A California school district compelled high school freshmen to audit their “privileged” identities and present on “systems of oppression,” documents first obtained by Parents Defending Education reveal and exclusively shared with The Daily Wire.
California’s Alameda Unified School District’s ethnic studies curriculum required students to assess their own level of privilege as they were taught Critical Race Theory and extreme gender theory. Students were given handouts including “My Relationship with Privilege and Oppression,” which purports to tell students “whether you are privileged or oppressed.” White, male, Christian students without a criminal record are singled out as the epitome of privilege.
The document lists 29 different identities and characteristics—including race, ethnicity, nationality, sex, religion and education level—that are used to determine one’s alleged level of privilege or marginalization. “Who am I as an intersectional human being,” it asks students. Another assignment, called “A Map of Myself,” asks students to audit their own identities, categorizing each as a “position of privilege or marginalization.”
“For each identity domain … consider if it puts you in a position of privilege or marginalization,” the assignment reads before asking students to list their race, ethnicity, biological sex, sexual orientation, and religion. Footnotes cite “anti-racist” author Robin DiAngelo and argue that “race is a socially constructed system.”
“Considering all your social identities listed in the table above, on a daily basis, which ones are you most aware or conscious of?” the assignment inquires before going on to ask what “the most negative or difficult” thing about that identity is.
The documents appear to be representative of the course writ large. An ethnic studies course syllabus divides the class into four sections, including “power and oppression,” which focuses on “who creates the master narrative and how that impacts the lived experiences of different groups” by creating the “understanding that laws & policies are not objective.”
“Individuals obsessed with forcing this oppressor vs. oppressed paradigm are poisoning the minds of children,” Parents Defending Education senior adviser Michele Exner told The Daily Wire. “They want to perpetuate a victimhood mentality based on how many ideological boxes someone can check off. What they should be teaching is math, reading, writing, and history—all subjects that will actually help students of all backgrounds excel instead of pushing this divisive content in classrooms.”
Students are expected to “identify social systems that structure and perpetuate power, privilege, and oppression” and “identify how identities intersect to create power, privilege, and oppression.”
The syllabus also details a portion of the course titled “resistance and liberation,” which centers on the “history of resisting oppression as carried out by the oppressed groups themselves,” a theme that supposedly “directly challenges the ‘White Savior’ narrative.” Course vocabulary terms include “white supremacy,” “white privilege,” “microaggressions,” and “colonized mind.”
Another assignment required students to study the “Four I’s Of Oppression”: “ideological, institutional, interpersonal, and internalized” oppression. The assignment required groups of students to draw on those “Four I’s” to make a slideshow on “white supremacy, patriarchy, heteronormativity, or cisnormativity.”
One course document indicates that students partook in a “privilege walk,” an exercise in which participants form a line and take steps forwards or backwards depending on their response to a series of questions. The exercise is intended to indicate the level of privilege each person supposedly has relative to each other.
“In your own words, describe the emotions and thoughts you experienced during the privilege walk. How has it challenged or confirmed your perceptions of privilege and inequality?”
Students were also asked to write an essay on successful political organizing strategies, including how leftwing movements “use grassroots organizing and social media to be successful.” Students could choose from a list of leftist movements to discuss, including Black Lives Matter and the Black Panthers.
Alameda Unified School District did not respond to a request for comment.
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[[{“value”:”
A California school district compelled high school freshmen to audit their “privileged” identities and present on “systems of oppression,” documents first obtained by Parents Defending Education reveal and exclusively shared with The Daily Wire.
California’s Alameda Unified School District’s ethnic studies curriculum required students to assess their own level of privilege as they were taught Critical Race Theory and extreme gender theory. Students were given handouts including “My Relationship with Privilege and Oppression,” which purports to tell students “whether you are privileged or oppressed.” White, male, Christian students without a criminal record are singled out as the epitome of privilege.
The document lists 29 different identities and characteristics—including race, ethnicity, nationality, sex, religion and education level—that are used to determine one’s alleged level of privilege or marginalization. “Who am I as an intersectional human being,” it asks students. Another assignment, called “A Map of Myself,” asks students to audit their own identities, categorizing each as a “position of privilege or marginalization.”
“For each identity domain … consider if it puts you in a position of privilege or marginalization,” the assignment reads before asking students to list their race, ethnicity, biological sex, sexual orientation, and religion. Footnotes cite “anti-racist” author Robin DiAngelo and argue that “race is a socially constructed system.”
“Considering all your social identities listed in the table above, on a daily basis, which ones are you most aware or conscious of?” the assignment inquires before going on to ask what “the most negative or difficult” thing about that identity is.
The documents appear to be representative of the course writ large. An ethnic studies course syllabus divides the class into four sections, including “power and oppression,” which focuses on “who creates the master narrative and how that impacts the lived experiences of different groups” by creating the “understanding that laws & policies are not objective.”
“Individuals obsessed with forcing this oppressor vs. oppressed paradigm are poisoning the minds of children,” Parents Defending Education senior adviser Michele Exner told The Daily Wire. “They want to perpetuate a victimhood mentality based on how many ideological boxes someone can check off. What they should be teaching is math, reading, writing, and history—all subjects that will actually help students of all backgrounds excel instead of pushing this divisive content in classrooms.”
Students are expected to “identify social systems that structure and perpetuate power, privilege, and oppression” and “identify how identities intersect to create power, privilege, and oppression.”
The syllabus also details a portion of the course titled “resistance and liberation,” which centers on the “history of resisting oppression as carried out by the oppressed groups themselves,” a theme that supposedly “directly challenges the ‘White Savior’ narrative.” Course vocabulary terms include “white supremacy,” “white privilege,” “microaggressions,” and “colonized mind.”
Another assignment required students to study the “Four I’s Of Oppression”: “ideological, institutional, interpersonal, and internalized” oppression. The assignment required groups of students to draw on those “Four I’s” to make a slideshow on “white supremacy, patriarchy, heteronormativity, or cisnormativity.”
One course document indicates that students partook in a “privilege walk,” an exercise in which participants form a line and take steps forwards or backwards depending on their response to a series of questions. The exercise is intended to indicate the level of privilege each person supposedly has relative to each other.
“In your own words, describe the emotions and thoughts you experienced during the privilege walk. How has it challenged or confirmed your perceptions of privilege and inequality?”
Students were also asked to write an essay on successful political organizing strategies, including how leftwing movements “use grassroots organizing and social media to be successful.” Students could choose from a list of leftist movements to discuss, including Black Lives Matter and the Black Panthers.
Alameda Unified School District did not respond to a request for comment.
“}]]
