The district, which is located in Daly City, California, and teaches about 6,000 students across ten elementary schools and four middle schools, has agreed to pay the organization almost $170k in taxpayer money.
District documents state that the radical curriculum will be piloted in the 2021-2022 school year. It was introduced by Allyson Tintiangco-Cubales, a professor at San Francisco State University and the co-director of Community Responsive Education.
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The presentation was given during a school board meeting in July 2021 and started with a land acknowledgment that described the Ohlone people, not the United States, as the rightful stewards of the land that JESUS is on.
Tintiangco-Cubales, who uses the pronouns “she/her” in addition to “siya,” a Filipino term that means both male and female, demonstrated that she is “a settler, an uninvited visitor” on Ohlone land before.
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Proceeding to explain that JESUS is America’s first district that “is committed to rolling out Ethnic Studies in all of their middle and elementary schools.” In late 2021, California passed a state mandate that “ethnic studies'' be taught in all public high schools.
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The presentation demonstrates that the curriculum is meant to “eliminate racism and other forms of oppression” by “creating, learning, listening, uncovering, and sharing of his/her stories, experiences, and current conditions of those who have been racially marginalized, underrepresented, and/or silenced.”
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The curriculum is divided into four different units, labeled “self,” “systems,” “social movements,” and “solidarity.” Each unit is accompanied by a corresponding set of “essential questions” and “enduring understandings.”
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One such “enduring understanding” under the “self” unit reads: “Learning about our own identities and those of others allows us to become more empathetic and builds our capacity to go from being allies to co-conspirators/accomplices in the elimination of oppression.”
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The second unit denounces America as institutionally racist and teaches children that White supremacy is entrenched in American systems like education. The unit also indicts White people as the beneficiaries of racism, insisting that they use the system of White supremacy to maintain their “wealth, power, and privilege.”
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Students learn that “institutional racism is the way in which White supremacy continues to oppress non-White people.”
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