10 | APRIL 1 • 2021 PURELY COMMENTARY ETHNIC STUDIES continued from page 4 nition of Jew-hatred, according to the International Holocaust Remembrance Association, as well as material on antisemi- tism from the Anti-Defamation League. ONGOING CONCERNS So, why do many Jews remain worried about the implementa- tion of this curriculum? Part of the reason stems from justified concerns about how it will be implemented in the 1,037 school districts around the state, where local boards of education will have consider- able leeway in interpreting the curriculum. That could lead to endless controversies as the var- ious groups seeking to be rep- resented demand that their pre- ferred lesson plans be the ones used, as well as fights over the emphasis that individual teach- ers and schools may choose in teaching about ethnicity. But the problems with this curriculum go much deeper than just a matter of imple- mentation. The idea of ethnic studies sounds like an anodyne concept that everyone should embrace. It’s actually a terrible idea tainted by what even the liberal-leaning American Jewish Committee rightly termed “a rigid ideological worldview. ” For all of the talk about eth- nic studies empowering mar- ginalized minority populations and giving children positive role models, the concept at the core of this effort is “critical race the- ory. ” That’s an idea that views all Americans solely as members of racial and ethnic groups, not as individuals. As with other permutations of this toxic idea, the goal of the curriculum isn’t so much to fight racism as it is to enshrine race consciousness at the heart of every discussion and topic. The Critical Ethnic Studies Association, which was the original driving force behind this program, isn’t really inter- ested in celebrating diversity and adding the stories of dif- ferent groups to the accepted narrative of American history. What they want is to replace the old story of America as born in a fight for liberty and seeking, despite problems and the sins of slavery and racial discrimination, to progress toward freedom for all with one that views it as an irredeemably racist nation. JEWS PROTECTED? I understand why Jewish groups scrambled to be included in the mix of ethnic, racial and religious narratives that could be taught. The danger, however, is that Jews will not be seen as protected victims. The trouble with ethnic stud- ies is that even with the more overt symptoms of anti-Jewish prejudice removed, the curricu- lum is still a political catechism rooted in intersectional ideolo- gy about Third World nations and people of color locked in a never-ending struggle against white oppression. The subtext is, therefore, still one that puts Jews in the unfortunate position of either denying their own “privilege” or being enlisted in a political struggle that has little to do with a celebration of diversity, let alone the manifold blessings of American liberty. Instead of Jews demanding their piece of the ethnic pie and begging that the core ide- ology of intersectionalism that dismisses them as privileged whites be watered down, we should be rejecting the entire edifice of this deplorable cur- riculum as something that will hurt all Americans. WHY DO MANY JEWS REMAIN WORRIED ABOUT THE IMPLEMENTATION OF THIS CURRICULUM? Farber Students Do Virtual Model U.N. Eleven Farber Hebrew Day School students and high school assistant principal Kathy Sklar gathered in per- son and by Zoom to celebrate their attendance at this year’s Yeshiva University National Model United Nations (YUNMUN). The delegates, Lev Ershler, Shlomo Feld, Elana Hochbaum, Jaden Jubas, Yona Kelman, Judah Lopatin, Noa Pergament, Ari Schon, Shira Schon, Eli Schwartz and Aviel Siegel, represented Syria and Bolivia in the Feb. 14 pro- gram. In a non-COVID time, Sklar and the team of high schoolers would have traveled to a Stamford, Conn., hotel and encamped with 500 other student delegates from 45 schools, the New York-based Yeshiva University (YU)/Stern College for Women secretaries and undersecretaries gener- al, and 15 committee chairs. Under the auspices of the YU admissions department, they would have debated and resolved world issues during the three-day-long event, but this year participated instead by Zoom. Preparation began with the selection this past October, with delegates conducting, researching and writing position papers on topics to be resolved in their assigned committees. Delegates debated, caucused and resolved the challenges facing the world, learning much about their nations and enhancing their skills of debating in a committee using parliamentary procedure, all while meeting students from all over the country.