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THE FOURTH OF JULY AND CRITICAL RACE THEORY

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by Vijaya Chandrasoma

Americans everywhere are celebrating America’s birthday, Independence Day. Americans, especially white Americans, believe that the nation was born on July 4, 1776 of a comparative painless virgin birth, to recently divorced white parents arguing about custody. The realistic fact of an excruciating and bloody natural birth, brought about by centuries of rape and abuse has been largely whitewashed and ignored.

The nation was born on July 4, 1776 for white males in America only. The Founding Fathers did not even consider the existence of slaves when framing the Constitution. As one of the greatest of Americans, Frederick Douglass, who was born a slave, said in the keynote speech of an Independence Day celebration in New York on July 5, 1852:

“What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice embodied in that Declaration of Independence, extended to us?

“I say it with a sad sense of the disparity between us. I am not included within the pale of glorious anniversary! Your high independence only reveals the immeasurable distance between us. The sunlight that brought light and healing to you, has brought stripes and death to me.

“This Fourth of July is yours not mine. You may rejoice, I must mourn”.

The Civil War and the Emancipation Proclamation of 1863 were followed by 100 years of Reconstruction and Jim Crow laws, more segregationist and cruel than the South African model of Apartheid. African Americans finally achieved legal equality by the Civil Rights Act of 1964. Legal equality, but not societal equality.

Frederick Douglass’ sunlight of natural justice may still be a few generations away from shining brightly on all Americans.

The latest Boogeyman invented by the racist Republicans for everything that ails the country is the teaching of Critical Race Theory (CRT) in schools and colleges, and at military schools. Also known as the 1619 Project, the teaching of CRT is objected to by Republican lawmakers on the basis that study of the subject is the main reason for the division and hatred among races that exist in the country today. They seek to ban the teaching of CRT in schools and colleges, even after the Trump incited insurrection on January 6, clear evidence of the continued infestation of racism and virulent white supremacy.

The core of the Republican argument is that CRT is racist, it’s abusive, and its theories are not based on fact. In other words, systemic racism does not exist in the USA, and teaching of its history of slavery would only result in the incitement of racial hatred.

Republican Senator Ted Cruz voiced his objections to the teaching of CRT on the basis that “Critical Race Theory is bigoted, it is a lie and it is every bit as racist as the Klansmen in white sheets”.

Critical Race Theory is defined as “an intellectual movement and a legal analysis according to which (1) race is a culturally invented category used to oppress people of color, and (2) the law and the legal institutions in the United States are inherently racist insofar as they function to create and maintain social, political and economic inequalities between white and nonwhite people”. Racism is a pervasive issue steeped in US society and in its legal and economic systems.

If you can’t teach about the history of the Klansmen in the white sheets, if you can’t examine where they came from, what they believe, who they hate and why they even wear those white sheets? If you’re forbidden from learning about the Confederacy that gave rise to the Klan, then how can you prevent modern day white children, high school and university students – future citizens – from thinking and behaving like the Klansmen of the 20th century and the Oathkeepers, Proud Boys and white supremacists of the 21st? Or prevent black kids from understanding where their resentment originates, and teaching them how best to deal with it and to overcome it?

If you are not even allowed to learn what Critical Race Theory is, how can you judge its validity? The refusal to teach systemic racism is systemic racism.

During a recent congressional budget hearing, suspected rapist, sex trafficker and the most shameless of Trump’s brownnosers, Congressman Matt Gaetz from Florida, asked the chairman of the Joint Chiefs of Staff, General Mark Milley, about the “white rage” that is taught by the CRT.

Milley talked about a “summit” on CRT held at Harvard Law School years ago, at which it was proposed that there were laws in the United States, antebellum laws prior to the Civil War, that “led to a power differential with African Americans, who were considered three-fifths of a human being when this country was formed”. Vestiges of these pernicious white supremacist laws exist even today.

The General tore into the white supremacist Congressman, stating, “What is it that caused thousands of people to assault this building and try to overturn the Constitution of the United States of America? What caused that? I want to maintain an open mind here. And I do want to understand that. It is important that leaders now and in the future understand that”.

