Are books being banned from Tucson Unified School District classrooms as part of the district’s work to dismantle Mexican-American studies after the governing board voted Tuesday, Jan. 10 to end the classes?
Well, it depends on your definition of “ban” … maybe yes, and maybe no.
School textbooks are being taken out of MAS classrooms—the seven books on a list referred to in administrative Judge Lewis Kowal’s recent decision. Teachers are also being told by administrators that they need to be careful about other books they teach from and the curriculum they use, and that perhaps the best way to handle this is to refer to the administrative judge’s decision and state Superintendent John Huppenthal’s ruling, which cite a variety of other contemporary novels and writings that are considered suspect.
The school district says no books are being banned; they’re still available in libraries and other areas. But teachers are being told to stay away from books and lessons that have themes on race, ethnicity and oppression.
Right now this mess is ripe for an allegory based on Arthur Miller’s The Crucible. Until this anti-Mexican American Studies law is gone, anyone can complain about anything taught in a former-MAS teacher’s class and accuse him/her of violating HB 2281.
On Thursday, Jan. 12, The Range talked to Chicano-literature teacher Curtis Acosta. Several things you should know about Acosta: He’s a finalist for the UA’s Circle K Teacher of the Year award, he was honored with the 2011 University of Arizona Goodman Award, the 2009 Martin Luther King Jr. Classic Dream Award, and chosen as the 2010 Tucson High Magnet School Teacher of the Year.
The result of the Jan. 10 vote, according to Acosta, is a picture of confusion further fueled by administrators unable to answer specific questions.
“We’re filled with the vagueness that the law is founded upon,” Acosta said. “No one knows what to tell us definitively or when we ask specific questions.”
That vagueness has strengthened the inequities from classroom to classroom. Teachers not under the MAS banner and in other schools throughout the district can teach and are teaching from books that Huppenthal found objectionable or questioned — but not Acosta and his MAS co-workers.
Acosta said teachers have been told that they can no longer teach Chicano literature or history, or keep specific books in their classrooms, such as 500 Years of Chicano History: In Pictures, edited by Elizabeth Martinez, and the acclaimed textbook Rethinking Columbus: The Next 500 Years.
On Thursday, Jan. 12, MAS teachers were sent a memo from the district saying that the following books, because they are specifically mentioned in the court order, are to be removed from the classroom and then boxed up and stored in the district’s textbook depository:
Critical Race Theory by Richard Delgado
500 Years of Chicano History in Pictures edited by Elizabeth Martinez
Message to Aztlan by Rodolfo Corky Gonzales
Chicano! The History of the Mexican Civil Rights Movement by Arturo Rosales
Pedagogy of the Oppressed by Paulo Fiere
Rethinking Columbus: The Next 500 Years edited by Bill Bigelow and Bob Peterson
Occupied America: A History of Chicanos by Rodolfo Acuña
From Acosta’s perspective the reach into the classroom goes beyond these specific books. He and other teachers were told they would have to change gears halfway through the year, so a Chicano-literature class becomes an English-literature class. That means the curriculum has to change, too, and, with it, so do books that may not be on this specific list—books like Luis Alberto Urrea’s novel Devil’s Highway, Rudolfo A. Anaya’s Bless Me, Ultima and Mexican White Boy by Matt de la Peña.
Acosta was a literature teacher at University High School before he left specifically to teach Chicano literature at Tucson High Magnet School. At UHS, he taught William Shakespeare’s The Tempest from a historical context, which includes looking at issues such as slavery, race and the big bad word that gets people like John Huppenthal and state Attorney General Tom Horne all grumpy — oppression.
In a discussion with Acosta’s department head and principal, he said it was determined that it might be best to stay away from The Tempest and other books that have these themes. Acosta figured if this classic play is off-limits for those reasons, then works like Huckleberry Finn are probably off-limits, too.
All of this is taking place because of lack of communication, a lack of planning, and confusion over how to stick to Kowal and Huppenthal’s ruling—a ruling that’s vague and based on a poorly written and hateful law.
