The California Education Department has issued an "Ethnic Studies Model Plan" and is seeking public comment on August 15. The statutory guidance is a resource for teachers who want to instruct their students in "ethnic studies," and was written by an advisory board for teachers, academics, and bureaucrats. It's as bad as you imagine.
Ethnic studies are described in the paper as "the interdisciplinary study of race, ethnicity, and smoking with emphasis on people's experiences of color in the United States." But that's not all it is. the world in which many worlds fit, for present and future generations. "It is the" professional [sic] loving and critical practice of holistic humanity. "
nepantlas "and" misogynoir. "It includes fadical social science lingo like" cis-heteropatriarchy "which may make sense to radical university professors and activists, but does not mean so much for the ordinary people who send their kids to California's public schools. It is difficult to understand the depth and breadth of the ideological bias and misrepresentations without reading the entire curriculum ̵
Begin with economics. Capitalism is described as a "form of power and oppression," along with "patriarchy," "racism," "white supremacy," and "ability." Capitalism and capitalists appear as villains several times in the document.
In politics, the model plan is the same on the left. A proposed course promises to explore the African-American experience "from the pre-colonial ancestral roots in Africa to the trans-Atlantic slave trade and slavery of people in the antebellum South, to the elements of Hip Hop and African cultural retention."
Teachers are encouraged to cite biographies of "potentially significant figures" such as Angela Davis, Frantz Fanon and Bobby Seale. Sentenced police killers Mumia Abu-Jamal and Assata Shakur are also on the list. Students are taught that the life of George Jackson means "now more than ever." Jackson was, while in prison, "a revolutionary warrior for black liberation and prison reform." The Latino section's people of importance include Puerto Rica nationalists Oscar López Rivera, a member of a paramilitary group that carried out more than 130 bombings, and Lolita Lebrón, who was convicted of attempted murder in a group attack that wounded five congressmen.
Housing policy gets the treatment. The curriculum describes subprime loans as an attack on low-income home buyers rather than a misguided attempt by the government to help such home buyers. Politicians – Republicans and Democrats – imposed lower loan standards for the home loan industry. Republicans thought of it as a way to expand the middle class, while Democrats crowed that it would help the poor.
In a test lesson on Native Americans, the curriculum suggests that students offer answers to a fictitious environmental statement by Chief Seattle also as an anodyne quote about relationships from recently deceased rapper Nipsey Hussle. The Chief Seattle error is part of a bigger problem. The curriculum perpetuates the myth that Indians had the same values as today's ecologists. In reality, Native Americans had a mixed approach to nature. The curriculum authors should have looked closely at the scientific evidence presented in Shepard Krech's 1999 book, "The Ecological Indian" – about, for example, the setting of brush fires that came out of control and unnecessary killing of buffalo, beaver and deer.
The curriculum celebrates bilingual education, but it omits that this program – where teachers conducted mostly in Spanish to seventh grade – failed in California and was disliked by large sections of the Latino community.
The curriculum is completely wrong-headed when it comes to critical thinking. Critical thinking is not described as reasoning through logic and assessment of evidence, but rather a vague deconstruction of power relations, so that one can "pronounce on social issues." Thinking critically "requires individuals to evaluate the phenomenon [sic] through the lens of systems, the rules of these systems, which exert power within systems and the effect of that power on the relationships between people existing in the systems."
In a course entitled "Mathematics and Social Justice," Do You Want to Have the Correct Answers to Mathematics or Politically Correct Answers to Social Justice?
and Advocates. " teaching students to plan "a direct action (e.g., sitting, dying, marching, boycotting, striking)." Teaching objective history is clearly not the goal. Rather, it is to train students to become ideological activists and advocates for identity politics.
Mr. Evers is a fellow at Stanford University's Hoover Institution and served as assistant secretary of education for planning. gging, evaluation and policy development during the George W. Bush administration.
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