Frequently Asked Questions (FAQ)

Absolutely! All students deserve to see themselves in curricula. Ethnic Studies should educate and build understanding, while tackling challenging issues through an analytic lens. But doing so does not require proselytizing a specific ideology. The guiding principles of positive Ethnic Studies courses specifically guard against political indoctrination. Constructive Ethnic Studies curricula include the wrongs of racism and others forms of hatred without romanticizing violence.

Liberated Ethnic Studies dictates a narrow, politicized ideology, divides students into powerful oppressors and disempowered victims, and elevates violent role models. Much of this content comes from the initial, state-rejected Ethnic Studies Model Curriculum (ESMC) drafts. The Liberated approach, driven by a specific political agenda, rewards ideological regurgitation, prevents open inquiry or critical analysis, and allows discussion only within the narrow confines of its ideology. Click here for examples.

AB 2016 called for the development of an Ethnic Studies Model Curriculum (ESMC). The intent of Ethnic Studies was to empower students and to foster "an appreciation for the contributions of multiple cultures.”

AB 101 mandated public and charter schools require students graduating in 2030 to take a one-semester course in ethnic studies. This law allows for a variety of courses that cover ethnic studies. The law also explicitly guards against politicization of the subject by specifying that the rejected content from Liberated-based ESMC drafts should not be used.

In reaction to the SBE’s rejection of their ESMC draft, the activists founded their own Liberated group, explicitly to preserve and promote the material and ideological agenda rejected from the ESMC. These activists are currently pushing districts to hire them as consultants to shape local district courses and infuse their content.

The efforts of Liberated consultants directly contradict guidance from the CDE that “The intent of the Legislature is that the course not be based on the early drafts of the state model curriculum that were not adopted by the Instructional Quality Commission.” (Prouty, CDE)

Correct; in fact, according to the Coalition for Liberated Ethnic Studies (CLES), Liberated Ethnic Studies is “not a multiculturalist approach to the teaching of the history of the United States, in which the contributions of minoritized people are highlighted.” Rather, the Liberated coalition sees ES as grounded in political ideology and entirely focused on resistance, oppression, settler colonialism, capitalism, cisheteropatriarchy, etc.

In contrast, effective K-12 ES courses acknowledge many different factors leading to discrimination and racism while exploring a wide range of approaches to bring about positive change. ES should do this, while maintaining the focus on diversity, inclusion, and contributions of ethnic groups. Liberated ES teaches that all US systems are fatally flawed, and encourages a sense of us vs. them. Effective K-12 ES encourages students to call out flaws where they exist and work together to bring about the shared vision of a better future for all.

Absolutely not; promoting any specific ideology is counter to the purpose of K-12 education, as indicated by the History-Social Science Framework, which guards against teachers promoting a particular viewpoint in the classroom.

Ironically, the same Liberated activists that are pushing an agenda contrary to the CDE and legislative intent are claiming to be the “experts.” However, they are experts in a very particular, politicized version of Ethnic Studies (ES) – the version that has proliferated in universities, where ES is an openly politicized subject, and students can opt to take courses that they understand are taught from a very particular viewpoint.

According to the CDE: "local educational agencies will determine whether a course satisfies the statute’s requirements." (Thomas Prouty, Deputy General Counsel, CDE) Your district can choose to satisfy these requirements through existing courses or a survey Ethnic Studies course, while ensuring that rejected Liberated content is not included.

Despite the CDE rejecting rogue Liberated Ethnic Studies curriculum, and despite the Legislative intent stated in AB 101 that similar curricula should not be used in CA, Liberated activists continue to push their rogue materials and training on unsuspecting school districts and administrators, or just teach it in their own classrooms “under the radar.” This is causing concern and controversy.

On August 23, 2023, the Governor’s office and the State Board of Education issued a letter to CA schools stating, “some vendors are offering materials that may not meet the requirements of AB 101.” The letter warns administrators that “before any curriculum or instructional materials for ethnic studies courses are selected, we strongly encourage you to closely scrutinize them” to make sure “instructional materials for ethnic studies courses… Not reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Education Code Section 220.”

The California Attorney General, in a letter to districts on August, 23, 2023, urged Districts to take steps to ensure that any locally-developed curricula and materials purchased from third parties are consistent with the provisions of the Education Code to avoid the costs associated with having to redesign a compliant course.” The AG promised to “use its enforcement powers” if Ethnic Studies courses do not follow the requirements specified in the Education Code.

All of this results in controversy, division, and the potential for lawsuits if a politicized Ethnic Studies course is taught in your school.