Parents in Salinas School District Expose Radicalization Behind California ‘Ethnic Studies’

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High school students are radicalized and brainwashed by ethnic studies classes in the Salinas Union school district in Monterey County, according to a group of parents who got the program and are now warning other parents.

This is part one in a series on the Critical Race Theory, Political Activism, and Indoctrination Curriculum in California Public Schools.

[SUHSD Ethnic Studies curriculum. (Photo: screen capture, SUHSD)]

The Salinas Union School District uses the teachings of Critical Race Theory, which is purposely political and dispenses with the idea of ​​rights as it attributes all inequalities of outcome to what its members say is pervasive racism in states United, the Heritage Foundation Explain.

The front page of SUHSD History & Social Science Scope and Sequence program is just an example:

  • Introduction to Holistic Humanization: The Ethnic Studies Community’s Song of Unity and Solidarity – You Are My Other Self
  • Introduction to critical consciousness: the biological fallacy of race and its social construction as a tool of ideological oppression
  • The real situation of education as institutional oppression for communities of color: educational debt and the gap between opportunities and outcomes; Deficient thinking and internalized oppression; Disconnection / Alienation.

Still not sure? This also comes from the program:

  • What are ethnic studies and why did they emerge? Reconnecting to our education: ethnic studies save lives
    • Reclaiming race as an empowering space for people of color from the 1960s to today: Black Power, Red Power, Brown Power, Yellow Power, White Allies in Solidarity

Wednesday evening, Salinas Union High School Board of Trustees held a meeting to approve the ethnic studies program as a condition for graduation. Dozens of parents attended the meeting, and many spoke during the public comments. KION Central Coast News reported on the rowdy meeting, as parents expressed outrage at the school board for forcing “political activist” content on their children.

This 3-minute clip shows parents outraged at the school board:

Notably in the news clip, a parent yells at SUHSD board chairman Phillip Tabera, “You are the racist.” Tabera replies: “you are … you are …”

Tabera has been a member of the SUHSD board since 2000.

Another parent asks, “Since when did public education become a political militant organization?”

SUHSD Board Chairman Phillip Tabera. (Photo: SUHSD)

The Globe spoke to Kelly Schenkoske, a Monterey County mom who has advised and coached other parents on how to research the program. Kelly obtained actual program documents through California Public Record Act requests and shared the details with parents, and now the Globe.

Throughout the SUHSD Ethnic Studies curriculum is Critical Race Theory, which is grounded in strong political commitment and activism. Many adults don’t know what Critical Race Theory is because it wasn’t taught so openly in schools until recently.

The Heritage Foundation offers one of the best explanations:

  • The Critical Race Theory makes race the prism through which its supporters analyze all aspects of American life.
  • The CRT underpins Identity Politics, which reimagines the United States as a nation torn apart by groups, each with specific claims about victimization.
  • CRT intolerance can be found in schools, the workplace, and the entertainment industry, “normalizing” the belief in systemic racism for the average American.

The Heritage Foundation went a long way to unpack the CRT deeply:

As the name should make clear, Critical Race Theory (CRT) is the child of Critical Theory (CT), or, to be more precise, its grandson. Critical Theory is the immediate ancestor of Critical Legal Theory (CLT) and CLT generate CRT. As we discuss in this Information document, however, there are strong thematic components linking CT, CLT and CRT. Among these are:

    • The Marxist analysis of the society made up of categories of oppressors and oppressed;
    • An unhealthy dose of Nietzschean relativism, which means that language does not accord with objective reality, but is the mere instrument of power dynamics;
    • The idea that the oppressed hinder the revolution when they adhere to the cultural beliefs of their oppressors and must be subjected to re-education sessions;
    • The concomitant need to dismantle all societal norms by relentless criticism; and
    • Replacing all power systems and even descriptions of those systems with a worldview that only describes the oppressors and the oppressed.

In the Salinas Union High School District Ethnic Studies program is this list of vocabulary words:

Vocabulary:

  • Humanization
  • Story
  • counter-narrative
  • Intersectional
  • Holistic
  • Race
  • Ethnicity
  • To classify
  • Kind
  • Pan (panethnic, panafrican)
  • Indigeneity
  • ENRICH
  • Culture
  • Multiple intelligences?

Here’s another example from SUHSD’s ethnic studies activities – remember this is the high school curriculum:

“The revolution begins with me” – Recipes, rituals, remedies and resources for taking care of yourself:

In this Unit 1 activity, students organize recipes, rituals, remedies, and resources for self-care. They recognize the extra work that is required of marginalized communities just to exist in this world. Students view self-care as self-preservation and self-determination, thus personalizing their own remedies and healing.

Another list of vocabulary partners with this Unit two activity, students document the migratory journey of a parent (or a chosen family member). This activity takes place after a thorough analysis of the immigration system, particularly with regard to Power, population, and control. (underline SCUSD):

Vocabulary for Unit Two:

  • Master’s story
  • Meritocracy
  • Color blindness
  • Explicit and implicit biases
  • Privilege
  • Oppression
  • Marginalized
  • Epistemology
  • Critical lens (perspective)
  • Equality / Equity / Justice
  • Ideological, institutional, interpersonal and internalized levels of privilege and oppression
  • Self-determination
  • Settlement colonialism
  • Auto-ethnographic research
  • stereotypes

Another example of actual SUHSD ethnic studies activities: Mock trial, Mexican repatriation:

In this Unit three exercise, students do a simulation trial in which they load various people, establishments, and illegal organizations Mass deportation Mexicans, Mexican-Americans, and Mexican-American citizens during the Great Depression. Using a critical, historicized lens, students examine the socio-political motives of this racial expulsion and assess the consequences suffered by marginalized communities in East Los Angeles.

The vocabulary for it Unit three exercise:

Vocabulary:

  • Actualization
  • Cultural sustainability
  • Patriarchy
  • Paternalism
  • Marginalized
  • People of color
  • Cicheteropatriarchate
  • Ideological
  • Interpersonal
  • Institutional
  • Internalized
  • Resistance
  • Capital (and forms of capital)
  • post-imperia

Kelly said there is a high percentage of illiteracy among students in the Salinas School District as many students do not speak English as their first language. She said these children are used and exploited by some activist teachers who provide them with “specialist books” for new English readers, but the books are inappropriate, activist tomes and some even sexualized.

Kelly also stated that SUHSD uses the MICVA challenge, which receives funding from the Bill and Melinda Gates Foundation. The Mikva Challenge is partnering with Salinas High School for their new civic engagement program, which includes “Citizenship in Action” training. The MICVA challenge appears to replace traditional civic education. As one parent put it, “What happened to teaching civic facts like our common American values, how the electoral college works, local election processes, attending city council meetings, etc. “

Kelly said the school board and teachers who support Critical Race Theory use the above vocabulary and language to make it academic, but it really does teach radical political activism.

MICVA Challenge focuses its work on Chicago, Washington DC, Los Angeles, Milwaukee, Waukegan, Madison, New York City, Los Angeles County, and is popping up all over California now. (In part ll of this series, The Globe will look at the MICVA challenge, as well as other programs).

Last year Governor Gavin Newsom vetoed Assembly Bill 331, written by Assembly member Jose Medina (D-Riverside), who reportedly added an ethnic studies course requirement for graduating from high school in California. School districts are adding the requirement anyway.

Governor Newsom signed AB 1460 in August, requiring all California State University students to take an Ethnic Studies course starting in 2021.

The Heritage Foundation provides a well-researched and in-depth article on Critical Race Theory and its roots in Marxism: Critical Race Theory, the New Intolerance and Its Hold on America.

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