Acosta said he’s scrambling to put together a curriculum that will have to be approved by his supervisors. Beyond what he teaches, he wonders about his students who’ve been in his classes the past six months. What if they bring up the topics Acosta is not allowed to teach? That is still being discussed.
Acosta said he worries that he and other teachers will be written up, possibly warned once, and then fired in violation of the law. That could happen if anyone disagrees with what they are currently teaching—as long as the law remains in place. “That’s why this is so high stress,” Acosta said. “I really hope that by next Friday, I can teach with some confidence.”
Acosta said he knows that the books identified in the court order will be boxed up and put in the district’s textbook depository. He hasn’t heard directly what he should do with the walls in his classroom, which may be considered in violation of the law, too. “We don’t know yet what we should remove.”
During discussions with his principal Abel Morado, who is about to start a new position in TUSD as supervisor of high schools, Morado looked just as uncomfortable trying to answer the teachers’ questions. “We’re all ignorant on how we’re supposed to move forward. No one has answers,” Acosta said.
Yolanda Sotelo, a Pubelo High School Chicano literature teacher about to celebrate her 30th year teaching our children, confirmed the confusion Acosta described. From her perspective, as someone who makes it a priority that her students are prepared to go to college, this process is not good for students in the now dismantled Mexican-American studies classes.
Some of the kids watched as the books were being boxed and taken out of their classroom. Many of the kids are asking if they can finish projects they were in the middle of working on, because they deal with the themes that school administrators are worried could violate the law.
Sotelo said the worst part for her is having to let go of a very unique curriculum she has worked hard to develop and keep fresh—including the latest contemporary novels written by Chicano and Chicana authors for her senior level class, and meeting with her colleague Chicano history teacher Sally Rusk to refresh a curriculum for her junior level literature class that brings in historical perspectives.
For her junior level class she’s putting together a lesson on Patrick Henry’s speech to the First Continental Congress, Martin Luther King Jr., and Malcom X. According to the administrative court’s ruling, its perfectly acceptable to teach on oppression, as along as it’s not in an emotionally charged manner. What that means no one knows, but Sotelo figures these lessons might be safer then what she had before. “I can’t just teach just anything,” Sotelo said. “I spent a year preparing for my classes reading novels the kids are really enjoying.”
Before the TUSD board vote, the class had just started Mexican White Boy by Matt de la Peña, about a young many who is half white and half Mexican-American and how he comes to terms with both cultures and families. Her department head, who is supportive, said the kids could continue reading these books during silent reading time in which students are given a choice of what to read.
In the junior level class they were studying Mexican Revolution-era literature and reading Like Water for Chocolate. Those students have decided to keep reading that book during silent reading. One irony in this process is that an American literature book she was provided to use in her classes has two pieces she’s taught in her Chicano literature classes including Yo Soy Joaquin, a poem that captures heart and soul of the Chicano movement by Rodolfo Corky Gonzales. “It’s OK to teach it if it’s in this book, but not in (a Chicano literature) class,” she said, obviously frustrated.
Her students, she said, are very confused and upset. “… we were told that we were going have administrators make sure we are not teaching what we were told not to teach, that we’d be reprimanded, and coming in and looking at our posters. … I feel insulted.”
Word has spread across the country, not only about the school board’s vote to end Mexican American Studies, but the horrible aftermath of taking books out of classrooms based on a ruling that is scared of our contemporary geniuses like Urrea and Gonzalez. As a result of the national attention, the district finally issued a statement today that reports of a district book ban are “completely false and misleading.”
From the press release:
Seven books that were used as supporting materials for curriculum in Mexican American Studies classes have been moved to the district storage facility because the classes have been suspended as per the ruling by Arizona Superintendent for Public Instruction John Huppenthal. Superintendent Huppenthal upheld an Office of Administration Hearings’ ruling that the classes were in violation of state law ARS 15-112.
…
Other books have also been falsely reported as being banned by TUSD. It has been incorrectly reported that William Shakespeare’s “The Tempest” is not allowed for instruction. Teachers may continue to use materials in their classrooms as appropriate for the course curriculum. “The Tempest” and other books approved for curriculum are still viable options for instructors.