General Milley continued, in response to evidence-fee allegations by Gaetz that he had encouraged teaching of Marxist theories among servicemen, “I’ve read Mao Zedong, I’ve read Karl Marx, I’ve read Lenin. That doesn’t make me a communist. So what is wrong with some situational understanding of the country which we are personally here to defend?”

Trump issued Executive Order 13950 in September 2020, ordering the ban on teaching of Critical Race Theory in schools, colleges, military services, corporation and government contractors. Trump’s target was against a theory with the premise that racism pervades government and other American institutions, giving white people an advantage.

The main premise of this Executive Order is that CRT “is rooted in the pernicious and false belief that America is an irredeemably racist and sexist country; that some people, simply on account of their race or sex, are oppressors; and that racial and sexual identities are more important than our common status as human beings and Americans”. Ironically, the Order’s stated aim was to end the perpetuation of “racial stereotypes and division in the workplace” presumably because the United States is a “nation completely free from prejudices against race, color, creed and sex”. Of course it is not.

Recent history has proved that the US cannot as a nation expect to work towards and achieve equality without first acknowledging and addressing the biases that are deeply rooted in the social fabric of the nation. Trump’s executive order affected government agencies, Fortune 500 companies, educational institutions, non-profits, any organization which already have government contracts or plan to apply for them. It had an almost immediate and chilling effect on reinvigorated efforts to address racial profiling and disparities in the workplace after the brutal murder of George Floyd by a white policeman.

US District Judge Beth Freeman granted a preliminary nationwide injunction blocking Trump’s Executive Order in December 2020, on the basis that it was against the First Amendment (Freedom of Speech). President Biden is expected to rescind Order 13950 shortly.

During the first presidential debate in October 2020, Trump said, “They (the CRT) were teaching that our country is a horrible place, it’s a racist place. And they were teaching people to hate our country. And I’m not going to allow that to happen.” It’s happened already.

Trump wants us to believe that America is a country totally devoid of racism. He alone, with his ‘inclusive” policies, has come close to achieving the dream of Rev. Martin Luther King Jr in 1963, that Americans will one day “live in a nation where they will be judged not by the color of their skin but by the content of their character”. As Trump has repeatedly said, “I am the least racist person you have ever met”. Of course he is, by his own reckoning.

These are the continuing rants and delusions of a treasonous lunatic who has been solely responsible for the re-emergence of racial hatred and violence during the past four years, culminating in the inciting of an insurrection to overturn the democracy and the Constitution of the United States. Delusions that deny the reality and causes of the racial crisis that has been destroying the social fabric of the country. Lies that prevent educators from even starting to take the necessary steps to mitigate what has been the blight of the nation for centuries.



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Combining local resources,traditional knowledge and science to build a food-secure Sri Lanka

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World Food Day 2026: Innovating today for a better food future

by Dr. Kaushalya Wijayasekara

What will be on the Sri Lankan dinner table ten years from now? Will our children be able to get nutritious food at a price their families can afford? Will farmers be able to grow enough despite changing weather and rising costs? And how much of the food we produce will actually reach the consumer, instead of being lost or wasted along the way?

These questions can’t wait. A farmer faces unpredictable weather. A family faces rising food costs. Fruit goes unsold after a good harvest. Some children do not get enough nutrition. The future of food is tied to the future of Sri Lanka itself.

World Food Day 2026 is a chance to look beyond the immediate problems and ask whether we can build a food system that feeds our people well, gives farmers better opportunities, protects the environment and makes better use of what we already have. The answer can be yes, but we will have to think differently.

We are not starting from zero. Sri Lanka has diverse crops, fisheries, traditional food knowledge, indigenous varieties, research institutions, universities and a young generation able to create new solutions. What we need is to bring these together and act. Producing more will not secure our food future on its own. It will depend on how intelligently we produce, process, preserve, distribute and consume food.

Making more of what we already have

Innovation does not always mean inventing something new. Often it means finding better uses for the resources we have.

Sri Lanka grows traditional rice varieties, kurakkan, green gram, cowpea, jackfruit, breadfruit, cassava, sweet potato, coconut and palmyrah. All of them have great potential for modern, nutritious, value-added foods. Jackfruit and breadfruit can be made into flour and other convenient products. Traditional rice varieties can go into new foods that suit changing consumer needs. Palmyrah, with its strong cultural heritage, can create new income through better processing, packaging, quality assurance and market development.

