Michael Nelson, 908546
Stafford Creek Correctional Center
191 Constantine Way
Aberdeen, WA 98520
Some of those who have been on this e-mail list for awhile may notice this is a revision or update of a previously submitted report. Further commentary follow's Mike's article--JWG
The Cult of Victimhood
Why People Should Oppose "Offender Change" Programs Like "Victim Awareness"
by Michael Nelson
The first version of this report was turned in as a class final paper along with New Century Foundation's The Color of Crime: Race, Crime and Violence in America. Another copy was served on the head of Washington Dept of Corrections (WDOC) Joseph Lehman.
Due to numerous complaints about the as-taught curriculum, a video version was produced shortly after this report was circulated. WSP continued to teach its marxist version of "Victim Awareness" until the author obtained the controlling contract between WDOC and the State Board of Community and Technical Colleges. (Marxist community college teachers taught the class in WSP/Walla Walla.)
After the contract was used to identify and challenge parts of the course that violated law, policy, and the contract itself, the class was finally cancelled statewide.
The author bears sole responsibility for the content and his views do not necessarily reflect those of Liberty Rights Advocates or any of the sources used in this report.
About the Author
Nichael Nelson is a prisoner in the Washington State Deparment of Corrections (WDOC) serving a twenty-five year term in the 1998 shooting death of an Everett man. Since that time Nelson has sought to reform and educate himself through participation in our representative government. Nelson is a member of Liberty Rights Advocates (LibRA) and promotes social reforms through activitism.
Nelson is a "White Nationalist" in his political, religious and cultural perspectives--holding these in a single cohesive worldview. In retaliation for his views, Nelson was held in WDOC "close custody" confinement for nearly twice the term dictated by policy, despite a glowing conduct history. Nelson has spent over a year in solitary confinement assignments over allegations that prison administrators knew to be false, even months after overturning these charges in legal proceedings.
Nelson promotes the idea of "ethnic self-determination" for all peoples loyal to their Folk, with freedom from forced assimilation and association, and the understanding that no people has the right to support from any other. Because Eurofolk are forced to support and "celebrate" the cultures of people that hate them, he anticipates the rise of "Ethnostates" after a second civil war in America.
Based on analysis of several prison education programs, Nelson suggests we should end unverisal public education in the United States because academe has been infiltrated by anti-Eurofolk leftists who impose their hateful views on their students. Until education returns to academics Eurofolk must refuse to participate financially or otehrwise.
Nelson encourages dialogue between readers of his reports and their elected representatives and can be contacted by mail [at the address listed above].
The Cult of Victimhood
Before beign allowed on mailine at Washington State Penitentiary (WSP / Walla Walla) I was hauled before a tribunal of prison staff and questioned about my lawful, free-world associations. Though initially screened by the FBI at WDOC's Shelton Reception Center in 1999, and officially found not to pose any threat to prison securitym WSP's jewish Program Manager, Carla Schettlr, thought otherwise). She forced me to sign a "Security Threat Group (STG) contact" which required I undergo "re-education" in, among other classes, "Victim Awareness."
The public was led to believe that "Victim Awareness" gave prisoners a healthy respect for the impact of their crimes on society. But this class, and others like it, are used to indoctrinate prisoners with a marxist, anti-Eurofolk worldview. Because mutlicultural ideas and policies have never worked when applied, they can be said to comprise a sort of state "religion" with a strictly enforced orthodoxy requiring dogmatic faith in obvious falsehood. It is my hope that this thoughtful critique of "Victim Awareness" curriculum will give the average person a good look at this wierd religion.
I've traced the change in public educaton from academics to behavior modification, on a federal policy level, to the pasage of the "Elementary and Secondary Education Act" (ESEA) in 1965. Since that time public education hs become a sort of brainwash program for indoctrinating "students" with marxism. I believe that our social and economic problems are directly linked to the application of marxist theory. Many of you will recognize this in my evaluation of "Victim Awareness" curriculum.
As stated in the "Victim Awareness" workbook, cobbled together from various sources, "the goals of Victim Awareness Education Program are: 1, to understand the short and long-term impact of crime in victims and co-victims; 2, to increase pro-social attitudes and feelings."
For prisoners who don't understand the impacts of crime on society, this is a laudable goal. However, the vast majority of prisoners harden toward incorrigibility due to deliberate cruelty by corrupt prison staff who seem impervious to redress. This makes it doubtful that the desire to forcibily obtain from the convict a genuine respect for the impact of his crimes can be realized:
"If there is a genuine conflict of cultural standards as to what is right and lawful, he handling of the prisoner in terms of a group norma which he does not accept may be useless as far as prevention or reformation is concerned. Only when the individual internalizes the norm of the punishing group will he make, ordinarily, any serious effort to change his ideas, attitudes and habits as they concern his alleged criminal activity." Personality and Problems of Adjustment, Kimball Young, pp 626-27 (1952).
