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I should add that, if the core curriculum already heavily discusses things which are white, then the material covered in the core curriculum should be addressed as a body of white achievement. Right? If a white student group is superfluous because the core material of the institution is white, then why is the institution reticent to acknowledge and affirm white people and their achievements?

Answer: "because."

>On the very VERY off chance that the student actually has a non-racist idea for the club that allows for the exploration of different facets of European history that are not covered to death in history classes, then in this context only, such a club could be a positive addition to the school. But only if its structure and programming are handled in a "love of history" way instead of a "white people invented everything and civilized Brown people" kind of way.

The core curriculum is white. Therefore it must be addressed as if it weren't. However, there can't be any ancillary student spaces where whiteness is affirmed, because the core curriculum already covers white achievements, but if you aknowledge them as white, it may only be framed in antiwhite grievance.

This is what meets that head on: White people invented everything and civilized brown people. Antiwhiteism is just hatred of whites for bearing civilization. There is no non-racist means of affirming white people because "white" is the meaning of "racist".

The lexical unity of white and racist determines that the state regulates and punishes white people in the text of its laws. Not by inference, but directly in the text.