legal and Policy Director, Abed Ayoub, cries out that the “Supreme Court is going to be a rubber stamp for upholding structural racism, structural Islamophobia and basically like a white supremacist agenda.” Ayoub reiterated the outrageous Holocaust trivializing slander that American border detention centers are “concentration camps.” At the same time he praised Congresswomen Ilhan Omar and Rashida Tlaib for their Anti-Semitic declarations and called for Boycott, Divestment, and Sanctions (BDS) against Israel, defamed by him as an “apartheid” and “ethnic cleansing” state. This propaganda groups the Muslims in an intersectional rainbow coalition of oppressed minorities.

For Maha Hilal, DC Justice for Muslims Collective (DCJMC), Islamophobia “is maintained and perpetrated by white supremacy and bigotry.” DCJMC’s Guiding Principles, being a superficial Marxist claims, state that all forms of violence, such as capitalism, colonialism, poverty, racism, patriarchy, ableism, caste-based violence, Islamophobia, homophobia, and transphobia, create a world where white status-quo dehumanizes us as Muslims. Discriminatory immigration policies throughout American history have had the purpose to concentrate wealth and power among the white elites through cultivating an entrenched system of white supremacy, buttressed by capitalism and sexism, and shaped by ableism.  Muslims are innocent victims of policies that are “symptomatic of a larger narrative that the U.S. national security apparatus is rooted in.” At the same time she has signed pro-BDS petition and has written that Israel promotes “Jewish and white supremacy.”

No American can emigrate to China or Japan and expect to find full equality, given the emphases in those places on race and appearance. Mexico’s constitution has in the past formalized questions of racial essence as a requisite for immigration, given immigrants would be judged “according to their possibilities of contributing to national progress” and without upsetting “the equilibrium of the national demographics.” In most countries, there still remain at least informal gradations and castes predicated on superficial appearances.

The Gatestone institute, July 5, 2020, Giulio Meotti claims that slavery rampant in Africa, Middle East; the West wrongly accuses itself. He blames that for the intersectional activists, the US is the world’s biggest oppressor, not China, North Korea, Saudi Arabia, or Iran. It is in fact a “Stalinism of communitarianism (sectarian politics) that makes itself into an indigenous victimization.” He quotes Ayaan Hirsi Ali, on June 9, 2020, saying: “What the media do not tell you is that America is the best place on the planet to be black, female, gay, trans or what have you. We have our problems and we need to address those. But our society and our systems are far from racist”. He also quotes Abnousse Shalmani, born in Tehran, now living in Paris, to Le Figaro, June 12, 2020: “The new anti-racism is racism disguised as humanism… It implies that every white person is bad… and that every black person is a victim.”

Meotti asserts that slavery still exists in many parts of Africa and Middle East, but the self-flagellating Western public is obsessively focused only on the Western past of African slavery rather than on real, ongoing slavery, which is alive and well. The public is amazingly unaware of the huge Islamic part of slavery. Slavery is still the order of the day in many Arab and Islamic countries, and slave markets are booming. For today’s slaves, there are no demonstrations in the streets, no international political pressure, and virtually no articles in the media. The mob rage is indeed an anti-racism that biting its tail to turn into racism.

A group of 12 writers who fled dictatorships for democracies, eight of them came from the Islamic world, put their names to a statement in the French magazine Charlie Hebdo warning against Islamic “totalitarianism:””After having overcome fascism, Nazism, and Stalinism, the world now faces a new global totalitarian threat: Islamism. They still suffer death threats and abuses. Other demand that it is high time for the United States to stop funding the United Nations. The United Nations is being used to perpetuate injustice, not stop it.

Meotti brings Andrew Sullivan on Intelligencer:”‘Intersectionality’ is the latest academic craze sweeping the American academy. On the surface, it is a recent neo-Marxist theory that argues that social oppression does not simply apply to single categories of identity — such as race, gender, sexual orientation, class, etc. — but to all of them in an interlocking system of hierarchy and power.”

He also quotes Hirsi Ali, writing in The Wall Street Journal:”When I hear it said that the U.S. is defined above all by racism, when I see books such as Robin DiAngelo’s ‘White Fragility’ top the bestseller list, when I read of educators and journalists being fired for daring to question the orthodoxies of Black Lives Matter, then I feel obliged to speak up… America looks different if you grew up, as I did, in Africa and the Middle East”.

The Algerian writer Kamel Daoud indicted this hypocrisy. “There is an instinct for death in the air of the total revolution. The West is guilty by definition, we find ourselves not in a demand for change but, little by little, in [a demand for] destruction, the restoration of a barbarity of revenge.” This is an “anti-Western Soviet-style trials. It is forbidden to say that the West is also the place to which we flee when we want to escape the injustice of our country of origin, dictatorship, war, hunger, or simply boredom. It is fashionable to say that the West is guilty of everything. With the great announcement of antiracism, the Inquisition returns.”

