California’s Radical Indoctrination A bill would establish a K-12 curriculum in the ‘four I’s of oppression.’
https://www.wsj.com/articles/californias-radical-indoctrination-11598829048?mod=opinion_lead_pos2
Conservatives and fair-minded liberals are alarmed that high schools are drawing up plans to teach the “1619 project,” the New York Times ’ revisionist account of race and the American founding, in history classes. The reality is turning out to be worse. The largest state in the union is poised to become one of the first to mandate ethnic studies for all high-school students, and the model curriculum makes the radical “1619 project” look moderate and balanced.
Last year California’s Assembly passed its ethnic-studies bill known as AB 331 by a 63-8 vote. Then the state department of education put forward a model curriculum so extreme and ethnocentric that the state Senate’s Democratic supermajority balked. The curriculum said among other things that “within Ethnic Studies, scholars are often very critical of the system of capitalism as research has shown that Native people and people of color are disproportionately exploited within the system.”
The bill was put on ice, but protests and riots in recent months gave Sacramento’s mavens of racial division more leverage. The education department delivered a new draft model curriculum this month, and AB 331 has been revived. It passed a Senate committee Aug. 20 and is expected to go before the full body soon. If Gov. Gavin Newsom signs it, the legislation would require all school districts to offer a semester-long ethnic studies class starting in 2025.
The model curriculum now on the education department’s website says the course should “build new possibilities for post-imperial life that promotes collective narratives of transformative resistance.” Yes, this is a course for K-12 students. It suggests teachers provide “examples of systems of power, which can include economic systems like capitalism and social systems like patriarchy.” Students can then be taught “the four ‘I’s of oppression”—ideological, institutional, interpersonal and internalized.
The state guidance includes more than 200 pages of approved course outlines. Some of these seem to mandate student political activities, potentially raising First Amendment concerns. “Students acquire tools to become positive actors in their communities to address a contemporary issue and present findings in a public forum,” says one outline. Among the approved topics: “Racism, LGBTQ rights, immigration rights, access to quality health care, income inequality,” and so on. What about the fifth “I” of indoctrination?
It’s not a coincidence that many radical left movements are infused with anti-Semitism. They posit theories of control by shadowy capitalist groups that often echo anti-Semitic conspiracy theories. One course outline tips its hat at this. “Students will write a paper detailing certain events in American history,” it says, “that have led to Jewish and Irish Americans gaining racial privilege.”
This is ugly stuff, a force-feeding to teenagers of the anti-liberal theories that have been percolating in campus critical studies departments for decades. Enforced identity politics and “intersectionality” are on their way to replacing civic nationalism as America’s creed. Liberals who consider themselves moderate and don’t understand the sense of urgency and assault felt by so many Americans ought to read this curriculum. And responsible statesmen in Sacramento ought to stop it.
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