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When a movement tells you — clearly and proudly — that it opposes everything you stand for, the most self-respecting thing you can do is believe them. < Back Algemeiner | To Protect Zionism, We Must Reject Ethnic Studies When a movement tells you — clearly and proudly — that it opposes everything you stand for, the most self-respecting thing you can do is believe them. There are two hard truths at the core of the ethnic studies mandate debate currently raging across California, which continue to generate intense division and a growing number of lawsuits. For those of us in the Jewish community, acknowledging these truths is urgent. Wherever ethnic studies — and its ideological sibling, DEI — are implemented , Jewish students have faced some of the most egregious violations of Constitutionally protected civil rights our country has experienced in recent times. The first hard truth is that to teach “authentic” ethnic studies (as its architects intended), one must categorically reject Zionism. That’s not a flaw in the system — it’s the point. The second point follows with painful clarity: you cannot fight antisemitism while embracing the very ideological framework that perpetuates it. Zionism is inseparable from the Jewish people — it is our identity, our origin story, our homeland, and our essence. And yet, across California classrooms — and increasingly across the country — Zionism is being smeared, redefined, and dismantled by the purveyors of “authentic” ethnic studies. And it’s showing up in the vast majority of school districts, classrooms, and colleges across America. Ethnic studies teaches that Zionism — and even Israel’s existence — is something to be rejected. But the vast majority of Jews worldwide believe Zionism simply means that the Jewish people have the right to live freely and safely in their own homeland. Calling Zionism “racist” isn’t education — it’s hate dressed up as justice. This isn’t a misunderstanding, or the fault of “a few bad teachers.” Hostility to Zionism is not incidental — it is central to the ethnic studies project . By its own definition , ethnic studies is not about cultural understanding. It is a radical ideological framework born out of revolutionary Marxism and the Third World Liberation Front. It’s about dismantling systems it views as oppressive — “white supremacy,” settler colonialism, and capitalism. From its inception, ethnic studies was designed to “decolonize ” the world — which in practical terms, means the dismantling of Western democracies, including the United States and Israel. This is not my interpretation. It is, nearly word-for-word, how ethnic studies scholars describe their own discipline. One ethnic studies professor, Dr. Marcelo Garzo Montalvo, describes the curriculum as rooted in a “fundamental critique of power,” with the explicit goal of “engagement” with “white supremacy, settler colonialism, racial capitalism, and other global structures of power.” He explicitly states that California’s high school ethnic studies requirement “has no other origin besides [Third World Studies] and their relevant demands.” The curriculum’s origins lie in revolutionary movements, not multicultural education. Those familiar with the origins of the Third World Liberation Front know this: Zionism was never going to be recognized as the Jewish liberation movement. Ethnic studies would never portray it as progressive, aspirational, or worthy of respect . Ironically, Zionism is the only real-world example of the very “decolonization” ethnic studies claims to pursue. And yet, rather than celebrate it, ethnic studies revives a familiar tactic: taking whatever society deems the ultimate evil and projecting it onto the Jews. That’s the danger: ethnic studies packages ancient hate as modern “social justice.” And in ethnic studies, it’s not just present — it’s institutionalized . At this point, any effort to add “balance” to ethnic studies through Holocaust education or occasional references to Sephardic Jewish diversity is utterly futile. And still, some major Jewish organizations continue to try and reform ethnic studies from within — offering feedback, drafting addendums, proposing lesson plans. Why? Out of fear, or perhaps the belief that being “at the table” means having a say? The answer is a cocktail of fear, ignorance, wishful thinking, and institutional groupthink. Many hoped ethnic studies could be tamed — turned into a tool for inclusion, maybe even used to elevate Jewish identity alongside others. They believed that by having a seat at the table, they could influence what’s on the menu. But the truth is: we were never meant to be at that table . Not as equals. Not when Zionism — central to Jewish identity — is framed as part of the problem. And so long as we continue to assert our right to self-determination in our ancestral homeland (Zionism), we will always be portrayed as the villain. The more we try to sanitize the ethnic studies movement as a plea for inclusion, the more legitimacy we give to the latest iteration of Jew-hatred that seeks to destroy us. We cannot protect Jewish students while endorsing a curriculum that teaches others to hate Jews. And we cannot defend Zionism while legitimizing an ideology that slanders it as oppression. The solution to ethnic studies is not reform, it is rejection. Zionism is the civil rights movement of the Jewish people. It deserves to be taught with truth, not twisted into a caricature. Not reduced to a slur. And if defending Zionism means standing alone, so be it. It wouldn’t be the first time. It won’t be the last. When a movement tells you — clearly and proudly — that it opposes everything you stand for, the most self-respecting thing you can do is believe them. Nicole Bernstein is the co-founder of PeerK12, a grassroots organization combating institutionalized Jew-hatred in K-12 education. Previous Next

