La Raza Studies = Racist indoctrination
This is our tax money at work, please read this article! This is only getting worse, and this article and more like it need to be read by all of us and sent to our friends.
(National Review Online) This column was written by Liam Julian.
The name of the nation’s most visible, self-defined Latino civil-rights organization, the National Council of La Raza, translates as the National Council of The Race. The official website denies it, of course, but we have dictionaries. That controversial term - La Raza - is gaining currency: Some K-12 public schools now teach something called “Raza Studies.”Like those in Tucson, for example. The Tucson Unified School District (TUSD) has, in fact, welcomed Raza Studies in its classrooms for about a decade, but it’s been mighty secretive about the association.
What, exactly, is Raza Studies? Arizona Superintendent of Public Instruction Tom Horne asked that question in November 2007 when he inquired if it wouldn’t be too much trouble for TUSD to send to him the Raza curricula it was teaching and the textbooks from which it taught them. Actually, TUSD replied to Horne, meeting his request would be a heckuva lot of trouble.
Then the local papers piled on Arizona’s superintendent. The first sentence of a November 26th editorial in the Tucson Citizen read, “Memo to Tom Horne: Butt out.” Another editorial, titled “Horne meddling in TUSD’s ethnic studies efforts,” this one in Tucson’s Arizona Daily Star, noted that “Students enroll in these classes because they cover information that is not offered in other classes. While U.S. history classes and textbooks do a better job than those of the past of including more about our shared history, much is left out.”
What is left out of traditional syllabi, of course, is the grievance and distortion. When Horne finally acquired the program materials he requested, they included texts with titles such as Occupied America and The Pedagogy of Oppression. And according to John Ward, a Tucson teacher who saw his U.S. history course coopted by the Raza Studies department, the Raza curriculum’s focus is “that Mexican-Americans were and continue to be victims of a racist American society driven by the interests of middle and upper-class whites.”
When Ward raised concerns about Raza Studies (which is part of TUSD’s larger Ethnic Studies department) he was, despite being Hispanic himself, called a racist and eventually reassigned to another course. Ward told a reporter from the Arizona Republic that by the time he left the Raza Studies class, he had observed a definite change in the students: “An angry tone. They taught them not to trust their teachers, not to trust the system. They taught them the system wasn’t worth trusting.”
A persuasive case can and should be made that teaching students history and literature (not to mention science and math) through some concocted ethnic perspective that the pupils supposedly possess is balderdash. It does Hispanic youngsters a profound disservice to predicate their educations on ethnic identity, to have them skip the great works of literature and read only tracts by, say, Mexican authors, and to teach them only the history that involves Latin America(ns).But when an ethnically based education, which is bad enough, transmogrifies into an ethnically based education of grievance and oppression that vilifies the United States and anyone with white skin - well, this is simply untenable.
And yet this product is exactly that which goes by the name Raza Studies and that Tucson blithely pushes.Moreover, the city is intransigent about the whole thing. To valid concerns about its Raza Studies department, the school board responded last month, according to the Arizona Republic, “by announcing plans to hugely expand the [entire Ethnic Studies] program, making it a required course of studies for freshmen. And, eventually, expanding it into elementary schools.” Within a year, it seems, all of Tucson’s children will be taught based on their ethnicities distinctive curricula that will share no common denominator as strong as the condemnation of whites and of the United States.
The school district is also sponsoring in two weeks, in partnership with the University of Arizona School of Education, the 10th Annual Institute for Transformative Education seminar, at which “Classroom teachers will have the opportunity to learn … the areas of Latino critical race theory, critical race theory, critical multicultural education, Chicana/o studies, ethnic studies, cultural studies, critical pedagogy, and critical race pedagogy.” Ugh.To defend and then expand an educational program that reveres Che Guevara, that paints American history as a series of lamentable and dishonorable events, that divides students by their ethnicities and then attempts to instill in them a defiant stance toward authority and country is a form of noxious educational malpractice. But beyond that, it’s a direct challenge to the values that millions of Americans hold dear and will this Friday, on the Fourth of July, celebrate. One hopes that the citizens of Tucson have had their fill of this nonsense in their schools, and that they’ll stand up and say so.
----------------------------------------------------------
What is worse is that to date this is what is still being taught in Tucson.
Read what a teacher in this district has to say on the matter here.