The increasing of "pro-social attitudes and feelings" is more troubling. This is an ideologically charged term which can accurately be translated as "politically correct delusions." These ideas are so obviously stupid that only very intelligent people could have thought them up. (Taylor, 1998.) There is no stronger antidote for these stupid ideas than time servied in America's 21st Century gulags. Truly pro-social attitudes and feelings (though sane persons wouldn't call them that) can only be cultivated in an atmosphere of fair treatment, and through participation in representative government. They cannot be imposed by force.
As an example of how the "Victim Awareness" class gave prisoners stupid ideas, here's Exercise 1A from the workbook:
"Jackie's friends don't understand why she gets so frightened when Phil is late coming home from night school. Jackie reads the papers and knows what can happen to a young black man walking through the local neighborhood at night, especially if the police are looking for a suspect in some kind of crime."
It's a good thing Jackie doesn't know what can happen to a young White man walking through the local neighborhood at night, she might be even more frightened, but nmot for "Phil"." Real trouble beings where "Jackie reads the papers and knows" thereby that black men "are singled out for mistreatment"--and the implication is--due solely to their race. The ugly truth is that blacks commit many times more crimes than Eurofolk, and they're the perpetrators in 90% of interracial violence. When the victim says his or her attacker was black, these people cry foul when police properly "profile" their search for a black suspect. The book's analogy was misleading because American blacks are a privileged class enjoying preferences in employment, education, special rights not afforded Eurofolk, and special sympathy when "victimized" by Whites in any way, real or imagined (adapted from Levin, 1998).
Exercise 4A in the "Victim Awareness" workbook described a crack dealer named "Bobby." A the end of this missive I was asked to identify the victims and co-victims. Curiously, the teacher insisted those who used drugs were "victims." That seemed troublesome to me. When asked to list how the characters were "victimized," my answers revovled around dysgenics and multi-culturalism. I carefully counterpoised personal responsibility to needy, blaming victimhood.
While correcting my assignment, the teacher wrote that the characters in Exercise 4A wee "victimized" through "drug use/abuse." She deliberately gave all of us the impression that we "victims" if we wre drug abuses. "Victim" status was promoted as desirable and people were somehow specially deserving of solicitude for their own poor choices to use drugs. I disagree and so should you.
I believe that to promote special exaltation of "victim status" itself if very, very damaging. It disempowers people by encouraging them to believe that they are not personally responsible for their own misconduct, thus discouraging personal initiative towards reform. Washington's Legislature, faithfully representing the will of the people, intends or prisons do the exact opposite of this:
"It is the intent of the Legislature to establish a comprehensive system of corrections for convicted law violators within the State of Washington to accomplish the following objectives:...The system should positively impact offenders by stressing personal responsibility and accountability." RCW. 72.09.010(3) Legislative Intent
For those who buy into the tempting proposition that they are "victims," the next logical question is: "Who, then, was I victimized by, if not by mself?" For those unfamiliar with the pathos, this dependancy mindset requires the action of others to remedy one's inadequacies. "Whitey is keeping me down!" is the perfect example.
These teachers jump at the chance to steer the focus of the "victim's" newly fabricated resentment in a "politically correct," "progressive" direction. ["Progressive," in Leftist acedeme, means anything that tends toward the dispossession and genocide of homogenous Eurofolk.] Before you think this is just a coincidence, remember: the stock-in-trade of Marxism is the stirring up of unfounded resentment, then agitation of the begrudged, by imposing upon them perspectives of envy, jealousy, and, yes, "victimhood."
As students we were encouraged to give vent to our newly discovered "vicimization" where Exercise 4D asked: "Who do you want to tell this to?" I wrote: "Mr. Ed, Toucan Sam, Rocky and Bullwinkle, and the Parole Board, consisting of the above, respectively." Just think what the "correct" answers might have been.
Exercise 7B required I describe a crime scenario involving vehicular homicde/assault. Driven by a desire to pen a more plausible vignette than the Phil and Jackie story in Exercise 1A, I responded with the following acerbic tome:
"NAFTA allows unlicensed Mexican driver into Texas where his dilapidated 'Beverly Hillbillies' style truck spontaneously explodes killing dozens of neabry negroes who are looting the downtown stores during a power outage."
