The debate surrounding radical ethnic studies has taken on new urgency as coverage extends beyond the U.S., with even UK newspapers picking up the story. The controversy has reached a boiling point in the Bay Area, where an ethnic studies teacher drew outrage after delivering a lesson that inaccurately suggested the United Nations considered the creation of Israel illegal. Additionally, the lesson included a slide featuring a puppet manipulated by a hand—an image that invoked deeply antisemitic tropes about Jewish control over global systems like government, media, and finance.
Linor Lava, a founding member of the Palo Alto Parent Alliance, expressed alarm about the situation. Her son, an incoming senior at a local high school, is among those who would be affected by the curriculum. Speaking to DailyMail.com, Lava described the proposed curriculum as “frankly scary,” emphasizing that while the Bay Area is known for its liberal leanings, most parents do not support what they perceive as “extreme ideologies” creeping into their children’s education.
Lava pointed out that the divisive nature of this curriculum doesn’t reflect the views of a significant portion of the community. Her concern represents just one voice in a growing dispute over what is now being called “liberated ethnic studies.” This conflict may only intensify in the coming years, as states like Oregon, Vermont, and Minnesota prepare to introduce K-12 ethnic studies into their classrooms.
At the core of this battle is a fundamental disagreement about what ethnic studies should entail. One side supports an “inclusive” model that aims to teach students about the contributions and struggles of various ethnic groups in California. This approach, which has been endorsed by figures like California Governor Gavin Newsom and state legislators, seeks to foster understanding without driving a wedge between communities. Proponents argue that this kind of curriculum allows students to gain a fuller understanding of history while steering clear of narratives that pit one group against another.
However, some parents and educators fear that this vision is being overshadowed by a more radical version of ethnic studies—one that divides history into categories of oppressors and oppressed and aims to create a generation of activists. Critics argue that this ideological slant is not only out of touch with mainstream values but also risks turning schools into battlegrounds for political indoctrination.
The roots of this “liberated” version of ethnic studies can be traced back to the 1960s Black Power movement and its neo-Marxist offshoot, critical race theory. Critics have long warned that this framework unfairly labels all white people as oppressors while disregarding individual nuance and historical complexity. Yet supporters of the radical approach contend that it is necessary to address the realities of racism and white supremacy, both of which they argue remain pervasive in American society.
This version of ethnic studies has proven so controversial that 17 states have either restricted or outright banned its teaching in schools, according to Education Week. Most of these states are Republican-leaning, but the growing unrest in California—a Democratic stronghold—suggests that the issue is not confined to red states. In fact, it is now beginning to rattle moderates, traditionally a powerful force in California politics.
What makes this situation particularly noteworthy is the extent to which it has garnered international attention. The fact that UK media outlets are covering the Bay Area controversy underscores how the debate over ethnic studies is no longer a regional or even national issue. Instead, it is emerging as a global conversation about education, history, and the role of schools in shaping the next generation of citizens.
As states across the U.S. continue to grapple with what ethnic studies should look like in K-12 education, the Bay Area’s curriculum fight offers a glimpse into the broader ideological clash at play. For now, the question remains: will schools choose an inclusive model that fosters understanding or an ideological framework that some say risks deepening division? The answer may have far-reaching consequences, not just for California, but for the entire country.
Daily Mail UK is covering the “radical new Ethnic Studies Class” in the bay area:
The debate surrounding radical ethnic studies has taken on new urgency as coverage extends beyond the U.S., with even UK newspapers picking up the story. The controversy has reached a boiling point in the Bay Area, where an ethnic studies teacher drew outrage after delivering a lesson that inaccurately suggested the United Nations considered the creation of Israel illegal. Additionally, the lesson included a slide featuring a puppet manipulated by a hand—an image that invoked deeply antisemitic tropes about Jewish control over global systems like government, media, and finance.
Linor Lava, a founding member of the Palo Alto Parent Alliance, expressed alarm about the situation. Her son, an incoming senior at a local high school, is among those who would be affected by the curriculum. Speaking to DailyMail.com, Lava described the proposed curriculum as “frankly scary,” emphasizing that while the Bay Area is known for its liberal leanings, most parents do not support what they perceive as “extreme ideologies” creeping into their children’s education.
Lava pointed out that the divisive nature of this curriculum doesn’t reflect the views of a significant portion of the community. Her concern represents just one voice in a growing dispute over what is now being called “liberated ethnic studies.” This conflict may only intensify in the coming years, as states like Oregon, Vermont, and Minnesota prepare to introduce K-12 ethnic studies into their classrooms.
At the core of this battle is a fundamental disagreement about what ethnic studies should entail. One side supports an “inclusive” model that aims to teach students about the contributions and struggles of various ethnic groups in California. This approach, which has been endorsed by figures like California Governor Gavin Newsom and state legislators, seeks to foster understanding without driving a wedge between communities. Proponents argue that this kind of curriculum allows students to gain a fuller understanding of history while steering clear of narratives that pit one group against another.
However, some parents and educators fear that this vision is being overshadowed by a more radical version of ethnic studies—one that divides history into categories of oppressors and oppressed and aims to create a generation of activists. Critics argue that this ideological slant is not only out of touch with mainstream values but also risks turning schools into battlegrounds for political indoctrination.
The roots of this “liberated” version of ethnic studies can be traced back to the 1960s Black Power movement and its neo-Marxist offshoot, critical race theory. Critics have long warned that this framework unfairly labels all white people as oppressors while disregarding individual nuance and historical complexity. Yet supporters of the radical approach contend that it is necessary to address the realities of racism and white supremacy, both of which they argue remain pervasive in American society.
This version of ethnic studies has proven so controversial that 17 states have either restricted or outright banned its teaching in schools, according to Education Week. Most of these states are Republican-leaning, but the growing unrest in California—a Democratic stronghold—suggests that the issue is not confined to red states. In fact, it is now beginning to rattle moderates, traditionally a powerful force in California politics.
What makes this situation particularly noteworthy is the extent to which it has garnered international attention. The fact that UK media outlets are covering the Bay Area controversy underscores how the debate over ethnic studies is no longer a regional or even national issue. Instead, it is emerging as a global conversation about education, history, and the role of schools in shaping the next generation of citizens.
As states across the U.S. continue to grapple with what ethnic studies should look like in K-12 education, the Bay Area’s curriculum fight offers a glimpse into the broader ideological clash at play. For now, the question remains: will schools choose an inclusive model that fosters understanding or an ideological framework that some say risks deepening division? The answer may have far-reaching consequences, not just for California, but for the entire country.