Put Away Your Racist Peanut Butter and Jelly Sandwiches

by Chris Banescu –
My fellow Americans, the “subtle language of racism” you’ve been hiding inside your peanut butter and jelly sandwiches has been exposed. Your biased and ethnocentric eating habits are oppressing minorities. The very mention of the words “peanut butter and jelly sandwich” connote “white privilege.” Such intolerant and racist behavior will not be tolerated. Shame on you!

The Portland Tribune reports that Verenice Gutierrez, principal of Harvey Scott K-8 School in Portland, has discovered this racist travesty destroying the very fabric of our society. The “seemingly innocent” peanut butter and jelly sandwich is a cleverly disguised capitalist tool used to promote racism.

Verenice Gutierrez picks up on the subtle language of racism every day.

Take the peanut butter sandwich, a seemingly innocent example a teacher used in a lesson last school year.

“What about Somali or Hispanic students, who might not eat sandwiches?” says Gutierrez, principal at Harvey Scott K-8 School, a diverse school of 500 students in Northeast Portland’s Cully neighborhood.

“Another way would be to say: ‘Americans eat peanut butter and jelly, do you have anything like that?’ Let them tell you. Maybe they eat torta. Or pita.”

Gutierrez is leading the charge to eliminate this injustice. The brainwashing re-education campaign to stamp out this intolerant behavior is in full swing. Through her “Courageous Conversation” initiatives all those guilty of “white privilege” behavior are being re-educated to acknowledge their racist conduct and re-sensitized to use only politically correct speech and follow a multicultural and diverse diet.

Guitierrez, along with all of Portland Public Schools’ principals, will start the new school year off this week by drilling in on the language of “Courageous Conversations,” the district-wide equity training being implemented in every building in phases during the past few years.

Through intensive staff trainings, frequent staff meetings, classroom observations and other initiatives, the premise is that if educators can understand their own “white privilege,” then they can change their teaching practices to boost minority students’ performance.

Last Wednesday, the first day of the school year for staff, for example, the first item of business for teachers at Scott School was to have a Courageous Conversation — to examine a news article and discuss the “white privilege” it conveys.

Insanity is spreading in public education and across many of our institutions. Orwell’s fictional nightmares are rapidly becoming our realities.