Definitions of Racism (my school district):
A fabulous FReeper has posted this one. It is insanity at its most insane. Original is here:

Seattle Public Schools

Racism:
The systematic subordination of members of targeted racial groups who have relatively little social power in the United States (Blacks, Latino/as, Native Americans, and Asians), by the members of the agent racial group who have relatively more social power (Whites). The subordination is supported by the actions of individuals, cultural norms and values, and the institutional structures and practices of society.

Individual Racism:
The beliefs, attitudes, and actions of individuals that support or perpetuate racism. Individual racism can occur at both an unconscious and conscious level, and can be both active and passive. Examples include telling a racist joke, using a racial epithet, or believing in the inherent superiority of whites.

Active Racism:
Actions which have as their stated or explicit goal the maintenance of the system of racism and the oppression of those in the targeted racial groups. People who participate in active racism advocate the continued subjugation of members of the targeted groups and protection of “the rights” of members of the agent group. These goals are often supported by a belief in the inferiority of people of color and the superiority of white people, culture, and values.

Passive Racism:
Beliefs, attitudes, and actions that contribute to the maintenance of racism, without openly advocating violence or oppression. The conscious or unconscious maintenance of attitudes, beliefs, and behaviors that support the system of racism, racial prejudice and racial dominance.

Cultural Racism:
Those aspects of society that overtly and covertly attribute value and normality to white people and Whiteness, and devalue, stereotype, and label people of color as “other”, different, less than, or render them invisible. Examples of these norms include defining white skin tones as nude or flesh colored, having a future time orientation, emphasizing individualism as opposed to a more collective ideology, defining one form of English as standard, and identifying only Whites as great writers or composers.

"Emphasizing individualism as opposed to a more collective ideology" is RACIST? Commie rat bastard freaks. And what the hell is "future time orientation"? Okay, I'll admit it, I looked it up:

Future Orientation

Future orientation is the image individuals have regarding their future, as consciously represented and self-reported. Like autobiography, it tells a personal subjective life story consisting of those life domains individuals deem important, and gives meaning to one's life. Its importance for individuals' motivation and self-definition has been acknowledged by both psychologists (e.g., Bandura, 2001) and laypersons, as attested by the frequent use of future metaphors for promoting both commercial and public interests. "Don't wait for the future-go find it", "Where there is care there is future", "You never actually own a Pateck Phillipe [a Swiss made watch], you merely look after it for the next generation", and "The future isn't something you travel to, it's something you build up" are just several instances of the use of future metaphors in advertisement.

As in other areas of scientific inquiry, researchers have used different terms (e.g., future time orientation, future time perspective, possible selves) to refer to phenomena similar to those I present here. Others have used "future orientation" to describe other non-thematic aspects of future-related issues, especially pertaining to extension (i.e., how far into the future individuals think) and attitudes toward the future.

Future orientation is a person's 'model of the future'. As such, it provides the grounds for setting goals, planning, exploring options and making commitments, and consequently guides the person's developmental course (Bandura, 2001; Nurmi, 1991; Seginer, 2003; Trommsdorff, 1986). Bearing these properties, future orientation has a special importance for individuals going through developmental and transitional periods in which they are normatively expected to prepare themselves for what lies ahead. Therefore, the study of future orientation is especially relevant to adolescent development, on whom much of the future orientation research has been carried out, but also to other developmental transitions associated with marriage, parenthood, retirement and bereavement, and such life transitions as immigration.

Okaaaay... planning for the future is racist.

WHERE THE HELL ARE THE CRAZY PILLS?!