The following video from the floor of the lower house of the Dutch parliament was recorded back in December. It shows excerpts from an argument between Geert Wilders, the leader of the Party for Freedom (Partij voor de Vrijheid, PVV) and Rob Jetten of the D66 party about the indoctrination of schoolchildren with LGBTQ and “trans” propaganda.
Many thanks to Gary Fouse for the translation, and to Vlad Tepes and RAIR Foundation for the subtitling:
Video transcript:
Nasty WAYCISTS in a secondary school in Austria abused a Muslim student by exposing him to the symbols and practices of Easter. The horror!
Fortunately for the followers of Mohammed, school administrators intervened, and caused the classroom to be cleansed of all traces of Christianity, thereby making the school safe for Islam.
Many thanks to Hellequin GB for translating this article from eXXpress:
School cancels Easter tradition — out of consideration for non-Christians
The next incredible attack on our culture: In an AHS [Academic Secondary School] in Upper Austria, a teacher wanted to decorate the class with palm branches. A trip to the Easter market was also planned. A student’s father complained. With success: The school director then reprimanded his teacher for her “Christian fundamentalism”.
Niki Glattauer was a teacher and school principal himself. In the newspaper Heute he reports on an email that reached him from Upper Austria. “Are Palmkatzerln [palm fronds] fundamentalist, and an Easter market for schoolchildren completely unreasonable?” asked the teacher there.
The pupil M. was disturbed by the Christian customs
Shortly after the first palm branches adorned the classroom, the father of a student whose second-generation parents are from Bosnia got in touch. Glattauer quotes from the message in the school app: “Our child is very disturbed by the transformation of his classroom into a church. Even an Easter market is completely unreasonable for M. We will therefore keep our child at home for the time being.”
Principal calls teacher ‘insensitive’
But that’s not all. The teacher turned to her principal for support. But he stabbed her in the back, instead asserting that she had “acted insensitively” and asked her to remove the palm branches immediately. For “Christian fundamentalism” there is Holy Week.
Afterword from the translator:
Jocelynn Cordes’ new guest-essay concerns the stifling intellectual straitjacket in which post-modern university writing courses are confined.
Chained to the New Trivium:
Somewhere in the Bowels of the University, Teachers and Students Alike are Crying Out “Please, Let’s Explore Something New!!”
by Jocelynn Cordes
A few years back, I was at a faculty meeting with the rest of the composition department at the university where I was then teaching. There were both tenured professors present as well as adjunct (part-time) shmucks such as myself who, for a pittance, taught incoming freshmen what is universally considered an essential skill — writing. Despite occupying the lowest tier in the university caste system, we adjuncts were a crucial part of these planning sessions, for we taught the bulk of the courses comprising the university’s writing curriculum.
The objective of this meeting was to plan the next year’s syllabus for Composition I and II. Although the types of essays we assigned students to write would not change — they were classic essay forms chosen to make students nominally prepared for the sort of writing their college coursework would require of them — other things could be altered, such as the theme around which our assignments revolved.
Ideally, a theme helps make things both interesting and organized. It provides focus for an instructor who would otherwise spend the semester floundering amidst a vast sea of potential essay topics. For students, it furnishes a subject to delve into and explore for the entire semester, a thread that will run through their assignments in some unifying fashion. A department-approved theme for each instructor’s class also provides some coherence for the department itself, an assurance of sorts that its instructors weren’t going to go off the deep end and introduce all manner of inappropriate subjects into what is fundamentally supposed to be a class centered on a craft.
So at this particular meeting, all we had to do was come up with our theme. Now, a lot of us who had been teaching composition for a while had zero expectations that the topic selected would differ much from previous years; consequently, an air of resignation issued from most of those present — a lassitude generated by the prospect of having nothing new to look forward to. After all, anyone even remotely familiar with the zeitgeist of the contemporary university would have been able to guess that our theme would most certainly revolve around some aspect of the new trivium, race, class, and gender, that unfortunately replaced the old one, grammar, logic, and rhetoric.
For the uninitiated (a group shrinking by the hour) a quick summary of the ideas that might be canvassed in a writing course designed around any one or all of these subjects might be in order. A course with gender as its theme would involve examining how gender is a social construct detached from biological sex, a consideration of how gender is actually fluid, as opposed to fixed, and must of necessity include a critique of patriarchy. A course centered on the subject of race would present issues such as determining what, if anything, constitutes race, how race (when it exists) impacts privilege, as well as the obligatory critique of colonialism. Finally, any focus on economic class will most certainly entail an examination of how class structures bestow privilege. This politicized set of ideas, with their educational and moral telos firmly fixed at the outset, have been drummed into students’ heads throughout their short lives, and for those who attend university, the beat will continue with gathering intensity for several more years.
