County parents, educators erupt in opposition to divisive Ethnic Studies training and curriculum in schools
Local community leaders are in an uproar about county efforts to indoctrinate teachers and students in a militant, race-based ideology called Critical Ethnic Studies. The County had attempted to shut down community input on the extemist program, prompting widespread opposition. A letter from 600 concerned parents regarding the hijacking of our schools is appended below.
Dear Santa Clara County Board of Education members and Superintendent Dewan,
We are concerned citizens, parents, and voters of Santa Clara County. We have become aware of a workshop/task force/training program, sponsored by the Santa Clara County Office of Education, which is training teachers to indoctrinate our children into a highly divisive political ideology known as Critical Ethnic Studies (CES). The workshop has been training teachers to insert CES material and into every subject they teach, from history to art to math.
CES, and the material presented and recommended in this initiative, not only promotes a militant and anti-Western agenda, it encourages students to define themselves and others as either oppressors or victims, based on their ethnicity. It asserts that all white people are inherently racist and that all people of color are fated to be victims. It counters the pedagogical guidelines of California’s History Social Studies Framework by forcing predetermined answers rather than promoting inquiry. It equates economic success with racism and even genocide, grouping “land ownership” and “religion” with “genocide” and “white supremacy” as a “system of oppression.” It also labels the entire society of the United States as an ongoing occupation of colonized land (i.e., a source of oppression that can never be redeemed).
First, we ask you – what does this say to our students? That if they are BIPOC, they should assume others view them as perpetual victims? And that if they aren’t BIPOC, they are inherently racist and they want to oppress their classmates? That their skin color defines them and their opportunities? That to be American is inherently shameful and that they are all stained with ancestral sins simply by being American?
Secondly, with regard to the material’s focus on dividing students into privileged/oppressed groups based on their skin color, we would like to point out that there are several California Education Codes and state standards that prohibit schools from teaching children to discriminate based on race, ethnicity, or origin. For example, California Ed Code 51500 states: “A teacher shall not give instruction and a school district shall not sponsor any activity that promotes a discriminatory bias on the basis of race or ethnicity, ... religion ... nationality...”
There are other, successful curriculum approaches to Ethnic Studies. Constructive Ethnic Studies, which is the approach used by the Los Angeles Unified School District, emphasizes civic responsibility, builds inter-ethnic group understanding, exposes students to multiple perspectives, and teaches them to think and form opinions. Constructive Ethnic Studies leads to critical analysis of multiple perspectives, informed decision making, and respectful exchange of opinions.
We respectfully ask the following:
Reframe this task force and change the leadership to include a constructive rather than CES-based approach to Ethnic Studies. Seek community input in appointment of a new committee,
Record and post this and any other curriculum development work for public viewing,
If a curriculum is going to be created, involve the community, including a public review process,
Pass a resolution and make a commitment to keep Critical Ethnic Studies out of our classrooms and teacher trainings,
Work with local districts to ensure that any equity training is not founded in Critical Ethnic Studies.
Respectfully submitted,
Parents and educators in Santa Clara County
For more about opposition to extremist indoctriation in local schools, look here.
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