On July 4, 2020, Dave Rybarczyk wrote about The Myth of ‘White Guilt’. Everywhere he finds debates and seminars concerning with the social situation in the US. What was striking was the level of guilt among the participants. Their opinion is now to blame the collective. They assert that since racial oppression still exists and can no longer be attributed to individual actions, then the institutions and invisible cultural influences must be the new source of racism. No one is racist, but the collective is racist. These individuals are also predisposed to intolerance toward those who do not share their guilt. They are accused by “hate speech.”

He mentions Drexel University professor George Ciccariello-Maher tweeted (2016, deleted):”All I Want for Christmas is White Genocide: “decades of research on how race and gender function in our society” and convinced that his words “were neither provocative in tone nor controversial in content.” However, he inadvertently reveals the shallowness and fallaciousness of Critical Theory and its body of research. It is appalling that genocide can be an outcome of what we once knew as “scholarly study.”it shows no concern whatsoever for the plight of disadvantaged blacks. This is a statement of hateful agitation. It expresses the typical goal of the academy today, and of “Black Lives Matter,” and of fraudulent perspectives such as “white fragility,” ultimately to discredit and delegitimize “whiteness” altogether. This is in itself the most unadulterated form of racism.

Indeed, the blame is on the universities. They teach us amorphous (and guilt-inducing) concepts such as “white privilege” and “institutional oppression” and “covert racism” and “micro-aggression.” They base this on “social identity,” an inherently divisive construct. However, prescriptions such as these are not solutions. They are the problem. By focusing on the superficial, the academic community has critically failed to discover the actual root causes of the issues we face, and consequently has failed utterly to address them.

Moreover, they have no actual remedial value. If every vestige of “white racism” and “white supremacy” were eliminated tomorrow, it would not restore black fatherhood, reduce the black abortion rate, improve the black graduation rate, the black teen homicide rate, and blunt the gangster culture. In academia, activism and empathy entirely overshadow detached empirical research. We sadly suffer a dreadful dearth of objective research in pursuit of the root causes of poverty, violence, racial differences and cultural degeneration – with simple honesty.

Rybarczyk claims that university researchers operate comfortably within the protection of “political correctness,” and so are free to engage in bias masquerading as knowledge. They are able to make claims that are shielded from both criticism and rigorous falsifiability – the bedrock foundations of proper scientific study.

He quote the 1965 assertion of Herbert Marcuse concerning the political right: “[T]he restoration of freedom of thought may necessitate new and rigid restrictions on teachings and practices in the educational institutions which, by their very methods and concepts, serve to enclose the mind within the established universe of discourse and behavior — thereby precluding a priori a rational evaluation of the alternatives.”Yet, this attitude is now totally applied to the left. It is the distilled Marxist model.

The tragedy of the dominant politically-correct culture is that none of its work actually reaches the disadvantaged. Instead, it prevents actual, effective remediation of oppressive conditions and failed situations. It forbids even the mention of valid alternatives.It may serve the purpose of increasing white guilt, but it does nothing to improve the lot of the disadvantaged.

For Rybarczyk the solution is clear: topple the Ivory Tower, permanently. Our educators will not self-correct. They have thwarted genuine progress for quite long enough. They have worked their socialdamage and we see the results in the streets. We are reaping what they have sown.It should be clear that none of this is to minimize the predicament of truly disadvantaged individuals and communities. This is solely an indictment of a corrupt ideology and its practitioners and victims.

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New Social Compact

Women During Covid Era



Authors: Priyanka Singh and Sujeet Singh*

No Country is cent percent successful in providing safe haven to its Women, her basic human Rights remains in suffocation all around the Globe. The ‘She’ Empowerment is a mythical concept even in today’s modern Civilization.

These ‘Covidnary Times’ are extremely challenging and Neo Normal. Be it the ‘Right to Life’ or ‘Rest in Peace’ both are now under the scowl of Coronavirus. The Covid era has made the existing ‘Vulnerable’ section more prone to abuse, Physical, sexual or Mental.

It won’t be incorrect if we postulate that it’s not the Monster disease called Covid-19 that is more daunting but the harrowing position of the Women, in the middle of this Pandemic Era. It remains a poisonous truth that women even in the 21st century had still not got the same status as men. The degraded state of women is visible, not only in the society as a whole but is prevalent in more severe form within the households and this makes women highly vulnerable in the Covid-19 Tsunami.

Violence against women is neither spatially nor temporally bounded Evil. It persists all around the Globe from time immemorial with the variation in the form of exploitation and atrocities. 