(National Review Online) This column was written by Liam Julian.
The name of the nation’s most visible, self-defined Latino civil-rights organization, the National Council of La Raza, translates as the National Council of The Race. The official website denies it, of course, but we have dictionaries. That controversial term - La Raza - is gaining currency: Some K-12 public schools now teach something called “Raza Studies.”Like those in Tucson, for example. The Tucson Unified School District (TUSD) has, in fact, welcomed Raza Studies in its classrooms for about a decade, but it’s been mighty secretive about the association.
What, exactly, is Raza Studies? Arizona Superintendent of Public Instruction Tom Horne asked that question in November 2007 when he inquired if it wouldn’t be too much trouble for TUSD to send to him the Raza curricula it was teaching and the textbooks from which it taught them. Actually, TUSD replied to Horne, meeting his request would be a heckuva lot of trouble.
Then the local papers piled on Arizona’s superintendent. The first sentence of a November 26th editorial in the Tucson Citizen read, “Memo to Tom Horne: Butt out.” Another editorial, titled “Horne meddling in TUSD’s ethnic studies efforts,” this one in Tucson’s Arizona Daily Star, noted that “Students enroll in these classes because they cover information that is not offered in other classes. While U.S. history classes and textbooks do a better job than those of the past of including more about our shared history, much is left out.”
What is left out of traditional syllabi, of course, is the grievance and distortion. When Horne finally acquired the program materials he requested, they included texts with titles such as Occupied America and The Pedagogy of Oppression. And according to John Ward, a Tucson teacher who saw his U.S. history course coopted by the Raza Studies department, the Raza curriculum’s focus is “that Mexican-Americans were and continue to be victims of a racist American society driven by the interests of middle and upper-class whites.”
When Ward raised concerns about Raza Studies (which is part of TUSD’s larger Ethnic Studies department) he was, despite being Hispanic himself, called a racist and eventually reassigned to another course. Ward told a reporter from the Arizona Republic that by the time he left the Raza Studies class, he had observed a definite change in the students: “An angry tone. They taught them not to trust their teachers, not to trust the system. They taught them the system wasn’t worth trusting.”
A persuasive case can and should be made that teaching students history and literature (not to mention science and math) through some concocted ethnic perspective that the pupils supposedly possess is balderdash. It does Hispanic youngsters a profound disservice to predicate their educations on ethnic identity, to have them skip the great works of literature and read only tracts by, say, Mexican authors, and to teach them only the history that involves Latin America(ns).But when an ethnically based education, which is bad enough, transmogrifies into an ethnically based education of grievance and oppression that vilifies the United States and anyone with white skin - well, this is simply untenable.
And yet this product is exactly that which goes by the name Raza Studies and that Tucson blithely pushes.Moreover, the city is intransigent about the whole thing. To valid concerns about its Raza Studies department, the school board responded last month, according to the Arizona Republic, “by announcing plans to hugely expand the [entire Ethnic Studies] program, making it a required course of studies for freshmen. And, eventually, expanding it into elementary schools.” Within a year, it seems, all of Tucson’s children will be taught based on their ethnicities distinctive curricula that will share no common denominator as strong as the condemnation of whites and of the United States.
The school district is also sponsoring in two weeks, in partnership with the University of Arizona School of Education, the 10th Annual Institute for Transformative Education seminar, at which “Classroom teachers will have the opportunity to learn … the areas of Latino critical race theory, critical race theory, critical multicultural education, Chicana/o studies, ethnic studies, cultural studies, critical pedagogy, and critical race pedagogy.” Ugh.To defend and then expand an educational program that reveres Che Guevara, that paints American history as a series of lamentable and dishonorable events, that divides students by their ethnicities and then attempts to instill in them a defiant stance toward authority and country is a form of noxious educational malpractice. But beyond that, it’s a direct challenge to the values that millions of Americans hold dear and will this Friday, on the Fourth of July, celebrate. One hopes that the citizens of Tucson have had their fill of this nonsense in their schools, and that they’ll stand up and say so.
----------------------------------------------------------
What is worse is that to date this is what is still being taught in Tucson.
Read what a teacher in this district has to say on the matter here.
Comments
It's time to stand up and defend the constitution.