This short summary reveals the essential nature of a writing course designed around any part of this triumvirate: it is a class in which the student’s attention is briefly directed outward (the sociological/anthropological element) before being redirected back to themselves. I’ve often quipped that these courses could easily be described as a more elaborate version of the “All About Me” pamphlets often assigned in elementary classrooms.
But that day something completely unexpected occurred at our meeting. Out of the blue, someone suggested we do something different, that we consider organizing our composition courses around a subject — an actual object of inquiry.
The following video features excerpts from Hungarian Prime Minister Viktor Orbán’s recent annual “state of the nation” speech.
Many thanks to László for adjusting and timing the official translation, and to Vlad Tepes and RAIR Foundation for the subtitling.
The translator includes this context for Mr. Orbán’s remarks just before the end of his speech:
This is Prime Minister Orbán’s reaction to a recent huge national scandal that broke out after a 40-year-old homosexual paedophile assistant schoolteacher performed a public pedo “coming out” in videos, smugly claiming that he could not be punished because his young male “partners” (some of them probably his students) were over 14 and thus were legal targets for him, and therefore he is not even a paedophile but an “ephebophile”. And he threatened everyone in Hungary that he was being protected by Soros’ NGOs, which are defending him free of charge in any legal battle, and therefore anyone who dared to disparage or challenge him would lose a fortune in the lawfare that he would wage.
Video transcript:
Karl-Olov Arnstberg is a Swedish writer, ethnologist, and retired university professor. Many thanks to LN for translating this post from the blog Invandring och mörkläggning:
Sunday Chronicle:
The clever and the stupid
by Karl-Olov Arnstberg
January 1, 2023Last week’s Sunday Chronicle was about intelligence and the quarter-century-old but still controversial research report The Bell Curve. Today I thought I’d shift the focus from the average IQ ratio of different groups to the “smart fraction” — see the picture above.
Tabula Rasa/Blank Slate is a philosophical theory which maintains that human beings are not only shaped by their environment and experiences, but also that they can be shaped into almost anything. Aristotle asserted this in his treatise De Anima (On the Soul), and the Greek Stoics developed the idea. The next big names are the canonised 13th-century philosopher Thomas Aquinas, and then the 17th-century philosophers Descartes and John Locke. In his “Essay Concerning Human Understanding”, the latter coined the term “white paper/blank slate”. In his novel Émile or Education, Jean-Jacques Rousseau echoes the same idea when he argues that adults can mould children into whatever they want. Then we may jump to Marx, who argues that it is capitalism that creates the differences (the injustices). In the paradise to which the dictatorship of the proletariat leads, all people will be the same, that is to say, good. No rich capitalist pigs there. The Social Democrats were not convinced that this happiness would be achieved through revolution, and so launched their alternative, social engineering.
The idea that we can all be equal is attractive to socialists in the first place, which, as we know, has cost the lives of several million people. Freud may also be included in the ranks of believers, since he argued that inheritance has minimal significance. Man is formed in his early childhood years. As late as the 1950s, behaviourist psychologists were so convinced that all human behaviour was controlled by the environment that there were even those who believed that the right therapy could cure Down’s syndrome.
That’s the legacy we live with to this day. The politically correct dogma assumes that all human beings are born as blank slates, and that it is only faulty policies, upbringing and environmental factors such as education, nutrition, medical care, etc. that prevent a person from attaining the intellectual or cultural achievements of another person.
It does not seem to matter that there is no scientific support whatsoever for the ideology of equality. Neuroscience, psychometrics and evolutionary psychology have totally shattered the theory that humans are born as a blank slate. The cognitive psychologist Steven Pinker’s 500+ page exposé The Blank Slate: The Modern Denial of Human Nature was published in 2002. Four years later, it was published in Swedish.
Politicians who prattle on about the equal value of human beings, and feminists who campaign for equal opportunity quotas, should be ordered to read it. It would save us citizens a lot of political nonsense. It would also save money, not least when it comes to aid. It is not possible to use aid to help poor countries with low IQ averages out of their misery. Moreover, if politicians were to follow what modern biologists and evolutionary psychologists agree on concerning the importance of heredity, they would put an end to the immigration that is currently filling up Sweden with new inhabitants from Africa and the Middle East faster than the fastest chicken can run.