I'm pretty sure I saw scenes like the above during reports on the Hurricane Katrina disaster. Here, I was asked to list three impacts of the crime in each of the following categories: physical, emotional, financian and spiritual. Am I out of ine for being annoyed at "spiritual" questions by the government? Iconoclast that I am, my answers here were not the usal fare, and probably funnier than the story itself. After reading my answers, the teacher gave up her attempts to "correct" them.
By Exercise 7C, on drinking and driving, when asked "who do you want to tell this to?", I couldn't resist answering: "Absolutely no one. If he Therapeutic State coddles us from the cradle to the grave, incompetents will multiply who'd otherwise die by natural selection."
My observation is obviously much too late.
Sections 8 and 9 of the "Victim Awareness" workbook dealt with the horrific topics of child abuse, sexual abuse, and various conmbinations thereof. Page 103 of the workbook boldly proclaimed to shed some light on The Color of Rape. National Crime Victimization Survey (NCVS) statitistics used in this section noted that 82.5% of rape victims are White, and 13.3% are black. In claiming blacks were 10% more likely to be raped, it gave us the vague impression that blaks were raped most often. Though rape perpetrator statistcs were given here, "the color of rape perpetrators" was just too "politically incorrect" to mention. They weren't counting on one of the students having this same data in their possession, so fortunately I can provice you with a real education.
Ninety percent of violent crimes between blacks and Eurofolk are committed by blacks against Eurofolk. When blacks commit violent crimes they choose White victims more than half the time, which means there is more black on White crime than even th emuch lamented black on black. Statistically, White criminals choose black victims onoy 2.5% of the time! Misrepresentation of these facts is subversive to the public interest because it gives Eurofolk a false sense of security around blacks. For every black mugged by a White, 24 Whites are are mugged by blacks! The color of rape is black on White: for every black woman raped by a White man, 200 White women are raped by blacks!
While sexual assault statistics were dealt with in purported detail in "Victim Awareness" class, on pages 101 through 104 of the workbook, none of the above--critical for victim awareness about the color of rape--was included. Statistics like these carry an alarming message. There are violent consequences when social programs like "Victim Awareness" promote hositility towards Eurofolk by insisting that victimization by Whites is the cause of non-White overty, disease and criminality (adapted from Taylor, 1998.)
As will become even more clear below, the "Victim Awareness" class promotes violent consequences by putting the stupid idea that "Whitey is victimizing you!" into the heads of non-Whites. The public should know that America's prisons are recruting grounds in a movement to enlist an underclass of begrudged minorities in a War Against Whites.
Section 11 dealt with "hate crimes." On page 108 of the workbook it proffers that "the ['hate crinme'] offender acts because of what the victim is, an African America, a Mexican, a Jew." Once again, this promotes a belief squarely opposite of reality: that the listed minorities are the ongoing "victims of White violence." Blacks are even twice as likely as Whites to commit "hate crimes!"
In all the examples of criminal conduct written for the "Victim Awareness" "Hate Crimes" section, all implicitly represented perpetrators who would be classified as "White" in the FBI's "hate crime" documentation schema in which hispanics can be the "victims of hate crimes," but when they're the perpetrators, they are mysteriously transformed into "White" to boster the surprisingly low White offense rates. Eurofolk make less to-do about their victimization, so minimizing it here might be understandable. But obviously, after the endless race-baiting hee, Eurofolk victimization doesn't count and teaching the truth about it does not advance the social goals of those who developed "Victim Awareness" curriculum.
The first story represented the torching of a mosque. The second, a synagogue. In the third, an elderly "African American" man was accosted by "four Caucasian young people." The fourth depicted "gay" bashing. In the fifth, an hispanic girl was verbally intimidated by six hispanic youths who'd be counted as "White" "hate crime" perpetrators for statistical purposes.
Exercise 11F instructed me to write my ow :hate crime" story which I omit for brevity, and frankly because it wasn't very nice. 11G ended the section in asking I define "hate crimes," which I now know are "crimes" our media propagandizes as being frequently committed by "typically" nefarious Whites against "noble" and "chosen" "minorities" who are more equal than I am. When asked how these are different than other crimes I realized that "hate crinmes" charges seem intended only for Eurofolk. When asked what I can do about then, my outrage demaded I expose their hyposcrisy in application by writing this. When asked what I'dlearned, I realized that a War Against Whites is being waged in American prisons:
"In its ["hate's"] most extreme form--genocide--concerted efforts are made to annihilate the group physically...In its less extreme forms hatred can be expressed in subtle forms of bias that inflict psychological harm, making victims feel angry, unwanted, inferior, and so forth." Victim Awareness Handbook, Hate Crime Section, Introduction.
