An enduring myth about developmental growth is that adolescents, particularly in our digitized, internet era, are thick-skinned and bias-savvy, so much so that it’s nearly impossible to pull one over on them. The truth is that they are vulnerable to deception and dishonesty, especially when it’s cloaked in a mantle of virtue.
A small group of self-appointed educational “experts” behind California’s proposed new ethnic studies curricula are counting on just that “open-mindedness” – that naive vulnerability. Fortunately, they represent a fraction of the genuine scholars that want to do right, by the complex material, and by their students.
A shockingly clear bias is embedded in these proposed curricular guidelines: that Israel is a white supremacist state, that Zionism is inherently racist and that the thousands-year old embrace of Israel by world Jewry does not and never did exist.
After more than twenty years as a Head of School, and as a longtime coach/mentor to Heads and their board leadership, I’m troubled by the thinly veiled agenda that’s driving this curriculum, not only because it’s a deeply flawed presentation of “history” – but because it’s a cynical exploitation of teenagers’ predisposition to side with people who are presented as oppressed or marginalized. I’m not so much disturbed by someone, with the best of intentions, who demonstrates gullibility; I’m far more upset by someone who exploits that gullibility.
The development and the attempted implementation of this curriculum do not exist in a vacuum; rather, they occur in the context of Hamas’ murderous attacks – and even more to the point, in the wake of incomprehensible support for Hamas and its actions. Such support can trace its origin to university classes and lectures based on curricula quite similar to the one submitted in Santa Ana, and it is abundantly clear that biased classes and the sloppy tagging of Israel with ideological epithets leads, unerringly, to anti-Jewish rhetoric and dangerous behavior. There are real-world consequences attached to these programs, and young Jewish students
This is at the heart of the proposed curricula: antisemitic dog whistles, camouflaged as support for an oppressed Palestinian people. Characterizing Israel as a “white supremacist state” and trivializing the connection between Zionism and Judaism, is political rhetoric at best, certainly not an academically sound presentation of history. This depiction of ethnic studies is not, as the authors imply, about multiculturalism or diversity.
When California removed the antisemitic material and invoked “guardrails” to remove the overtly anti-Jewish language from the curricula, these purported “experts” denounced the state’s actions – and said that they would disregard Sacramento’s decision. According to these self-appointed leaders of the ethnic studies movement, “authentic” ethnic studies must include the material that the Secretary of Education deemed antisemitic.
The presentation of the Israel-Palestinian conflict is almost laughably lopsided, except that the one-sidedness has real world consequences for American Jewish students. Labeling Israel’s actions as “ethnic cleansing,” and insisting that Israelis are “colonizers” isn’t merely rhetoric, it’s dangerous rhetoric. Conveniently sidestepping Hamas’ role, and erasing the fact that Jews were forced out of Arab and Persian/Iranian homes in which their ancestors had lived for centuries, is cynical polemics. In light of the horrific, barbaric attack on October 7 and the support shown – not merely to the Palestinian people, but to Hamas itself – it’s clear that the clumsy and intellectually lazy use of “genocide” and “apartheid” and “colonizer” have real-world consequences.
To state that which needs not be stated over and over again: legitimate criticism of Israel is… legitimate, as is criticism of all nations and ideological movements. Denouncing the legitimacy of the state itself, eradicating its history and denying the obvious intertwining of Jewish history and Zionism is not only abysmal “scholarship” – it’s a proven path to anti-Jewish political positions and physical actions. Not only do our schools have a responsibility to present and teach the truth; when we veer – innocently or knowingly – from acknowledged and academically sound history, we’re responsible for how people seize upon that false narrative, and for what they do with it, in word and in deed.
I’d be remiss not to state unequivocally that none of this should be misconstrued as being opposed to meaningful ethnic studies. California and the entire country since its inception, has benefitted and continues to benefit from the contributions of all peoples, all faith communities, all ethnic groups. Apropos to this conversation, the overwhelming majority of the organized Jewish community champions the inclusion of the Palestinian narrative, provided that it is not utilized as a conduit for antisemitic tropes that fuel anti-Jewish speech or behavior.
In the shadow of the Medieval-like barbarism on October 7, the significance – the danger – of this proposed curriculum is magnified. To add insult to injury, the Santa Ana City Council is scheduled to vote on an altogether lopsided “resolution” that seeks to condemn Israel for the current (and presumably, the past) state of affairs in the Middle East. A biased and practically ahistorical curriculum, plus a City Council statement that all but absolves Hamas from its actions.
Our hope is two-fold: that other Unified School Districts in the state do not follow the pernicious example of Santa Ana in the promotion of hurtful rhetoric that singles out one particular minority; and that districts up and down the state incorporate the positive contributions of the myriad of ethnic and religious communities represented in our schools.
Jerry Isaak-Shapiro is the Head of School at the Irvine Hebrew Day School. He has a master’s in international affairs, specializing in Middle East history and U.S. foreign policy.
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