During the 2015-16 session, the California Legislature passed AB2016, which formalized an ethnic studies curriculum for public middle and high schools in the state. Fortunately, it was subsequently rejected and tabled until next year (“Why ethnic studies is essential for a realistic California education,” The San Francisco Chronicle, Nov. 25).
I say that because what all students need today are the knowledge and skills that have helped other generations succeed. Telling students that they are not to blame for their situation is certainly well meaning, but it conveys the message that they are victims. I question if a victim mentality serves students well after graduation.
There are ways to engage students that do not portray them as victims. For example, what about teaching students about those who have overcome their disadvantages and have gone on to succeed in their respective fields? There are many such case studies. But instead, most ethnic studies do just the opposite and dwell on injustices.
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