Thanks to LAUSD, EVERY student who graduates will be a racist.
“— Los Angeles Unified School District requires its high school students to “become anti-racist leaders” by learning about “black liberation” and the “four I’s of oppression,” according to school curricula.
In 2021, the state of California passed a law requiring high school students to take some form of an “ethnic studies” course in order to graduate.
In order to satisfy the requirement, all members of the class of 2027 and beyond must take courses that emphasize components of critical race theory by focusing on “those who have ancestral roots and knowledge who have resisted and survived settler colonialism, racism, white supremacy, cultural erasure, as well as other patterns, structures, and systems of marginalization and oppression.”
LAUSD is making sure students hate people based on their race. Now you understand why we need school choice—otherwise your child will learn to hate YOU.
Los Angeles students trained to be ‘anti-racist leaders’ in required ethnic studies course
by Breccan F. Thies, Washington Examiner, 10/25/23 https://www.washingtonexaminer.com/policy/education/los-angeles-students-forced-anti-racist-ethnic-studies
EXCLUSIVE — Los Angeles Unified School District requires its high school students to “become anti-racist leaders” by learning about “black liberation” and the “four I’s of oppression,” according to school curricula.
In 2021, the state of California passed a law requiring high school students to take some form of an “ethnic studies” course in order to graduate.
In order to satisfy the requirement, all members of the class of 2027 and beyond must take courses that emphasize components of critical race theory by focusing on “those who have ancestral roots and knowledge who have resisted and survived settler colonialism, racism, white supremacy, cultural erasure, as well as other patterns, structures, and systems of marginalization and oppression.”
“The ethnic studies courses required by Los Angeles Unified School District perpetuate a divisive and ideologically driven narrative that wrongly reduces all people to the false categories of oppressor and oppressed,” Caroline Moore, vice president of Parents Defending Education, told the Washington Examiner. “Their endless fixation on power struggles between contrived identity groups is activism barely disguised as education.”
The requirement can be completed with different courses, the curricula for which were obtained by a public records request from the Zachor Legal Institute and shared with PDE. Some options include Intro to Ethnic Studies, African American Studies, African American History, American Indian Studies, Asian Pacific Islander Desi American Studies, and Mexican American Studies.
“Essential questions” posed to students in the African American course include “How have concepts such as imperialism, colonialism, mercantilism, White supremacy, and hegemony influenced Black/African American culture and experience?” and “What is the way forward for Black liberation?”
It highlights “systemic racism and continued patterns of marginalization” as well as how slavery and “ensuing experiences” have prepared black people to be “leaders who will shape how the future unfolds.”
A project for the course includes finding a “pressing issue in the African American community” and “identifying a person in the community who possesses the power to address the issue, writing a business letter, and acting on the response they receive.”
The course on Native Americans is set to “evaluate scholarly sources to consider the impact of US policy on the American Indian population and whether or not these policies had the intent of genocide on American Indian peoples.” It focuses on “settler colonialism” and “‘Americanizing’ the American Indian.”
In the APIDA class, students are asked to define “white supremacy” and “describe the exoticizing and exploitation of APIDA communities for the purpose of White gaze, profit, U.S. imperialism, etc.” as well as “problematize conqueror narratives and develop counter-narratives.” The course cites an article from the Nation, a far-left magazine, for “close reading.”
“Anti-Asian hate and resistance” is another theme from the APIDA course, which asks students to “examine how race is a social construct that is imposed upon marginalized communities in order to maintain power for privileged classes.”
Intro to Ethnic Studies also explores “white supremacy” and discourages assimilation into American culture by asking students to “describe how communities of color have been able to retain their cultural practices, language(s), and beliefs in spite of attempts to assimilate them.”
It also pushes the “four I’s of oppression,” which are ideological, institutional, internalized, and interpersonal. The fourth unit is on social movements, built on the “understand[ing]” that “white supremacy and related power structures concede nothing without demand and resistance.”
“The master’s tools will never dismantle the master’s house,” it states, quoting activist Audre Lorde, a self-described “black, lesbian, feminist, socialist, mother, warrior, poet.”
“Teaching history exclusively through a narrow lens of ‘winners and losers’ robs students of a fuller and more accurate understanding of history’s vast complexities and lessons,” Moore said. “Worse, as we’ve seen recently, indoctrinating students in a deeply radical worldview can also engender hate and resentment toward specific communities.”
LAUSD did not respond to a request for comment from the Washington Examiner.