Any Pandemic like Covid-19 is bound to have draconian impact on the lives of women particularly those belonging to marginalized communities. This is primarily due to two major reasons, firstly the women in India within a given household remain neglected which means even if they become symptomatic of the deadly Coronavirus disease there is high probability of them being ignored especially in orthodox families that possess pre-existing patriarchy overdose. Secondly, because of the widespread educational deficiency which persists more in women than men in India. Information lacuna is more prevalent among them and in any digitally interconnected Global World ‘Information’ plays a role of a ‘Superhero’ capable enough to prevent the deadly Coronavirus disease

Note that only 45.9 percent women in India use their own mobile phones themselves 

The United Nations General Assembly in the year 1993 adopted the Declaration on the Elimination of Violence against Women. This Declaration defines, violence against women as ‘any act of gender-based violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life’. 

According to the World Health Organization the violence against women is major Public Health Problem that has seized the woman’s basic human rights internationally. And particularly vulnerable are the women having forced social subordinate status and lower education standard are more prone to experience intimate Partner’s violence.

In the year 2017, it was estimated that 137 women across the world were killed by a member of their own family every day. More than a third were killed by their current or former intimate partner.

Women continue to exist as a neglected bunch and their plight is often swept under the rugs.

If one goes about analyzing the State of women in contemporary India, one may find a clear depiction that the women in India has been and still continue to be marginalized vis-à-vis the other dominant sex. However one cannot deny that the status of women has improved but still women need a far speedier journey to be covered.

And it is not only the women as homogeneous group which is being discriminated over centuries but the ‘women’ as broader group has many sub-groups of women which persists as the ‘Marginals among the Marginalized’ like the Dalits, Tribal, HIV Infected, Sex workers and women belonging to minority group. 

Going by the official data in India, the National Family Health Survey in 2016 revealed some deplorable Statistics which we cannot afford to ignore. It stated that 28.8 per cent women faced violence domestically by their respective spouses, 3.3 per cent women faced violence even during pregnancy. 

The story however is no different for the Women in America, their well-being is also under jeopardy. In the United States, a man beats a women every twelve seconds, the women in the lower income category tend to face six times more violence as compared to the American women in the higher income category. The women belonging to Indian-American & African-American subgroups are more threatened with domestic violence. The American-Indian women’s rate of  victimization is more than double that of other American women. The major cause of female injury related death during pregnancy in the United States was due to intimate Partner’s violence. The women with any type of disability are 40 per cent more at the risk of severe intimate Partner’s violence than women having no disability in America.

The National Crime Records Bureau’s Crime in India, 2018 statistics, highlights that a  grievous 31.9 percent cases were registered under the sub head Cruelty by husband or his relatives out of the total Indian Penal Code crimes committed against women. 

Again one should keep in mind that these figures might be a case of under reporting or no reporting at all. Mostly the women remain reluctant to report any kind of violence, primarily due to the terror they face within their given households.

Homely brutalisation of Women is also reconfirmed recently by National Commission Of Women, asserting a  steep surge in domestic violence complaints during the Covid-19 lockdown phase. This Physical abuse and exploitation of women also brings severe repercussions to her Mental Health. Various studies suggest that the prevalence of depression is more among the women than men in India.

In such a deadly era, it is highly unlikely that the required attention and care will be provided to the Women.

Although the Government of India in recent years has taken a number of ‘one of its kind’ initiatives which needs to be applauded with appreciation. But unfortunately the timely utilisation of fund allocated, implementation of schemes and legal remedies for Women at grassroot level has remained far behind expectations.

The discrimination, exploitation and the disadvantages faced by women starts even before she takes birth.

On the health front as well the percentage of Indian Women suffering ‘Anemia’ remains at a strikingly high figure of 53 per cent (NFHS, 2016). Lower ‘Public Expenditure’ on Health has acted as our ‘Back Pain’ of all times, for the past few years it has been more or less closer to 1 percent of the GDP. Although amid the Covid-19 lockdown phrases, there has been phenomenal upgradation in our Indian Health Infrastructure.

All the above, points to the gloomy state of women in our society, be it economic, social or political. However, in India it is not the case that initiatives are not taken up by the State but the major problem lies with the fatigued implementation of various pro-women schemes and whatever funds are allocated remains unutilised. 

Finally it can be concluded that the Vulnerability of women is likely to surge more in these Covidnary Times.

*Sujeet Singh is an Educator based (Delhi) India. Can be reached at sujeetsinghh123[at]

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New Social Compact

Right to Education as an elementary Human Right: From Thinking to Living it



The situation of education in general, and of higher education in particular, is not considered as a priority in developing countries. Unfortunately, all development depends on a good education. Many countries suffer not only of the absence of quality education, but also from a lack of accessibility for its citizens. Many of them suffer from not being able to study.