In 2002, what was called the Smart Fraction Theory was first presented by someone using the pseudonym La Griffe du Lion (The Lion’s Claw), which probably stands for the American sociologist Robert Gordon, who wrote anonymously to avoid a lot of hateful comments and claims of racism. Even controversial science should be driven by logic, theory and empirical evidence, and thus not be disturbed or stopped by vilification and threats. But that’s unfortunately what has happened.
The following news video from Sweden is not current; it originally aired sometime last spring.
A Muslim-themed school in Uppsala known as the Imanskolan was shut down after its pupils were exposed to “radicalization”, due to their being taught in a parallel society. The interesting thing about the story is that the decision to close the school was taken based on input from Säpo, the Swedish Security Police. Säpo investigated the school and reported its findings to the Inspectorate of Swedish Schools, which moved to close the Imanskolan.
The video features interviews with Maged Ashkar, a member of the administrative board for Imanskolan in Uppsala, and Fredrika Brickman, the head of the Inspectorate of Schools.
Many thanks to Gary Fouse for the translation, and to Vlad Tepes and RAIR Foundation for the subtitling:
Video transcript:
Many thanks to Hellequin GB for translating this article from Bild. The translator’s comments are in square brackets:
Teachers’ Association President
The more migrants, the worse school performance
WHY are German schools so bad in an international comparison (30th place)? A current study by the Institute for Economic Research (University of Munich) shows: 23.8% of all students “do not achieve any basic skills that should be taught in school.” [Maybe if they taught “Taharrush”, the achievements would go through the roof.]
The President of the German Teachers’ Association, Heinz-Peter Meidinger (68), speaks plainly to Bild: “A key reason for the drop in performance at primary schools is the proportion of students with a migration background, which has increased by more than 50% in the last ten years.” The higher their proportion, according to Meidinger, “the lower, at least tendentially, the level of performance — this has been shown by accompanying PISA studies.”
Meidinger also emphasized: “If a large part of the class can no longer follow the lesson at all, the teacher must of course lower the targets. The performance level of children without a migration background then falls too.”
Federal Education Minister Bettina Stark-Watzinger (54, FDP), according to Meidinger, is “a queen without a country, because the actual school policy is made in the individual German states.”
With regard to the 200,000 Ukrainian students in the country, Meidinger was also skeptical “whether permanent, successful integration into the German school system will be possible if the conditions do not improve.”
Stark-Watzinger knows the level problem, said Bild with a view to the poor performance of the German schools: “This development is alarming and makes the great need for action clear. We need modern schools, more teachers and more digital teaching.” [What about repatriation, along with their entire families, of those that do not bother to learn?]
Stark-Watzinger emphasized that with the start-up opportunities program she wanted to “use a big lever” in order to ensure better educational opportunities in Germany in the long term. [This is nothing more than multicultural balderdash under the scaffold.]
Readers may remember Bret Weinstein from the great culture wars during the halcyon pre-Corona days of 2017.
Mr. Weinstein was a professor of biology at Evergreen State College in Washington State until he ran up against the woke madness that had infected his campus. White people were requested to stay away from campus for the annual “Day of Absence”, to highlight the struggle of people of color against discrimination and white supremacy. Or something similar. Professor Weinstein declined to participate, which placed him at the center of an enormous storm of controversy. He and his wife were eventually hounded into resigning their positions (see the précis of what happened at the bottom of this post).
After the COVID-19 madness had set in, Mr. Weinstein made himself even more of an outcast by speaking out against vaccine mandates and related issues. He is now described as an “anti-vaxxer” and “COVID denier”, and has been relegated to the Outer Darkness of popular culture.
The funny thing is, as I recall, he used to be more or less a regular liberal in his political opinions. He just happens to be one of those rare liberals who (like Bill Maher) is a First Amendment absolutist. And that makes him a “right-wing extremist” in the view of the degraded political culture of 2022.
In the following video Bret Weinstein leads a discussion about the military mandate that requires service members to be injected with the experimental mRNA treatment intended to mitigate the effects of infection with the Wuhan Coronavirus. The policy has effectively caused the attrition of around 80,000 active duty service members, and has had a devastating effect on military readiness. In Mr. Weinstein’s view, the only possible conclusion is that the vax mandate is a deliberate act of sabotage of the American military.
