From Draft NOtices, April-June 2022
--Isidro Ortiz, PHD
The history of the movement for ethnic studies in California and elsewhere continues to be contentious and dynamic. That it has been and continues to be is not surprising, for as noted in an earlier Draft NOtices article, there is much at stake, including the possibility of students developing a critical consciousness that might pave the way for the questioning of militarism.
Since the last article on this topic in Draft NOtices, there have been two developments in California that are worthy of notice. First, due to a lawsuit settlement, in January the California Department of Education decided to “excise” two affirmations from the California model ethnic studies curriculum. These were the “In Lak’ech Affirmation” and the “Ashe Affirmation.” The actions were in response to litigation brought by the Californians for Equal Rights Foundation. In September 2021, the Foundation and three parents from San Diego accused the state of violating provisions of the California Constitution relating to religion, specifically Article 1, Section 4, and article XVI Section 5. The Department decided to accept settlement “in order to avoid the costs, expense and uncertainty of protracted litigation.”
In the aftermath of the settlement, Frank Xu, president of the Foundation, declared in a San Diego Union-Tribune commentary that the foundation was “not categorically opposed to the idea of teaching ethnic studies in state classrooms” and supported a “balanced and constructive ethnic studies course, to the extent that such lessons add to the general education value for our K-12 students.” But, he said, “That has not been the case with the ethnic studies model curriculum. Or the more popularized liberated ethnic studies, both steeped in critical pedagogy.”
Xu declared that the lawsuit had only challenged the prayer components of the “In Lak’ech” and “Ashe” affirmations. He complained that “the education establishment has not lost momentum in promoting an ideologically charged version of ethnic studies. But, at least, the removal of the two chants moved the state closer in alignment with our constitutional principles of equal treatment and no religious endorsement.”
The “In Lak’ech” affirmation has been one of the central tenets of the movement for ethnic studies. Thus, in response to the deletion, an op-ed in the San Diego Union-Tribune written by supporters of ethnic studies explained the meaning and role of the affirmations. They asked, “Why would people spend so much time and energy to eliminate concepts that only encourage students and schools to be spaces of positive growth, reflection and empowerment?” They further stated:
Those adults who oppose the histories of our people and the righteous ideas of collective learning and healing could benefit from an ethnic studies course. It is evident that they fear that which they do not comprehend, criminalizing our history, and, as an extension, our people and our culture. Instead of standing in the light of understanding, they choose censorship. However, while they choose exclusion, we choose consciousness and a dignifying education that humanizes us all.
The op-ed went on to demand a liberatory education “that honors our ancestors, gives us the space to heal and, fundamentally, reclaim our humanity.”
While the deletion was a setback, the action has not thwarted the efforts of the Liberated Ethnic Studies Model Curriculum (LESMC) coalition. They continue to sponsor various professional development and training workshops across California. On April 9, for example, the LESMC offered a workshop for educators, “Revitalizing Language in Ethnic Studies: Language, Ethnic Studies and Community Cultural Wealth.” As defined by scholar Tara Yosso, community cultural wealth refers to “an array of knowledge, skills, abilities and contacts possessed and used by Communities of Color to survive and resist racism and other forms of oppression.”
Other advocates of ethnic studies have also sustained their activism and met with success. Most recently, on March 24 in La Puente, California, the Hacienda La Puente school board approved resolution 7.03 to implement Intersectional Ethnic Studies (IES) curriculum for all TK-12th grade students. The approval of the resolution was a victory for a coalition -- Juntos Podemos -- which spearheaded a movement for ethnic studies in the district schools. As noted in the district’s announcement, IES courses will be designed to teach students “the study of race, ethnicity, identities, power, and the intersection of systems of oppression, with a focus on empowering diverse and often marginalized voices, stories and cultures.” The courses also aim to highlight the importance of students seeing themselves and their histories reflected and valued in their learning experience through a diverse and developmentally appropriate curriculum.
This article is from Draft NOtices, the newsletter of the Committee Opposed to Militarism and the Draft (http://www.comdsd.org/index.php/draft-notices).
Please consider becoming a $10 per month supporter of The Committee Opposed to Militarism & the Draft
Our investigations and advocacy are an important contribution to the national peace community in the USA.
Donate through the Project on Youth & Non-military Opportunities
###
