Jaime Kardontchik
Jaime Kardontchik

LESMC – anti-Semites disguised as teachers

The San Mateo Unified School District in California, a district located next to San Francisco, decided to implement the LESMC (“Liberated Ethnic Studies Model Curriculum”) in their schools. They describe in their website [see Reference 1] the “Social Science” courses requirements in their high schools (Grades 9-12). For the 9th Grade they teach the course “Introduction to Ethnic Studies (9th Grade)”.

Clicking on the hyperlink for this course sends you to a file describing the contents of the course in detail [see Reference 2]. Under the Theme/Topic “Migration, Movement and Displacement (Case Studies) 1970-present”, the “Arabs” case study is presented. The Readings include the book by Nadine Naber, titled “Arab America: Gender, Cultural Politics, and Activism”.

Nadine Naber describes on page 178 the doctrine of the Leftist Arab Movement (LAM), an organization in the Bay Area (aka Silicon Valley) to which she dedicates a lot of space in her book (she was for quite some time a member of LAM until she became disillusioned with its focus on Arab nationalism and she later moved instead to support the supranational global Islamic movement). Naber says:

… In the Bay Area, LAM emerged in continuity with the varying leftist movements in the Arab world and internationally, most of which have united around Palestinian liberation … In the earlier and later iteration in the Bay Area, LAM has theorized the Israeli state through the ideological and political framework of settler-colonialism … The framework of settler-colonialism classifies the Zionist movement, the movement that founded the state of Israel, as a settler colonial project … [putting it on the same footing] as the British colonization of Ireland or the European settlement of North America and South Africa …”

Her book contains hundreds of references to the Israeli-Arab conflict, colored by her above definition and perspective of Zionism and the State of Israel as a settler colonial project.

For example, on page 46, she writes:

“… A Jewish state was established in most of Palestine in 1948, and Israel refused to allow the hundreds of thousands of Palestinian Arab refugees who had fled or been expelled from their homes during the fighting to return.”

Half-stories are lies: The British, the colonial power in the Land of Israel (renamed by the Romans as “Palestine”, a vendetta after the Roman Empire squashed the rebellion of the indigenous Jewish people in year 132 CE), decided in 1947 to partition the land between the Mediterranean Sea and the Jordan River into two states, Palestine and Israel. The United Nations recognized this partition. The Arab states did not, and invaded the State of Israel to eliminate it. A war ensued and they lost, not without ending up occupying most of the land intended for the Palestinian state: the West Bank was conquered by Jordan and the Gaza Strip by Egypt. No one complained about the Arab states’ occupation of the West Bank and Gaza.

Neither Naber’s book nor the “Ethnic Studies” course mention the persecution and pogroms that the Jews suffered in Arab lands prior to the establishment of the State of Israel (like the pogroms in Iraq in 1941 and in Libya in 1945), nor their inferior status there as “dhimmi” [see Reference 3], neither the ethnic cleansing of 870,000 Jews from the Arab states between 1948 and 1967 (600,000 of which were absorbed by Israel, within the 1949 armistice borders.)

Under another Theme/Topic of this “Ethnic Studies” course, “Migration, Movement and Displacement (Case Studies) 1900-1930”, the Readings include the book by Michael Suleiman, titled “Arabs in America”. This book recalls the 1948 war in the words of a Palestinian refugee (page 30):

When an old man [Abu Musa] was shot while sitting in a corner of the street, our whole neighborhood panicked and sought refuge in another quarter.

We scrambled, afraid and uncertain, trying to take valuables with us, but finally, barely made it with our lives.

Even though a child then, I still remember the dead bodies in the streets of Jaffa on our way out.

Snipers were all around us, but the men begged them [the attacking Jewish force] to let them bury the dead woman properly.

The many tales I know of the 1948 flight will make you cry; death, burial, humiliation, and loss. So many people lost loved ones as well as their homes.”

The history and perspective of the Jews are not mentioned at all in this “Ethnic Studies” course. They are erased. Ideologically-committed “teachers” – after tacitly or explicitly supporting the call of their colleagues in the neighboring San Francisco Unified School District for the boycott and BDS of Israel – ensure that this will not happen.

The post-World War II saw similar conflicts and mass displacements in Europe and Asia: a similar partition of the Hindu peninsula into two separated states, India and Pakistan, was proposed by the British in 1947. The ensuing war between India and Pakistan left 10-20 million displaced people with an estimation of between several hundred thousand and two million people who lost their lives during the violence following the partition. Similar conflicts – with many thousands of lives lost and mass displacements – raged in the Balkans, in Europe (Greece, Albania and Yugoslavia). Six million Jews perished in Nazi concentration camps all over Europe. Nothing of this is mentioned in this “Ethnic Studies” course, no context is provided.

Teachers are supposed to provide a balanced perspective to their students, analyze the subjects from multiple points of view and let their students think and come to their own conclusions. All this is missing in this indoctrination class.

The forced indoctrination of self-hate on Jewish minors in a compulsory K12 course based on Critical Race Theory, has a simple common and well-known name: It is the rape of their mind by an adult, disguised as a teacher, using the power of the pulpit and the authority endowed by the school. There is nothing “consensual” in this relationship.

References

[1] San Mateo Union High School District: Social Science

https://www.smuhsd.org/Page/5457

[2] Introduction to Ethnic Studies (9th Grade)

https://www.smuhsd.org/cms/lib/CA02206192/Centricity/Domain/80/Intro_to_Ethnic_Studies_Course_of_Study.pdf

[3] Jaime Kardontchik, “Boycott of Israel is Wrong: How to fight it”, book published in 2021. Available for free download at:

https://www.researchgate.net/publication/352573399_Boycott_of_Israel_is_Wrong_How_to_fight_it

(The book is also available at Amazon)

About the Author
Jaime Kardontchik has a PhD in Physics from the Technion, Israel Institute of Technology. He lives in the Silicon Valley, California.
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