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Ethnic Studies Ruling Escalates Arizona Schools Struggle
While students were on their holiday break, Arizona issued a disturbing wake-up call to anyone who thought the education system had evolved to reflect America’s diversity. In a legal challenge to a controversial law passed in 2010, an administrative law judge pummeled a flagship educational initiative by supporting restrictions on programs based on Latino history and culture.
Tucson students occupy a school board meeting (Image: thesoundstrike.info)
The judge decided that the curriculum used in Tucson’s Mexican American studies programs was biased against white people, apparently because it advocates critical historical perspectives and emphasizes struggles of indigenous and Latino communities, as well as the links between that legacy and contemporary politics. The ruling comes as no surprise, as the struggle between the school district and school superintendent John Huppenthal has been dragging on for months. The focus now is on a pending federal lawsuit aimed at halting the law.
CNN quotes from ruling:
In Tuesday’s ruling, administrative law judge Lewis Kowal said the auditors observed only a limited number of classes. He added, “Teaching oppression objectively is quite different than actively presenting material in a biased, political, and emotionally charged manner.”
“Teaching in such a manner promotes social or political activism against the white people, promotes racial resentment, and advocates ethnic solidarity, instead of treating pupils as individuals,” Kowal wrote. He cited a lesson that taught students that the historic treatment of Mexican-Americans was “marked by the use of force, fraud and exploitation,” and a parent’s complaint that one of her daughters, who was white, was shunned by Latino classmates after a government course was taught “in an extremely biased manner.”
So to sum up, it is “extremely biased” to teach critical viewpoints of the oppression, displacement and systematic discrimination that Mexicans and other groups have encountered throughout U.S. history. Because for students to learn about the many atrocities strewn along the path of Manifest Destiny would upset the national narrative of continual social progress, rugged individualism, and free enterprise. And once the veneer of triumphalism begins to crack, students might start to use their often-neglected critical intellect to unravel myths of “personal responsibility” and “equal opportunity” that have propped up neoliberal dreams for the past few generations.
The ruling’s ideological rationale encapsulates the political fictions fueling ethnocentrism in public schools. That’s precisely why many students yearn for education that pushes past negative media portrayals and stereotypes of people of color (and they’re willing to agitate for it). Tucson high school student Korina Lopez, whose father teachers in the district, told Democracy Now!, “It’s very important to me because I know that it teaches a deeper understanding of history and the things you learn. And it just gives you a whole new appreciation of your community and society.”
Ethnic studies in public schools has long been under siege. Though the programs have flourished, enrolling hundreds of elementary, middle and high school students, the law, HB 2281, aimed explicitly to penalize educators that have fought to introduce more critical pedagogy.
According to the federal legal complaint filed by ethnic studies advocates and teachers this fall, the state’s then-school superintendent Tom Horne declared that the Mexican-American Studies Department of Tucson’s No. 1 unified school district “[p]romotes the overthrow of the United States Government.”
The witchhunt rhetoric surrounding the program reflects the overarching paradox of the state’s charge of “bias” in ethnic studies. A glance at the demographic structure of Tucson’s school system shows that individual opportunity doesn’t exactly thrive in communities riven by deeply rooted racial and economic segregation.
The Arizona government’s preference for “teaching oppression objectively” certainly plays out in ironic ways. Authorities have no qualms displaying their own biases when it comes to policing schools and communities. The most glaring example is SB 1070, the law that would encourage the profiling and detention of suspected undocumented immigrants. The state has also marginalized teachers who fell short of “fluency” standards–i.e. people with Spanish accents who teach kids with limited English. At one school in Phoenix, reported the Wall Street Journal last year, “State auditors have reported to the district that some teachers pronounce words such as violet as ‘biolet,’ think as ‘tink’ and swallow the ending sounds of words, as they sometimes do in Spanish.”
If only more Arizona officials had been schooled in the very programs that they seek to outlaw. According to the Save Ethnic Studies campaign, the programs have proven effective not only at supporting academic performance in the conventional sense–higher graduation rates and test scores–but helping close the profound “achievement gaps” that plague low-income communities of color. The campaign stresses that the ethnic studies model incubated in Tucson has become a national model:
98 percent of the students say they do homework at night to keep up with the next day’s class. 95 percent discuss what their learning with their parents. Students have given reports to the TUSD board, Pima County Board of Supervisors, the Arizona state legislature, the Black Congressional Caucus and the Hispanic Congressional Caucus.
