UC narrowly rejects proposal to mandate anti-Semitic activism in high schools
A Committee of the University of California’s Academic Senate Narrowly Rejects Proposal for Mandatory Anti-Semitic Ethnic Studies in High Schools
A committee of the University of California’s Academic Senate has recently voted against advancing a proposal that would have required every high school to teach anti-Semitic “critical” ethnic studies in order for students to be eligible for the university system. This decision has significant implications, as it would have affected high schools across the country, as well as private schools in California.
California already has a law called AB 101 that mandates the teaching of ethnic studies in all public high schools. However, the version of ethnic studies required by the University of California (UC) is more extreme than what is required by AB 101. The UC version was toned down after Governor Gavin Newsom vetoed an earlier version due to concerns of anti-Semitism.
UC ethnic studies scholars openly opposed a provision in the final bill that prevented them from promoting “bigotry,” arguing that it interfered with the mission of ethnic studies. They claimed that judgments about the curriculum should be made by subject matter experts, rather than by lobbyist groups or unelected bureaucrats.
In September, the University of California Ethnic Studies Faculty Council wrote a letter to Governor Newsom expressing their objection to the requirement that ethnic studies should not promote bias or discrimination. They argued that this restriction was a form of censorship and anti-Arab racism.
The letter also suggested that Jews had used money to control the law, insinuating that the ban on taxpayer-funded anti-Semitism training was due to the influence of highly funded lobbying groups or special interests. Furthermore, the letter denigrated anyone who did not portray Jews as oppressors, labeling them as “conservative.”
Following the recent attack on Israel, the Ethnic Studies Faculty Council criticized UC administrators for condemning Hamas’ terrorism. They claimed that holding the oppressed accountable for terrorism perpetuated a colonial narrative and demanded that UC retract its charges of terrorism and support the Palestinian freedom struggle.
In response to these developments, a coalition of 115 Jewish and allied groups reminded the UC Board of Regents that the faculty council responsible for establishing ethnic studies standards should not be trusted if they cannot acknowledge the terrorism committed by Hamas.
On November 3, the UC Academic Senate’s “Board of Admissions and Relations With Schools” committee narrowly voted against the admissions requirement for ethnic studies. The decision was not motivated by concerns of anti-Semitism, but rather by concerns about creating additional barriers to college for disadvantaged minorities.
The UC Ethnic Studies Faculty Council has made it clear that their aim is activism, rather than objective scholarship. They have sponsored conferences and events that promote resistance and organizing for their cause.
It is important to note that anti-Semitism has been intertwined with their advocacy from the beginning. Some proponents of ethnic studies in California have expressed opposition to including Jewish people in the curriculum, claiming that they were not part of the original areas of study and did not contribute to the establishment of ethnic studies.
Related: ‘This Is A Cult’: How Wealthy Santa Barbara Foreshadowed The Fight Against Crackpot Curriculum
What challenges and considerations should be taken into account when developing an ethnic studies curriculum that promotes inclusivity and understanding while avoiding bias or prejudice
Groups. This statement sparked controversy and further fueled the debate over the proposed mandatory anti-Semitic ethnic studies curriculum.
The committee of the UC Academic Senate voted 18-13 against the proposal, with some members expressing concerns about the lack of balance and fairness in the curriculum. The proposal was seen by many as promoting a one-sided narrative that could perpetuate prejudice and bias.
Opponents of the mandatory anti-Semitic ethnic studies argued that it went against the principle of academic freedom and violated the rights of students to receive a well-rounded education. They further contended that the curriculum should focus on promoting diversity, inclusivity, and understanding among different cultures and ethnicities, without singling out any particular group for scrutiny or criticism.
Proponents of the proposal acknowledged the importance of ethnic studies in addressing historical and cultural gaps in education. They insisted that teaching about the experiences and contributions of different minority groups, including Jewish people, was crucial for fostering empathy and combating discrimination.
However, the controversy surrounding the proposal highlighted the necessity of striking a balance between promoting awareness and understanding of different ethnicities and religions, while also ensuring that the curriculum does not inadvertently promote bias or prejudice.
The rejection of the mandatory anti-Semitic ethnic studies proposal by the UC Academic Senate committee does not mean that the subject will not be taught in high schools. Schools still have the option to include ethnic studies in their curriculum, but it is not a requirement for students to be eligible for the UC system.
This decision raises important questions about the role of universities in shaping K-12 education and the need for transparency and inclusivity in curriculum development. The debate over ethnic studies highlights the challenges of ensuring a well-rounded education that includes diverse perspectives and avoids promoting discrimination or bias.
Moving forward, it is crucial for educators, policymakers, and stakeholders to engage in constructive dialogue and work towards developing a curriculum that promotes inclusivity, understanding, and respect for all ethnic and religious groups. This requires involving subject matter experts, educators, and community representatives to ensure a comprehensive and balanced approach to ethnic studies.
In conclusion, the rejection of the mandatory anti-Semitic ethnic studies proposal by the UC Academic Senate committee signifies a crucial decision that has significant implications for high schools across the country. While ethnic studies remains an important subject, this decision underscores the need for careful consideration and balance in curriculum development to promote inclusivity and avoid inadvertently promoting bias or prejudice.
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