Not influenced by the price of cheese: China ‘evaluating’ US offer to engage in trade negotiations Comments come a week after Trump claimed talks were already taking place Amy Hawkins Fri 2 May 2025 06.55 EDT Share Beijing is “evaluating” an offer from the US to engage in trade negotiations, the Chinese government has said, a week after Donald Trump claimed talks were already under way. China’s commerce ministry said on Friday: “The US has recently taken the initiative on many occasions to convey information to China through relevant parties, saying it hopes to talk with China.” On Thursday, influential commentators in China said the country was ready to engage in talks. The suggestion that Beijing was potentially willing to negotiate with Washington – along with a better than expected report on US jobs - sent markets higher on Friday on both sides of the Atlantic. Ren Yi, a nationalist blogger who writes under the nickname Chairman Rabbit, wrote that he had learned from sources that the US had “frequently and proactively contacted the Chinese side through various channels, hoping to negotiate with the Chinese government on economic and trade issues”. China has denied claims made by US officials that talks were already under way, or that China had initiated them. Trump said last week that Xi Jinping, China’s leader, had called him. China’s foreign ministry accused the US of “misleading the public” on the status of negotiations. Ren wrote: “If China had given in and taken the initiative to give in to the United States, then naturally there would not have been the United States taking the initiative to contact China.” Containers are stacked on the deck of cargo ship One Manhattan in New Jersey. Why is Trump ending the ‘de minimis’ tariff loophole on low-value imports? Read more The commerce ministry said on Friday that Washington needed to show “sincerity” in negotiations and that it should not engage in “coercion and extortion”. China has repeatedly accused the US of bullying in its approach to trade policies. The two countries have been at loggerheads since Trump launched a new US-China trade war in early April, with US tariffs on Chinese goods now at 145% while China’s retaliatory tariffs have reached 125%. But although neither side wants to be seen to blink first, the US and China have already introduced a number of exceptions to their respective tariffs to soften the blow of a trade war that risks upending the global economy. Chinese factory activity slowed in April. The statistics bureau blamed “sharp changes in [China’s] external environment” for the decline. This week Xi called on officials to adjust to changes in the international environment, although he did not mention the US by name. Elsewhere, Chinese propaganda has been more explicit. This week the foreign ministry released a video that accused the US of bullying and said that bowing to such behaviour would be like “drinking poison”. A US executive order to close a multibillion-dollar tariff loophole, known as “de minimis”, came into effect on Friday. The ending of the de minimis regime, which allowed low-value goods to be shipped to the US without paying customs fees, primarily affects Chinese exporters. Scott Bessent said this week he was confident that China would want to reach a deal. The US treasury secretary said: “First, we need to de-escalate, and then over time, we will start focusing on a larger trade deal.”

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Supporting Antifa in an educational context would amplify the anti-democratic nature of ideological capture to a dangerous degree. Antifa's core characteristics Antifa is a loose, decentralized far-left militant movement that explicitly rejects liberal democracy in favor of direct action, deplatforming, and sometimes violence to combat perceived fascism. It opposes free speech for opponents, views institutions (including schools) as tools for revolutionary change, and often aligns with anarchist or accelerationist tactics. Open support for it goes beyond standard left politics into endorsing extra-legal methods.Why educator or institutional support crosses a line Undermines the rule of law — Public schools are state institutions bound by democratic norms (elections, due process, free expression under the First Amendment). Teachers or curricula that fantasize, romanticize, excuse, or promote Antifa-style tactics (property destruction, no-platforming, "by any means necessary") teach contempt for democratic mechanisms. This is especially toxic for youth, who are still forming civic habits. Heightens indoctrination risk — In captured systems (e.g., activist factions within unions like Oakland Education Association), materials that frame Antifa sympathetically as heroic resisters fit the pattern of one-sided narratives. We've seen unauthorized "teach-ins" and "liberatory education" pushes in Oakland and similar districts that critics argue veer into political activism rather than balanced analysis. Glorifying militant groups adds an endorsement of violence to ideological skew. rethinkingschools.org Disproportionate harm — For less-educated or captive audiences (K-12 students), this normalizes extremism. It can desensitize youth to political violence, chill dissent in classrooms, and erode trust in democratic institutions. Post-2020 riots and campus disruptions showed real-world spillover. Anti-democratic double standard — Democracy allows debate over ideas, even radical ones. But state-funded educators actively supporting a movement that rejects debate itself (via doxxing, riots, or "punch a Nazi" rhetoric that expands "Nazi" to include mainstream conservatives) is viewpoint discrimination with state power behind it. It's the opposite of pluralism. Reality checkNot every progressive educator supports Antifa—many explicitly reject its violence. Direct endorsements in official curricula are rare and often opposed by districts when publicized. However, tolerance or soft-pedaling in activist teacher circles, reading lists that lionize radical left figures, or failure to condemn Antifa-linked tactics does occur in highly polarized blue-city environments and feeds the capture critique.This would make the problem not just bias, but incitement against democratic norms. Reforms emphasizing classical civics, viewpoint balance, and strict political neutrality in K-12 become even more urgent. Public education should prepare citizens for democracy, not recruit for its rejection..