A recent, court ruling in Arizona, found that a Mexican-American studies program sponsored by the Tucson Unified School District was in violation of a 2010 Arizona law that bans classes that “promote racial resentment or ethnic solidarity”. The court found that the curriculum for a Latino History course taught by the Tucson School District taught Latino history and culture in a “biased, political, and emotionally charged manner.” Disagreeing with the decision, the Tucson Unified School District argued that teaching historical facts of oppression and racism was less likely to promote racial resentment.”[i] In losing the their case, the State of Arizona is withholding 10% of their allocation to the Tucson Unified School District (approximately $15 million per year) until the district makes changes to become compliant with the law.
There has been much attention given to the extreme anti-immigration legislation that has come out of the state of Arizona over the past couple of years. In a state where the majority of the population has become Mexican-American, the state legislature has been fashioning laws that are abusive to civil rights and freedom of speech. However, the precedent that was set by the court has opened the door for other states to develop laws that restrict freedom of speech and content in school districts that receive state funds.
As the US majority has reversed and become the minority, school districts across the country are attempting to provide a curriculum that is more reflective of the diversity of its student population. However, as witnessed in Arizona, fear and bias have taken control in an effort to maintain an eroding status quo.
The problems for school districts across the country is that in responding to the changing demographics of its student population, they may find themselves at odds with state laws that impede their ability to provide objective discourse on sensitive topics. Topics that deal with racism, sexism and oppression must be discussed honestly and openly. Understanding there may be some emotionally charged dialogue, a good teacher and curriculum should be able to dissipate any lingering anger by keeping students focused on the purpose of the discussion and reminding students they have the opportunity to change the dynamic and right the wrongs of the previous generation.
The ruling against the Tucson Unified School District places school districts across the country in a precarious situation. The fear of state funding being withheld for reasons that do not have to do with teaching and learning, but are based on political and personal bias over content is tantamount to hegemony. Teaching Ethnic Studies provides students with the opportunity to challenge the prescribed Eurocentric cannon and develop critical thinking skills. Ethnic Studies also allows students to view themselves through the achievements and contribution to the US and the world. Lastly, Ethnic Studies debunks stereotypes and instills a sense of pride among youth that could change the course of their lives.
With the changing demographics of our country, school districts will have to develop Ethnic Studies programs to meet the needs its students. States will have to embrace Ethnic Studies programs and understand them as a way to make students feel proud of their ethnic and American roots.
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