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EDUCATION

California Governor Urged to Veto Bill Mandating ‘Antisemitic’ Curriculum for High School Students

https://www.algemeiner.com/2020/09/10/california-governor-urged-to-veto-bill-mandating-antisemitic-curriculum-for-high-school-students/

Dozens of organizations sent an open letter on Thursday to California Governor Gavin Newsom demanding that he veto a recently‐passed bill that would require high school students in his state to study an ethnic studies curriculum that is viewed by many as being biased and antisemitic.

The bill, AB 331, mandates courses derived from the new Ethnic Studies Model Curriculum (ESMC), which has aroused intense protest from parents, politicians and advocacy groups.

The letter, organized by the AMCHA Initiative and signed by 80 organizations, expressed concern “that classes taught using this curriculum will become vehicles for highly controversial, one-sided political advocacy and activism that will both subvert the educational mission of our schools and incite bigotry and harm against many students.”

“We are especially concerned that the anti-Jewish and anti-Zionist ideological orientation of Critical Ethnic Studies … will foster a toxic climate for Jewish and pro-Israel students throughout the state, and foment harm against them,” the letter continued.

Anti-Israel NYU: The Gaza of Greenwich Village by A.J. Caschetta

https://spectator.org/nyu-bds-anti-israel/

As the fall semester starts, it’s time to speak out against the college’s shameful indoctrination of students.

New York University is no longer content to be the second most important anti-Zionist campus in New York City. Columbia University, with its Center for Palestine Studies, has first place locked up. But lately my alma mater has accelerated its anti-Israel activism in an apparent attempt to out-Palestine Columbia, albeit with a cast of lesser-known BDS ideologues.

Columbia has earned the appellation “Ramallah on the Hudson,” but NYU is working overtime to become the Gaza of Greenwich Village.

At the core of NYU’s transformation is the Hagop Kevorkian Center for Near Eastern Studies, the central hub connecting over a dozen other departments, initiatives, projects, centers, and clubs that demonize Israel and rationalize Palestinian and Iranian atrocities.

The Kevorkian Center seems to have united the entire NYU arts and humanities complex into an institution that inculcates hatred for Israel, advocates for Palestinians, and teaches skepticism of American greatness.

Among the Kevorkian associates are the Middle Eastern and Islamic Studies Department, the Social and Cultural Analysis Department, the Skirball Center for the Performing Arts (and its “Practitioners in Residence” associates), the Iranian Studies Initiative, the NYU Abu Dhabi Institute, NYU’s chapters of Students for Justice in Palestine (SJP) and the Jewish Voice for Peace (JVP), NYC Solidarity with Palestine, NYU Out of Occupied Palestine, and Israel Apartheid Week. Another associate, the Steinhardt School of Culture, Education, and Human Development, employs noted anti-Israel activist Helga Tawil-Souri and Hamas/Hezbollah apologist Arun Kundnani.

Private School Primacy? It’s back-to-school decision time for many parents. By Larry Sand

https://amgreatness.com/2020/09/09/private-school-primacy/

With schools set to reopen, it’s time for parents to choose how best to proceed with their children’s education in our COVID-obsessed country. If there is no in-school option, how many will stick with online education from their local public school? And how many will opt to home school or select a private school, many of which will have traditional learning or at least more rigorous online learning?

While it is too soon to have a definitive answer, here are a few bones to chew on. According to a recent Civis poll, about 40 percent of parents of k-12 students nationwide say that they have “disenrolled their children from the school they were originally supposed to attend this year, in response to school reopening plans.” And of those who have removed their kids, 20 percent have signed them up at a private school.

Here in southern California, school districts are taking a hit, though primarily in lower grades. As reported by the Los Angeles Times Howard Blume, kindergarten enrollment in LAUSD is down 14 percent from last year.

Many who choose private schools will soon discover the difference between them and the public school variety. A recent survey conducted by Dick Carpenter and Josh Dunn, professors at the University of Colorado, speaks volumes. They found that in the spring, 89 percent of private school children received live, online instruction by their teachers, but only 56 percent of public school children did. They also report that 65 percent of private school parents said their teachers “graded student assignments and those grades played an important part in the overall assessment for the year,” but that was true for just a third of public school children.