“There’s a big myth up there that these classes are about immigration”, says Augustine Romero, Director of Student Equity at TUSD. “It’s actually about analyzing problems in the real world and addressing those problems by coming up with solutions.”
Analyzing problems in the real world and coming up with solutions. If officials think that’s anathema to a sound education, then they’ve given civil rights advocates the most principled argument yet for why ethnic studies is so vital for the next generation of community leaders.
43 Comments so far
Show AllArizona just keeps trumping the rest of the country for the label of 'most regressive State' in the Union. Having said that, corporate America hates critical thinking skills (thus their support for NCLB) and Arizona leads the way at eliminating this 'liberal conspiracy'. After all, if students embraced such radical ideas, they may very well overthrow the government and replace it with a representative democracy.
"After all, if students embraced such radical ideas, they may very well overthrow the government and replace it with a representative democracy."
Indeed. But it appears that ethnic studies classes relegate the teaching of such radical ideas to small, segregated groups of students, thus creating a perverse effect: the resulting social divisiveness and ethnic tensions fertilize the ground for for rapidly growing right-wing populisms that serve the interest of ruling elites.
Can someone please clarify this point: are the classes in question required classes for all students? Or are they elective?
Michelle, you are pushing a bolder uphill.
It is quite obvious that the situation is changing in education and cherished identities are being thrown out with the bath water.
And I guess we need to take American Indian history out of the history books as one may come to the conclusion that we were taking their land and perhpas we need to take Pearl Harbor out of the history books because of the potential bias against Japanese, and while we are at it, we'd better not put the current economic crisis in the history books as one may come out with a bias against bankers.
I think your analogy is a little off base in this sense:
The courses under dispute, if I understand correctly, are elective courses. The historical narratives and interpretations that are taught in them are NOT in general history books used by the general student population.
So there is no question of changing, for better or worse, the content of general history books, as your post suggests.
Chen writes: "Because for students to learn about the many atrocities strewn along the path of Manifest Destiny would upset the national narrative of continual social progress, rugged individualism, and free enterprise. And once the veneer of triumphalism begins to crack, students might start to use their often-neglected critical intellect to unravel myths of “personal responsibility” and “equal opportunity” that have propped up neoliberal dreams for the past few generations."
This seems like an argument to change the general history books and history classes taken by ALL students.
What is a stake here, it seems to me, is the teaching of a separate history and historical interpretation to a separate group of the student body, which is bound to be socially divisive and ineffective from a progressive viewpoint.
Btw, the TUSD Mexican American Studies Department (linked in the article) lists as one of its goals:
"Providing and promoting teacher education that is centered within Critical Pedagogy, Latino Critical Race Pedagogy, and Authentic Caring. "
If Wikipedia's description of "Critical Race Theory" applies to "Latino Critical Race Pedagogy", then I would say the latter is highly problematic from an educational, critical thinking, and progressive standpoint.
http://en.wikipedia.org/wiki/Critical_race_theory
In any case, if "Latino Critical Race Pedagogy" is utilized exclusively, and not presented as one of several different approaches, then it would seem the Mexican American Studies is presenting a highly politicized and one-sided program.
Even if I was a personal adherent of the concepts and approach of Latino Critical Race Theory, I would nevertheless advocate that it be taught along with other theories in an atmosphere of exploratory critical thinking.
(Additionally, I have major problems with the concept of "race" as a classificatory category for human beings. Is there really a Latino "race", a White race"? These are socially constructed terms, without any scientific basis, and thus are highly problematic and conducive to polemical abuse. )
I recommend reading the full text of the ruling: http://www.scribd.com/doc/76617576/ALJ-ruling-against-Ethnic-Studies-in-TUSD
A few things that caught my eye, among others:
"72. The MAS .... website text states that “for Latino students,” the model is designed to create “both a Latino academic identity and an enhanced level of academic proficiency"
A "Latino academic identity"?
"Testimonial evidence presented at the hearing, in conjunction with excerpts from texts, curriculum, assessments, and student work, demonstrates that MAS classes cause students to develop a sense of racial resentment toward the “white oppressor” or “dominant” group. The philosophy of “us against them” is a persistent theme that exists within the MAS program. "
"81. As represented on the MAS website as well as in the article, the “barrio
pedagogy” used in the MAS program utilizes “critical Latino race” theory and “critical
pedagogy” as the foundation of MAS classes..."