When you think about the above quote in the context of the class curriculum you realize those who developed the course are revealing to the studejts that they know full well their class is anti-Eurofolk. The "infliction of psychological harm," "feeling angry," "inferior," and accepting this without objection, was what they intended for Eurofolk in the class.
The only plausible explanation for all these accumulated coincidences is that anti-White marxist agitators are marketing the hurt and anxiety of crime victims so they can profit--socially and economically--from browbeating Eurofolk prisoners and setting all other prisoners against the Eurofok community. If this still sounds farfetched, think about it this way. If you actively sought to reinforce notions that Eurofolk, primarily, are "victimizers" and that their "victimization" not only means less than that of others but is justly deserved, then you could not have done a better job than with this curriculum. It is, therefore, impossible to believe that this was just a coincidence.
To have prisoners forcibly subjected to grisly accounts of mayhem in a "victim awareness" class is an ironic twist reminiscent of the movie A Clockwork Orange. America's prisons, under the guise of Orwellian "offender change programming" have become systemic, controlled environments for the advancing of "politically correct" perspectives (adapted from Glidden, 2001) that prison managers know are false, but at their best maintain for the purposes of enriching themselves with scare tax dollars. At their worst, infiltrators in prison management are using these programs to create a society very different from one which honors real diversity of peopes and opinions.
Glidden, P.E., 2001, Parents Should Oppose Holocaust Education - Barnes Review, Vol. VII, No. 1, pp 17-19.
Levin, M., 1998, Recent Fallacies in Discussion of Race - In The Real American Dilemma: Race, Immigration, and the Future of America, ed. J. Taylor, 69-87, Oaktan, VA: New Century Books.
Taylor, J., 1998, Introduction. In The Real American Dilemma: Race, Immigratio, and the Future of America, ed. J. Taylor, 1-10, Oakton, VA: New Century Books.
This report by Michael Nelson is an update of an earlier version. After we circulated it online, some outside inquiries were generated, which in turn prompted some state legislators to make inquiries. The program was temporarily shut down, partially because it was set up in a way that it violated Washington state law and original contracts.
The neo-marxist thought cops who style themselves with the Orwellian phrase "politically correct" are obsessed with imposing their warped view upon others. Perverted school curriculums some of those on this list are aware of. Some of these characters realized that priosners can be, quite literally, captive audiences upon whom brainwashing and indoctrination can be coercively imposed. The way "pc" thought cops operate, some times a ruse is used of taking a valid, legitimate or worthwhile program and perverting it into one which ignores original purpose but instead focuses on coercively imposing their own warped outlook upon others. The original "victim awareness" program, or the concept of it, isa sinister example of this ruse in action. The original idea and purpose of this program by those who first forumulated it, had been to enable those convicted of real offenses to be made aware of the impact of their crimes upon real victims. Once the program was set up, original textbooks and instructors werediscarded and replaced with ones advancing the "pc" agenda. Thus came the aberration Michael writes about, by those wanting to instill "white guilt" in Eurofolk prisoners and racial hatred of Eurofolk by non-whites. By bleating about the imaginary "victims" of "white racism," among the various special people classes, the effect also is to rationalize the crimes committed by non-whites as excusable--which of course contradicts the original intended purpose of instilling awareness of the effect of real crime upon real victims.
Such programs can and should be exposed and fought. Legitimate rehabilitation efforts for legitimate reasons, yes, we are in favor of these. Bogus thought control brainwashing programs for neo-marxists with their Orwellian corruption of language, no.
John W Gerhardt, Chief Advocate
Liberty Rights Advocates
PO Box 713
Johntown, OH 43031
Liberty Rights Advocates
PO Box 713
Johntown, OH 43031
The name of our e-newsletter, Brush Fires Online, is taken from our membership newsletter, Brush Fires, which was inspired by the Sam Adams quote you often see us use. We give our political prisoners a forum for their own articles and reports, and this forum is also available to other prisoners who are also LibRA members who are taking a stand against tyranny. In addition to reports on LibRA activities, articles and reports by "free world" LibRA activists and advocates are shared with those on this list. As we grow in strength and resources, we will also address other civil liberties, civil rights, and constitutional rights issues effecting our Eurofolk people outside America's gulags. Those not on this list can be added upon request by contacting us at firstname.lastname@example.org. Better yet, if you are finally ready to actively participate in something positive and effective, become an associate member of LibRA and be part of a growing network of active advocates.