Cornell faculty-student group demands racial quotas, criticizes ‘colorblind’ practices Sam Dorman

https://www.foxnews.com/us/cornell-faculty-student-group-demands-racial-quotas-criticizes-colorblind-practices

The group also wants to prevent undergraduate admissions from being based on SAT/ACT scores.

Dozens of Cornell University faculty, staff, students, and alumni signed onto a letter attacking “colorblind” practices, insisting that the university institute racial quotas and recruit “clusters” of non-White individuals.

The letter, published Monday, launches into a long list of immediate and long-term demands after accusing the Ivy League university of “symbolic” efforts in response to racism.

“As an institution Cornell aspires to the highest principles of civic duty,” the letter reads. “Yet every ‘colorblind’ event, mechanism, and process at the university — from new faculty orientations to selection of endowed positions — perpetuates racial disparities and reinforces an unjust status quo.”

To remedy that, the letter proposes setting benchmarks for the proportion of trustees and faculty of color.

“Increase representation of Black faculty to 7 percent in 2025 and to 10 percent in 2030,” the demand reads.

“Increase representation of other faculty of color to 20 percent in 2025 and 25 percent in 2030, in line with the percentage of new PhDs conferred in the US. Create benchmarks for increasing BIPOC [Black, Indigenous, and People of Color] faculty in those departments and disciplines with the most severe underrepresentation.”

PIERS MORGAN: Trump is right, the 1619 Project promotes fake history

https://www.dailymail.co.uk/news/article-8709447/PIERS-MORGAN-Trump-right-1619-Project-promotes-fake-history.html

1776 is a year very close to my heart, and indeed all British hearts.

It was the year we lost control of Americans and the consequences were apocalyptic – not least for me personally.

Let’s be very clear: if it wasn’t for King George III’s shocking incompetence and weakness, then there would have been no Declaration of Independence, no United States of America, and a Union Jack flag would today be flying proudly over the White House as I, King Piers I, was served my morning tea in the Oval Office by a liveried butler before addressing my people across the country…my BRITISH people, or at a push, my British-American people.

So, 1776 is a very important, and frankly rather depressing year for we Brits.

But it’s a considerably more important one for Americans, who wouldn’t exist as Americans free from British colonial rule without the events that happened that year.

Indeed, it is the single most important year in America’s history because it’s the year America effectively began.

That’s why the annual July 4 celebrations are always celebrated so fiercely and proudly by Americans, and in a rather more subdued manner back in my home country.

For the vast majority of Americans, it signifies the greatest day in the country’s history.

History matters.

History is the bedrock of any country, good, bad and ugly.

History is what informs, educates and inspires future generations.

MESA Defends Canceling Supporters of Israel at USC by Winfield Myers

https://www.meforum.org/61489/mesa-defends-canceling-israel-supporters
The Middle East Studies Association (MESA), the largest academic organization for the field, has a long and ignominious record of defending apologists for Palestinian terrorism and BDS advocates, even as it opposes efforts to stem the rising tide of anti-Semitism on U.S. college campuses. To use a currently fashionable word, it evinces systemic anti-Israel bias. Even in light of this intolerant record, however, its latest effort to whitewash anti-Semitism at the University of Southern California stands out for its cynicism and deceitfulness.

A recent letter from MESA’s Committee on Academic Freedom purports to defend freedom of speech from Zionists’ efforts to censor criticism of Israel on campus. In fact, it endorses the “right” of anti-Semitic bullies to drive Jewish students who support Israel from campus leadership. Under the pretense of defending freedom of speech, it seeks to cancel Zionists for their beliefs. In the end, by omitting key facts and attributing demonstrably false motives to others, it succeeds only in embarrassing its authors and further degrading their organization.

Rose Ritch resigned as vice president of undergraduate student government at USC last month after enduring severe anti-Semitic harassment.

Signed by MESA president Dina Rizk Khoury of George Washington University and academic freedom committee chair Zachary Lockman of New York University, the letter attacks USC president Carol Folt’s Aug. 6 “Message to the USC Community.” The catalyst for Folt’s action was the Aug. 5 resignation of USC student government vice president Rose Ritch, a rising senior who was subjected to what she and Folt characterize as anti-Semitic smears on her character triggered by her pro-Zionist beliefs.