…
Tucson High Magnet School Principal Dr. Abel Morado acknowledges that the gathering of materials could have been accomplished outside of class time in all instances.“We had a directive to be in compliance with the law and acted quickly to meet that need,” says Morado. “Part of that directive is communicating with teachers, students and parents, and collecting materials. We regret that in one instance materials were collected during class time.”
TUSD deputy superintendent Maria Menconi told The Range on Friday, Jan. 13 that she’s not surprised by MAS teachers’ frustrations and admitted “It’s going to take awhile. It’s a messy process. … I get this very, very personal and that it hurts. … We have an obligation to carry out the (court) order.”
It is good the students remained with their teachers. That’s one blessing, but the reality is that it will take a long time for the district to recover from what’s taken place this past week. But students, teachers and the Mexican American Studies supporters aren’t busy sitting in a corner licking wounds — they are only strengthened and are ready for the next leg of this fight.
This article appears in Jan 12-18, 2012.
They have an obligation to fight this racially motivated hateful court order, but under the threat of losing funding they desperately need what choice does T.U.S.D. have? Come on federal government, please for once in my life actually take some action without being asked too. Denying high school students the right to learn about ANY culture or ethnic group’s history because uh-oh they may have been oppressed and that may look poorly on those that oppressed them is absurd. Hupenthal and gang are claiming it incites violence to learn that white people oppressed non white people in the past? Ummm no sorry buddy this law and everything you have done to force it in our state PROVES that white people are still quite happily oppressing the rights of non whites in our state, it’s not history, it’s called current events. Big frowny face.
The books may not be the issue. The curriculum is. The curriculum’s removal is the issue. If it is true that the books are used only in that curriculum that was removed, then naturally the books were removed as well and it has nothing to do with a book “ban.” Besides, the last book banning in the USA occurred about half a century ago.
“It depends on your definition of ‘ban'”? That’s your wishy-washy answer, Mari? Well what is YOUR definition of “ban”?
This is an example of nobody having the guts to call this law what it is: Fully appropriate. Would you support an “ethnic studies” class that was catered to Caucasians and had a politically-charged theme designed to celebrate Caucasian heritage? No? Really? So why do you support the exact same thing for Mexican-Americans? This is a public school that has a mission to provide an educational environment that serves all the students, not just a segment of them. Would you support an “ethnic studies” class that catered to the school’s East Asian population, celebrating political movements and frequently focusing on the various ways East Asians have been mistreated by the United States throughout its history? No? Really? So why do you support the exact same thing for Mexican-Americans? Would you support an “ethnic studies” class that catered to the public school’s Hebrew students, zeroing in on Hebrew history, and especially the various political ways that Hebrews have been marginalized and mistreated throughout history? No? Really? So why do you not only tolerate but demand that everybody be fully on-board with a public school doing this very same thing for Mexican-Americans? More importantly, why do you insist on labeling anybody who questions whether this is appropriate as automatically being racists who couldn’t possibly have their hearts in the right place, just because they don’t see things exactly as you do? It is pretty obvious to anybody who doesn’t have a chip on his shoulder that the ones who are most guilty of being intolerant and inflexible are those who won’t acknowledge that there might be, just maybe, something a little teensy-weensy bit questionable about the way the Mexican-American studies classes have been devised such that they exclude all other cultures and ethnic groups but one — and insist that this can only be a net positive, and not perhaps in some ways limiting or even overly self-directed for students in these classes. Can you really deny that these classes have a politicizing quality to them that might not be within the realm of what is appropriate in a public high-school class? Can you really say with full confidence that a class with a groupthink-style “unity clap” and that teaches racial “solidarity” while strongly arguing against the concept of assimilation starts to step over the boundaries of what public high-school classes are meant to accomplish? Exactly what purpose is served in teaching high-school students about AZTLAN in the most positive and unquestioning manner? What does it mean for liberals to deny that bigotry and racism might actually exist among groups other than whites — what’s going on in that thought process? What kind of denialism and anti-intellectualism is being embraced here? Since when is the Tucson Weekly a vessel for a non-skeptical form of ideological stridency that slants stories such that only one side is illuminated and all other sides are pre-emptively denounced and kept foggy? Talk about not doing the journalist’s job of showing multiple viewpoints!