The exercise of citizenship must allow everyone to become an actor of society. To be an actor requires a good understanding of the role, the place and the rights be recognized by everyone. To be an actor means to be responsible in a social and democratic framework relying on values and references shared by all. «The practice of citizenship relies on participation spaces open to all. Otherwise, in many developing countries, as the level of education is very low, citizens do not consider themselves actors of their country’s development. »[1]They block the progress of their country and create other problems in security, the economy, politics, social issues and above all in an increase in unemployment. Indeed, a large part of the population is active, but instead of creating jobs, it is looking for employment. Thus, if everyone looks for a job, the number of openings is small. This has a negative impact on the resources of the State. «The challenges of contemporary societies are mostly characterised by complexity and are part of a global interdependence. In the face of globalization, the education of people to be good citizens must widen its scope from local, regional and national levels to a global dimension ».[2]

According to the document (UNESCO, 2014) UNESCO Education Strategy 2014-2021, approximately 774 million adults, of which two thirds are women, could neither read, nor write in 2011. More than 50% of this adult illiterate population lived in South and West Asia and a quarter approximately in sub-Saharan Africa; 10 countries alone represent 72% of the total. In sub-Saharan Africa, the number of illiterate adults has, in fact, increased by 37% these last twenty years to reach 182 million in 2011. According to these forecasts, the world total will still be of 743 million in 2015, a reduction of only 16% as against the number in 1985-1994 with regard to data on illiteracy (UNESCO, 2014b). It is the aim of education for all (EFA) which is the most difficult to reach.

Although illiteracy is mostly concentrated in the developing and highly populated countries, the problem continues to be pervasive. Developed countries also present large pockets of poverty, in which evaluations show that no less than one adult on five, in other words 160 million persons, have very low literary competencies, being unable to read, write and calculate in daily life (UNESCO, 2012.

Literacy, beyond being a basic competency, is also a prerequisite to access to all forms and all levels of apprenticeship all along life, as well as a base enabling quality education for all.

Being deprived of basic literacy competencies is a factor that leads to being excluded from many aspects of existence, and it covers important dimensions of gender and poverty. Governments and lending institutions are often insufficiently concerned with illiteracy. In the same manner, less than 3% of the national education budget is devoted to literacy and adult education programmes.

Education and life-long training

Education and life-long training are key elements of a strong and reasoned strategy which have become a powerful weapon in a dynamic world obsessed by competitivity. The way we see our neighbours is also part of our worries when we are looking to be inspired by tools and policies that they develop for continuous qualitative and quantitative improvement, of our educational systems, that will lead to a social integration and cohesion of nations (Newgreen, 2002).

Education and higher education are fundamental elements. They allow each individual to build his life, not only on a private basis, but also professionally, and also to contribute to the economic, political, and social aspects of the country in which they live.

To be effective, higher education demands, as a fundamental element, time, a certain slow pace, stability, tranquillity and even a minimum of comfort. Education is one of the most important levers in development. It is also, one of the most efficient mechanisms to guarantee peace and stability of a country. «We live in a rapidly evolving world, increasingly interdependent, in which knowledge and innovation are major development factors ».[3]

Stakeholders in the general environment of higher education

According to Burridge et al, education and higher education are as important as water to ensure life. In light of our research, we have noticed that all the economic, political, and social development of a country depends in large part to education that will impact the general environment of that country, and thus of the entire region. Obviously, education takes its roots at primary school, but we have limited our research to higher education.

In the framework of our research, we have identified certain stakeholders such as the citizens who are directly impacted by war. A well-educated society, capable of distinguishing good from bad, will attempt to avoid certain conflicts so as to live in peace. The Afghan population suffers from a lack of education and this opens the possibility for certain rebel groups to convince young men to undertake acts that are contrary to peace.

Education is one of the important factors in the social and economic development of a country. All the actors of social and economic life, who are stakeholders, suffer the consequences of the absence of penetration of higher education, at best a very low penetration, as outlined by several reports, such as those of the World Bank, UNESCO, and what we also observe in our empirical experience.

All the stakeholders, in the private and public sectors, feel the low use or the near-absence of technological development, which, however, is an absolute need today so as to avoid an important delay in productivity and thus, competitivity. The different educational levels feel the absence of means to train students in the use of basic technology. We have not identified a theory which outlines the fact that societies in developing countries must remain unchanged.«In the competitive and dynamic environment of the modern economies of knowledge, the educational policies occupy a central place and, if needed, can fulfil the functions that are normally traditionally part of investment such as policies of social protection».[4]

The emergence of the notion of ‘Life competencies’

« The four pillars of a quality education as defined by UNESCO (2000) allows to put the basis of a strategy that could assist to raise this challenge. Unfortunately, this is not the case in Afghanistan and in many developing countries.

Learning to know : education must assist students to acquire the instruments of knowledge, in other words, the necessary tools of communication and oral expression, reading, arithmetic and the art of problem resolution, to possess both a solid general culture and the deep knowledge of a few fields, to understand what are the rights and responsibilities and, above all, to learn to learn.

