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California’s Board of Education unanimously voted to approve a new ethnic studies curriculum for the state which writer Christopher Rufo describes as a program that advocates for the “decolonization” of American society and “elevates Aztec religious symbolism.”
The program will be offered statewide and many of the largest school districts will make it a requirement for graduation.
As CharlieKirk.com previously reported:
The curriculum instructs teachers to help students “challenge racist, bigoted, discriminatory, imperialist/colonial beliefs.” This will help the educators inspire students to take part in “social movements that struggle for social justice” and “build new possibilities for a post-racist, post-systemic racism society.”
The education program often cites the book, Rethinking Ethnic Studies by R. Tolteka Cuauhtin, the original cochair of the Ethnic Studies Model Curriculum.
According to Rufo, Cuauhtin argues in his book that the U.S. was founded on “Eurocentric, white supremacist (racist, anti-Black, anti-Indigenous), capitalist (classist), patriarchal (sexist and misogynistic), heteropatriarchal (homophobic), and anthropocentric paradigm brought from Europe.”
The program also has a disturbing “ethnic studies community chant,” which appeals to Aztec gods, including the god of human sacrifice and cannibalism.
Rufo explains:
The curriculum recommends that teachers lead their students in a series of indigenous songs, chants, and affirmations, including the “In Lak Ech Affirmation,” which appeals directly to the Aztec gods. Students first clap and chant to the god Tezkatlipoka—whom the Aztecs traditionally worshipped with human sacrifice and cannibalism—asking him for the power to be “warriors” for “social justice.” Next, the students chant to the gods Quetzalcoatl, Huitzilopochtli, and Xipe Totek, seeking “healing epistemologies” and “a revolutionary spirit.” Huitzilopochtli, in particular, is the Aztec deity of war and inspired hundreds of thousands of human sacrifices during Aztec rule. Finally, the chant comes to a climax with a request for “liberation, transformation, [and] decolonization,” after which students shout “Panche beh! Panche beh!” in pursuit of ultimate “critical consciousness.”
A Department of Education press release claims the curriculum is “aimed at empowering students by illuminating the often-untold struggles and contributions of Native Americans, African Americans, Latino/a/x Americans, and Asian Americans in California.”
Board President, Linda Darling-Hammond said of the passage of the new curriculum, “We made an important step toward confronting and ultimately transforming racism in our society and in our state. This day has been a long time in coming, and we are reminded daily that the racial injustice it reveals is not only a legacy of the past but a clear and present danger.”
Civil rights activist Karen Korematsu, who advocated on behalf of the program said, “The ethnic studies model curriculum is a starting point. It’s not an endpoint. This is a pivotal moment in California’s educational history. The fight for justice and human rights begins with education, and begins now.”
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California’s Board of Education unanimously voted to approve a new ethnic studies curriculum for the state which writer Christopher Rufo describes as a program that advocates for the “decolonization” of American society and “elevates Aztec religious symbolism.”
The program will be offered statewide and many of the largest school districts will make it a requirement for graduation.
As CharlieKirk.com previously reported:
The curriculum instructs teachers to help students “challenge racist, bigoted, discriminatory, imperialist/colonial beliefs.” This will help the educators inspire students to take part in “social movements that struggle for social justice” and “build new possibilities for a post-racist, post-systemic racism society.”
The education program often cites the book, Rethinking Ethnic Studies by R. Tolteka Cuauhtin, the original cochair of the Ethnic Studies Model Curriculum.
According to Rufo, Cuauhtin argues in his book that the U.S. was founded on “Eurocentric, white supremacist (racist, anti-Black, anti-Indigenous), capitalist (classist), patriarchal (sexist and misogynistic), heteropatriarchal (homophobic), and anthropocentric paradigm brought from Europe.”
The program also has a disturbing “ethnic studies community chant,” which appeals to Aztec gods, including the god of human sacrifice and cannibalism.
Rufo explains:
The curriculum recommends that teachers lead their students in a series of indigenous songs, chants, and affirmations, including the “In Lak Ech Affirmation,” which appeals directly to the Aztec gods. Students first clap and chant to the god Tezkatlipoka—whom the Aztecs traditionally worshipped with human sacrifice and cannibalism—asking him for the power to be “warriors” for “social justice.” Next, the students chant to the gods Quetzalcoatl, Huitzilopochtli, and Xipe Totek, seeking “healing epistemologies” and “a revolutionary spirit.” Huitzilopochtli, in particular, is the Aztec deity of war and inspired hundreds of thousands of human sacrifices during Aztec rule. Finally, the chant comes to a climax with a request for “liberation, transformation, [and] decolonization,” after which students shout “Panche beh! Panche beh!” in pursuit of ultimate “critical consciousness.”
A Department of Education press release claims the curriculum is “aimed at empowering students by illuminating the often-untold struggles and contributions of Native Americans, African Americans, Latino/a/x Americans, and Asian Americans in California.”
Board President, Linda Darling-Hammond said of the passage of the new curriculum, “We made an important step toward confronting and ultimately transforming racism in our society and in our state. This day has been a long time in coming, and we are reminded daily that the racial injustice it reveals is not only a legacy of the past but a clear and present danger.”
Civil rights activist Karen Korematsu, who advocated on behalf of the program said, “The ethnic studies model curriculum is a starting point. It’s not an endpoint. This is a pivotal moment in California’s educational history. The fight for justice and human rights begins with education, and begins now.”