White supremacy - Terrorists attack mosques in Christchurch, New Zealand

https://youtu.be/lUrXuS0sPOo
https://youtu.be/P82abyLlid8
https://youtu.be/MelLrrx9PFk
https://youtu.be/IHqp9V1-8eY
https://youtu.be/klL6Go-FC5Q

 

Gunman live-streamed shooting at mosques
 

CHRISTCHURCH: An Australian gunman (pic) involved in attacks on New Zealand mosques that left at least 49 people dead published a racist manifesto on Twitter beforehand then livestreamed his rampage, according to an online analysis. 

Police called for people not to share the video, which showed the gunman shooting repeatedly at worshippers from close range.

“Police are aware there is extremely distressing footage relating to the incident in Christchurch circulating online,” New Zealand police said in a Twitter post.

“We would strongly urge that the link not be shared. We are working to have any footage removed.”

The media analysed a copy of the Facebook Live video, which shows a clean-shaven, Caucasian man with short hair driving to the Al Noor Mosque in central Christchurch, then shooting as he enters the building.

It was determined the video was genuine through a digital investigation that included matching screenshots of the mosque taken from the gunman’s footage with multiple images available online showing the same areas.

The manifesto detailing motivations for the attack was posted yesterday morning onto a Twitter account with the same name and profile image as the Facebook page that streamed the attack.

Entitled The Great Replacement, the 73-page document said the gunman had wanted to attack Muslims.

The title of the document has the same name as a conspiracy theory originating in France that believes European populations are being displaced in their homelands by immigrant groups with higher birth rates.

The manifesto said the gunman identified himself an Australia-born, 28-year-old white male from a low-income, working-class family.

He said that key points in his radicalisation were the defeat of the French far-right leader Marine Le Pen in 2017 elections, and the death of 11-year-old Ebba Åkerlund in the 2017 Stockholm truck attack.

Australian Prime Minister Scott Morrison confirmed the attacker at the Masjid al Noor mosque was an Australian.

“We stand here and condemn, absolutely the attack that occurred today by an extremist, right-wing, violent terrorist,” said Morrison.

New Zealand authorities said that three people had been arrested, but their identities were not made public.

The media confirmed the authenticity of the live-streamed video partly by matching the distinctive features at the mosque seen in the footage with images available online.

These included a fence, postbox and doorway at the entrance to the mosque. — AFP

A history of recent attacks linked to white supremacy | World news ...

Christchurch appears to be the latest in a global series of rightwing terror

People arrive for Sunday services at the Mother Emanuel AME church in Charleston, South Carolina after a shooting. Photograph: John Taggart/EPA

https://www.theguardian.com/world/2019/mar/16/a-history-of-recent-attacks-linked-to-white-supremacism

In the past eight years, across continents, white supremacists have repeatedly chosen the same targets for shootings, stabbings, bombings and car attacks.

The mass shootings on Friday targeting two mosques in Christchurch, New Zealand, killing 49 people, appear to be the latest in a drumbeat of attacks motivated by the belief that the white race is endangered. The perceived threats include Jews, Muslims, immigrants, refugees, feminists and leftist politicians.

The attackers have not been part of a single white supremacist group. But they are steeped in the same global racist propaganda, fluent in the same memes and conspiracies, and the perpetrator of one attack often references the names of the killers who came before.

In less than a decade, these attacks have included:


Read more: https://www.theguardian.com/world/2019/mar/16/a-history-of-recent-attacks-linked-to-white-supremacism

Massacre livestream tests internet governance

The internet has promoted economic and social development. Such a function must be ensured, its openness maintained. Meanwhile, chances should be reduced for the internet to stir up troubles for society or severely mislead social ideologies. Which country does a better job will be tested by its internet economy's achievements and comprehensive fulfillment of the nation's economic and social development.
Source: Global Times | 2019/3/18 21:38:42

Mass shooting exposes Western flaws

The Western established advantages are indeed tremendous, but its self-adjustment ability is weakening, and some so-called adjustments often surrender to populism. The West is entering a problematic period that strikes at its very foundation.
Source: Global Times | 2019/3/17 20:43:40

Malaysia's vernacular schools not the problem

Those who oppose vernacular schools ... are driven by their desire to produce a society moulded in a way that they desire. Please keep element of choice for both parents and students.