Learning to do : education must assist students to acquire the know-how and the social and psychological competencies that will allow them to make informed decisions in diverse situations, to manage social relations and relations at work, to access local and global markets, use technological tools, satisfy fundamental needs and improve quality of their life and the life of others.

Learning to be: education must contribute to the flourishing of individual personality and allow them to act with more autonomy, of judgement, of critical thought and of personal responsibility. It must develop all the aspects of a person’s potential such as, for instance, memory, reasoning, esthetical values, spiritual values, physical capabilities and the art of communication. It must encourage a healthy lifestyle, the liking of sports, of leisure, of the appreciation of one’s own culture, the respect of ethical and moral code, the art of making oneself valuable and of defending oneself, and the capacity of rebounding.”

Learning to live together: education must reinforce the know-how at students and the aptitudes likely to help them to accept mutual interdependence».[5]


According to the recommendations of the Organisation of the United Nations (UN), the international responsibility of governments and political leaders regarding the exercise of the right to education is to find a rapid and lasting solution to this challenge so as to better integrate the international community which check the effective exercise of the right enumerated which check, on the one hand, the application and the conformity with the «United Nations Pact relating to economic social and cultural rights» and on the other «the United Nations Pact relating to civil and political rights.»«One can state that facing the uncertain future and the multiple challenges that post-conflict States experience that have led to irreversible, and often permanently damaging, consequences, education must bring a final advantage to re-establish, through freedom and social justice, the conditions of preventive and balanced management of conflicts. This allows it to progress, while respecting the conditions of sustainable development, towards the expected peace ideals. »[6]

« The knowledge generated by the economy of education may thus assist the governments to optimize their policies through better informed choice, thus contributing the attainment of the objective of a sustained and equitable growth that mobilises all the citizens.»[7]

According to UNESCO’s Education Strategy 2014-2021, the political leaders must study to better exploit the potential of information technologies and communication (TIC) in education. The presence of sustainable infrastructure and financing issues, of the content of quality-insurance, represent, in this field, key issues, just like the question of available means to develop and put in place pluri-dimensional policies in matters of online security and ethics.

Education to citizenship allows to acquire new knowledge that will directly impact the economic, political and social life of the country. «The first function of education is to transmit an inheritance and to teach the ethical principles and the framework of law (national and international) that determines communal living. However, society today more than ever, faces rapid changes and challenges in embedded in complex global challenges. These challenges require societal changes to which a citizen should be able to participate. However, transmission and education are insufficient on their own: the education for citizenship must allow the exercise of new competencies: to enter into complexity, to manage uncertainty, to position oneself, to imagine new solutions and to participate in their realization. »[8]

The general experience of life and the ordinary unfolding of things show that when citizens who live and work in a given society are very well educated, there are less conflicts, for they are able to resolve their problems by discussion, dialogue, and common understanding. The example of countries in which social dialogue is the main governance vector, such as Switzerland, Norway, Sweden, etc, is more than welcome.

A well-educated society can only be a democratic society because it constantly counts on the capacity and the behaviour of its citizens; and each citizen feels important for his country.

If we take the case of Afghanistan today, it is a rich country with considerable natural resources, but the country finds itself in extreme poverty. Our analysis brings two explanations for this situation: the poverty of knowledge, first of all, that does not allow citizens to contribute to the development of the country and to correctly use their competencies and their rights; the poverty of the leadership, on one hand, that concentrate themselves exclusively on the acquisition of power instead of concentrating on the best manner to help the population. As a backdrop, one can see a situation in which the political leaders take advantage of the naivety and low educational level of their fellow citizens to stay in power and to profit from their advantages.  

The conclusions of our research shows that it is impossible to develop a country without prioritising education. To illustrate our working methodology, we have developed a competency matrix to helps Afghanistan become a stable state by developing a distance learning system.