ELJaime, I believe books have been banned by various school districts around the US in much more recent times than the fifty years you mentioned above. And T’ije Pachano, you make several excellent points. The questions you raise are good ones. I like your challenges to my thinking.
But I still think the state was wrong to come down on Tucson schools and for texts to be removed. I like it that local districts can implement new courses that respond to the needs and interests of their students. I’m still researching this issue–I personally would be FINE with ANY ethnic studies offered and like the idea of encouraging learners to see history from other vantage points. For too long the literary offerings in schools have been–and still are–lacking in inclusion. I sometimes think the only way you break away from the white man’s eurocentric world view is to embrace other world views, other literatures, other ideas. What I see today in literature anthologies often amounts to, dare I say it, tokenism. There’s a couple of works by Asian writers, Latino/Chicano writers, African-American writers, and maybe something from a Native American writer or a Jewish writer. Everything else is from what has been the dominant and oppressive culture. I say what has been, because if I live long enough, I will see a change. My children and grandchildren WILL see a shift, and my hope is that those who rise up do not carry forward the oppression they endured. The saddest thing of all the books exclusions was Paulo Friere’s Pedagogy of the Oppressed. I know I need to further educate myself on this issue, but from 2000 miles away it sure looks like the state’s mandates on this matter are hateful, ignorant, and bullying. It also looks as if the local district let the bully win. Please, seriously, enlighten me if I have this wrong.
Respectfully submitted,
Susan DeWolfe Burns
T’ije Pachano, you have perfectly encapsulated the reactionary attitude that gave rise to this debacle.
You ask, “Would you support an “ethnic studies” class that was catered to Caucasians and had a politically-charged theme designed to celebrate Caucasian heritage?”
The point is, “Caucasian studies” is exactly what most kids are forced to learn in school. We learned a sanitized version of the exploits of the white settlers of this nation. Nearly all of the American history we in the southwest learned took place east of the Mississippi! Why shouldn’t people – many of who’s roots here go back generations before the US purchased the land from Mexico – be allowed to learn THEIR OWN history?
I agree completely with Jeff on this one. “Caucasian studies” = nearly every history textbook in circulation.
The fact that my comment was immediately labeled as “reactionary” proves the point I was making. People on both sides have tainted the debate by trying to dismiss anybody who makes any debate points as automatically belonging to the worst impulses of the other side. If I try to make any points about why this law might have some valid reasons behind it, I am automatically “reactionary.” How is that helpful to illuminating the debate? Answer: It is not.
Also, people here have come up with the most predictable answer to my question: That the school history “already” teaches the Caucasian ethnic view. But that’s not true — school history classes involve sections formed by the Mexican-American Studies department and future curriculum may very well use the so-called (but not actually) “banned” books. You did not answer my question: My question is how would you feel if the school built a Caucasian studies course that was specifically designed to cater to Caucasian students and that promoted Caucasian solidarity and so on, and basically did this while pointedly excluding other ethnic groups from its focus?
Now, if you want to say that the current classes do this, then you have to show me exactly why you think this. But it’s a funny thing — both of the people who responded to me above came out and said they are against Caucasian studies (as they see it). So why, then, are they in favor of the same thing in Mexican-American form?
If you have a problem with the current way history is presented in class, is the correct solution to that problem (1) To build an entire alternative history class that is devoted to one ethnic group and one ethnic group only, while leaving the main history classes unaltered in spite of their inaccuracies, or (2) to fix the problems in the existing history classes, such that they no longer promote an inaccurate or limited representation of what actually happened?
Mary,
I want to find copies of these books, so that I can read them for myself. Unfortunately, some of them are not available at the public library and you also misspelled at least one of the author’s names, which also makes it difficult for people to do their own research.
