This week, by an 11-0 vote, the California Board of Education approved the controversial Ethnic Studies Model Curriculum (ESMC) in spite of concerns by many groups that it is lacking in empirical foundation and will only increase tensions between ethnic groups. Among other things, the curriculum would teach students that whites are inherently racist and privileged while taking a pro-Palestinian position on the Israeli-Palestinian conflict, an issue that has already caused a dramatic rise in campus anti-Semitism. In addition, according to the curriculum, Jews are categorized together with "privileged whites".
The AMCHA Initiative, which is dedicated to fighting campus anti-Semitism, has issued a statement, which is below.
AMCHA Denounces California for Approving Ethnic Studies Curriculum
Santa Cruz, CA, March 18, 2021 – AMCHA Initiative Director Tammi Rossman-Benjamin issued the following statement today strongly criticizing California’s Board of Education for approving an ethnic studies curriculum that is politically- and mission-driven, not academically-driven, and will likely incite hate and division among high school students:
“While on the surface, the curriculum approved by the state appears improved over the rejected first draft, it remains firmly rooted in the principles of Critical Ethnic Studies, which unlike the broader field of ethnic studies, has a politically- and activist-driven mission that will incite hate and division and is dangerous for all high school students. Most profoundly concerning for the Jewish community is the portrayal of Jews, filtered through the lens of Critical Ethnic Studies, as ‘white’ and ‘privileged’. At a time when anti-Jewish sentiment, hostility and violence has reached truly alarming levels, indoctrinating students to view Jews as ‘white’ and ‘racially privileged’ is tantamount to putting an even larger target on the back of every Jewish student.
“It is reckless of the state to pour millions of taxpayer dollars into a curriculum that is based on no credible research and is steeped in Critical Ethnic Studies. For those of us who closely monitor and combat bigotry, we know firsthand that a Critical Ethnic Studies approach is very dangerous for all students, and we plan to fight tooth and nail against legislative attempts to make this curriculum a high school graduation requirement. What happens next in California, particularly as it relates to a graduation requirement, is crucial since we know other states often follow California.”
Although the ESMC has gone through three revisions since its highly controversial and politicized first draft, Critical Ethnic Studies principles have been at the heart of every draft to date, including the final one.
More than 100 university scholars and academics recently argued that the curriculum “contains numerous empirically false and politically-motivated claims about the educational benefits of ethnic studies” and have asked the state to withhold approval until these claims are removed.
Rossman-Benjamin was the first to expose the way in which the discipline of Critical Ethnic Studies is deeply anti-Semitic and anti-Zionist. And AMCHA has led several coalition efforts to educate officials about how a Critical Ethnic Studies-based Ethnic Studies Model Curriculum can’t help but incite division, hatred and harm to many students, especially Jewish students.
AMCHA monitors 450 campuses across the U.S. for anti-Semitic activity. The organization has recorded more than 3,500 anti-Semitic incidents since 2015. Its daily Anti-Semitism Tracker, organized by state and university, can be viewed here.
AMCHA Initiative is a non-partisan, non-profit organization dedicated to combating anti-Semitism at colleges and universities in the United States.
-----------------------------------------------------------------------------------------------
Fousesquawk comment: This is a very sad development, but political correctness now rules the day. Thus, the leftist dogma that rules on college campuses is now enshrined in our secondary schools, as if it had not already been.
What good does it do after all these years of progress since the 1950s and 1960s to teach that whites are inherently racist and privileged after generations of white kids have been brought up to reject racism?
What good does it do in inject a far-away conflict into the California curriculum-and in such a biased manner-especially, when we see how that conflict has led to a dramatic increase in anti-Semitism against Jewish students?
No comments:
Post a Comment