DeSantis demands end to 'cheap' H-1B labor at Florida universities: 'Why do we need to bring someone from China?'



Public universities in Florida may soon have to hire more Americans, thanks to a decision from Republican Gov. Ron DeSantis.

In an announcement on October 29, DeSantis directed the Florida Board of Governors to "pull the plug" on the use of H-1B visas for faculty and staff at Florida state universities.

'Why do we need to bring someone from China to talk about public policy?'

In explaining the decision, DeSantis criticized companies for prioritizing visa-holders over American workers: "These tech companies will fire Americans and hire H-1B at a discount. ... This is basically, in some respects, cheap labor that they're bringing in to try to save money."

The governor said these practices hurt American workers, who should be first in line at American universities.

DeSantis said his administration has discovered many examples of unnecessary H-1B hires in the university system. "You got a computer application professor from China, public policy professor, China. Why do we need to bring someone from China to talk about public policy?" DeSantis asked.

He went on to list more examples, citing them as proof of the threat that H-1B visas pose to American workers, particularly when visa workers can be paid significantly less.

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To address the issue, DeSantis announced, "I am directing the Florida Board of Governors to pull the plug on the use of these H-1B visas in our universities." He went on to say that staff and faculty jobs can be filled "with our residents in Florida or with Americans." The Florida Board of Governors oversees the state's 12 public universities.

The H-1B visa program has recently become a hotbed issue. On September 19, President Trump signed a proclamation requiring companies to pay a $100,000 fee for new H-1B hires. In August, the Young Republicans of Texas announced they would endorse only national candidates who oppose the H-1B program.

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How radical professors turn classrooms into training grounds for Antifa



President Donald Trump announced last month on Truth Social that he would designate Antifa as a “major terrorist organization.” His move followed the assassination of Charlie Kirk, in which the alleged shooter etched Antifa-linked slogans onto bullet casings.

The announcement was overdue. But it isn’t enough. The deeper problem lies in the way far-left ideology has wormed its way into America’s universities. For more than a decade, Antifa sympathizers in higher education have used their influence to normalize radical tactics and ideology.

Studying radical groups is not the problem. The problem is activist educators who weaponize academic freedom.

Hiding behind “academic freedom,” these activists have seized positions of authority, cloaked propaganda as scholarship, and worked to sanitize Antifa’s record of violence. Their work not only whitewashes street-level thuggery but also lends intellectual credibility to other radical movements.

Radicalized classrooms

In the fall of 2020, Rutgers University’s Rutgers Today gave Professor Mark Bray a glowing profile. Bray, author of “Antifa: The Anti-Fascist Handbook,” softened Antifa’s image by claiming the movement simply wants to “change the world dramatically.” He insisted its “strategic focus” is to shut down the far right and “protect progressive social movements.”

That framing wasn’t neutral scholarship. It was spin. Bray is a proudly outspoken leftist. His book is an apology for and encomium to Antifa’s “direct action” tactics.

Across the country, courses that elevate Antifa are now showing up in university catalogs. They are not taught as dispassionate examinations of an ideology. They are taught by activists who share the movement’s goals.

At the City University of New York, an English course titled “Global Antifa” promises to explore “antifascist traditions” and link them to “racial justice, anti-imperialism, intersectional feminism, and critiques of capitalism.” In practice, the course serves as movement training, rather than academic analysis.

Over the summer, video from the Socialism 2025 conference revealed the professor behind the CUNY course openly endorsing a boycott of the fossil fuel industry. Other footage showed a Seattle University law professor calling on activists to “break laws and rules” to hide people from ICE and “the cops.”

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Their classrooms mirror their activism. A review of one law professor’s 2019 “Race and Law” syllabus confirmed the bias. The reading list included Bray’s “Antifa Handbook,” a comic book glorifying Antifa, Robin DiAngelo’s “White Fragility,” and a stack of pro-Palestine and pro-Boycott, Divestment, and Sanctions tracts.

Unfortunately, pro-Antifa materials are not confined to graduate seminars. They have also seeped into undergraduate classrooms.

At Harvard, the Department of Government offered a course titled “#Abolish Police.” The syllabus included Bray’s book and assigned a unit on solidarity with the BDS movement and the Palestinian cause.

Rutgers went even farther. A 2018 sociology course openly declared its aim: to study the “rise and success” of resistance movements like the Black Panther Party, Anonymous, Antifa, Black Lives Matter, and the “Anti-Trump resistance movement.” This is clearly not neutral instruction. It is activism disguised as scholarship.

From the ivory tower, these ideologies trickle down. What begins in university courses eventually lands in teacher training programs, K-12 classrooms, and education conferences. The process has a name: “idea laundering.” Academic activists flood journals, dissertations, and repositories with work that favors Antifa, then cite that same “research” to legitimize the movement.