Matrix of the competencies of a citizen

  Active citizen    Positively participate in his individual development which will impact later, on different scales, such as family, clan, tribal, ethnic and national, and even in light of the entire country’s development, instead of concentrating on his personal interests.    Live together and contribute together to one’s own development as well as that of the country.  Education is the primary source to become an active citizen, positive and understanding.  Living together without conflict Societal progress.      
Know one’s own importance and valuesBe capable of undergoing auto-evaluation, to understand its importance, oneself, one’s values and those that still require development.  Use positive values for oneself and for one’s family; allow all members of one’s family to optimize their capabilities.Schools, universities and the professional environment allow us to be with others and to understand well our values and those of others.Non-violent communication. Personal evolution.
Know one’s rights as well as those of othersUnderstand the importance of one’s fundamental rights as well as those of others.  Mutual respect, whatever the age, gender and/or belief.EducationAvoid violence and live in peace.
Capacity of expressing oneself  Aptitude to develop and defend oneself in a calm and legal manner.  Express oneself without wounding others and make the situation more complex.  EducationRespect others.
Consciousness of power  Understand one’s own values as a citizen, as well as the importance of voting rights.In exercising one’s voting rights, elect deserving persons so as to stabilize the country’s political and social situation.  EducationAppoint leaders according to their and competencies that have a positive impact on the country’s management.
Equality and freedom  Understand the importance of equality as well as truly expressing his claims depending on the situation in which he finds himself.  Rule of lawEducation Citizen’s behaviours that can degrade or improve the situation.  Live in peace and in freedom. Express oneself without fear in the mutual respect.
The possibility of taking responsibilitiesAssume responsibilities for one’s family and in society and understand one’s own contribution.  Be active in social, economic and political life when one wishes to do so.Give the chance in equal proportions to all citizens without any exclusion.Participate in socioeconomic developments.
Incidence on Human RightsDistinguish between good and bad, and become conscious of one’s acts against others.Be capable of understanding sanctions and consequences when one breaks the rules of law.  Education and the application of laws in an equalitarian manner.Respect of law and fundamental freedoms Avoid all sorts of conflicts.
Understand, in a basic way, at a small scale, the phenomena tied to globalisation.  Become conscious of the changes in other parts of the world.Each country develops first of all because of the sum of individual actions.Ensure diversity of the country thanks to the contributions of different nationalities.Understand the economic, political, social situation of other countries, and apply to oneself the positive elements, if necessary.
Importance of the familyUnderstand that the family is very important and that women play an important role in the family well as in society.Each member of the family plays an important role for himself as well as for economic, political and social development of the country.EducationRespect the choices and the points of view of each family member to avoid conflicts and violence.
Use (tools) of the new technologies of information and communication (TIC) in an interactive manner (language, technology).Instrumental competency.Une, in one’s activities, of adequate technologies to facilitate tasks; if necessary, transfer best practices.EducationFaster and more efficient results.
Interact in heterogeneous groups.Social competencies whatever the religion and(or the beliefs. Transcend the differences.  Participate in social life in one’s city, village, town, etc.EducationBe capable of working in groups, whatever its origins and/or beliefs.
Act in an autonomous and consensual manner.  Personal competency for all that concerns the decisions of daily life.  Assume the responsibility of one’s decisions.Education  Work individually if necessary, with the proposed solutions.
Knowledge, know-how, social skills and life planning.Know one’s past, concentrate on the present and create one’s future.Concentrate on the future rather than concentrating on useless subjects.Education  Have a life vision, according to one’s capacities.
Exemplarity  Be an active and contributing citizen thanks to one’s actions.Motivate others so that they also become active in life.Positive action of citizens.Show to others the importance of citizens to one’s country.


We have noted that it is very difficult, and even impossible to respect the citizenship norms or the establishment of democracy or the respect of human rights in a country without putting the accent on the competencies of active and understanding citizens. We have observed that in many countries, there are conflicts between politicians (points of view on political ideology), but they manage to discuss, to negotiate and to obtain power through democratic rights, for they are citizens. The lack of reflection of citizens in the choice of their leaders and their policy in developing countries is the source of numerous conflicts, including civil wars. Hence the importance of insisting on the apprenticeship of citizenship, which allows populations to be in charge of their destiny by actively participating in the life of the nation. This is why education must prioritise the development of the citizen’s competencies, such as the knowledge of oneself, of its importance and its values; the knowledge of the one’s rights and those of others; the ability to express oneself; the knowledge of one’s power; equality and freedom; the possibility of assuming one’s responsibilities; the primacy of human rights; the understanding of the phenomena linked to globalization; the centrality of the family; the use of new technologies of information; the knowledge, know-how, social skills and life planning; empowerment and exemplarity.

Each of these elements include, criteria, situations, tools and parameters to evaluate the citizen’s competency matrix which must serve as a learning tool of citizenship.

For a country to be able to develop economically, politically and socially, the political leaders must give priority above all else to an action plan on the competencies of citizens. This contribution will make it easier for the present and future leaders. If that is not the case, the government will transmit poverty from generation to generation.

[1] Education à la citoyenneté mondiale :


[3] Stratégie de l’UNESCO : L’éducation 2014-2021.


[5] Colloque international Education, violences, conflits et perspectives de paix en Afrique, Yaoundé, 6 au 10 mars 2006,

Milène Trabelsi et Jean-Luc Dubois

[6] Colloque international « ducation, violences, conflits et perspectives de paix en Afrique, Yaoundé, 6 au 10 mars 2006,

Milène Trabelsi et Jean-Luc Dubois


[8] Charly Maurer, L’éducation à la citoyenneté, Fondation Éducation et Développement, 2008, 4

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New Social Compact

Social Innovators of the Year – meet the first responders to the COVID-19 crisis

MD Staff



Lindiwe Matlali, Founder and CEO, Africa Teen Geeks

The Schwab Foundation for Social Entrepreneurship today announced 23 awardees for social innovation in 2020.