"82. According to MAS Director Arce, “critical race theory utilizes a racimized lens to look at different issues, different problems within our society.”
"87 Dr. Romero and MAS Director Arce address in the article the role of the critical educator: The critical educator cannot wait for the dominant group or the American structure to correct itself. The critical educator must understand that the oppressors cannot see the nature of their ways. Given this understanding, it is my belief that the dominant group is incapable of critical reflection or redemptive remembering, both of which are required for the creation of a truly egalitarian structure. Because of their linear thought and messianic self image, however, the dominant group is unable to reflect upon its actions..."
"Dr. Romero and MAS Director Arce’s article notes that in pursuing social justice,
they and their students engage in exercises of problemization that deliberately attempt
to “racismize” the process and use “barrio pedagogy.”
"102. Dr. Stotsky opined that the materials presented in the hearing exhibits were not
academically beneficial because they did not attempt to develop critical thinking. "
103. Dr. Stotsky testified that, to her knowledge, critical race theory is not used in the
K -12 grade level classes.
104. Dr. Stotsky reviewed Exhibit 5 and testified that she has never seen “barrio
pedagogy” used in the K- 12 grade level. "
"107. Dr. Stotsky further testified that from the materials she reviewed, including her
review of Dr. Milem’s testimony, she could find no evidence to suggest that resolution of disequilibrium would occur or that there is any benefit to non-Mexican American
students. "
"109. Dr. Stotsky testified what was lacking in the MAS program was a balanced approach, meaning one that offers more than one perspective or view (i.e., that it was
not biased). Dr. Stotsky opined that the MAS materials she reviewed identified Latinos identified as the oppressed and “Whites” as the oppressor, and were designed to arouse emotion in the Latinos.
110. Dr. Stotsky testified that based on her review of the materials, she believes at
least some MAS classes violate A.R.S. § 15-112 by promoting racial resentment, and
advocating ethnic solidarity instead of treating students as individuals. She further
testified that she believes that the MAS classes are designed for students of a particular ethnic group."
"Elementary School
116. Several lesson plans show that “barrio pedagogy” is being used at the
elementary school level. In particular, the opening slide of a PowerPoint TM presentation entitled “Birth of the Mestizo.” includes a poem describing Mexican American people as a people “born from an act of rape” and “born to revolt.”
"119. In an elementary lesson authored by current MAS elementary teacher Alzira dos
Santos Duncan entitled, “America Without Borders,”...Ms. Duncan referenced “Minute Men, immigration reforms, walk-outs and lots of demonstrations in support of immigrants, reaffirming that they are not alone in their struggle for freedom.” ...Ms. Duncan expressed hope that “with a little knowledge students will be able to comprehend some of the actions and reactions of our people."
"120. The “America without Borders” lesson unit concludes with a lesson instructing students on “Aztlan.” In this lesson, the “objectives” are to teach students to “locate on the U.S. map where the Aztecs used to live,” to “name the states that once belonged to Mexico,” and to “define Aztlan.” The “Focusing Question” students are asked to discuss during this lesson is “Who is the real immigrant?” Students are then shown a copy of the “1847 Disturnell Map.” The map is described as a representation of the “ancient homeland of the Mexican people . . . in what is today Arizona, near the Colorado River.” "
"In Mr. Gonzalez’s “teaching points,” he quotes an excerpt from the book wherein a teacher, Miss Hernandez, yelled at a Mexican American child for speaking Spanish “on school grounds.” ... Mr. Gonzalez describes Ms. Hernandez as a “self hater,” “unaware,” and that she “did not like who she was as a person.” In contrast, Mr. Gonzalez describes “Marielita” -- the student who spoke Spanish in class -- as “strong” and “beautiful” because she has embraced the “four sacred elements” and her “indigenous” identity..."
"Teacher Elvick-Mejia also testified that her third grade students are given lessons about the “four sacred elements” ...."
"MAS Teacher Gonzales explained the basis for her lesson on “codices” as follows:
This unit has been created to provide teachers and students with an indigenous rooted process of attaining self-love centered on the Tlamanalcayotl philosophy of life. The formation of this identity is crucial particularly for Mexicans as we have been stripped of our cultural identity through colonization."
