Ethnic Studies and Totalitarianism

“Ethnic Studies” in the US are often used to indoctrinate students in the binary “oppressor versus oppressed” ideology. In this narrative, Jews are placed by others (self-elected as “the enlightened”) as “oppressors”, as part of the class of “white people” oppressing the black and indigenous “people of color”, who should repent for their “whiteness” if they live in the US, and should be boycotted if they live in Israel. This comprises about 95% of the Jewish people, and makes the Jews a unique community on Earth, worth of special condemnation.

In the minds of the proponents of this ideology, the classification of the Jews as “oppressors” cannot be contested, and since “oppressors” cannot have a sit at the table, their perspective – in this fallacious reasoning – should not be heard in the classroom. This totalitarian ideology should have no place in K12 schools.

It is often suggested – in support of having an “Ethnic Studies” course – that teaching high-risk minority students their history, culture and heritage can have a positive impact on them, and on their chances of graduation. If so, it does not make sense to force all students, irrespective of their background, to take the “Ethnic Studies” course. Many parents and students – if given the option – would prefer to add science and math courses instead.

The reality is that “Ethnic Studies” courses already exist for many years, without generating any divisiveness: They have been traditionally held outside the formal framework of public K12 schools. These are courses taught at various minority-supported schools: This is what Jewish, French, Chinese schools, and others, do, in my state of California (and without the US taxpayer having to foot the bill.)

However, I do not mind State-funded “Ethnic Studies” in K12 public schools in support of some specially afflicted minorities, like Black and Native Americans, if these “Ethnic Studies” courses are held as elective courses. After all, a somewhat similar purpose is being historically played by teaching elective languages at K12 schools: Teaching, for example, Spanish at public K12 schools gives students of all backgrounds – if they so wish – the opportunity to learn and understand other cultures in a positive atmosphere, devoid of forced imposition.

I urge you to contact your local school and the Representatives in your state legislature and urge them to drop any mandatory requirement in K12 schools to take an “Ethnic Studies” course to graduate.

If you would like to discuss the Arab-Israeli conflict in class, I urge to include also the Jewish perspective. You can find it in my book “Ethnic Studies in K12 schools: The Jewish module” (March 2025 edition). The book can be downloaded for free at:

https://www.researchgate.net/publication/361800823_Ethnic_Studies_in_K12_schools_The_Jewish_module