In addition to Bret Weinstein, this video features:
John Bowes is a lieutenant in the US Air Force. He is a student F-16 pilot who has been grounded over the COVID-19 vaccine mandates.
Olivia Degenkolb has been in the US Navy for 20 years as an active-duty service member. She is a foreign area officer, and was selected by the Secretary of the Navy to represent the United States as an Assistant Naval Attaché (Designate) to China. After completing training and moving preparations, her diplomatic assignment was withheld due to her COVID-19 vaccination status.
Many thanks to Vlad Tepes for uploading this video:
Videos featuring additional excerpts from discussions among the same group may be seen at Vlad’s channel.
Below the jump is a summary of what happened to Bret Weinstein at Evergreen State College:
Ever since early 2020 the dominant theme in popular culture has been: Be afraid. Be very afraid.
For the last few months we’ve been inundated with propaganda about nuclear war.
After the Corona craze had run its course, we had a brief interlude of monkeypox hysteria, but that never seemed to develop the momentum necessary for a full-blown panic. So now we’ve moved on to the Ukraine crisis, and the evil Vladimir Putin, as a source of doom-and-gloom media histrionics.
The nuclear war theme emerged fairly soon after Russia invaded Ukraine. There was a big push to paint Mr. Putin as threatening to use nukes, even though he never did any such thing. At the same time we started to see “what to do in the event of a nuclear attack” PSAs in various major American cities. And the mainstream media kept up their fear-mongering with various nuclear-themed reports — retrospectives on the Cuban Missile Crisis and other incidents of nuclear alarms during the Cold War, analyses of what a nuclear blast would do to this or that major city, how to deal with radiation poisoning, etc.
I’ve recently come to the conclusion that a nuclear war is very unlikely, although I expect a “radiation incident” fairly soon, possibly even before the midterm elections.
The reason I say this is that the globalists of the New World Order, as exemplified by the World Economic Forum, are obviously not anticipating any nuclear attacks. They are ramping up their push for digital central bank currencies, social credit scores, 5G technology, the Internet of Things (and Bodies) and other long-term projects that involve intensive electronic infrastructure. That’s how we know they’re not planning for the grid to go down. They must have mapped out a way to keep enough juice flowing to at least keep the cell towers functioning, even during the horrific energy shortages that lie directly ahead.
Since the globalists, the media, and the top levels of the Western political apparatus are all in league with each other, we may assume that the nuclear war scare is in fact a feint.
I have a theory about the reason for it.
First they make sure the populace is terrified of a nuclear attack.
Then a “radiation incident” of some sort is arranged. Probably in Ukraine, via the false-flag use of a tactical nuke, perhaps, or an “accident” at one of the nuclear power plants, most likely the one in Zaporizhzhia.
As a result everybody in the West, especially in Europe, becomes frantic about radiation poisoning.
Then guess what happens?
Surprise! Pfizer and other pharmaceutical giants devise injections that mitigate the effects of radiation disease!
Rolled out at warp speed in just a few weeks. Administered by medical workers fitted out in radiation suits. Everybody is urged to show up at designated injection sites and get their “protective shots”.
They get everybody trembling in fear over the radiation, and then they provide the magical solution: yet more injections.
Compliance with the “booster” regime has fallen off to less than 25% in most countries, so something else is needed. A radiation incident is just the thing.
The push for more injections has been intense and obvious since late 2020. The big question is: WHY?
The flu shot was never pushed anywhere near as hard as the series of mRNA jabs. I’ve never in my lifetime seen anything like the propaganda blitz that we’ve been subjected to on behalf of the experimental “vaccine”. Somebody really, really wants to see more needles in arms.
The evidence for the harmful effects of the mRNA treatments is now undeniable. They are especially contra-indicated for small children, and now the CDC has just given its imprimatur to a new regime that will, in effect, force parents to have their kids vaxed in order for them to attend public schools.
Somebody wants needles in arms VERY badly.
I think we can rule out the possibility that top-level health authorities are motivated by the medical well-being of their citizens. It’s fairly clear now that they’re pushing these injections despite the fact that they have been proven harmful.
After browsing various paranoid postings in the deplorable alternative media, I see three possible explanations for this demonic campaign:
The following report shines a light on the parlous state of primary education in Germany. It’s notable that the official analysis acknowledges the role that cultural enrichment plays in the general increase of illiteracy.