"127. Teacher Elvick-Mejia explained that in the above-mentioned lesson, students
could explore their identity, and that it is premised upon self-love. However, MAS
Teacher Gonzales’ written description shows that the concepts of “identity” and “self-
love” are tied to a “Chicano” identity"
"132. Another poem entitled, “Somos Mas Americanos,” states: “I want to remind the
racist whites: I didn’t cross the border, the border crossed me. . . . We are more
America the (sic) the sons of the Anglo-Saxons. . . . Even though it hurts our neighbor,
we are more American than all of the White people."
"133. The introduction to the “Building the Bridges Toward Solidarity” unit states that
the purpose of this lesson “highlights the connectedness and interconnectedness amongst Black and Brown people.” ... The unit also addresses the brutalities that the Black and Brown people have suffered by the American justice system...
134. The “Building the Bridges Toward Solidarity” unit appears to advocate ethnic
solidarity among black and brown people while the white people are excluded from the “bridges toward solidarity” that the students are encouraged to build."
"... excerpt from MAS critical race theory textbook under Questions and Comments–
“Would it not be logical for blacks [sic], Latinos, Asians, and Native Americans to unite
in one powerful coalition to confront the power system that is oppressing them all?""
"Middle school lesson units that the District provided to the Department contain a
lesson drafted by Mr. Gonzalez entitled, “From Cortes to Bush: 500 Years of
Internalized Oppression Part 1.” .... This Lesson is suggested for both middle and high school students at grades 7-12 and includes the following introduction:
In 1521, the Aztec’s [sic] and the indigenous people of the Americas went from being a people with human rights, to a people without any human rights. 500 years later nothing has changed. Indigenous people and our offspring have been dealing with a colonization process, which has wreaked havoc on our lives. . First by Spain in 1521, and then by the United States in 1848. . . . Five centuries of being at the bottom of the
social, political, and economic rung have devastated our humanity.""
"176. District Board President Stegeman testified that he observed Mr. Acosta and his students began chanting and clapping in unison at the beginning of the class. In his notes, District Board President Stegeman commented that along with their clapping and chanting, the students recited a long, memorized speech that was “something like a prayer.” District Board President Stegeman, Day 1 (p.m.) at 55:13-56:11. District Board President Stegeman noted that the students collectively chanted, “we must be willing to act in a revolutionary spirit.”
District Board President Stegeman described the Latino Literature class as “a
cult,” “pure political proselytizing,” and “a political rally.” "
"180. District Board President Stegeman also collected a copy of Mr. Acosta’s class
handout for the day, which included a single sheet of paper containing a series of
definitions. .. The handout contained a definition of the “Inequality of Language Theory” attributed to Richard Delgado. Under this definition, “equality” is defined by race and ethnicity—“If you are white, English-speaking, and your ancestors came from the right region of the world, all the equality amendments and civil rights statutes apply to you. If you are of a different hue or origin and/or prefer to speak a language other than English, you cannot insist on equal treatment or equal protection of the law.”"
"184. Parent Stevenson testified that her daughter reported to her that Mr. Gonzalez’s
government class was being conducted in an extremely biased manner. The daughter
told her that the class presented “how the Anglo-Saxons had treated other people badly, particularly Chicano people.” Parent Stevenson, Day 2 (a.m.) at 152:2-152:4. Her daughter (who is Caucasian) reported to her that “[b]y the end of the class, the other students, most of the other students would not talk to her at all, except the students who were not of Hispanic background, Mexican background.
185. Based upon her daughter’s experience as relayed to her, Parent Stevenson
opined that her daughter’s MAS class promoted racial resentment and ethnic solidarity."
The post-humanist agenda does not call for any ethnic identities - tightly controlled fertility and designer babies, ala 1984.
You display your ignorance of the materials these courses use. Try reading Occupied America and see if you find it biased against whites. I did.
Judge Lewis Kowal: "Teaching in such a manner ...advocates ethnic solidarity, instead of treating pupils as individuals."
* * *
I think that is a legitimate issue. I have no way to accurately judge what actually goes on in the classrooms in question, but I would hope students taking the course are a diverse mix, and not mostly from a single ethnic group. But it doesn't appear that is the case.
I think "critical historical perspectives" should be taught in all history classes and to all students across the board.
If "ethnic studies" tend to appeal to ethnic groups separately, and tend to create segregated classrooms, then that is not something to be encouraged in my view.