In order to put this literature into context I would like to have access to some of the curriculum being used in the classroom. Can you provide links to this information or at least to syllabi, since you have the contacts with the teachers? I have been unable to find any information online. I think this could really illuminate how and what is being taught. Without this information there can be no debate, for either side. I find it amusing that neither side of this issue has released the curriculum or more detailed information on what is actually being taught in the classroom, it makes me question what they want me to assume.
We need to transform the debate from an emotional one to an objective one.
Please help, please respond.
Gracias.
@T’ije Pachano.
To answer to your first comment, we already have East Asian studies at TUSD, although more specifically Asian Pacific American studies. Also, African American and Native American studies. None of us are complaining about that. I love that, actually. For some reason the only issue is Mexican-American studies.
To answer your last comment, well, this has a lot to do with history. You know when you hear “Black Power” or “Brown Power?” Well, it’s not an expression of superiority, but empowerment, that pushes minorities to do better, just like the ethnic studies courses do, and statistics show that it has been a success so far. Now, if you say “white power,” that has another meaning, unfortunately. Because of the US history, some things like courses specifically just for white students, is rather, taken badly. These ethnic studies classes are not just about teaching another side of American history, but to encourage Mexican-American students to thrive, something we really need. Now, Caucasian students are still at the top of when it comes to education, wealth, etc… and these MAS classes are specifically created to help Mexican-American students do better. So, that’s why a Caucasian studies courses isn’t that needed. I wouldn’t mind or could care less if we had classes like “Irish-American studies” or “Italian-American,” whatever. It’s actually a better choice than “Caucasian studies.” If you want something like that, you can petition, speak out!
x8v8, the classes you describe are electives. The Mexican-American classes are not, and can be taken to fulfill a history requirement. Also, the East Asian and other studies are not taught in an activist, us-versus-them, “kill the gringo” (actual quote from materials in class), “we didn’t cross the border, it crossed us” (actual quote) manner that the MAS history classes were being taught.
All of you have missed the definitive reason the classes have been banned. The classes are successful in graduating students who might otherwise have opted to leave school. The program was created under former President Bush’s, “No Child Left Behind” law.
MAS is a highly regarded drop out prevention program in the country. Educational administrators across the country are scrambling to provide the same type of studies to their students. The White people that planned this ban in Arizona, along with SB1070 are very aware of the changes in the population. They do not want these students educated. I would challenge anyone to prove that any of the students of color who graduate from this program go on to do bad things to our society. The banning of the books used in the program is just an extension of the racists thinking in Arizona. The law will not prevail.
Deloras, you are conflating the MAS program with the MAS ethnic studies classes. There is no evidence whatsoever that the MAS ethnic studies classes increase graduation rates. As has been repeatedly pointed out, the MAS ethnic studies classes are usually taken by juniors and seniors who are already on a path to graduation. Comparing those students to those struggling at earlier levels is nothing but statistical manipulation. The MAS program as a whole does appear to be successful and nobody is attacking the MAS program, only the ethnic studies courses. Finally it should be said that even if the MAS ethnic-studies courses shows a slight statistical advantage would it make their anti-American approach and use of politically brainwashing materials any less reprehensible?
Can I teach about John Brown?
Can I teach John Stuart Mill?
This new law in Arizona only propogates our current decline and encourages the corporate oligarchy that has replaced our representative democracy.
Speaking of educational decline, the word is spelled “propagates.”
Thanks for the reading list. I’ll be sure and pass this on to my students.
Instead of teaching a history class that is Mexican-American studies, why not have an Arizona History class that teaches numerous aspects of Arizona history including those relating to Mexico and the Hispanic roots of the state? And then teach students about all sorts of other historical facts relating to Arizona, including the Native Americans and other groups that have been part of the region?
I think the problem isn’t that Mexican-American students were being taught about a non-white perspective. The problem is that they were being taught the most politicized version of that perspective. All the coverage I’ve read about the classrooms leads to this conclusion. Sadly, the Tucson Weekly has been very ineffective in providing readers with details that would allow them to reach their own conclusions. Instead, the Tucson Weekly already has arrived at its conclusion but does not give readers the nitty-gritty information for how it got there.
