The “New Chinese Exclusion Act” in the United States

The California Coalition for Equal Rights (CFER) launched a statewide poll last week on the state of public Education in grades K-12, and the latest results show that 88.3% of participants are dissatisfied with the current state of public education.

The survey also found that 85.1 percent do not want the Model Ethnic Studies Curriculum to be required for high school graduates; more than 77.7 percent disagree with California’s implementation of the critical Model Ethnic Studies Curriculum; and 91.5 percent believe More than 77.7% disagree that California should implement a critical ethnic studies model curriculum; 91.5% believe that the overall academic achievement of California’s K-12 students needs to be improved; 75% want more emphasis on basic reading and math literacy; and 78.7% believe the focus should be on developing high school students’ academic competitiveness.

The Ethnic Studies Model Curriculum (ESMC), mentioned in the survey, has been promoted again in recent years, stemming from the 2016 passage of AB 2016 by the California Legislature, which requires students in grades 7-12 to take ethnic studies curriculum.

A message from a parent in a related survey by Affirmative Action California said, “These classes (women’s studies, ethnic studies, etc.) teach kids to blame race or gender for everything that goes wrong instead of teaching them to work hard.” This is quite irresponsible, she argued, and is toxic and counterproductive.

Others say, “Focusing on one particular race while ignoring others is increasing hatred and is truly racist.”

Ethnic studies model courses, race studies courses, critical theory courses, critical thinking, etc., all have the same content and are rooted in Critical Race Theory (CRT).

In a January 25 article in the Christian Post, many of the 14,000 public school boards in the United States embrace CRT, and “more than 4,500 schools nationwide have begun incorporating the ‘1619 Project’ curriculum materials into their teaching. The newspaper also cautions that CRT has begun to infiltrate Christian private schools and that Parents are staying silent out of fear.

The oldest Chinese civil rights organization in the United States, the Chinese American Civil Liberties Union, recently issued a statement in New York calling on Chinese parents to resist “critical race theory. Founded in 1895, Tong Yuan is not only the earliest Chinese organization in the United States, but also one of the earliest civil rights organizations in the country.

Parents across the country have recently begun to encounter Critical Race Theory (CRT), some parents know the term from workplace “implicit bias” training, and some parents, frustrated and anxious about their children’s withdrawal, have inquired about Some parents, frustrated, anxious, and withdrawn from their children, inquired about the “racial struggle sessions” held at the school. The Chinese were reminded that CRT is the real source of hate crimes and targeting of Asians, and Chinese parents were urged to “resist CRT indoctrination.

The organization pointed out that although CRT uses many nice words on the surface, such as “anti-racism” and “diversity, fairness and inclusion,” it really means the opposite. They argue that “CRT is a hateful, divisive, manipulative fraud. Chinese have been in the crosshairs of the CRT because of their excellent grades and insistence on meritocracy.”

The same source will compile seven major ideological dogmas that distinguish CRT from the traditional philosophy.

One, tradition requires you to examine a person’s traits without relying on skin color; in CRT it is dividing each other by race and looking only at skin color rather than character.

Second, traditionally justice is the pursuit of equal rights, and everyone’s rights should be equally guaranteed by law, but CRT’s “social justice” is about equal outcomes.

Third, the inequality of all ethnic outcomes is the result of racial oppression.

Fourth, all blacks are oppressed and all whites are oppressors. It is systemic, even if the individuals in the system do not intend to be racist, you are complicit in racism as long as you are white. c. CRT believes that race is the defining characteristic of every person, and that every person either belongs to the oppressor who holds power or to the oppressed.

v. Therefore, even if you do not admit to being a racist, you must be self-critical, honest and apologetic, and not defensible

vi. as long as you believe that achievement, suffering before sweetness, being motivated, seeking facts and objectivity, etc., are white supremacy, mathematics is also racist.

If you say the wrong thing, you will be boycotted by all kinds of public opinion, job opportunities, college admissions, business relationships, your presence on the Internet “all cancelled”.

Homogenic provides three cases.

(1) In January 2021, a California public elementary school had 8-year-olds rank themselves in class by characteristics such as white, gay, and Christian in order to classify the oppressed and the oppressor. A Chinese parent compared this to China’s Mao Zedong’s bloody Cultural Revolution and demanded a meeting with the principal. The school later decided not to offer the class in the lower grades, but still taught it in the upper grades.

(2) In June 2020, the City of Seattle trained its white staff to explain why white employees will always be racist, asking them to admit complicity in the white supremacy system.

(3) In August 2017, a charter school in Nevada forced students to identify themselves as members of a particular race.

Ms. He, a parent of a Walnut, California student, recently interviewed by Epoch Times, argued that California’s “ethnic studies curriculum” based on critical race theory is critical of and vilifies traditional American values and promotes communist theories of “struggle. Instead of building respect and understanding among students, the curriculum divides students into so-called victims and oppressors: ‘I’m a victim, you don’t agree with me, you’re not my race, you’re an oppressor,'” she said. This kind of thinking is provoking students to struggle against each other, which gives me an all too familiar feeling, exactly like the communist set.”