From building hospitals in rural India, empowering Black-communities in Brazil, providing financial resources to last-mile communities in Ghana, harnessing 4IR technology to promote equity in education in South Africa, raising over 100 million USD for lower income families in the USA, to breaking the glass ceiling in the public sector in Spain, the 2020 Social Innovators of the Year includes a list of outstanding founders and chief executive officers, multinational and regional business leaders, government leaders and recognized experts.

This ecosystem of change-makers is being recognised for driving significant social and environmental impact in service of vulnerable and excluded communities and have been well placed to respond to the needs of those disproportionately affected by the COVID pandemic.

The awardees were selected by Schwab Foundation board members in recognition of their innovative approach and potential for global impact. Some of these Board members include Helle Thorning-Schmidt, Prime Minister of Denmark (2011-2015), and social innovation expert Johanna Mair, Professor of Organization, Strategy and Leadership at the Hertie School of Governance in Germany, and H.M. Queen Mathilde of Belgium (Honorary Board Member).

“The Schwab Foundation Social Innovators stand for trust, truth and service. They truly devote their lives through innovative actions to improve livelihoods,” said Hilde Schwab, Co-Founder and Chairperson of the Schwab Foundation for Social Entrepreneurship. “The Social Innovators of the Year 2020 represent a new ecosystem of leaders who are driving change and shifting organizations and systems towards a more just, inclusive, sustainable future”.

“The Schwab Foundation’s Social Innovators of the Year 2020 are pioneering agents of change, re-setting the way our institutions operate. Their work is incredibly pertinent as we respond, recover and reset from the effects of the COVID-19 pandemic, that has disproportionately affected excluded and vulnerable populations”, said François Bonnici, Head of the Schwab Foundation for Social Entrepreneurship.

The 2020 Schwab Foundation Awards are hosted in partnership with the Motsepe Foundation, founded on the philosophy of ‘ubuntu’, the African concept of giving and caring for your neighbour and other members of your community. “The 2020 Social Innovators of the Year prove that the complex work of reducing inequality and transforming society is possible by instilling human-centred innovation with principles of equity and justice into the levers of policy, finance, and research”, said Precious Moloi-Motsepe, Co-Chair, Motsepe Foundation

Social innovators are needed more than ever, but face immense challenges to operate, serve and support communities during this crisis. Therefore, the Schwab Foundation and the World Economic Forum, launched the COVID Response Alliance for Social Entrepreneurs with the goal to aid social entrepreneurs during the crisis and its aftermath. The Alliance, which consists of over 60 global members, representing over 50,000 social entrepreneurs globally, launched an Action Agenda outlining ways to support social entrepreneurs as first responders to the COVID-19 crisis.

The 2020 awardees are:

Social Entrepreneurs:

Founders or chief executive officers who solve a social or environmental problem, with a focus on low-income, marginalized or vulnerable populations

Lindiwe Matlali, Founder and CEO, Africa Teen Geeks (South Africa). This organisation’s AI-based learning platform for STEM subjects equalises equalizing access and quality of education for all students regardless of their socio-economic backgrounds, reaching over 100,000 students.

Daniel Asare-Kyei, Co-Founder and CEO, Esoko (Ghana). This company’s pioneering agriculture technology is powering Africa’s digital revolution, by providing critical services to millions of farmers and last mile communities.

Sooinn Lee, Enuma Inc, Co-Founder and CEO (USA).Enuma’s Kitkit School and other products use technology and design to empower all children to learn early reading, writing, and math independently, regardless of initial abilities and access.

Dharsono Hartono, Co-Founder and CEO, PT Rimba Makmur (Indonesia). This company is saving one of the largest areas of peat swamp forests in Indonesia while offering local populations sustainable income sources.

Anushka Ratnayake, Founder and CEO, myAgro (Senegal). This award-winning organisation is creating village entrepreneurs in 60,000 farmers in West Africa. myAgro creating a unique mobile layaway platform that allows farmers to use their mobile phones to purchase seeds and fertilizer in small increments

Javier Goyeneche, Founder and President, Ecoalf (Spain). This company is revolutionising the fashion industry one plastic bottle at a time. EcoAlf has collected over 500 tonnes of waste from the bottom of the ocean and recycled over 200 million plastic bottles to make high-quality and 100% sustainable fashion products.