What justification can there be for a system in which one ethnic group learns a particular historical narrative and interpretation, while others learn different narratives and interpretations, or don't learn them at all?
What justification can there be for any education course that:
*Promotes resentment towards a race or class of people.
*Is designed for pupils of a particular ethnic group.
*Advocates ethnic solidarity instead of the treatment of pupils as individuals.
I don't have the facts in hand to know whether the Arizona ethnic studies classes in question do any of those things, but if they do, which cannot be ruled out imo, then I think they should be opposed.
"a disturbing wake-up call to anyone who thought the education system had evolved to reflect America’s diversity."
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
only yesterday my younger son and i discussed and addressed how the "war on diversity" shackles our education system-even in deep south texas. todd felt astounded when he suggested to college teacher, a man of hispanic origin, that we need to extol our unique cultural blend. "oh no!" the dark-haired instructor relpied, "american hispanics are now viewed as one with the white culture." my son and i figure that the "safety in numbers" idea may influence the desire to emulate the aggressor for self-preservation. capitalism, governments and fundamental relgions ALL promote an authoritative, top-down hierarchal chain of command in which the questioning mind is veiwed as disruptive to the establishment. hyphenated-americans who learn to dress, talk and suck-cess-fully meld into the white culture like so much mayonnaise is the prevailing token diversity. one result being that people who subdue their own beautiful cultural history probably suffer some deep-seeded self image problems.
just this morning i read a great discussion on bill bigelow's "repeat after me..." article, ( http://www.commondreams.org/author/bill-bigelow ) this fantastic article along with some very astute comments offers lots of insight as to why the hierarchy fears that the facts as "biased against white people."
I grew up in Piscataway Township. The Piscataway are a subtribe of the Conoy Native American tribe of Maryland. At one time, they were one of the most populous and powerful Native polities of the Chesapeake Bay region. They spoke Algonquian Piscataway, a dialect of Nanticoke. Translated Piscataway means “land of the twilight”. We had a stone in our back yard that we used as a bird bath till we found out it was a grain grinding stone. We donated it to the local Indian museum. Everyone in our school had a map of all the major tribes of the US and were quizzed on it. It was part of our American History. I think there are 3 major tribes left of the Piscataway and they speak English as well as their own language.
Schools are not teaching African, Swedish, Chinese, Russian studies in High School. If you want to specialize, you do that in college. If you want to learn your own ethnic heritage, that is something your family teaches you. My family is italian and spoke both English and Italian. We learned all about the dirty laundry from our parents and grandparents. We did not expect the local high school to teach Vatican history (though I did take Latin as my second language).
So now please tell me what classes are they teaching that everyone is so up set about?
"We had a stone in our back yard that we used as a bird bath till we found out it was a grain grinding stone. We donated it to the local Indian museum."-- by Claudia L
good for you and thanks for introducing me to the piscaway! from wikipedia i learn that "Some archaeologists contend that the indigenous ancestors of the Piscataway came to the Potomac River region roughly 10,000 years ago" and as you say grew to a most populous nation. i grew up in missouri and if my curriculum included a comprehensive first nations study, i missed that "day." you should feel most fortunate that you received a more in depth "american" history background, so many know only the hollywood version. i enjoyed mishner's novel, "chesapeake" and should read it again. also, many moons ago i read the novel "texas" which provides a sad example of our broad bush approach to cultural differences. james tells of an apache attack on a u.s. military base. in quick response the angry soldiers wiped out a nearby cherokee (tsa la gi, choctaw word meaning people who live in trees) village.
"We did not expect the local high school to teach Vatican history"-- by Claudia L
i've often wondered why the pope get so much media attention, here in the "new" world. lots and lots of u.s. catholics--even parish priests do their own thinking, but others perhaps intimidated by hell fear to question, therefore giving an elected religious leader too much sway over our secular government.
"If you want to specialize, you do that in college. If you want to learn your own ethnic heritage, that is something your family teaches you."--by Claudia L
i wish not only knowledge of "my" own ethic heritages, but enjoy learning how other customs, languages, culinary arts, fashion et al come to be. i think a course of "religion and philosophy" could begin in elementary social studies classes. all are impotant facets of humankind, should we evolve fom the rat race to that point of kindness. younger kids learn languages and just about everything else at a much faster rate than teens and adults. the children are our most important investment in the preservation of our species. therefore, we should give them a broad educational foundation.