The results can be laughable — or dangerous. One sociology dissertation at Mississippi State University read more like agitprop than analysis. The author admitted that Antifa “embraces the concept of violence and intimidation,” but brushed it off as a minority tendency. The dissertation concluded that the real problem wasn’t Antifa’s violence but the “negative press” it receives, while claiming fascist groups are the greater threat.

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Another paper, brazenly titled “Plantifa: Antifascist Guerrilla Gardening Curriculum,” shows just how far the indoctrination has gone. It links Antifa’s radical ideology with environmental “justice,” turning classrooms into training grounds for activism. The stated goal is to condition students in anti-fascism, to “plant seeds of love against hierarchies.” Translation: Enlist kids into a movement that openly rejects Western civilization.

Cleaning house

President Trump’s designation of Antifa as a terrorist organization is a long-overdue step. But stopping street violence is only part of the battle. The ideological campaign waged inside universities must be confronted with equal seriousness.

Studying radical groups is not the problem. Academic freedom allows rigorous analysis of movements and ideas. The problem is activist educators who weaponize that freedom. They smuggle their politics into classrooms, presenting indoctrination as scholarship. They use liberal values — free inquiry, free thought, dissent — as camouflage for an anti-Western ideology bent on dismantling the United States and its allies.

Universities ignore this threat at their peril. Antifa’s intellectual allies behave like a parasitic wasp: They burrow into the institution, feed on its resources, and, eventually, kill the host. If higher education refuses to police itself, the rot will spread unchecked — leaving the next generation radicalized and the nation badly weakened.

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How Charlie Kirk’s life shows the power of self-education



Last year, my wife and I made a commitment: to stop coasting, to learn something new every day, and to grow — not just spiritually, but intellectually. Charlie Kirk’s tragic death crystallized that resolve. It forced a hard look in the mirror, revealing how much I had coasted in both my spiritual and educational life. Coasting implies going downhill. You can’t coast uphill.

Last night, my wife and I re-engaged. We enrolled in Hillsdale College’s free online courses, inspired by the fact that Charlie had done the same. He had quietly completed around 30 courses before I even knew, mastering the classics, civics, and the foundations of liberty. Watching his relentless pursuit of knowledge reminded me that growth never stops, no matter your age.

The path forward must be reclaiming education, agency, and the power to shape our minds and futures.

This lesson is particularly urgent for two groups: young adults stepping into the world and those who may have settled into complacency. Learning is life. Stop learning, and you start dying. To young adults, especially, the college promise has become a trap. Twelve years of K-12 education now leave graduates unprepared for life. Only 35% of seniors are proficient in reading, and just 22% in math. They are asked to bet $100,000 or more for four years of college that will often leave them underemployed and deeply indebted.

Degrees in many “new” fields now carry negative returns. Parents who have already sacrificed for public education find themselves on the hook again, paying for a system that often fails to deliver.

This is one of the reasons why Charlie often described college as a “scam.” Debt accumulates, wages are not what students were promised, doors remain closed, and many are tempted to throw more time and money after a system that won’t yield results. Graduate school, in many cases, compounds the problem. The education system has become a factory of despair, teaching cynicism rather than knowledge and virtue.

Reclaiming educational agency

Yet the solution is not radical revolt against education — it is empowerment to reclaim agency over one’s education. Independent learning, self-guided study, and disciplined curiosity are the modern “Napster moment.” Just as Napster broke the old record industry by digitizing music, the internet has placed knowledge directly in the hands of the individual. Artists like Taylor Swift now thrive outside traditional gatekeepers. Likewise, students and lifelong learners can reclaim intellectual freedom outside of the ivory towers.

Each individual possesses the ability to think, create, and act. This is the power God grants to every human being. Knowledge, faith, and personal responsibility are inseparable. Learning is not a commodity to buy with tuition; it is a birthright to claim with effort.

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Charlie Kirk’s life reminds us that self-education is an act of defiance and empowerment. In his pursuit of knowledge, in his engagement with civics and philosophy, he exemplified the principle that liberty depends on informed, capable citizens. We honor him best by taking up that mantle — by learning relentlessly, thinking critically, and refusing to surrender our minds to a system that profits from ignorance.

The path forward must be reclaiming education, agency, and the power to shape our minds and futures. Every day, seek to grow, create, and act. Charlie showed the way. It is now our responsibility to follow.

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Charlie Kirk: The American Socrates



I am the Turning Point USA faculty adviser at Arizona State University. As a philosophy professor, what Charlie Kirk was doing stood out to me immediately. It also stood out to the ideologue professors who didn’t like being questioned. That’s why they tried to stop him.

