California becomes first state to mandate ethnic studies for high school graduation 

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California After five years of debate, it became the first state in the country to make ethnic studies a mandatory class for high school students.

This requirement applies to students who graduated in 2030 and were created and approved by the State Board of Education in March after Governor Gavin Newsom rejected similar measures last year until “including all communities.”

At the signing of the bill on Friday, Mr. Newsom said that if students hope to build a fairer society someday, they must understand the full history of our country. ..

“In the Ethnic Studies course, students can learn their own stories and the stories of their classmates.”

Governor of California Gavin Newsom

Parliamentarian Jose Medina

Parliamentarian Jose Medina

California Governor Gavin Newsom (left) has signed America’s first ethnic research requirements for high school students.Former ethnic research teacher Jose Medina, a former ethno-study teacher who wrote the bill, said it had been postponed for a long time.

The bill will come into effect in 2025, and California students starting high school in 2026 must pass at least one semester of a new course.

The bill will come into effect in 2025, and California students starting high school in 2026 must pass at least one semester of a new course.

The bill will come into effect in 2025, and California students starting high school in 2026 must pass at least one semester of a new course.

How California Ethnic Studies Classes Should Give Students Demographics-Focused Lessons

California’s new ethno-study mission will educate students about the past and present struggles of marginalized groups in the United States.

This includes the experience of blacks, Asians, Latins, Jews, indigenous and indigenous Americans, women, and other groups facing prejudice.

Ethnic studies courses address a system of institutionalized benefits and cause racism and prejudices such as anti-black, anti-indigenous, foreign exclusion, anti-Semitism, and Islamophobia in cultural and government policy. Deal with.

Educators can create and utilize lessons rooted in four basic disciplines, along with samples of the following key themes, to connect with the experience of all students.

1) Identity

2) History and movement

3) System of power

4) Social movement and fairness

School districts are encouraged to focus on student demographics

The new curriculum better addresses the experience of groups of Jews, the Middle East, North Africa and Armenia, while removing the words that directly relate oppression to capitalism.

Courses must be introduced through a hearing before being approved by the school district

The course focuses on the past and pushes the boundaries of America, including blacks, Asians, Latin Americans, Jews, the Middle East, native and indigenous Americans, women, and other groups facing prejudice. Presenting the struggle of the displaced group, the Los Angeles Times reports

The bill was drafted by State Congressman Jose Medina with the help of an advisory board of teachers and educators.

Medina has “postponed” the new requirement “for a long time” and called it “a long struggle for equal education for all students.”

The first bill submitted in 2016 was severely criticized as opponents claimed it was full of radical idealism, vague jargon and prejudice against capitalism.

The version that Newsom rejected last year was also backed by members of the California Legislative Jewish Caucus. While proactively expressing the boycott movement against Israel, the bill said it failed to adequately address anti-Semitism.

“There were 14 forms of prejudice and racism in the glossary,” said Congressman Jesse Gabriel (D-Encino), who called the exclusion of anti-Semitism obvious and aggressive.

Anti-Semitism has become more apparent in the curriculum as a form of prejudice.

It also includes the experience of the Armenian and Sikh communities in the United States while softening “anti-capitalist sentiment.”

Former US Secretary of Education Williamson Evers continued to oppose the curriculum, saying “it’s still full of left-wing ideological propaganda and indoctrination.”

“Still, it forces children to do socialist doctrine that capitalism is oppression.”

Some supporters of the bill said they were afraid that the new version would be too thin from the original version and that the two new changes could be a recipe for a disaster.

The new bill should advise the school district not to use the one removed from the original draft and provide all material for public review. That is, it must be reviewed at a hearing before it can be approved at a later meeting.

Teresa Montano, a professor of Chicana / o research at California State University, Northridge, said these two provisions were aimed at educators, like the fierce debate around critical race theory. He said it could ignite an unruly board of directors.

Medina, a former ethnographic teacher, said the revised educational guide still embodies a rational compromise for diversity and inclusion.

“As we have seen in this long process, there are various criticisms from the left and right,” Medina said. “This wasn’t an easy task, but after all, in the adopted version, it’s a model curriculum that we all can be proud of.”

Individual school districts have the task of developing courses using state curriculum guides, allowing schools to focus on part of the curriculum that represents student demographics.

All public high schools must offer ethnic studies courses by 2025, and students starting high school in 2026 must pass at least one semester of course.

California becomes first state to mandate ethnic studies for high school graduation  Source link California becomes first state to mandate ethnic studies for high school graduation 

The post California becomes first state to mandate ethnic studies for high school graduation  appeared first on California News Times.

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