Countering the Conspiracy to Destroy Black Boys
Countering the Conspiracy to Destroy Black Boys opens with explaining what genocide is, the deliberate and systematic destruction of a racial, political or cultural group (p. 1). The author, Jawanza Kunjufu (2005), has been challenged many times in debates and by the media with the use of the word conspiracy to describe certain aspects of the African-American society. It is a strong indictment against the social fabric of this country (p. 1). Neely Fuller stated, “…until you understand White supremacy, everything else will confuse you.”
There have been many people such as, historians, politicians, academicians, and writes who believe they have a theoretical justification for White supremacy. Arnold Toynbe, a historian, stated that, “When we classify mankind by color, the only one of the primary races… which has not made a creative contribution to civilization is the Black race.” Thomas Jefferson, a former President, stated, “I advanced it, that the Blacks are inferior to the Whites in the endowments of body and mind…” (p. 3) White supremacy is continued through society for decades. It is clearly displayed in Charles Murray and Richard Herrnstein’s Bell Curve. In the Bell Curve, IQ-intelligence quotient; was said to be between 40-80% heritable. Meaning, much of the observed variation in IQ is genetic. Kunjufu questioned how Murray and Herrnstein scientifically determined the percentage difference, 40-80%. Also, he questioned how did they do what no other scholar has been able to do and that is separate the impact of genetics from environment to develop their conclusion.
Kunjufu believed there are five African-American scholars to explain the origins and purpose of White supremacy. They are: Cheik Anta Diop; Civilization of Barbarism, Bobby Wright; Psychopathic Racial Personality, Marimba Ani; Yurugu, Neely Fuller, Jr; United Independent Compensatory Code/System/Concept, and Frances C. Welsing; Isis Papers (p. 4). Kunjufu stressed a quote from France Welsing that stressed the factors contributing to White supremacy. Racism is viewed as a global behavior power system with a constant and specific set of power relationships. Racism evolved with the singular goal of white supremacy or white power domination by the global white minority over the vast non-white global majority. This 'colored global collective' has been forced into the position of relative powerlessness compared to the 'global white collective' establishing the power equation of white over non-white (W/N-W). Racism, whether consciously or unconsciously evolved as a survival necessity for the tiny global white minority, due to their genetic recessive status as albino variants (mutants) in a world of skin-color genetically dominant black, brown, red and yellow peoples”(p. 5). With that being said, men initiate the act of reproduction. And if a population is fearful of a threat of genetic annihilation, it will turn its concentration to the males of the threatening population. Does White supremacy actually exist? Bobby Wright in Psychopathic Racial Personality, stated. “… A racist has no conscience or memory and is in a classic state of denial” (p. 5). In this conspiracy, there are two major players; active and passive. Active conspirators are overt racists and others are covert and participate through institutions (p. 5). For example, these are the racists that say, “I didn’t take your people from Africa… I’m struggling in America just like you… Can we all just get along?” Passive conspirators are us, African Americans who participate via their miss education, self-hatred and apathy (p. 6). For example, passive conspirators are African American males who do not take care of their children, and African America women who set double standards for the children of opposite sex. The African American men start off bad at birth. Meaning, there is a shortage on male babies at birth. For one, the average weight of a baby...
References: U.S Statistical Abstract 2003
Kunjufu J, Countering the Conspiracy to Destroy Black Boys; Series. 2005
Morgan, H, “How Schools Fail Black Children,” Social Policy, January-February, 1980
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