Folt’s opening sentences state this clearly: “As you may know, our Vice President of Undergraduate Student Government, Rose Ritch, resigned yesterday from her position in student government. In her heartbreaking resignation letter, Rose described the intense pressure and toxic conditions that led to her decision—specifically the anti-Semitic attacks on her character and the online harassment she endured because of her Jewish and Zionist identities.”

Ritch’s resignation letter details her experience: “Because I also openly identify as a Zionist, a supporter of Israel’s right to exist as a Jewish state, I have been accused by a group of students of being unsuitable as a student leader. I have been told that my support for Israel has made me complicit in racism, and that, by association, I am racist.” Over the summer, “Students launched an aggressive social-media campaign to ‘impeach [my] Zionist a**.’ ” Resignation, she wrote, “is the only sustainable choice I can make to protect my physical safety on campus and my mental health.”

An op-ed Ritch wrote for Newsweek further elucidates: “Let’s be clear: This is anti-Semitism. … Nearly 96 percent of American Jews support Israel as the Jewish state, inherently connected to our religious history and communal peoplehood. An attack on my Zionist identity is an attack on my Jewish identity. The suggestion that my support for a Jewish homeland would make me unfit for office, or would justify my impeachment, plays into the oldest and most wretched stereotypes of Jews: accusations of dual loyalty and holding all Jews responsible for the actions of the Israeli government.”

USC president Carol Folt decried “a history of anti-Semitism at USC” in her August 6 message to students and faculty.

Readers of Khoury and Lockman’s letter will learn none of this. Blatantly distorting the record, they mention neither Ritch, nor the vicious anti-Semitism to which she was exposed that led Folt to insist that “it is critically important to state explicitly and unequivocally that anti-Semitism in all of its forms is a profound betrayal of our principles and has no place at the university.” These facts are central to the story. By omitting them, Khoury and Lockman demonstrate their contempt for the truth and their readers.

In a rhetorical sleight of hand, they first insist—against all evidence—that the situation at USC is “complex” and “difficult.”

“We are aware that your message was issued in response to and against the background of a series of complex developments” concerning “some members of the USC student government and their critics,” they write. It “is not our intent here to weigh in on the many serious and difficult issuesthese developments raise … .” No, their “concern is that, in the one public document you have issued to date on these complex matters, you have conflated anti-Zionism—criticism of Israeli actions and policies, and of Zionism as a political ideology—with anti-Semitism [emphasis added].”

Anti-Semites cited Ritch’s Zionism as justification for declaring her unfit for office.

Khoury and Lockman never identify these complex, difficult matters for an obvious reason—because there aren’t any. The motivation for Ritch’s resignation, as she explained repeatedly and passionately, is simple: Anti-Semites cited her Zionism as justification for declaring her unfit for office and launching vicious cyberattacks that made her fear for her physical safety. Knowing an accurate description of Ritch’s ordeal would expose their lies, Khoury and Lockman omitted it.

Having buried one inconvenient truth, Khoury and Lockman drag out one of MESA’s favorite canards: that Zionists necessarily conflate/equate criticism of Israel with anti-Semitism in a conspiracy to silence all criticism of the Jewish state. Lest their readers miss the point, they use the terms “conflate,” “conflated,” “conflation,” “equate” (twice) and “Israel” (three times). Through such trickery, they mendaciously claim that Folt “conflated anti-Zionism—criticism of Israeli actions and policies, and of Zionism as a political ideology—with anti-Semitism.” Her message’s “conflation of anti-Zionism and anti-Semitism”—not the relentless anti-Semitic attacks on Ritch they refuse to acknowledge—have “caused significant consternation and distress among USC student activists as well as faculty.” Hence, it is Folt’s letter that poses “the real threat to academic freedom and to the constitutionally protected right of free speech.”

These are boldfaced lies. Folt never mentions Israel at all, and uses “Zionism” only once when condemning “the online harassment [Ritch] endured because of her Jewish and Zionist identities.” In ascribing to USC’s president a desire to silence criticism of Israel, MESA reveals its implacable hostility to the Jewish state and its supporters, not a Zionist plot for campus domination. Declaring students like Rose Ritch unfit to serve in student government because of their support as Jews for Israel is why Folt wrote her letter to the USC community, a fact driven home by her use of “anti-Semitism” five times.