That's not exactly a high bar. Being the "fairest" doesn't make you fair. Being the "most moral" doesn't make you moral. That's like raping someone and then saying it's OK because someone else in the same town robbed, raped, and murdered someone else. Wrong is wrong, no matter what.
Anonymous: No legislating and no racism in ANY form makes anything fairer.
First, are you suggesting that I'm racist? Second, are you really saying that legislation such as the 13th Amendment (ending slavery) the 14th Amendment (citizenship, due process, etc), the 15th Amendment (the right to vote), the Civil Rights Act (ending discrimination in public accommodations), and the Voting Rights Act (forcing Southern states to let black people vote after 100 years of laws and regulations to circumvent that right) didn't make this country more fair and more moral? Should we not have changed laws that made it impossible for non-white immigrants to become citizens of the United States for much of the 20th Century? Are you saying that new laws and regulations to limit racial profiling or false convictions would not make this country more fare and moral?
Anonymous: History courses should teach just what the name implies, History!
This is true. Unfortunately, most history courses leave out major parts of history are often glossed over or completely left out of history courses. Often times, these are things that show minorities in a positive light or highlight offenses against them. You want to talk about watered down versions of history that push one group's bias? Often times, history textbooks and curricula are written in ways that seek to portray the United States as a triumphant nation successful in it's quest to be moral, holy, and pure, even if this means presenting a distorted, unbalanced, and sometimes fabricated view of history.
So, I agree, we must stick to the facts. Our founding fathers did create a constitution that could be changed over time as we grew in morality, and they should be commended for that. However, this does not mean that we ignore the fact that many of them were slave owners, and many of them believed that Africans were inherently inferior to Europeans. The good things that they did should not cause us to overlook their racism. Instead, we must have curricula that reflect the complexity of their views. This is true throughout history. Woodrow Wilson did do a lot of good things during and after WWI. He also praised a KKK propaganda film that perpetuated the notion that black men have an insatiable appetite for raping white women. Dwight Eisenhower created the interstate highway system and provided troops to help black students attend Central High School in Little Rock, Arkansas. However, he also publicly opposed the Supreme Court decision that desegregated schools in the first place. American history is filled with these contradictions and many offenses against minorities. Ignoring them only disrespects the struggle of minorities, diminishes the progress we have made, and limit's our ability to learn from the past.
Anonymous: You are welcome to leave if you view this country with such disdain. ... I do not hyphinate my heritage. I am proud of my roots in Mexico and am even more proud of being an American. I pledge my time, treasure and if necessary my life in defending it's ideals.
To me, this is the most offensive thing that you said. You are essentially accusing me of not loving this country. I am very glad that I live in the United States. I criticize this country because I want it to be a better place. I am passionate about discussing the less flattering moments in our history because I don't want us to repeat the mistakes of the past. I don't want to leave - I wouldn't want to live anywhere else. That doesn't mean I don't have the right to be critical. I believe it's my patriotic duty to speak up when I see something wrong (remember, that's also part of the founding father's plan for improving this country, and part of the reason they provided for free speech, a free press, and regular elections).
As far as heritage goes, I am proud of my roots. I identify myself as an African American because I am an American person with African ancestors. This fact has influenced my life experience and contributed to who I am today. To acknowledge this, and to acknowledge the struggles of my parents, grandparents, and ancestors I've never met but who sacrificed on my behalf anyway, does not make me less American or anti-American. To imply that by identifying as an African American I am somehow insulting my country shows a fundamental misunderstanding of our nation's history and current racial dynamics.
So he is doing what most liberals do, turn around what someone says and try to belittle their views with something totally unrelated. We are not talking about rapists we are talking about racism.
Kevin also said -American history is filled with these contradictions and many offenses against minorities. Ignoring them only disrespects the struggle of minorities, diminishes the progress we have made, and limit's our ability to learn from the past.-
I agree whole heartedly and yet you then disagree that what the La Raza agenda does is not okay. You do not do anyone justice by distorting history to support an agenda. Just as you and I agree that History should show all the complexity of the world at the time and the founders of this great country as the great men that they were, warts and all, you do not make things better by distorting history in the other direction, tearing these men down and propping up others in the same way, as if it's okay to worship minorities without showing the complexities that shaped them and any balance in their views.
