Will the Exodus story be the next victim of cancel culture?
With Pesach (Holiday of Passover) literally just around the corner, should we be concerned that the story of Exodus may very well be the next victim of “cancel culture”.National Review Editorial: Against California’s Ethnic-Studies Curriculum
The story of Exodus tells of the Jewish nation’s departure from Egypt, the revelations at Mount Sinai, and their wanderings in the desert wilderness for 40 years prior to entering the Land of Israel. The central message of Exodus was that the Jewish nation was delivered from slavery to freedom by God, and therefore became the “Chosen People” by the covenant given to the Jewish nation at Mount Sinai.
Early Christians saw the Exodus as a typological prefiguration of resurrection and salvation. The story has also resonated with other non-Jewish groups, such as the early American settlers fleeing persecution in Europe, and African Americans striving for freedom and civil rights. However, this message of liberation from slavery to redemption may very well be nothing more than a hollow manifestation of wishful thinking and a remnant of what was once accepted as progressive thinking.
Today’s progressive movers and shakers, such as Black Lives Matters and their supporters among America’s intelligentsia, academia, and media celebrities, have rendered this interpretation of Exodus no longer valid. With the proliferation of fake news alongside the unparalleled political polarization that has swept America, its makes it nearly impossible to establish an agreed-upon set of historical facts from which to draw conclusions, let alone accept the story of Exodus as a beacon of hope and freedom from slavery.
Current progressive thinking has a wholly different approach and asserts that not only are Jews to be seen as privileged whites, but that being Jewish can be invoked and used to benefit Jews as a way of intensifying someone’s status as being white. This being the case, their argument goes further and claims that essentially Jews have no right to be identified as oppressed and thus cannot claim sympathy for being slaves under Egyptian bondage. Inferred in this interpretation is that Jews should not be viewed in the same way as other minorities who have been freed from slavery. In other words, the Jewish nation's past persecution has been canceled by their present day status as white privileged.
The proposed Ethnic Studies Model Curriculum is probably the most radical, polemical, and ideologically loaded educational document ever offered up for public consideration in the free world. Even after all of the many revisions made to the document, it remains at bottom a political catechism, clearly formulated for the purpose of indoctrinating children into the intersectional electoral priorities of the far Left.Jonathan S. Tobin: The Problem With Ethnic Studies Isn’t Just How It Treats Jews
The first draft of the curriculum was so far outside the boundaries of the Overton window in California that it was rejected out of hand by the Board of Education, the governor, and even by the editorial board of the Los Angeles Times, who ridiculed it as an “impenetrable mélange of academic jargon and politically correct pronouncements.” One of its lesson plans included a list of 154 influential people of color but omitted to mention Martin Luther King Jr., Thurgood Marshall, or even the late congressman John Lewis. Pol Pot, however, the architect of the Cambodian genocide, did make an appearance, alongside other violent revolutionaries.
Antisemitism has also plagued the development of the model curriculum from the start. An early draft listed the anti-Semitic BDS campaign alongside Black Lives Matter and #MeToo as an example of an historic American social movement and also referred to the 1948 Israeli War of Independence only as the “Nakba,” an Arabic word meaning “catastrophe.” Even in the final version of the curriculum, Jews have been relegated to an appendix. Their outsized contribution to American life does not warrant a place in the core content of the course in the eyes of the curriculum’s authors.
The trouble with ethnic studies is that even with the more overt symptoms of anti-Jewish prejudice removed, the curriculum is still a political catechism rooted in intersectional ideology 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.
The disturbing aspects of this teaching go beyond the trouble it makes for Jews. After all, in California, students are only required to take three semesters of English and two of math to graduate high school. But while subjects like biology, chemistry, physics, geography, civics, history, and foreign languages are merely optional, this ideologically tainted ethnic studies curriculum will be mandatory. Think about what this means for the future of a country in which important disciplines, including those that were once correctly viewed as essential for an informed citizenry in a democracy, are ditched in favor of lessons about prioritizing race and tearing down the country.
Those who are trying to remind Californians of the struggles and achievements of Jews in America have a good story to tell that is deserving of attention. The same is true of Mexican-Americans, African-Americans, and a host of other groups. But Jewish success in the United States is rooted in the core truths about that so-called “dominant” narrative about the country in which immigrants from a variety of backgrounds joined together to embrace the values and the ideas of the Founding Fathers about political and economic freedom. The same is true for the successes of every other group, including those who were subjected to far worse discrimination than the antisemitism Jews had to face.
By enshrining an ethnic-studies course into law in this manner, California has set up a destructive competition along racial, religious, and ethnic lines that makes race the primary way we all define ourselves rather than as individuals and Americans. It glorifies a struggle for “equity” in which some Americans will get privilege and power based on their group identity, rather than demanding that all are given an equal chance and judged on their own merits.
We should know the stories of all groups that make up the mosaic of American life. But the critical race theory animating this curriculum and other versions of it infiltrating into American society is a poison that undermines national identity and patriotism. Instead of Jews demanding their piece of the ethnic pie and begging that the core ideology of intersectionalism that dismisses them as privileged whites be watered down, we should be rejecting the entire edifice of this deplorable curriculum as something that will hurt all Americans.




















Intergalactic Standard Date 14.5.99.008, in orbit around Earth - Captain, our surface team has returned from the planet with several specimens upon which to conduct our experiments, including at least three of the fascinating "Anti-Zionist" subspecies of human, but our laboratory crew are reporting some trouble determining which is the anterior and which is the posterior, and those specimens have yet to undergo the anal probing as a result.