Kenneth Stern

In what they intend as a coup de grace, Khoury and Lockman conclude by citing an unimpeachable authority, American Jewish Committee veteran and Bard Center for the Study of Hate director Kenneth Stern, whose webpage describes him as the “lead drafter of the ‘working definition’ of anti-Semitism now adopted by the U.S. Department of State.” One can almost sense the satisfaction with which MESA’s leaders must have written, “even Kenneth Stern, the lead author of the State Department’s definition of anti-Semitism, has, in testimony before Congress and elsewhere, opposed legislation or policies that conflate criticism of Israel with anti-Semitism.”

Not quite. Inconveniently for MESA, Stern is co-author of “Are You Now or Have You Ever Been a Zionist?”—an impassioned apologia for none other than USC undergraduate Rose Ritch. Let that sink in. The student whose existence and travails MESA refuses to acknowledge enjoys the unqualified support of Khoury and Lockman’s ringer, who turns out to be playing for the other team.

Don’t you just hate it when that happens?

Stern co-authored the piece, which appeared two weeks after MESA’s letter to Folt, with former AAUP president Cary Nelson and other executive committee members of the Alliance for Academic Freedom (AAF), which describes itself as “progressive scholars and academics who reject the notion that one has to be either pro-Israel or pro-Palestinian.”

Its first sentence leaves little doubt as to where its authors stand: “The Alliance for Academic Freedom condemns the treatment of Rose Ritch, a Jewish undergraduate at University of Southern California who resigned under pressure as vice president of the Undergraduate Student Government following a campaign that featured denunciations of her support for Israel, including some with anti-Semitic overtones.” So strongly does it support Ritch that it scolds Folt and other USC administrators and faculty for not speaking out earlier on her behalf. Its concluding paragraph contains words so pointed one wonders if some of its authors had MESA’s response in mind: “The convergence of hostility to the state of Israel, rising campus intolerance, and social media harassment campaigns has created a toxic environment on some campuses—leading, as they did here, to violations of academic freedom and fair treatment.”

MESA’s lies seek to stigmatize Zionism and declare open season on pro-Israel students.

Khoury and Lockman, speaking for the largest academic association for Middle East studies, omitted the heart of this sordid tale and twisted a university president’s words in their quest to delegitimize Israel and its supporters by stigmatizing them as threats to academic freedom. In practice, as Ritch’s cancelation demonstrates, MESA’s lies seek to legitimize anti-Semitism, stigmatize Zionism as a form of bigotry and declare open season on pro-Israel students. Scholars who respect truth and value common human decency should turn their backs on this disgraced organization.

Winfield Myers is director of academic affairs at the Middle East Forum and director of its Campus Watch program.

Trump is right about the 1619 project By Silvio Canto, Jr.

https://www.americanthinker.com/blog/2020/09/trump_is_right_about_the_1619_project.html

We are slowly reaching a point where we will be two nations with two separate history books.  It’s sort of like Cubans in the island and those of us who migrated to the U.S.  We have two histories of what happened before and after Castro.  

We may be reaching the same point in the U.S.  It may be that we turn into two countries with a big wall keeping the “blues” from jumping over to look for work in the red side.

President Trump is 100% correct about this 1619 project.  It is a fraud and a version of U.S. history intended to destroy everything that is white and European.  It is a first-rate lie, as President Trump has expressed:    

The project is based on the premise that American history began in 1619 — cited as the date African slaves arrived in Virginia — and that everything following this should be viewed through that lens. The Pulitzer Center released a school curriculum based on the project, and Trump responded to a tweet stating that California would be using it.

Forcing 1619 on public schools will accomplish several things:

First, it will promote more racism.  In other words, nothing promotes more racism to be called a racist because you are white.  Forget that thousands of whites actually made the civil rights marches possible.  Forget that hundreds of thousands of northern young men died to end slavery.  Forget all this and just call everyone a racist because their ancestors settled this land.

Amid Riots, Washington and Lee University Offers a Class on ‘How to Overthrow the State’ By Tyler O’Neil

https://pjmedia.com/culture/tyler-o-neil/2020/09/04/amid-riots-washington-and-lee-university-offers-a-class-on-how-to-overthrow-the-state-n893961

This fall at Washington and Lee University (removal of Lee pending), students will learn reading writing, arithmetic — and “How to Overthrow the State.” As antifa riots have continued in Portland for almost 100 nights, students at the Virginia university named after George Washington and Robert E. Lee* will study Marxist revolutions in the Global South, complete with role-playing regime change.

