Concerns Over Pittsburgh Schools’ Ethnic Studies Course

The North American Values Institute (NAVI) is raising concerns about a new ethnic studies course introduced for high school seniors by Pittsburgh Public Schools (PPS). This nonpartisan education watchdog argues the course may focus more on political activism than on teaching history.

According to NAVI’s Pennsylvania Director, Steve Rosenberg, the course seems to recruit students rather than educate them about historical revolutions. Documents obtained by NAVI indicate that the course lacks counterarguments in its material, which raises red flags.

Teach kids about revolutions, don’t recruit them to be in one.

Dr. Ann Fillmore from Pittsburgh Public Schools stated that the institute received a unit overview, not the complete curriculum. Some of the materials were part of a College in High School (CHS) dual-enrollment course with LaRoche University.

The ethnic studies course consists of five units:

• Developing Our Identities: Using Language and History to Create Community
• The Journey of Cultural Legacies: Exploring, Honoring, and Embracing Diverse Histories
• Barriers and Bridges: Navigating Systems of Power
• From the System to the Self: How Society Shapes Identity, Opportunity, and Power
• Making an Impact

The initial units cover identity formation, cultural heritage, and historical migration. NAVI’s concerns mainly focus on the latter units beginning with Unit 3. This unit involves students exploring systems of power and learning how to challenge, resist, and restructure them. Unit 4 discusses how these systems impact access to opportunities and resources.

Rosenberg finds the latter units controversial because they differ from historical education about people’s experiences. The final unit, Unit 5, requires students to develop an action plan to address community issues.

Despite NAVI’s concerns, Dr. Fillmore refuted claims that the course fosters political activism, stating it focuses on civic reasoning. She emphasized the curriculum encourages students to form original ideas and understand history based on inquiry-based learning principles.

The curriculum’s approach to Jewish identity and antisemitism is another point of contention for NAVI. Rosenberg argues that presenting Jewish identity through theories of privilege distorts the Jewish experience. He calls for counter narratives to ensure students receive a balanced view.

Dr. Fillmore countered by stating that the course does not categorize groups as oppressors or oppressed. She highlighted the curriculum’s inclusion of Jewish history, culture, and resilience.

Rosenberg advised parents to review the course materials carefully and engage actively in discussions about their children’s education.