"As parents, we expect our children’s education to promote truth, critical thinking, and understanding—not to serve as a breeding ground for political activism." < Back Anti-Israel ethnic studies unfunded in California - Is the fight over? | JPost Op-Ed "As parents, we expect our children’s education to promote truth, critical thinking, and understanding—not to serve as a breeding ground for political activism." The 2025–26 California state budget presented by Governor Gavin Newsom last month notably fails to allocate funding for Assembly Bill 101 (AB101) - yet another glaring reminder of the rushed and ill-conceived nature of the requirement for districts to offer Ethnic Studies courses. As spelled out in the bill – without funding, it is not mandated – which means districts do not need to implement it. Ethnic Studies, as it stands, is an attempt to implement a divisive, politically charged curriculum under the guise of promoting diversity. The absence of funding in this year’s budget is just one of many problems with the state’s approach to Ethnic Studies. Instead of forcing schools to implement this controversial program, we should pause the push for Ethnic Studies as a graduation requirement. Newly proposed legislation AB1468 includes the addition of standards, but the lack of oversight as to who will set those standards and who will impose those standards means the same bad actors can and likely will take over. The last time we trusted the state to create a committee of “experts,” the Governor ended up vetoing the Ethnic Studies Model Curriculum three times. Ethnic Studies Includes Anti-Israel Indoctrination The rushed rollout of the statewide Ethnic Studies model curriculum in 2019 led to a document that faced significant criticism, particularly from the Jewish community, for containing elements of antisemitism and anti-Israel sentiment. For example, “Zionism” was used in a negative context as it was associated with oppression, colonialism, and apartheid. Palestinian struggles were framed through the lens of “liberation,” which positioned Israel as an oppressive force. Further, it was an unbalanced narrative as the unique Jewish historical experiences of the Holocaust, the Jewish diaspora, and the importance of Israel to the Jewish people were excluded. Far from being a tool for unity, Ethnic Studies is a vehicle for activism, often pushing ideologies that have no place in our schools. The so-called Liberated Ethnic Studies curriculum has come under fire for promoting rhetoric that encourages students to view each other through the lens of identity politics, pitting one group against another. This type of curriculum fosters resentment and division, rather than the mutual respect that should be the foundation of any educational experience. This is not education; it’s indoctrination. And the worst part? Parents are being kept in the dark about what is being taught in these courses. In many districts, repeated requests for transparency about the content of Ethnic Studies lessons are ignored, and what we have found is deeply troubling: a curriculum full of inaccuracies, bias, and discriminatory content. This practice is a violation of AB101 (if it were funded) as well as the existing CA Education Code regarding new materials. As parents, we expect our children’s education to promote truth, critical thinking, and understanding—not to serve as a breeding ground for political activism. Yet, that’s exactly what Ethnic Studies has become. It is not teaching our children to think critically about history, culture, and society; it is teaching them to see the world through a divisive and narrow ideological lens. California’s Education Quality – 41st Out of 50 States Meanwhile, California’s public education system is already struggling. Though one of the largest in the United States, its enrollment has declined by 14% in the past decade, currently serving 5.5 million students across 9,000 schools. According to 2024 data from the US Department of Education, though California has the 5th largest economy in the world, it ranks 19th in the nation for per-pupil spending. It is ranked 41st in the country for overall educational quality, with students performing below the national average in key subjects like math and reading. As the recently released 2024 National Education Report Card showed, a full 72% of California’s 4th and 8th graders cannot read at grade level. Furthermore, according to the Public Policy Institute of California, the University of California and California State University both report that incoming students are not adequately prepared in key subjects. Rather than add yet another unfunded mandate to our struggling school system, we should focus on fostering critical thinking, mutual respect, and an understanding of our shared history within our current approved course catalog—without the political baggage that Ethnic Studies bring to the table. Previous Next

Subversion and “othering” have proven to be disturbingly effective, contributing to an increasingly fractured Jewish community. This division has made it difficult for us to unite and recognize the external threats we face. < Back The Ethnic Studies Battlegrounds: Political Ideology, Teacher Unions, and a Divided Jewish Community Subversion and “othering” have proven to be disturbingly effective, contributing to an increasingly fractured Jewish community. This division has made it difficult for us to unite and recognize the external threats we face. Education is no longer just about reading, writing, and arithmetic; ideological battles now shape classrooms across the United States. One such battle centers on ethnic studies—originally intended to highlight marginalized voices and foster historical understanding. However, ethnic studies was hijacked right from its inception by political operatives aiming to reshape our nation’s core values. The surge in antisemitism, particularly in K-12 and college settings, underscores the success of these divisive strategies. Subversion and “othering” have proven to be disturbingly effective, contributing to an increasingly fractured Jewish community. This division has made it difficult for us to unite and recognize the external threats we face. The Ethnic Studies Origin Story: Hero or Villain? Ethnic