I do not think any high-school students should be subjected to the political agenda of a handful of teachers. Everything I’ve seen about this case suggests that the MAS ethnic-studies teachers had racial chips on their shoulders and were encouraging students to adopt angry, resentful positions.
The problem with the Arizona law that has led to this situation is not that it is too restrictive, it’s that it doesn’t go far enough. The law should compel teachers to present historical information free of ALL political bias from the teacher. That would not just mean that the MAS teachers had to curb their “Death to the Gringo!” mentality. It would also mean the right-wing, conservative, white-ethnocentric teachers would have to curb their Sean Hannity foolishness as well. If the MAS teachers can’t promote AZTLAN and teach Chicano students that “the border crossed us,” then the right-wing Republican teachers similarly should not be allowed to teach students that the United States is God’s great gift to free society, etc.
The problem with the pro-MAS crowd is they are looking at this as if there was nothing wrong done on the part of the ethnic-studies teachers at all, and the right-wingers were just plain bullies. I think the right-wing politicians in Arizona are indeed a bunch of cretins. But that doesn’t mean the MAS teachers weren’t also pushing things too far. In fact they could have tried much harder to make sure the MAS ethnic-studies classes were not promoting a political agenda. They knew the classes were being scrutinized and instead of cleaning up their acts, they acted as though they were entitled to indoctrinate students and do whatever they wanted. Wrong. If you’re mad about the loss of the MAS ethnic-studies program, first blame the people who shaped it into something that ended up being offensively misguided.
I agree with the fact that we should be looking at the curriculum that is being taught than the culture that was banned. Although it is rough that only Chicano/a studies was banned rather than any other study is very interesting. I think that if the classroom was viewed and what was really being promoted was “anti-whites” than how are we as a country supposed to move passed the past? How can we expect our children in schools to understand different cultures history is we are truly only supporting one side? I think that it is important to teach from many perspectives, but to do it in a very respectful and effective way. Understanding the balance on how to teach these topics is key.
having lived in Mexico this is nothing but yet more of the Mexican racism i saw. i was there in San Blas, Nayarit when President Salinas returned land to the Huichol Natives. it was not untill the 90;s that the Natives were given equal rights. if the Latinos can make heroes of the Aztecs why not the Spanish. Mexicans are whites but that is science and will probably escape them. No the Aztecs did not pioneer open heart surgery. it also escapes them why Geronimo hated them because they have never acknowledge the brutality of Spain and Mexico. they make Chavez their hero because they have none, in 1969 he and Jesse Jackson went to the border in San Diego to protest illegals crossing the border because they were destroying his union, they did just that. all that is left of that is a few realatives making money from T-shirts and posters. my novia in Mexico was dish water blond with green eyes born in Tepic, Nayarit. hey get to the facts, territory was stolen from the local Natives. Mexico and Spain eradicated whole tribes in California…just like America. soon someone is going to claim that the internal combustion engine was stolen from the Aztecs.
The Retaking of America-Aztlan U.S.A!
This document that I have put together shows the
philosophy, and Ideology that is a part of the Mexican
American Mindset, called Chicanismo. This belief is in
all levels of Chicano Society, and this is something
that was hidden from the American People, and only a
Civil War can stop, May God help us!
This so-called Poem “El Plan Espiritual de Aztlan” In
English is “Spiritual Plan of Aztlán” was written in
1969 by Alurista, but his real name is “Alberto Baltazar
Urista Heredia. He was born in Mexico in 1947, and he
came to America when he was 13 years old. He is a
Chicano poet and activist. Well, lets look at the key
words in this truly
Proclamation, and Chicano Manifesto!
“Brutal Gringo” Invasion of our Territories, Northern
Land of Aztlan,Came Our Forefathers, Reclaiming the
Land of the Land of their Birth, and our inevitable
“Destiny”. Aztlan belongs to those who plant the
seeds..etc..etc…”and Not to the Foreign “Europeans”.
We do not Recognize capricious frontiers on the Bronze
Continent. Brotherhood Unites Us…Time has Come, and
who Struggle against the Foreigner “Gabacho”…We
Declare the Independence of our “Mestizo Nation”. We are
a Bronze people. Bronze Continent, “We are a Nation”..We
are “Aztlan”.