Charlie did something no one thought possible. He walked into the heart of the modern university — where the left claims to hold the keys to knowledge — and did what their professors should have been doing all along: He asked questions. He challenged assumptions. He demanded clarity. He gave logical arguments.

Charlie wasn’t there to score points or win applause. He cared about students’ souls.

He was the American Socrates.

Modeling the Socratic dialogue

Like the Athenian philosopher, Charlie confronted those who claimed to be wise. He took questions — hundreds of them — on camera for all to see. Students asked about gender, economics, faith, and politics. He asked if they could rationally defend their views.

Again and again, Charlie turned the tables, and we saw that the content of the leftist classroom is irrational.

On gender ideology, he exposed what I call the “transsexual heresy,” showing students that reality — not ideology — defines what it means to be a man or a woman. He warned against letting confusion dictate truth. Objective reality matters, and he ensured that students knew it. The mentally ill should not be able to dictate to the rest of us what reality is. And anyone who doesn’t know basic things, such as the difference between a man and a woman, isn’t ready to teach students.

On economics, he dismantled Marxist clichés students had absorbed from their professors, showing that personal responsibility — not socialism — is the bedrock of human flourishing. They came at him with Rousseau, stating that private property and “the system” force the “oppressed” to live lives of crime. In one video, a student told him the poor and marginalized have to become criminals, and Charlie demolished this by simply asking if they have free will. It was brilliant, and everyone watching knew it.

On Christianity, he confronted the narrative that faith is merely patriarchy and white supremacy in disguise. The background narrative is that these professors hate the Bible. Professors had planted these lies in the minds of students to prevent them from reading it.

An untold multitude of students had their faith shipwrecked by such professors while their parents paid the tuition. The unbelieving profs thought they had sufficiently salted the ground and planted tares in the field. Charlie tore them out, root and branch, preparing the ground for the gospel itself to be heard.

The professors’ ire

And that’s why the professors despised him.

I’ve been in those faculty meetings. I’ve heard professors laugh about “deconstructing” the faith of Christian students. I’ve watched them assign books praising witchcraft while condemning Christianity as “oppressive.” I’ve seen them try to ban Charlie Kirk from speaking on campus by declaring him a “white supremacist.”

ASU “honors faculty” successfully prevented him from speaking at the honor college even while they held events on the benefits of witchcraft — while the outlet Jezebel bragged about hiring “Etsy witches” to hex him. If the witches hated him this much, it tells the good guys he was on to something.

The spiritual battle lines could not be clearer.

Charlie wasn’t there to score points or win applause. He cared about students’ souls. He stood in the breach against professors who see students not as young men and women searching for truth, but as recruits for their ideological crusades. He laughed at the degree programs that promised jobs for students such as “radical advocate.” He was there because he believed those students were worth saving from the godless ideologies peddled in classrooms.

Blatant hypocrisy

When Charlie was murdered, some on the left rushed to say, “Let’s all calm down.” There is no moral equivalency here between the right and the left. Yet the left is the one who heated it up by calling him a white supremacist. The left controls the American university, where conservatives and Christians are called “fascist white supremacist patriarchs worse than Hitler” all day and night.

Where was that call for calm after George Floyd’s fentanyl overdose? Violence erupted. Cities burned. Professors excused it all. They used class time to tout Black Lives Matter.

But you won’t see TPUSA students burning cities BLM-style. They will do what Charlie taught them: Use logic and reason to expose falsehoods. Like the students of Athens after Socrates’ death, they will remember the example of the man who confronted their professors — and won.

And those professors will live knowing they were weighed in the balance and found wanting. They are the baddies.

Socrates’ prediction still stands

Before his execution, Socrates told his accusers they would face a heavier judgment than the one they inflicted on him. They killed him to silence him. But his death only proved their ignorance and wickedness. They were unable to give an account to explain themselves and were exposed as living the unexamined life.

The same is true here.

Charlie’s death will not silence him. It will amplify his example. Students will keep questioning. They will expose the foolishness of professors who despised Charlie’s example. And those radical professors will carry the shame of knowing they tried to cover ignorance with hatred.

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As a Christian pastor, I know Charlie saw that souls were at stake. Charlie publicly professed Christ to be his savior, and the ideological professors know it also. They saw students giving their souls in faith to Christ rather than John Money and hated it.

Now those professors think Charlie is silenced, but they must live with their own darkness. They can repent — or they will live in that darkness forever and face the judgment of God. The blood of martyrs has always been the seed of revival.

May the Lord use Charlie’s life — and yes, even his death — to raise up a generation of students who love truth, pursue wisdom, and refuse to bow to the false gods of the modern university. Let’s question godless professors to reveal to everyone watching that they don’t know clear truths about God and what is good.

Charlie Kirk was the American Socrates. The leftist professors hated him for it. And they will never escape the questions he taught a generation to ask.