Georgetown Student Claims School of Foreign Service ‘Coddles’ Violent Anti-Semites

Georgetown Student Claims School of Foreign Service ‘Coddles’ Violent Anti-Semites

Henrik Schildt describes his experiences at Georgetown and suggests that what is happening there goes far beyond campus protests.

He writes at the Washington Free Beacon:

I Saw How Georgetown’s Prestigious School of Foreign Service Coddles Violent Anti-Semites—Who Are Plotting to Transform US Policy From Within

Georgetown University sits on a hilltop above the Potomac. Its flagship school, the Edmund A. Walsh School of Foreign Service, trains America’s future diplomats, senior military officers, and intelligence operatives. Its graduates include Bill Clinton and a long list of senators, ambassadors, a CIA director, two White House chiefs of staff, the king of Spain, and various heads of state.

The school also grants degrees to foreign students. I enrolled in its master’s degree program after spending years as a Swedish military officer and diplomat. I was interested in making a career transition from my country’s armed forces, where I’d spent nearly a decade, to diplomatic service. I’d done two tours in Afghanistan, three in Africa, and some diplomatic and commercial work in the Persian Gulf. I wanted to study at one of the world’s premier schools of diplomacy. What I found at Georgetown was far from what I had expected.

First Year

The trouble started with a required course for all students in my program, “Globalization: Inter-Societal Relations.” Georgetown’s course guide describes the class, which was “DEI certified,” as focusing on how European states expanded globally and “the impact of that expansion on peoples with different political and social traditions.” More simply put, this was a class about the negative effects Western expansion had on the peoples of Asia, Africa, and Latin America.

Georgetown solicited online feedback about the course, and I submitted a public review on a Google document set up by school staff for the purpose of collecting student appraisals. I argued that we deserved “a serious history class” focusing on the West, rather than a course that dwelled on the evils of imperialism and colonialism (this line of study has consumed American academia, especially on elite, private school campuses). Diplomats need to understand their own history, I wrote. “In order for you to represent, as a global leader and foreign service officer, you need to know what you represent and why.”

Read the whole thing.

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