This is a Chicano, or Mexican Manifesto hidden within a
so-called poem. I don’t believe this is just a poem, and
neither do Mexicans. Next notice how the Chicanos us
“El Plan Espiritual de Aztlan” as a Manifesto, and as
the Foundation of their Movement. “Sets the Theme that
Chicanos must Use” Once we are committed to the idea and
philosophy of El Plan de Aztlan, we can only conclude
that social, economic, cultural, and political
independence is the only road to total “liberation”!
Notice they say, CONTROL of our Barrios, which is towns,
and the word “Lands” the believe that the Southwest is
their land. The Plan is so Important, it must commits
“All Levels of Society”. Our struggle then must be for
the “control of our barrios, campos, pueblos, lands, our
economy, our culture, and our political life”. El Plan
commits all levels of Chicano society.
Then “Nationalism” Transcends “ALL” areas of Life.
Next is Unity, again all levels of Societies must be
committed to the “Liberation of La Raza” The Race!
The next is “Economy”, Economic Control..our Communities
can only come about by “Driving the Exploiter Out” of
our Communities. This is already happening in California
on a large scale, areas that were White American are now
Latin American. Look at L.A, the Blacks are being driven
out of their neighborhoods, even by gunpoint.
Wow, notice how they say lands rightfully our, then will
be fought for and defended. That sounds like a
reclaiming of lands and that they are ready to fight for
them, that’s War fellow Americans!
“Lands rightfully ours” “will be fought for and
defended”.
The next is Education, and notice that American history
is not included and that this Aztlan movement wants to
“Control” the schools, and the teachers, and the
administrators, our counselors. This is happening in
California, and was happening in Arizona, until fellow
Americans realized that it was Racist, and Anti-
American, and forced it out of their school system.
Next is INSTITUTIONS, notice they want “Restitution” for
a Full Life, “Restitution for past economic slavery”,
Wow, Americans Never Enslaved Mexicans! Also they want
total control of Institutions in our community, and
those they can’t control must get out!
Next is Self-Defense, which is a good Idea, all us
Americans should learn Self-Defense, and also have the
Weapons to do so! Look at the words of “Front Line” and
they are mostly referring to Gangbangers, and the
Mexican Mafia, for it says those from the Barrios! Also
the Protectors must be given respect and dignity! Notice
the words “offer their responsibility and their lives”,
Wow, this is a war folks, for they are offering their
lives to it.
Then they say: Those who place themselves in the front
ranks for their people do so out of love and carnalismo.
The word Carnalismo is a Gang word which means Love for
the Homies: its an inner attitude that a true vato has,
full of loyalty,courage and love for his homies “Urban
Dictionary”.
Notice how they say that “Juvenile Delinquency” will now
be “Revolutionary Acts”. This anarchy and hate is
encouraged by M.E.CH.A, which is a Student organization,
and it’s on Colleges, and Universities across the
Country. These M.E.CH.A students are to Proselytize, and
Evangelize all Hispanics in their Area.
For the very young there will no longer be acts of
juvenile delinquency, but revolutionary acts.
Next is Cultural, in which their culture is to Unite the
family of “La Raza”, the Race towards “Liberation”, and
they must insure that their writers, and poets, and
musicians and artist produce literature that is
appealing to their people and relates to their
revolutionary culture.
Notice “defeat the gringo dollar value system”, this is
anti-capitalism, and they are always saying “Defeat the
Gringo”!
Next is Political Liberation, Americans, this is a war,
and they are trying to take over our Political Power,
and they want to Control is all, and if we don’t wake
up, and stop worrying about being called a Racist, then
we will take our Country Back, and push them back across
the Border. We as a country should be tired of having
our hands tied by Political Correctness, we need to put
an end to this destruction of our Culture, and our
People. We built this Country, and we bled much to get
it, and we are going to have to bleed to keep it. Our
Forefathers would be trippin if they saw how we were
just giving away our country, and allowing others to
over run us. These people want to destroy us, they don’t
want to be a part of America, NO, they want to Take it
from us, and Destroy us for Taking it! Please Wake Up!