"Teach the children well!"
And the Solutreans were in America 36,000 - 11,000 BC. They are very interesting to study as well. They are the Clovis Point people and came originally from France.
You would love this site http://www.google.com/search?q=solutrean+points&hl=en&client=safari&rls=en&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=qZgAT-zaPKfw0gG_mu3_AQ&ved=0CCEQsAQ&biw=1473&bih=780
You are correct! People SHOULD know their roots but also should attempt to become part of the country they have chosen to live in. Learning the language of that country is integral in this process. Either Spanish speaking people have a particularly difficult time learning or aren't interested in learning English ( it is the common language that everyone from all the other countries have learned when they came here) . This country has been drained of billions of dollars in bi-lingual assistance because they are unable to over come this problem. They keep themselves separated from the general body of people. Why is this?
Some clarification: "Raza Studies" was taught in TUSD core curriculum. School admin wanted to relegate it to an elective; that's when the $h!tstorm started. An elective implies reduced funding -the other side of the coin.
For the poster who thinks corporate America discourages critical thinking so they can benefit, well, it's a matter of perspective; private and charter schools in Tuscon already have waiting lists.
Mexico -coming to a neighborhood near you.......
This is a college level subject . You don't force kids in High School, or any other mandated school to take ethnic studies . As a black man I actually get annoyed in ethnic studies classes IN COLLEGE . Ether its taught like " And the poor Negros were mistreated again" or " The white man hates all of you, he has abused every minority, and he WILL DO IT AGAIN ."
This isn't something you want to force a student in high school to take , in college I have the freedom to just drop a class if I disagree with the subject material . Hell, I may even be able to look up a teacher's known bias and then decide based on that if I want to take a class . In High school students lack that freedom . Then again this is another Michelle Chen article , so no mater how the current situation might make sense to me, to her its some epic racial injustice .
I agree with you 100 percent, and I have read Occupied America the main text they use in "Chicano studies" and it is nothing but an inflammatory polemic designed to agitate young latinos for reconquest.
Got any examples of this inflammatory rhetoric?
---"it is nothing but an inflammatory polemic designed to agitate young latinos for reconquest."---
In other words, taking back the land that was robbed from them? Sound's good to me...
As a eastern USAn, when I travel to California - a land where nearly every city, town river, hill, mountain, many plants and even geologic features have Spanish names, yet is populated by white protestant gringos - I am acutely aware that I am in a land that was, not very long ago, robbed from someone else.
and who did the good padres take it from amigo?
Well, considering that Mexicans are typically at least 50-70% native American descent, they owned it all along - or at least for about 12,000 years!
As with most armchair liberals, your intentions are misplaced and misinformed.
The Mexicans you are referring to are called "mestizos", an entirely different "culture" than Native Americans. Mexicans slaughtered Native -Americans to protect their territory.
pjd412 And the Solutreans were in America 36,000 - 11,000 BC. They are very interesting to study as well. They are the Clovis Point people and came originally from France.
Your 50-70% is wrong. Though, oddly enough the people who are considered Native Americans almost all have some European ancestry, and in some cases even more than Mexicans. So, I think this is a misconception. While many "Native Americans" have European blood mixed in them aswell they acknowledge their Indigenous side, but mexicans (and many latinos in general) acknowledge that they are of a mixed racial group of both Indigenous and European ancestry.
Between 60-80% of the Mexican population are Mestizos, people of mixed European ("White") and Native American background. The Mestizo statistic however, does not include all full blood natives who speak Spanish and do not live in indigenous communities: the Native American, or Amerindian population ranges from 10% to 30% of the Mexican population.
Read more: http://wiki.answers.com/Q/Are_Mexicans_a_mixture_of_Spanish_and_Native_American_people#ixzz1iEPyPhue
You would love this site; http://www.google.com/search?q=solutrean+points&hl=en&client=safari&rls=en&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=qZgAT-zaPKfw0gG_mu3_AQ&ved=0CCEQsAQ&biw=1473&bih=780
I guess you prefer to stay ignorant.
"...taking back the land that was robbed from them? Sound's good to me..."
He safely says from "white protestant gringo" land of W. PA. The romanticized vision of the West by eastern liberals is always good for a laugh.
