Kaplan, 53, a Bay Area mother of two grown children who describes herself as a lifelong Democrat, was further surprised to discover that a list of 154 influential people of color did not include Dr. Martin Luther King Jr., John Lewis, or Supreme Court Justice Thurgood Marshall, though it included many violent revolutionaries. There was even a flattering description of Pol Pot, the communist leader of Cambodia’s Khmer Rouge, who was responsible for the murder of a quarter of the Cambodian population during the 1970s.
Kaplan began calling friends. “Have you read this?” she asked, urging them to plow through the 600-page document. The language was bewildering. “Ethnic Studies is about people whose cultures, hxrstories, and social positionalities are forever changing and evolving. Thus, Ethnic Studies also examines borders, borderlands, mixtures, hybridities, nepantlas, double consciousness, and reconfigured articulations. …” This was the telltale jargon of critical race theory, a radical doctrine that has swept through academic disciplines during the last few decades…
Capitalism was classified as a form of “power and oppression,” and although “classism, homophobia, Islamophobia, and transphobia” were also listed as forms of oppression, anti-Semitism was not. Jewish Americans were not even mentioned as a minority group…
Kaplan wasn’t the only one upset about the Ethnic Studies Model Curriculum. Clarence Jones, former legal counsel and speechwriter for Martin Luther King Jr., in a letter he wrote to Gov. Gavin Newsom and the state’s Instructional Quality Commission, called the ESMC a “perversion of history” for providing material that refers to non-violent Black leaders as “passive” and “docile.” Jones, who is co-founder of the University of San Francisco Institute for Nonviolence and Social Justice, decried the “glorification” of violence and Black nationalism as “role models for the students,” and rejected the curriculum as “morally indecent and deeply offensive.”
The unassailably liberal LA Times editorial board weighed in, criticizing the offering as “an impenetrable mélange of academic jargon and politically correct pronouncements” that served as an “exercise in groupthink, designed to proselytize and inculcate more than to inform and open minds.” It warned it was “in bad need of an overhaul.”
A group of Asian Americans urged the state to develop a program that would “inspire ethnic pride in all students and inspire them to work together, rather than against one another,” while Hindu, Korean, Armenian, and Sikh groups complained of being left out as did several Jewish groups. The California Legislative Jewish caucus published a letter saying the ESMC “effectively erases the American Jewish experience.”…
Critical race theory in education, writes Daniel Solorzano, a scholar cited in the ESMC, “challenges the traditional claims of the educational system such as objectivity, meritocracy, color-blindness, race neutrality, and equal opportunity.” Critical race theorists argue that these traditional claims act as a camouflage for the self-interest, power, and privilege of dominant groups in U.S. society…
Nevertheless, in 2020, Gov. Newsom signed into law AB 1460, which requires that every student in the Cal State system—the largest four-year public university system in the country, of which San Francisco State is a part—take a three-unit course in ethnic studies. The governor’s decision defied the recommendations of the university’s own chancellor, members of the university’s board of trustees, and the university’s academic senate, all of whom opposed the bill, objecting to the government’s unprecedented intrusion into the university’s curriculum…
Several districts in California have already implemented ethnic studies courses on their own, independent of the ESMC. Some are controversial and some are not. Although the ESMC was originally intended for high school students, an entire chapter deals with K-12 integration. Because of the public outcry following the unveiling of the proposal, Newsom vetoed a bill that would have required an ethnic studies class for graduation from high school. (The bill has been reintroduced.) Meanwhile, the city of Seattle has already created a proposed framework for implementing ethnic studies throughout its K-12 curriculum. Math teachers will ask the following questions: “identify how math has been and continues to be used to oppress and marginalize people and communities of color,” “analyze the ways in which ancient mathematical knowledge has been appropriated by Western culture,” “how important is it to be right?” and “Who gets to say if an answer is right?”…
But of even greater concern to Jews, she believes, is the singling out of Jewish students as enjoying racial privilege. “I don’t see any way that Jewish students can sit in an ethnic studies class and not feel they have a double target on their backs,” she said, fearing hatred and violence will ensue. First, because they’re Jewish, and considered white and part of the 1%, the purported villains of the teaching, and then through an assumed association with Israel. “There’s a state requirement that you have to sit through a class that says to Jewish students they have extraordinary racial privilege and yet forbids them from speaking because ‘this course is not about you?’ If you don’t accept it, you’re publicly shamed and ostracized—you can’t even speak up and say, ‘I’m not sure if I think that all white people are racists.’”
As a result of the outpouring of criticism of the first ESMC draft, in August 2019, Superintendent Thurmond ordered a revision. A second draft was completed in August 2020 and was immediately criticized for simply moving objectionable material to the appendices and footnotes. In the current, third draft, released in December, some of the most offensive material was actually moved back in. For example, an historical resource was added with the following description of prewar Zionism: “the Jews have filled the air with their cries and lamentations in an effort to raise funds and American Jews, as is well known, are the richest in the world.”…
To placate critics, the third version has added lessons about Korean Americans, Armenian Americans, and Sikhs. Two lessons have been offered about Jews. One, following crude CRT dogma, teaches that Mizrahi Jews coming to the United States from Arab lands were mistreated by “white” Ashkenazim. The other suggests that Jews of European descent have white privilege.
The Jewish Journal points out that Jews are the only group in the curriculum for whom the term “privilege” is used. And this privilege is not earned by way of talent, or educational and professional attainment, but rather trickery. The ESMC, echoing Nazi propaganda about Jews as impostors and appropriators hiding in plain sight, points out that American Jews often change their names (“this practice of name-changing continues to the present day”) to change their rank in the social hierarchy.
The historical reality of repeated genocidal attacks on Jews because of their perceived or imagined privilege is not offered as counterpoint, because ethnic studies teachers assume the Holocaust is taught in world history class. But next year in San Mateo County, world history will be replaced by ethnic studies…