Many thanks to Hellequin GB for translating this article from Junge Freiheit. The translator’s comments are in square brackets:
New educational trend: More and more illiterates in school
Berlin
Compared to previous studies, the results are even worse. Every child should be able to meet the minimum standards set by the Conference of Ministers of Education after four years of school. But a significant proportion cannot. Immigration and Corona policies are to blame.
38% of all children are from immigrant families
Due to school closures and the alternating lessons as part of the alleged fight against the pandemic, children have been able to learn less. They had to endure 32 weeks of remote or alternating education. [Alternating teaching is a schooling model in which part of a school class (usually half) is taught alternately at school while the remaining students study at home. No wonder it doesn’t work, it’s ideological retarded nonsense to believe that kids at home will do as they’re told by a teacher they despise as an infidel.]
In addition, immigration policy since 2016 has continued to worsen the numbers. According to the new education trend, 38 percent of all students come from immigrant families. It is not uncommon for their parents — once praised as incoming specialists — to be illiterate themselves, so that they cannot help the children, especially not in German, a foreign language. Although all the children performed worse than they did five years ago, the gap between natives and foreigners has continued to widen because of their miserable results.
Education trend: Saxony performs best
19% of fourth-graders failed the minimum standard in reading, 30% in spelling and 22% in mathematics. Only 6% to 8% of the children showed optimal skills in German and almost 11% in mathematics. Compared to 2016, all federal states recorded a negative trend. The best results are in Saxony and Bavaria, and the worst in Berlin and Bremen. [Berlin and Bremen? Now why am I not surprised by that?]
The institute collected the data from 26,844 students between April and August 2021, i.e. shortly after the lockdown. IQB (Institute for Educational Quality Improvement) head Petra Stanat said that no clear attribution of causes for the trends was possible. “However, there is some evidence that the restrictions imposed by the pandemic played a role in the unfavorable developments.”
The IQB Education Trend states: “There seems to be a broad consensus that such numbers are unacceptable. Minimum standards are requirements that all students should achieve. All groups of actors in the education system have to resolve this together.”
Afterword from the translator:
An old friend of mine who took German language courses in college told me an amusing anecdote about his professor. She was an elderly lady who had lived in Germany during the Third Reich, and then migrated to the USA. My friend used to tell stories about Fräulein Doktor X, mimicking her ultra-precise Prussian accent.
It seems that one of the sample German sentences in his textbook was translated as: “Oh, look — a motorcar; now we can kill all the horses.” However, the exact meaning of the verb that was translated as “kill” was “beat to death”. My friend thought it was hilarious — it was so, well, German.
The above story came to mind when I watched the following video. Heidelinde Weis is a well-known actress who has appeared in Austrian television productions for more than sixty years. In the clip you’ll hear her express her vehement desire to violently coerce the “vaccine hesitant” into compliance.
Many thanks to MissPiggy for the translation, and to Vlad Tepes and RAIR Foundation for the subtitling:
Video transcript:
I find it interesting that the word “woke” and its derivatives have already been borrowed into German. The three appearances in the following report are in the original German, and are not just artifacts of translation.
Many thanks to Hellequin GB for translating this article from Junge Freiheit:
Wokeness before the welfare of students
Because of “Indians”: No travel subsidy for poorer children
Hannover
The city of Hannover has rejected the application for funding from the Parity Family Center “Auf der Papenburg” for a summer camp. The application included the word “Indian”. This meant that the disadvantaged children were no longer eligible for subsidies. Political correctness comes before child welfare.
The journey of children from poorer families who cannot afford a vacation was not funded with €3,000. This is reported by the Hannoversche Allgemeine. Accordingly, the integration advisory board in Hanover-Ricklingen refused the application for a subsidy. The press spokeswoman for the Lower Saxony state capital confirmed that the term “Indians” was the cause. Christina Merzbach said: “The focus should be on the historical and chronological classification of the topic when communicating it to children and participants, without focusing on an ethnic group and the reproduction of clichés.”
“Cultural appropriation” is considered to be right-wing extremist
Wokeness has finally reached the authorities. If children want to dress up as “Native Americans” at carnival in day care centers and schools, this is already considered “cultural appropriation”, and is thus right-wing extremist. Parental talks and exclusion from the celebration are the result.
