Author: Williamson M. Evers
A new model curriculum for ‘ethnic studies’ is a handbook for classroom propagandizing.
California’s Education Department has issued an “Ethnic Studies Model Curriculum” and is soliciting public comments on it until Aug. 15. The legislatively mandated guide is a resource for teachers who want to instruct their students in the field of “ethnic studies,” and was written by an advisory board of teachers, academics and bureaucrats. It’s as bad as you imagine.
Ethnic studies is described in the document as “the interdisciplinary study of race, ethnicity, and indigeneity with an emphasis on experiences of people of color in the United States.” But that’s not all it is. “It is the study of intersectional and ancestral roots, coloniality, hegemony, and a dignified world where many worlds fit, for present and future generations.” It is the “xdisciplinary [sic], loving, and critical praxis of holistic humanity.”
The document is filled with fashionable academic jargon like “positionalities,” “hybridities,” “nepantlas” and “misogynoir.” It includes faddish social-science lingo like “cis-heteropatriarchy” that may make sense to radical university professors and activists but doesn’t mean much to the regular folks who send their children to California’s public schools. It is difficult to comprehend the depth and breadth of the ideological bias and misrepresentations without reading the whole curriculum—something few will want to do.
Begin with economics. Capitalism is described as a “form of power and oppression,” alongside “patriarchy,” “racism,” “white supremacy” and “ableism.” Capitalism and capitalists appear as villains several times in the document.
On politics, the model curriculum is similarly left-wing. One proposed course promises to explore the African-American experience “from the precolonial ancestral roots in Africa to the trans-Atlantic slave trade and enslaved people’s uprisings in the antebellum South, to the elements of Hip Hop and African cultural retentions.”
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