The aim is to connect our traditional food knowledge with modern consumer needs and technology, while keeping our food heritage.

Stop wasting the food we produce

Reducing food loss and waste should be a major priority. Seasonal fruits such as mango, banana, papaya and pineapple can be lost in large quantities when production exceeds demand or when storage, transport and processing facilities are inadequate. With suitable technology, these fruits can become dried products, pulps, powders, beverages and other shelf-stable foods.

Agricultural and fisheries by-products are resources too. They could be turned into food ingredients, animal feed, bio-based products and other useful materials, which would move us toward a more circular food economy.

Technology alone is not enough. We need stronger local processing facilities, cold storage, efficient transport, collection centres and market information systems, especially close to where food is produced. Cutting food loss raises the value of what our farmers and fishers already produce.

Nutrition and food safety come first

Food security means more than having enough food. People also need food that is safe and nutritious.

Sri Lanka can develop affordable, nutritious foods from local pulses, grains, vegetables, fruits and fish. Children and other vulnerable groups should get particular attention. Schoolchildren in particular deserve a focus: safe, nutritious, locally sourced products for school feeding programs would support child nutrition, local farmers and domestic food industries at the same time.

Food safety must stay at the centre of food innovation. Good hygiene, quality control, laboratory testing, traceability and appropriate food safety systems are what make new products safe as well as attractive and nutritious.

A food system that can cope with climate change

Climate change is already affecting agricultural production, water availability, crop yields and food prices. We need food systems that can handle changing conditions. That means climate-resilient crops, efficient water use, soil and water conservation, better storage and resource-efficient food processing.

Traditional knowledge matters here. Generations of Sri Lankan farmers have developed practices suited to local climates and ecosystems. Combining that experience with modern science can give us solutions that fit local conditions and are sustainable. Technology alone will not build the future of food. Science, experience and local knowledge together can.

Give young people a bigger role

Sri Lanka’s universities have an important part to play in shaping our food future. Young people should be encouraged to identify real problems in the food system and work on practical solutions in areas such as food waste, sustainable packaging, nutrition, food safety, modernising traditional foods and digital technologies.

A good research project should not always end as a research paper. Where appropriate, research should be supported to move on to products, technologies, enterprises and community solutions. That needs stronger partnerships between universities and industry, along with mentoring, research funding, business support and market connections. If young researchers and entrepreneurs can turn their ideas into viable food innovations, both consumers and producers will benefit.

A pathway designed for Sri Lanka

We do not need to copy food-system models from other countries. We can build a pathway that suits our own resources, culture and needs. It would bring together local resources, traditional knowledge, scientific research, appropriate technology and entrepreneurship, with farmers, fishers, universities, research institutions, food industries, entrepreneurs and policymakers working side by side.

The goal goes beyond selling raw materials. We need to create more value, reduce waste, improve nutrition, generate jobs and strengthen rural livelihoods. This matters especially for small and medium-scale food enterprises, which can drive local economic development when they get the right technical, financial and market support.

The choices we make today

The food future will not create itself. It will be shaped by what we grow, what we research, what we process, what we consume and what we choose not to waste.

So, the question for World Food Day 2026 is this: what can we do today so that every Sri Lankan has safe, nutritious, affordable and sustainable food tomorrow?

The answers are already around us, in our farms, fisheries, food businesses, universities, laboratories and communities. We have the resources, the traditional knowledge, the scientific expertise and talented young people. What we need now is to connect them and act.

A better food future begins with the choices we make today.

Dr. Kaushalya Wijayasekara

Senior Lecturer, Department of Biosystems Technology, Faculty of Technology, University of Ruhuna

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20th Anniversary of Digampathana blast – the day Sri Lanka Navy cried

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Aftermath of the terror attack

By Admiral Ravindra C Wijegunaratne
WV, RWP and Bar, RSP, VSV, USP, NI (M) (Pakistan), ndc, psn, Bsc
(Hons) (War Studies) (Karachi) MPhil (Madras)
Former Navy Commander and Former Chief of Defence Staff
Former Chairman, Trincomalee Petroleum Terminals Ltd
Former Managing Director Ceylon Petroleum Corporation
Former High Commissioner to Pakistan

The Digampathana suicide truck attack on 16th October 2006 remains the deadliest single strike in Sri Lanka Navy history, leaving scars that time cannot erase.