AMONG those opposing vernacular schools, you can detect one umbrella argument that is continuously used by many parties. They say that the existence of vernacular schools is a threat to national identity and a hindrance to unity. Their fear is that this student segregation will lead to a fracturing of our society.

I disagree with this view. I think they confuse the purpose of education and there is also a lot of hypo­crisy going on.

Let us firstly look at the concept of schooling. Historically, the entity known as a school has its origin in Prussia in the early 1800s.

At that time, Prussians were looking at methods to produce citizens who would loyally work and fight for causes determined by their rulers. So they devised a system where, from a very young age, their citizens were trained to live a regimented life.

It did not matter what your abilities and interests were. As long as you were of the same age, you would be grouped together and forced to learn subjects determined by the elites.

Like the military, there was heavy emphasis on leadership by head teachers and teachers, while students were mere recipients of what was taught to them. That regimentation remains as the nature of modern schools.

After two centuries of bureaucratic evolution, schools these days are not about providing holistic education to support the child’s individual growth anymore. Instead it is about producing cohorts of citizens who can be easily grouped and compartmentalised.

Every one of us who went through the modern school system has been compartmentalised into groups based on our exam results.

And that is also why it has become the norm for those in power to use the school as a tool for social engineering. From day one, since Prussian times, the purpose of a school has always been about social engineering. Yet the vast majority of people today confuse schools with education.

In reality, you can still get an education without going to what have become our traditional schools. Education can be obtained from home, or in informal groups that come together for what is today known as “home-schooling”.

More interestingly, there is also a global interest in concepts such as unschooling, Sudbury schools, and democratic schools.

Those who oppose vernacular schools usually do not argue about the quality of education received by the students. They are not driven by the desire to catalyse social mobility by ensuring everyone has access to quality education. But they are driven by their desire to produce a society moulded in a way that they approve of.

The elites have a concept of what they feel society should be like and they want to use the Prussian factory-like model of schools to produce underlings who behave according to their pre-determined mould. To legitimise their mould, they label it as unity.

Note that their desire for unity has nothing to do with education. Their focus is on schooling. And this is where the hypocrisy creeps in.

Many of the people who want to promote their mould of unity have never attended any of our government schools. They don’t even send their own kids to our schools.

They step into our schools perhaps for a few hours a year for hyped-up visits, yet they speak as if they really know. More amazingly, they speak as if they actually have faith in our school system when their actions show otherwise.

In reality, these elites campaign for something that will never affect them. When it comes to their own families, they send their children for a “better” education elsewhere.

They want to limit our choices on schools because they know that they can always pay their way out and send their own children to a school of their choice.

This is the tragedy of some of the privileged. Instead of looking for ways to make sure everyone can afford school choices like them, they want to kill choice for everyone who cannot afford to pay.

Let me pose a rhetorical question.

If unity can only be achieved by making students from different backgrounds come together in one school, then why do they just want to close vernacular schools?

To be specific, data shows that Chinese schools have higher ethnic diversity than other schools. I can think of many non-Chinese schools that are completely mono-ethnic. If we are objective, it is not the Chinese schools that need to be closed down.

This is why I say that there is a lot of hypocrisy in the debate. Worse, that hypocrisy is clouded by confusion about whether we want to educate or we just want to have factory-like schooling.

The vernacular school debate is a debate of the elite. For us common people, our sole desire is to be able to provide our kids with quality education.

It is possible to provide school choices for the commoners, such as by using school vouchers so that choice is provided but schools are still free for the students.

Of course, it will take time to move towards this choice-based system. Until we get there, I beg the elites to stop trying to kill what few choices remain for us poorer citizens of this country.

By Wan Saiful Wan Jan The Star

Thinking Liberally

Wan Saiful Wan Jan is chief executive of the Institute for Democracy and Economic Affairs (www.ideas.org.my). The views expressed here are entirely
the writer’s own.

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