The California Department of Education is recommending that schools have their students join anti-"Whiteness" pep rallies complete with chanting and praising of ancient deities, RealClearInvestigations reports.
At the Social Justice Humanitas Academy in Los Angeles, students attended a pep rally where they sang phrases in foreign languages in order to combat "White supremacy."
In the video, students can be seen and heard chanting led by R. Tolteka Cuauhtin, one of the authors of California's divisive ethnic studies curriculum, which was recently rejected by the state's legislature.
The California Department of Education also recommends that educators lead their students to chant "In Lak Ech," which invokes the names of Mesopotamian and Aztec deities, the latter of which was considered the god of human sacrifice. According to the DoE, the chant promotes "transformation, liberation, education, emancipation."
The rituals are expected to be part of California's updated ethnic studies curriculum, which is set to be adopted by the state in the near future as a requirement for all high school students in the state.
Other aspects ethnic studies classrooms include mock trials of White supremacy and teaching students how to engage in political activism.
The curriculum also teaches students to explore themselves in terms of their "intersectional" identities. Rather than seeing themselves in terms their personal qualities and aspirations, Californian students will be encouraged to reflect on their lives through the lens of race, sex, sexuality, ethnicity, and religion, among other factors.
At San Juan High School in Citrus Heights, for example, students are asked to "chart their own intersectionality" through the lens of critical race theory. Critical race theory, often abbreviated as CRT, is an academic theory which teaches various racist concepts such as objectivity, merit, and rationality being inherently White.
The introduction of ethnic studies to schools in California has been subject to intense criticism. Conservatives have argued that it amounts to political indoctrination and that it teaches students to view themselves victims rather than to be resilient. It has also been criticized for cherry picking which identities to focus on, especially by Jewish groups who feel that they have been excluded from the curriculum.
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