It was a seemingly ordinary Monday morning on 16 October 2006, but the calm of that day would soon be shattered in a way none of us could have imagined. As the Commandant of the Naval and Maritime Academy and Flag Officer Commanding Naval Fleet at Trincomalee, I was aware that a number of my cadets were travelling that morning, part of a convoy of fifteen buses carrying naval personnel from Trincomalee, Colombo, and other bases, heading toward Dambulla to rendezvous with another group. The convoy also included trucks and escort vehicles, a routine movement planned and coordinated with the army to ensure the roads were clear. The morning started quietly. Some personnel greeted friends, handed over their weapons, or strolled to a nearby tea shop. It all seemed so ordinary—too ordinary for what would come next.

Sri Lanka Navy sunk LTTE Ships carrying arms, ammunition and warlike materials thousand miles away from Sri Lanka in Indian Ocean in September and October 2007.

By late morning, both convoys had reached the small ground at Digampathana, near the Sigiriya junction, and personnel mingled briefly, unaware that a carefully orchestrated act of terror was waiting. Then, suddenly, an empty half-truck veered directly into the convoy. It exploded with a ferocity I can still recall as if it were yesterday. Nuts, bolts, and high explosives tore through the air. Pandemonium erupted instantly. I later learned that 107 of our naval personnel were killed on the spot and another 153 critically injured. The scene was indescribable—bodies scattered, vehicles mangled, personal effects strewn across the ground. I remember later hearing that the head of the suicide bomber was recovered more than 100 meters away from the blast, a grim testament to the sheer force of the explosion.

I was in my office at the Naval and Maritime Academy when my mobile phone rang. A young midshipman from the 21st intake called, his voice trembling: “Sir, there was a huge explosion at the convoy point! Many are dead … my batch mate Wijesundara is among them.” I immediately jumped into my jeep with my escort Chief Petty Officer and driver and rushed to Digampathana, relying on every ounce of my driving skill to reach the scene. The journey, which usually took little more than an hour, felt endless that day, each passing mile weighed down by dread.

When I arrived, I was confronted with a sight that no training can prepare you for. The injured were being rushed to Dambulla Hospital, where doctors and nurses worked tirelessly, improvising in ways that saved lives despite the overwhelming chaos. I went back to the site after visiting the hospital. The remains of our naval personnel were scattered across the ground, and someone had begun collecting weapons and protective gear. I immediately contacted Surgeon Rear Admiral Nico Jayasekara and received his instructions: collect all body parts in separate bags and transport them to the Trincomalee Naval Hospital mortuary. This gruesome work had to be done with care and dignity, and it filled the icebox in my vehicle. Through DNA testing initiated by Rear Admiral Nico, we were able to identify every naval personnel lost that day, bringing some closure to grieving families.

The Navy Commander at the time, Vice Admiral Wasantha Karannagoda, was devastated. I had worked closely with him and knew how deeply he cared for his men. He ensured that the fallen were honoured with full ceremonial naval funerals at Welisara Naval Base, attended by families and comrades. Sixty-seven funerals were conducted in a single day—a number that still haunts me.

The Digampathana attack remains the largest single loss of naval life in our history. It was a day of sorrow, but also a day that reinforced our resolve. The tragedy galvanized the Navy to target the LTTE Sea Tiger wing with renewed determination and reshaped our maritime operations forever. Every time I think of that day, I remember not just the lives lost, but the courage, professionalism, and dedication of those who survived, those who treated the injured, and those who ensured the fallen were honored properly. May the souls of our naval hero’s rest in peace, their sacrifice guiding us and inspiring generations of naval personnel to come.

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‘Murder at Whitby Abbey’

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Tales of Mystery and Suspense – 24

I was intrigued by the title of a book I found in a book drop at the condominium of a friend, Murder at Whitby Abbey, and I brought it home with me though I will not be able to return it in the near future. It was described on the cover page as ‘a standout in the crowded medieval mystery field’, though I fear I do not know of other books in this field, apart from the Cadfael series, which I have dealt with earlier.