According to the Woke movement, only members of the respective ethnic group are allowed to represent the culture. That’s why dreadlocks and afro looks are an absolute taboo for white people. Only black people are allowed to play reggae. If whites do it, concerts are now canceled. The reverse is not true. Black people are allowed to wear a suit and tie, drive a car and use smartphones. This is not considered “cultural appropriation”.
According to the Parity Family Center, leisure time is about teaching the children old Indian handicraft techniques and arousing interest in the culture. They had “nothing bad” in mind.
Even without the municipal subsidy, the poor children’s journey may take place. According to T-online, the family center paid for the trip from its own funds and donations. The children have been out since Monday.
Afterword from the translator:
The article I posted earlier tonight talked about the increasing number of elementary schools in Germany that have an overwhelming majority of “migration background” pupils. The story below about advocates for the rescue of more migrants in the Mediterranean makes me wonder whether the goal is to push every last school in Germany over that magic 95% mark.
Many thanks to Hellequin GB for translating this article from eXXpress. The translator’s comments are in square brackets:
NGOs are calling for more rescue operations and “increasing capacities in the Mediterranean”
Several rescue organizations — including Doctors Without Borders — are calling for a coordinated European approach to the “rescue of refugees from the Mediterranean”. The frequency and number of lifeboats should be increased. [A chain of mines would be a much better idea. That would stop them in their tracks and save lives.]
Sea rescue NGOs Doctors Without Borders, SOS Méditerranée and Sea Watch are calling for the launch of a coordinated European-led search and rescue operation in the central Mediterranean to prevent further migrant deaths. In five days, the rescue ships of the three NGOs picked up the occupants of 16 migrant boats. The week before, the German rescue ship “Sea-Watch 3” had brought five boats with a total of 444 people to safety.
“Survivors will be returned to Libya, it’s not a safe haven”
“Without the presence of civilian search and rescue vessels in the central Mediterranean, children, women and men would have been left to their fate in international waters off Libya. Although we have always tried to coordinate our operations as required by the law of the sea, the Libyan naval authorities have almost never responded, thereby neglecting their legal obligation to coordinate assistance,” the NGOs complained in a press release. “When the Libyan authorities intervene and intercept boats in distress, they systematically and forcibly repatriate survivors to Libya, a country that the UN considers cannot be considered a safe haven,” it said. “Given the need, it is no longer enough to simply fill in the gaps in institutions in conducting search and rescue operations. Increasing operational capacity in the Central Mediterranean is an absolute necessity,” said Juan Matias Gil, MSF’s operations director.
660 migrants have been waiting for the landing port for days
While the Sea-Watch 3 completed the disembarkation of 438 people in the port of Taranto on July 30th and the Ocean Viking landed 387 women, children and men in Salerno on August 1st, the Geo Barents is still waiting for a solution for the survivors rescued seven days ago. There are 660 migrants on board the Geo Barents.
Afterword from the translator:
Elementary schools in North Rhine-Westphalia are fast approaching maximum cultural enrichment. Pretty soon they won’t have any “whiteness” left to purge themselves of.
Many thanks to Hellequin GB for translating this article from Junge Freiheit:
NRW [North Rhine-Westphalia]: Migrants make up the majority at 994 primary schools
Düsseldorf
Pupils with a migration background are in the majority at numerous elementary schools in North Rhine-Westphalia. According to the state government’s response to a request from the AfD [Alternative für Deutschland, Alternative for Germany], children without a migration background are in the minority at 994 of the 2,787 primary schools in NRW.
At a total of 54 primary schools, the proportion of migrant children is between 90 and 100 percent. At 227 schools it is 75 to 80 percent. 713 schools report a proportion of 50 to 75 percent of migrants and at 593 schools it is less than 25 percent.
The AfD is now demanding consequences. “For performance-oriented lessons, students need study groups that are as homogeneous as possible. This is being thwarted by a policy that actively brings about an increasing heterogenization of society,” said Carlo Clemens, spokesman for education policy for the AfD parliamentary group. The integration policy spokeswoman, Enxhi Seli-Zacharias, also referred to growing cultural conflicts and accused state policies of making the schools a “nucleus for ever-expanding parallel societies.”
Afterword from the translator:
Katrin Göring-Eckardt (Greens), in particular, must have her heart pumping in rapturous joy about how Germany is changing continuously, rapidly and most likely irretrievably.
Wir sind die letzten Goten. (We are the last Goths.)