No. SW Pennsylvania, like much of the rust belt is predominantly Catholic or Orthodox, Bohemian, Slavic, Polish, Italian, or Irish. However, the names of our rivers (Monongahela, Youghiogheny, Kiskimenetas, etc) remind us who got robbed of their land here, and if there were any of them left, I'd support them taking it back too.
Basically, from Euskal Herrra to Puerto Rico to Quebec to Ireland to Kurdistan to Palestine to the vast lands robbed from the Mexicans by president Polk, there are very few national separatist movements that, with the necessary democratic popular traction, I don't or wouldn't support.
".. and if there were any of them left, I'd support them taking it back too."
...too funny
For those of you who are IGNORANT of the central text used in these "Chicano studies" classes I will avail you of my first hand experience with it. Rodolfo Acuna author of "Occupied America" professor emeritus at California State University Northridge. I WAS A STUDENT AT CAL STATE NOWHERE as we used to call it and again at San Diego State where I was forced to take ethnic studies and chose Mexican American studies.
Acuna is a RACIST and advocates the reconquest of the American Southwest. He can publicly claim otherwise and his disciples and accolytes can obfuscate but I READ HIS BOOK and it is a biased offensive POLEMIC, full of racist hatred against white Americans. His aim and that of the most ardent "Chicano" followers of his ADVOCATE the RECONQUEST of the American Southwest.
If ANY of you want to LEARN something about the Mexican American people of the American Southwestern United States read NORTH FROM MEXICO by the TRUE FATHER of Chicano Studies, the brilliant progressive and incredible Carey McWilliams who left his PROGRESSIVE footprint on more famous legal cases and movements of the 20th Century than Acuna can ever hope to. Acuna is an angry latino, blinded by hate. His curricula will distort young minds and create resentment and strife down the road, I can guarantee that.
Some quotes from Acuna's book might really strengthen your case.
This is a serious request.
Acuna answers the FORMIDABLE "rubberneckduck" who has READ HIS BOOK here:
http://www.youtube.com/watch?v=tJKOzA3TAvs
Wow! Riveting and 792 views to boot, with 22 likes. The guy is a cultural icon.
BTW, why don't you view this one so you can get a taste of what we deal with down here and with what you will -eventually:
http://www.krqe.com/dpp/news/crime/accused-baby-killer-in-u-s-illegally
Funny how progressives have forsaken reparations to Native-Americans in favor of Mexicans. I guess it's a kinder gentler form of imperialism.
We progressives vary considerably in our attitudes towards immigration and Mexican AMericans.
" Hispanics make up almost 15 percent of the U.S. population - a percentage growing 5 times faster than the general population, which is more than a 70% increase in the last 10 years." They have a plan.
Acuna himself declared in a forward to one edition of his polemic that he was too angry. Try reading his biased angry polemic then read Carey McWilliams North From Mexico, McWilliams was a progressive, Acuna a race baiting agitator. Read McWilliams wiki, his book is MILES ahead of Acuna's. I've read them both, you should too.
Read Carey McWilliams North From Mexico then read Acuna's Occupied America. You'll eventually understand why your ignorance is dangerous.
Can you not even identify propaganda when you see it? Comments were BLOCKED from that video. That means ONE WAY propaganda. If Acuna was interested in an honest exchange of ideas, he'd not have blocked comments!!
Notice how the introduction says "often called the father of Chincano studies" which fails basic journalism; called BY WHOM?? His accolytes? Other angry reverse racist latinos? Certainly not objective knowledgeable scholars and students.
READ CAREY MCWILLIAMS NORTH FROM MEXICO A MUCH BETTER HISTORY OF THE HISPANOHABLANTES OF THE SOUTHWESTERN UNITED STATES.
" the Mexican-American Studies Department of Tucson’s No. 1 unified school district 'promotes the overthrow of the United States Government'."
indefinite detention for the lot of them!!!!
White fears of a Spanish-speaking planet...
Yes, espanol will definitely get you an extra 25 cents an hour at the local call center.
White fears of reverse racism, well founded if you take the time to read some of the hate rhetoric these "ethnic studies" programs provide latino students.
Hispanics represent 16% of the population and produced 42% of new births in 2009. That's obviously their goal. And that's why they REFUSE to speak English and practice mindless propagation. The rest of the world will HAVE to learn Spanish because they are not mentally capable of learning a second language.
Rodolfo Acuna..."Everyone has to feel proud of themselves..." except white Americans who he dismisses as more or less monsters in his Occupied America garbage history.