The book, by Cassandra Clark, is set during the reign of Richard II and has as a backdrop his precarious position, which led to his being replaced, and murdered, by his cousin Henry, who reigned as Henry IV. It is a gloomy book, the action taking place in the twelve days of Christmas leading up to the Epiphany. And the gloom is pervasive, even though this is supposed to be a time of festivity, with mummers performing, and many of those in the guest house where the heroine stays going to town to enjoy themselves, with much drinking and much music, which also fills the guesthouse.

The heroine Hildegarde is a nun, sent to try to acquire a relic being sold by Whitby Abbey, though this was also a penance set by the Abbot of the monastery that governed her abbess because she had had sex with a man. Soon after she and her companions reach the Abbey set high on a cliff, she finds that there are other bidders, and soon suspects that the hierarchy, not perhaps the Abbot who seems a weakling, but his rapacious bursar, is determined to make money, and not above creating false relics to sell to several aspirants.

After Hildegarde and her Cistercian companions – Whitby is a Benedictine Foundation – two monks, Gregory and Egbert, and a young priest Mark, reach the abbey, they find that Aelwyn, a monk they had met on their way to the guesthouse had died. This was in the apple store, and they realize, when they find the surplices of novices stuffed into the air vents, that he had been left to suffocate in the overwhelming scent of apples.

Clark

The Cistercians are asked to look into the death, perhaps because they are likely to get no cooperation from the Abbey folk, but perhaps because those in charge are keen to know what happened. And the infirmarer, an old monk, suggests Hildegarde talk to a man called Edred who worked for the bursar, and had been a friend of Aelwyn’s. But Edred too is killed, before he can keep an appointment he had made with Hildegarde, drowned in a pool near the farmhouse of the Abbey.

Meanwhile tensions arise between the fisherfolk and the abbey for the bursar wants to charge them for using the beach that technically belongs to the abbey to dry their fish and their nets. This leads to physical battles, when the guards used by the abbey, under the command it seems of the bursar whose determination to make money is not resisted by the abbot and the prior, try to storm the area where the fishermen live.

Hildegard finds out more about what had happened through two youngsters, one of whom Torold is the son of Aelwyn by a woman who worked as a prostitute for a cartel, and with whom Mark fell in love. The other works on the farm and had seen Edred meet someone near the pool, after which that someone left the place by himself. And the boy had also found in the pool a sort of dagger with the seal of the abbey.

He and his dog, and Torold who follows her, rescue Hildegarde from a man at arms who has waylaid her and tries to rape her earlier. Escaping into the abbey she was nearly been raped then by the bursar, but she managed to escape, in the process setting fire to him and the muniments room, which led, when he was rescued, to the discovery of a box with the money he said had been stolen, blame being cast on both Aelwyn and Edred.

Matters come to a head when the fisherfolk try to storm the abbey, being resisted by the men at arms stationed on the towers. But then Hildegarde realizes that behind the murders was the bursar’s clerk, whom she pursued to the cathedral. There is great drama then as she escapes from him when he tries to kill her, and then from the man at arms who had tried to both rape and kill her, but they both fall from the scaffolding she had climbed, the latter coming from a tower where he had been stationed.

Both of them think they run the rapacity of the abbey, the latter claiming to work for the nobles opposed to Richard, who is presented throughout the book as devoted to his subjects, not to power or money. But though the villains die, the bursar continues, having got over the hysteria the fire had caused and his acknowledgment then of guilt – and though the abbot and the prior seem less vicious, whether they will be able to assert themselves is questionable.

Before the climax, when the others in the guesthouse were leaving, Hildegarde found that two of them were in possession of the relic, for which they seem to have paid well. Hildegarde herself had made a derisory offer, but before she leaves the abbot gives her the relic, perhaps in gratitude for what she and her fellow Cistercians had discovered, the abbey having made as much money as it needed and more from the gullible other buyers.

Mark’s inamorata is saved from the stews because she moves in with Edred’s widow whom the bursar had thrown out of the rooms he occupied when her husband was found dead. Hildegarde had paid for lodgings, in a house run by the man who ran the brothels, but he had a kindly side and was going to finance them to make nets for the fishermen.

So, the Cistercians set off for their home as swiftly as they can to get there on the day of the Epiphany, having stopped en route to pray for King Richard whose birthday it was.

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