Shanti Raghavan, Co-founder and Managing Trustee, EnAble India and Dipesh Sutariya, Co-founder and CEO, EnAble India (India). EnAble India is building the Indian ecosystem of skilling, employment and entrepreneurship for persons with disabilities through technology innovations, breakthroughs in skill trainings, new workplace solutions and behaviour change tools, partnering with 725 companires, 200 BGOs and multiple universities.

Guilherme Brammer Jr, Founder and CEO, Boomera (Brazil). This revolutionary circular economy business brings together industry, academia and environmental agents to turn waste that is difficult to recycle into raw materials or new products.

Jesús Gerena, Chief Executive Officer, Family Independence Initiative (USA). This national centre for anti-poverty innovation offers results-based, community-driven solutions to reducing poverty raising over 100 million USD to help thousands of families in the United States during the COVID-19 crisis.

Azim Sabahat, Chief Executive Officer, Glocal Healthcare Systems (India). In a short time, this company established 12 hospitals, over 250 digital dispensaries and a Telemedicine network spanning 8 countries, delivering low cost healthcare using technology to over 1.5 Mn patients.

Adriana Barbosa, Chief Executive Officer, PretaHub (Brazil). This company empowers the social mobility of Brazil’s Black population by promoting Black entrepreneurship, and addressing structural racism and gender disparities to promote entrepreneurship based on opportunities.

Ashif Shaikh, Founder & Director, Jan Sahas, (India). This revolutionary organisation has empowered millions of migrant workers in India by establishing and providing access to social security delivery system using a mobile app.

Corporate Social Intrapreneurs:

Leaders within multinational or regional companies who drive the development of new products, initiatives, services or business models that address societal and environmental challenges

Prashant Mehra Vice-President, Social Inclusion, Mindtree (India). Prashant spearheaded technology platforms as a public good and capital asset that work at the grassroots level and address market inefficiencies reaching over 2 million people.

Corinne Bazina, General Manager, Danone Communities, Danone (France). Under Corinne Bazina’s, Danone Communities supports 12 social businesses who develop sustainable models that address challenges such as malnutrition, access to water, and overall poverty reduction, across 15 countries and is directly reaching 6 million people every day.

Nicola Galombik, Executive Director, Inclusive and Sustainable Growth Catalyst Division, Yellowwoods Holding Sarl (South Africa). Under Galombik’s leadership, this company reaches over 1 million direct beneficiaries, including economically marginalized children, public school students, young work-seekers, and inclusive suppliers in the Yellowwoods business value chains.

Hadi Wibowo,President Director, Bank BTPN Syariah. This is the only bank in Indonesia that focuses on serving productive underprivileged families, also known as the “unbankable” for having neither financial records nor legal documentation. His prior experience in the parent company, Bank BTPN, includes leading Branchless Banking, a financial inclusion initiative. He has reached over 7 million people throughout his work with the unbanked communities.

Social Innovation Thought Leaders:

Recognized experts and champions shaping the evolution of social innovation

Jaff Shen Dongshu, Chief Executive Officer, Leping Social Entrepreneur Foundation (People’s Republic of China). Jaff transformed and strengthened the social innovation space in China, partnering with global, domestic, business, academic and social sector partners.

Tse Ka Kui (KK), Co-Founder and Chair, Education for Good CIC Ltd. (Hong Kong SAR). KK is at the helm of many initiatives, projects and partnerships that have helped influence the field of social innovation in Hong Kong, and even taught the first course on social entrepreneurship at Hong Kong University.

Ndidi O. Nwuneli, Co-Founder Sahel Consulting Agriculture & Nutrition Ltd. & AACE Foods, and Founder of LEAP Africa and Nourishing Africa (Nigeria). Ndidi’s impact on agriculture, nutrition, youth development, and philanthropy sectors across West Africa has been significant given her role in shaping policy, launching ecosystem solutions, and training the next generation of social innovators. Her research and books on scaling social innovation, agriculture and food entrepreneurship, ethics, governance, and succession are widely utilized by entrepreneurs in the region.

Cathy Clark, Faculty Director, CASE (The Center for the Advancement of Social Entrepreneurship), Duke University (USA). Cathy has helped to define and build impact investing and social entrepreneurship for over 30 years. She is a serial “intrapreneur”, collaborative partner and pioneering influencer.

Public Social Intrapreneurs:

Government leaders who harness the power of social innovation social entrepreneurship to create public good through policy, regulation or public initiatives

Ada Colau i Ballano, Mayor of Barcelona (Spain). Ballano is the first woman to hold the office of the Mayor of Barcelona, as part of the citizen municipalist platform, Barcelona En Comú. Colau was one of the founding members and spokespeople of the Plataforma de Afectados por la Hipoteca (Platform for People Affected by Mortgages).

Cynthia McCaffrey, UNICEF Representative to China (People’s Republic of China). Under her leadership, UNICEF Global Innovation has reached millions of at-risk children and youth around the world.

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