Needless to say, this Ms. He must be from mainland China. She had developed antibodies to this “virus” of the Communist Party.

We have previously introduced the theory of critical race, which came from Antonio Gramsci, the first secretary of the Italian Communist Party, and a group of German communists in exile in the United States, who formed the so-called Frankfurt School and developed the so-called “critical theory” at Columbia University in the 1940s and 1950s. “This is in fact a variant of Marxism and communism.

Critical theory, too, can be called Culture Marxism (文化 Marxism). Marxism in the Soviet Union back then and now in mainland China, known as Economic Marxism, focuses on the economic status of people and believes that the progress of human civilization is driven by class struggle, and that class is determined by economic status. Landlords, rich peasants, capitalists, workers, peasants, these are all related to economic status.

Because the exploiting class exploited the surplus value of the working class, the working class, mainly the working class, had to struggle against them in order to obtain an improved economic status. Immediately after the Chinese Communist Party gained power in mainland China, it carried out an agrarian reform and divided the class composition, and Chinese people were divided into various classes and then openly discriminated against. Landlords, rich peasants, and capitalists were not only economically deprived, they were completely deprived of political rights, and their children’s right to education, jobs, promotions, and other opportunities were completely denied.

All the struggles of the Communist Party revolved around the economic concept of “class”. But in practice, there was more than economic content, there was also counter-revolution, the right, etc. These were the ideological and cultural content.

Gramsci’s Marxism revolves around culture, and is therefore called cultural Marxism. Now the Communist Left movement in the United States is just beginning, mainly around race and gender, but still centered on the theory of “struggle. This is a Communist and Marxist tactic of dividing society into various hierarchical factions and then using the contradictions to sow discord, provoke the masses to fight the masses, and use one faction to oppress the other.

In mainland China, this struggle reached its climax during the Cultural Revolution. “The Cultural Revolution also began in the education system when Mao Zedong said, “The phenomenon of the bourgeoisie ruling our schools cannot continue any longer.” The Red Guards were then formed in Beijing and killed over a thousand people in three months, including many teachers and principals of famous Beijing high schools. The “Cultural Revolution” was then officially launched.

In 1973, a young intellectual named Zhang Tiesheng, a candidate from Liaoning Province, took a university exam and scored only six points in physics and chemistry. He wrote a letter to the Communist government saying that he had no Time to study because he was too busy in agricultural production, but that his ideal was to go to university and build the countryside. Later he not only went to university, but was also established by the CCP as a social model and promoted greatly.

The Chinese Communist Party rules mainland China and “equalizes” people according to their class, so that the children of landlords and rich farmers cannot receive higher education even if they do well in exams. The critical race theory promoted in the United States would equalize rights according to race, with some races being “more equal” than others, according to Animal Farm (note: George Orwell’s satirical political fable).

Let’s go back to the “critical race theory” taught in American schools. Schools that teach this theory ask students to self-examine and self-grade themselves (this is a bit like assigning a class composition): Are you a white supremacist? Are you a white social beneficiary? Both are oppressors and belong to a class that needs to be suppressed. If, unfortunately, you are still a Christian, or even believe that there are only two genders, male and female, or disapprove of homosexuality, then you are basically an enemy of society. Schools may organize to educate you, other students will ridicule you and isolate you, or even openly discriminate against you.

Of course, if you are a person of color, you are inherently oppressed, and if you are not a Christian and specifically approve and appreciate multigenderism and homosexuality, then you are simply supposed to be the social elite and have the right to oppress others.

Unfortunately, Chinese and most Asians, it’s hard to rank inside. Asians (students) do well in school, go to a high percentage of colleges, earn a high income out of society, and often have more conservative values, and many are Christians, but are people of color. Therefore, most Asians will be ranked as “beneficiaries of white supremacy” and will be excluded.

This position is probably equivalent to the status of the rich peasants or petty bourgeoisie in mainland China before the 1980s. Although not the main enemy, they need to be suppressed and “educated.

Cultural Marxism is no different from economic Marxism in that it seeks to divide society into three, six, and nine classes, and then to divide and rule. This method was used 800 years ago when the Mongols ruled China.

In 1979, before China started to reform and open up, it first abolished the social status of landlords, rich peasants and rightists, and rehabilitated the victims of the Cultural Revolution. It is hard to imagine that without this action, China’s subsequent economic reforms would have been successful.

The far-leftists in the United States, who have quietly infiltrated schools over the past decade, are now also trying to bring about the “Cultural Revolution.

The New York Fellowship points out that this is not racial equity education, but political indoctrination, which is unacceptable to Asians. Their statement says, “Racial preferences come at the expense of our children, at the expense of academic standards, at the expense of basic fairness.” So they determined that race-critical theory, “is really the Chinese Exclusion Act of today.”