studies began in the late 1960s at San Francisco State University and the University of California, Berkeley, with the goal of offering diverse perspectives and reconciling historical truths, though it quickly became a Trojan Horse for radical, anti-American ideology—eroding our nation’s Judeo-Christian, pro-democracy foundations in favor of collectivism, violent revolution, and Marxist totalitarianism. Rather than foster unity, it divides students into categories of oppressors and oppressed, fuels resentment, legitimizes Jew-hatred (including anti-Zionism), and glorifies violent social upheaval. The Data Behind the Concerns Jewish organizations initially dismissed concerns about systemic antisemitism in education, attributing incidents to isolated cases. However, a December 2023 Harvard-Harris Poll revealed disturbing trends: a 900% increase in reported antisemitic incidents in the U.S., with 30% of young Americans under 24 believing Jews caused the Holocaust, 60% believing Hamas was justified in its October 7 attacks on Israel, and 67% viewing Jews as oppressors. These statistics point to a broader educational shift that prioritizes political activism over academic rigor. California’s Ethnic Studies Mandate Controversy Governor Gavin Newsom’s 2025 budget excluded funding for the ethnic studies mandate (AB101), preventing its enforcement as a graduation requirement. While seemingly a victory for opponents, the battle is far from over. Ethnic studies advocates are entrenched among faculty and administrators while school board meeting confrontations confirm a determination to teach ethnic studies regardless of state funding. Moreover, external funding from activist groups and foreign entities shields these programs from financial constraints, allowing them to spread unchecked. Teachers’ Unions: America’s Most Powerful Monopoly Teachers’ unions control nearly every aspect of public education. According to Americans for Fair Treatment, unions allocate twice as much funding to political campaigns as they do to services for members. Teachers’ unions, which dominate oversight mechanisms at the local, county, state, and national levels remain deeply invested in advancing ethnic studies, strategically infiltrating school boards over the past fifty years, and redirecting their focus from teacher advocacy to political activism. At the 2019 National Educators Association (NEA) conference, for example, they rejected a proposal to prioritize “centering student learning” in favor of a resolution mandating Critical Race Theory (CRT) in K-12 schools. Activist educators have embedded themselves in school systems, promoting antisemitic rhetoric and radical political views. Groups like the Liberated Ethnic Studies Model Curriculum Coalition equate Israel with apartheid and promote figures like Popular Front for the Liberation of Palestine (PFLP) member Leila Khaled, Huey P. Newton, and Angela Davis, while the Marxist-Leninist group Union del Barrio, which calls for the decolonization of Southwestern USA, is influencing school board elections. When Ideologies Become Reality PeerK12 has exposed many incidents which illustrate the extent of the issue locally. The San Diego Unified School District (SDUSD) Equity & Belonging Department has repeatedly distributed anti-Israel and antisemitic propaganda as resources to thousands of teachers; they later retracted and apologized but the damage is done. SDUSD was also forced to remove their District English Learner Advisory Committee Chair for sharing violent anti-Israel imagery. Unfortunately, she also served on the district’s Ethnic Studies Advisory Committee, and currently does teacher training for the Liberated Ethnic Studies Consortium. In San Dieguito Union High School District, a middle school teacher proudly displayed a picture of Adolf Hitler as an example of “great leadership skills.” She vehemently refused to remove the photo but was finally forced to after PeerK12’s mobilization efforts. That incident also resulted in the district creating the Superintendent’s Jewish Parent Committee. In Poway Unified School District, a PTA president and DEI VP was removed, and that DEI committee was dismantled, after we exposed her promotion of extreme antisemitic rhetoric while leading diversity efforts across the K-12 district. Another district enacted new policies for “Multicultural Day” after we exposed anti-Israel paraphernalia being distributed under the guise of a Palestinian heritage display. A history teacher at High Tech High International publicly undermined a Jewish student’s presentation on Israel’s 1948 War, replacing it with a pro-“Nakba” narrative while exempting other students from such scrutiny. After many meetings the teacher was forced to publicly apologize for the incident in front of the entire class. At Francis Parker School, a history class provided heavily anti-Israel biased materials with inflated casualty stats. PeerK12 was allowed to audit the history department curriculum, resulting in removal of biased materials and the restoration of factual lesson plans. Groups like ours are fighting back through monitoring curricula for biased content, advocating in school board meetings and parent coalitions, using legal action including Title VI of the Civil Rights Act to challenge antisemitic discrimination, and engaging with school board candidates to restore educational integrity. A Fight for the Future of Education The ethnic studies battle extends beyond education—it represents a battle for the ideological future of America’s youth. It is also a crucial issue for the American Jewish community, which faces the risk of further division or, alternatively, the opportunity for unity in the fight against this radicalization. Teachers’ unions and activists have spent decades embedding their agenda in public schools. We must act to undo this damage by reclaiming school boards, holding unions accountable, and advocating for objective, non-politicized curricula. Until this is achieved, education will remain a battleground for the ideological hearts and minds of Americans. Previous Next