blackagendareport.com - White Man’s Wars, Past and Present: "Racism is the engine that makes the rich man's world go ‘round. Majorities of white people of all classes identify with their moneyed-brethren, and can be counted on to rally to the racist banner. Such is the case with the U.S. offensive in the Middle East, and the villlianization of Muslims in general. 'Eternal war' is now American policy, but it is a war that has gone on without end for half a millennium, since the Europeans 'discovered' new regions for rape and pillage in 1492. They have since described their march of death as the spread of 'civilization.' Tell that to the 95 percent of indigenous Americans who died when the Europeans arrived, or the tens of millions of Africans whose societies were totally destroyed by the slave trade. And tell it to the one million Iraqis who have perished in the current war. Racism is the engine that makes the rich man's world go ‘round. Majorities of white people of all classes identify with their moneyed-brethren, and can be counted on to rally to the racist banner. Such is the case with the U.S. offensive in the Middle East, and the villlianization of Muslims in general. 'Eternal war' is now American policy, but it is a war that has gone on without end for half a millennium, since the Europeans 'discovered' new regions for rape and pillage in 1492. They have since described their march of death as the spread of 'civilization.' Tell that to the 95 percent of indigenous Americans who died when the Europeans arrived, or the tens of millions of Africans whose societies were totally destroyed by the slave trade. And tell it to the one million Iraqis who have perished in the current war. "
Israeli school segregated Ethiopian students » Ethiopian Review : "The placement of four Ethiopian girls in a separate class from their peers at a Petah Tikva grade school has sparked accusations of segregation on Tuesday morning following a report in Yediot Aharonot. According to ‘Hamerhav’ principal, Rabbi Yeshiyahu Granvich, complete integration of the girls was impossible. The reason being, said municipal workers, was that the students were not observant enough, nor did their families belong to the national-religious movement that the school was founded upon. Among the differences in the daily school life of the girls, a single teacher was responsible to teach them all of their subjects. Worse yet, the four were allotted separate recess hours and were driven to and from school separately. Such action has been labeled by observers as “apartheid.”"
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