Professorship Application Rewards Hostility to ‘Western Scientific Ways of Knowing’

If you are hostile to “western scientific ways of knowing,” such as objectivity and the scientific method, that will help you get a job in the Critical Race and Ethnic Studies Department at the University of California, Santa Cruz. As economic historian Phil Magness notes, “This ‘faculty job’ at a tax-funded public institution is nothing more that overt far-left ideological activism in a field that almost nobody even wants to study.” Here is the job description:


The Critical Race and Ethnic Studies Department ( at the University of California, Santa Cruz (UCSC) invites applications for a an Assistant/Associate Professor of Critical Race Science and Technology Studies (STS). We seek a scholar whose research falls in any area of Critical Race STS—including scholars trained in indigenous, critical ethnic, Black, gender, and/or trans studies whose work critically engages the embedded racism, sexism, and colonial violence of science and scientific worldviews and their correlate, enlightenment humanism. A demonstrated record of research that de-centers Western scientific ways of knowing and challenges extractivist capitalist practices is especially welcome as are commitments to queer and indigenous ecologies, trans-species studies, and race-radical approaches to STEM. In addition to teaching responsibilities for the new Science and Justice minor, which CRES is developing in collaboration with the Science and Justice Research Center, this position requires a clear commitment to and willingness to lead programmatic and curricular development for the new interdisciplinary minor. Ideal applicants will demonstrate an approach to science and technology grounded in histories of and innovative methods of analyzing anticolonial, decolonizing, liberationist political thought and praxis, push the boundaries of the fields they inhabit, ask provocative questions, and relate critically and creatively to norms of knowledge production. Potential areas of research and teaching focus, among various areas of expertise, include but are not limited to environmental racism; climate justice; genomic justice; war technologies; medicine; public health; governance of science and technology; science policy; criminology, surveillance, and policing; border control; educational technologies; new media studies; critical data studies; histories of antiracism and anticolonialism in science, including the impact of grassroots collective and communal movements against racist science; and CRES engagement with the creative arts that facilitates a nexus between creative and critical inquiry.

This position is in critical race theory (CRT). CRT is a radical ideology that is hostile to the free market economy, equating it with racism: “To love capitalism is to end up loving racism. To love racism is to end up loving capitalism…Capitalism is essentially racist; racism is essentially capitalist,” says the best-selling book promoting critical race theory, How to Be An Antiracist. That book is a “comprehensive introduction to critical race theory,” gushes the leading progressive media organ Slate.

The “key concept” in Ibram Kendi’s book How to Be an Antiracist is that discrimination against whites is the only way to achieve equality: “The only remedy to past discrimination is present discrimination. The only remedy to present discrimination is future discrimination,” writes Kendi in that book. Kendi is a leading “critical race theorist.”

[Related: “Going Woke Isn’t Hard When You’ve Got a Library Card”]

K-12 students are also being required to take classes in critical ethnic studies or critical race theory. Hispanic students in a California school district were forced to learn critical race theory. They hated it, reported Reason Magazine.

“Less than half of high school students in St. Paul Public Schools (SPPS) are proficient in math or reading but” soon all of them “will be required to take a Critical Ethnic Studies (CES) course before they can graduate,” reports the Center of the American Experiment:

The graduation requirement will first apply to the class of 2025, who will take the one semester class as 10th graders in the 2022-2023 school year, according to school communication.

Course concepts will include: identity, intersectionality, race, dominant/counter narratives, racism, white supremacy, racial equity, oppression, systemic oppression, resistance and resilience, social/youth-led movements, civic engagement, hope and healing, and transformation and change.

If state education bureaucracies had their way, critical race theory would become more common in school curriculums. In 2015, under Governor Terry McAuliffe (D), Virginia’s Department of Education instructed public schools to “embrace critical race theory” in order to “re-engineer attitudes and belief systems.’”

Detroit’s school superintendent, Nikolai Vitti, says critical race theory is deeply embedded in his school system: “Our curriculum is deeply using critical race theory, especially in social studies, but you’ll find it in English language arts and the other disciplines. We were very intentional about … embedding critical race theory within our curriculum.”

Virginia’s largest school system, the progressive Fairfax County Public Schools, encouraged teachers to apply critical race theory. The Washington Times reported that a “slide presentation” in 2021 “instructed social studies teachers in Fairfax County Public Schools that ‘critical race theory is a frame’ for their work.”

[Related: “KGB Documents Show the Secret History of Ibram X. Kendi’s ‘Antiracist’ Movement”]

The progressive Arlington County schools have students read books by critical race theorists such as Ibram Kendi. Arlington distributed hundreds of copies of Ibram Kendi’s book Stamped to students at Wakefield High School. The book contains many errors and celebrates a Marxist anti-Semite. It also peddles conspiracy theories and is dismissive about Martin Luther King and Frederick Douglass. At Arlington’s Washington-Lee High School, most students in 9th grade English were assigned to read either Stamped or a much longer book that would require more work to read. Virtually all students chose to read Stamped as a result.

The Loudoun County, VA public schools paid a contractor to train their staff in critical race theory, giving it $3,125 to conduct “Critical Race Theory Development.”

Under Democratic governor Ralph Northam, Virginia’s official “Roadmap to Equity” published by its Department of Education in 2020 thanked critical race theorist “Dr. Ibram X. Kendi” in its acknowledgments section, as having “informed the development of the EdEquityVA Framework.” Kendi says he was “inspired by critical race theory,” and that he cannot “imagine a pathway to” his teachings “that does not engage CRT.”

Editor’s Note: This article was originally published by Liberty Unyielding on September 26, 2022 and is republished here with permission.

Image: Jay Miller, Wikimedia Commons, Creative Commons CC0 1.0 Universal Public Domain Dedication.


3 thoughts on “Professorship Application Rewards Hostility to ‘Western Scientific Ways of Knowing’

  1. Well, I’m not sure how there could be colonial violence against science since, while there was colonialism in sub-sahara africa, there was no science there to commit violence against. Can’t wait to see what they come up with in the trans-species studies area.

    Racism in academia is not just tolerated, it is now actively promoted. But it’s at a University of California campus, so nobody should be surprised. Hope the students who “study” under this “professor” will enjoy their barista job after graduation.

    1. Sadly, these students will be well-paid upon graduation.

      Like the “Social Justice” majors of 30 years ago, they will either wind up in corporate HR or go around conducting incredibly lucrative “trainings” that people are forced to endure.

      Never forget that the cesspools of academia overflow into the larger society.

  2. Sadly, this is nothing new — nor is the fact that enrollment in these classes will be mandated by both GenEd requirements and scheduling realities.

    The latter is often overlooked — students often enroll in these courses because everything else is full and they need the credits to graduate. Hence it’s not that this garbage is taught (it’s a free country) but that students are forced to take these classes because there aren’t enough seats in other electives.

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