Our founders were not radicals in the sense that they shut down any dissenting opinion. They encouraged discourse and enabled it to take root. Extremist prejudiced views(by anyone) have no place in America. They especially should not be perpetuated in our schools. Paid for by public funding. I wonder what these people would think if it was a "white pride" type of agenda that taught the same things La RAza teaches but changed it to be anti-hispanic and pro-white. Actually I do not need to wonder. It would not be tolerated. And so the La Raza studies should not be tolerated.
I have already gone on more than I planned. Is it not sad that we still have these issues in America?
From what I've read, the curriculum doesn't appear to preach the hatred of America. Being critical and hating are not synonymous. Being pro-Hispanic does not mean being ant-American. Children of color need to be taught that it's OK to like themselves and that they do have a heritage that it's OK to embrace. In this euro-centric society, too many of them are taught the opposite.
Also, you're going to have to get used to the fact that an honest American history program is not always going to make the United States look good. We can't change the past for patriotism's sake.
They tried like heck to avoid turning over the actual materials they use and tried to hide behind the smoke screen you just regurgatated. I suggest before you become outraged at somebody who you think is not willing to let differing opinions be heard, that you find out for yourself.
I would never want to change history for the sake of patriotism but that is exactly what they are doing, just 180 degrees from what you referring to.
In fact, I have no problem with this group preaching whatever they want, just do it outside of school and let it be voluntary. I do not agree with it but it is an inherant right to be able to speak ones mind. If there is an audiance that wants to hear this kind of hate and wants to spew racist views, then they have that right. And we have the right to offer differing views. But none of these views belong in the schools. Just history, facts, warts and all but with no slants trying to promote agendas or turn young minds.
But what if this is true. I'm not saying that we should be teaching children that. Personally, it think it is better pedagogically to present the facts and let students make this judgment on their own. But when the traditional history curriculum is constructed to avoid dealing with oppression, it's a good thing that a school district creates a supplemental curriculum to deal with these issues.
Also, as someone who is a person of color, who went to a mostly white middle and high school, and who is involved in the field of education, I know that it's important to deal with the issue of racial oppression for overall academic success. Dealing with these issues in school makes school more relevant for students.
Again, I think this has to be done in a way that let's students form their own judgments instead of telling them what to think. From you description, that seems to be the flaw of this program.
Wrong again. Way to put words into my mouth. You'll be surprised to know that I do think this is a land of opportunity. There are opportunities here for people of all colors.
Now, what's wrong with pointing out that, even though there are opportunities for all people, there are also forces working against minorities. Are you saying that this is simply not true? Are you arguing that there are absolutely no disadvantages associated with being a person of color in the United States?
If I acknowledge that, at least in certain circumstances, minorities have to work harder than whites to achieve the same goals, does that mean that I think there are no opportunities in this country? I don't want to make assumptions about you, but from your few words it appears that you have a very simplistic view of the United States, which is actually a very complex place.
On the one hand, there are public schools available to everyone, which is a great opportunity not available to everyone. On the other, schools that serve mostly minorities tend to be of a poorer quality than those who serve mostly whites.
On one hand, we live in a nation filled academic institutions and opportunities to use them to advance oneself. On the other hand, minorities are often unaware of the full scope of these opportunities.
On the one hand, we live in a country with tremendous economic opportunity. Even if you don't go to college, there are good jobs in other areas, such as construction. On the other hand, trade unions are historically, and continue to be, places where minorities are underrepresented, and many feel that this is more than just a coincidence.
On the one hand, this is a country where everyone has a right to vote and run for political office (if you're old enough, of course). We have persons of color in local, state, and federal government. We have a black president, and black, Latino, and Asian cabinet members. There are minorities in each branch of government. We are the only Western nation with a minority head of state. On the other hand, blacks and Latinos, who make up over one-fourth of this country are only 3% of the Senate (and that number may dip to 1% when Roland Burris is chased out and Mel Martinez retires). Minorities are underrepresented in the House of Representatives and the Supreme Court is mostly old white guys.
So, my point is, it's possible to think that the United States is a wonderful nation filled with opportunity for all people, and at the same time recognize the oppression that exist. It doesn't have to be all good or all bad, and I'm personally offended that you would try to describe me in such a way. Don't judge people you don't know.
And by the way, I haven't received any money from the United Negro College Fund (or any other race-based scholarships), so I guess we're in the same boat.
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