Different Types of Ethnic Studies

It is important to understand that there are different ways to teach Ethnic Studies. This chart presents the contrast between the two types of Ethnic Studies.

Constructive Ethnic Studies focuses on understanding and countering racism, teaching respect for all and the need for social justice. It empowers students to learn about their complex identities and those of others around them, to celebrate the beauty of both diversity and that which is shared by those of different backgrounds. It unites students in empathy rather than divides based on skin color. It presents liberal civil rights figures while also exposing students to the ideas of their critics (e.g., “How did Martin Luther King Jr.’s approach to achieving civil rights differ from Malcolm X’s?”). Constructive ES teaches HOW to think, not WHAT to think.

Below are the key harmful aspects of Critical/Liberated Ethnic Studies (ES).

Divides Students into Victim/Oppressor Boxes (Liberated/Critical ES)

• Liberated/Critical ES defines and divides students into victims and oppressors based on the color of their skin. Instead of building bridges, it creates bigger divides by pitting students against each other. It judges people based on skin color, which is the definition of racist. The words of Critical ES proponents demonstrate this:

  • “whites continue, consciously or unconsciously, to do all in their power to ensure their dominion and maintain their control.”​ Derrick Bell, The Permanence of Racism

  • "The oppressors, who oppress, exploit, and rape by virtue of their power, cannot find in this power the strength to liberate either the oppressed or themselves."​ Paolo Freire, "Pedagogy of the Oppressed" (foundation of Critical ES)

• Rather than empowering students of color, Liberated/Critical ES teaches them that they have been, are, and always will be victims. It frames them as devoid of agency altogether, which undermines achievement.

  • Example from a mom: "My son has wanted to be a lawyer since he was 11. Then one day he came home and told me, “But Mommy, there are these systems put in place that prevent Black people from accomplishing anything.” The Atlantic, The Narrative Is 'You Can't Get Ahead'"

• Liberated/Critical ES promotes alienation in multi-ethnic/multi-racial families and communities.

  • Parent of 10-year-old inter-racial child: Daughter came home from school distraught because her teacher explained that all white people have privilege that is used to oppress black people. The child didn't understand why her dad (who is white) is oppressing her Mom (who is black).

  • Nevada lawsuit: A Black parent is suing her son's high school over their insistence that her biracial, "white-passing" son address his “White dominance.”

Indoctrinates a Specific, Narrow Ideological Agenda (Liberated/Critical ES)

Critical/Liberated Ethnic Studies inculcates a specific ideology into K-12 schools. This ideology is not simply included in the discussion but is the ideological framework of the curriculum.

• The curriculum teaches children WHAT to think, not HOW to think, forcing students to accept a series of narrow assumptions and closing down inquiry by accusing as racist those who question or dig deeper to present countering facts. Students are then told that they must take action against a specific issue in order to be “anti-racist” or “anti-oppression”. Individuals are told what to believe and then are instructed to take specific actions in order to belong.

• The curriculum focuses on political agendas and foreign policy rather than centering curriculum around racism and building understanding. Ethnic Studies is not meant to be a political theory class. It should focus on building ethnic understanding and pride in ethnic accomplishments. Rather than "challenge imperialist/colonial hegemonic beliefs" the curriculum should challenge racism and all its causes.

• The Liberated ES curriculum teaches that one racial group will always oppress another. It is inevitable according to this ideology.

• Liberated ES curriculum frames the United States as an occupied territory and the US government as a colonial power.

• Capitalism and “our consumer economy” appear as villains in Critical/Liberated Ethnic Studies, yet Marxists, regardless of their repressive behavior or violent acts, are not. Capitalism is described as a “form of power and oppression,” alongside “patriarchy,” “racism,” “white supremacy” and “ableism.” Communism is benign even when connected to Pol Pot and the Killing Fields.

• When asked in teacher trainings about the explicit Marxist concepts, the trainers acknowledge that some teachers may find this difficult, but explain that they must have the “correct political views” in order to teach this subject.

• Critical/Liberated ES considers individualism, objectivity, meritocracy to be "characteristics of White Supremacy culture."(equitablemath.org)

• The curriculum calls for activism for specific, ideological causes, encouraging teachers “to fly under the radar” as needed to promote these causes.

  • Example: Curriculum promotes Boycott, Divestment, Sanctions (BDS) movement, which calls for the destruction of Israel. Curriculum also encourages students to volunteer for Arab organizations that also promote destruction of the Jewish state.