Writing Seminar 100-18, “How to Overthrow the State,” will award each student three credits toward graduation.

“This course places each student at the head of a popular revolutionary movement aiming to overthrow a sitting government and forge a better society,” a course description explains. “How will you attain power? How will you communicate with the masses? How do you plan on improving the lives of the people? How will you deal with the past?”

“From Frantz Fanon to Che Guevara to Mohandas Ghandi and others, we explore examples of revolutionary thought and action from across the Global South,” the description adds. “Students engage these texts by participating in a variety of writing exercises, such as producing a Manifesto, drafting a white paper that critically analyzes a particular issue, and writing a persuasive essay on rewriting history and confronting memory.”

While there is nothing wrong with studying Marxist revolutionaries like Che Guevara, it does seem a bit unnerving that a university class would encourage students to emulate them and to “overthrow the state” — especially amid violent riots and looting in cities across America.Conservatives, who are already rightly worried about academia undermining American patriotism and teaching Marxism, naturally condemned the Washington and Lee course.

USC Professor Placed on Leave after Black Students Complained His Pronunciation of a Chinese Word Affected Their Mental Health By Brittany Bernstein

https://www.nationalreview.com/news/usc-professor-placed-on-leave-after-black-students-complained-his-pronunciation-of-a-chinese-word-affected-their-mental-health/

The University of Southern California has placed a communications professor on leave after a group of black MBA candidates threatened to drop his class rather than “endure the emotional exhaustion of carrying on with an instructor that disregards cultural diversity and sensitivities” following the instructor’s use, while teaching, of a Chinese word that sounds like a racial slur.

Greg Patton, a professor at the university’s Marshall School of Business, was giving a lecture about the use of “filler words” in speech during a recent online class when he used the word in question, saying, “If you have a lot of ‘ums and errs,’ this is culturally specific, so based on your native language. Like in China, the common word is ‘that, that, that.’ So in China it might be ‘nèi ge, nèi ge, nèi ge.’”

In an August 21 email to university administration obtained by National Review, students accused the professor of pronouncing the word like the N-word “approximately five times” during the lesson in each of his three communication classes and said he “offended all of the Black members of our Class.”

The students, who identified themselves as “Black MBA Candidates c/o 2022” wrote that they had reached out to Chinese classmates as they were “appalled” by what they had heard. 

Academe’s Poisoned Groves: Lee Oser Reviews “The Breakdown of Higher Education” by John Ellis*****

https://kirkcenter.org/reviews/academes-poisoned-groves/

The irony of the year 2020 is that our culture is blind. By forsaking the light of history, our universities appear worthy of a new Dunciad, where “universal darkness buries all.” We come late in a long history, and we are (or used to be) sensitive to the philosophical and political problems that defy simple narratives. But the story of how the modern world came about is our story. To “cancel” those who would tell this complex story accurately is to bury ourselves in darkness.

John M. Ellis’s urgent and indispensable book The Breakdown of Higher Education reaches us at a time when the cancel culture shows no sign of abating. Fortunately, Ellis possesses an acute consciousness of history. Knowing history, he puts the anarchy-inducing accusations of systemic racism and ubiquitous sexism in perspective. He shows where in our culture these familiar charges and their attendant moral commitments originated. It is brazenly ignorant to condemn the past according to present-day moral standards that are the product of that past.

Historical sensitivity is increasingly rare. The professoriate, with little exception, can no longer think historically. It is too wedded to political radicalism, which wants to destroy Western civilization and replace it with a society so righteous that people will have no use for history at all. In fact, Ellis cites research indicating that our college graduates know next to nothing about history. Most of them wouldn’t know the U.S. Constitution from a hole in the wall. Ellis reminds us that the Constitution was written and vetted by scholarly men who’d mastered one key lesson: don’t give tyranny an opening. Sadly, that kind of learning-opportunity is now forbidden, because the West is contaminated by racism and sexism. Ironically, then, the great if imperfect good of the U.S. Constitution, which laid the groundwork for the Fifteenth and Nineteenth Amendments, must be jettisoned because James Madison and his colleagues were no better than inspired geniuses working within their timeframe. They were not transcendent beings. They were not woke.