“Where we are a Majority”, “We will Control”; Where We
are a Minority, we will represent a Pressure Group.
Notice how the “El Plan” is to be presented and
distributed at church, school, tree, building, car, and
every place of human existence, that is every Latin
American Existence! This view is believed by all Mexican
Americans, and shared with all Latin Americans who are
mostly Mestizo, or Native Blood. Sure they will accept
White Hispanics into their Cause, and White Anglos into
their Cause, but after they have Genocided us, then they
will genocide these Whites when they are done with us!
Below is the Document that the Mexicans believe and
follow, from the Elites to the Students, then to the
Chicano people!
Awareness and distribution of El Plan Espiritual de
Aztlan. Presented at every meeting, demonstration,
confrontation, courthouse, institution, administration,
church, school, tree, building, car, and every place of
human existence.
EL PLAN DE AZTLAN
El Plan Espiritual de Aztlan In the spirit of a new
people that is conscious not only of its proud
historical heritage but also of the brutal “gringo”
invasion of our territories, we, the Chicano inhabitants
and civilizers of the northern land of Aztlán from
whence came our forefathers, reclaiming the land of
their birth and consecrating the determination of our
people of the sun, declare that the call of our blood is
our power, our responsibility, and our inevitable
destiny. We are free and sovereign to determine those
tasks which are justly called for by our house, our
land, the sweat of our brows, and by our hearts. Aztlán
belongs to those who plant the seeds, water the fields,
and gather the crops and not to the foreign Europeans.
We do not recognize capricious frontiers on the bronze
continent. Brotherhood unites us, and love for our
brothers makes us a people whose time has come and who
struggles against the foreigner “gabacho” who exploits
our riches and destroys our culture. With our heart in
our hands and our hands in the soil, we declare the
independence of our mestizo nation. We are a bronze
people with a bronze culture. Before the world, before
all of North America, before all our brothers in the
bronze continent we are a nation, we are a union of free
pueblos, we are Aztlán. Por La Raza todo. Fuera
de La Raza nada.
Program El Plan Espiritual de Aztlán sets the theme
that the Chicanos (La Raza de Bronze) must use their
nationalism as the key or common denominator for mass
mobilization and organization. Once we are committed to
the idea and philosophy of El Plan de Aztlán, we can
only conclude that social, economic, cultural, and
political independence is the only road to total
liberation from oppression, exploitation, and racism.
Our struggle then must be for the control of our
barrios, campos, pueblos, lands, our economy, our
culture, and our political life. El Plan commits all
levels of Chicano society-the barrio, the campo, the
ranchero, the writer, the teacher, the worker, the
professional-to La Causa.
Nationalism Nationalism as the key to organization
transcends all religious, political, class, and economic
factions or boundaries. Nationalism is the common
denominator that all members of La Raza can agree upon.
Organizational Goals 1. UNITY in the thinking of our
people concerning the barrios, the pueblo, the campo,
the land, the poor, the middle class, the professional –
all committed to the liberation of La Raza.
2. ECONOMY: economic control of our lives and our
communities can only come about by driving the exploiter
out of our communities, our pueblos, and our land and
by controlling and developing our own talents, sweat and
resources. Cultural background and values which ignore
materialism and embrace humanism will contribute to the
act of cooperative buying and the distribution of
resources and production to sustain an economic base for
healthy growth and development. Lands rightfully ours
will be fought for and defended. Land and realty
ownership will be acquired by the community for the
people’s welfare. Economic ties of responsibility must
be secured by nationalism and the Chicano defense units.
3. EDUCATION must be relative to our people, i.e.,
history, culture, bilingual education, contributions,
etc. Community control of our schools, our teachers, our
administrators, our counselors, and our programs.
4. INSTITUTIONS shall serve our people by providing the
service necessary for a full life and their welfare on
the basis of restitution, not handouts or beggar’s
crumbs. Restitution for past economic slavery, political
exploitation, ethnic and cultural psychological
destruction and denial of civil and human rights.
Institutions In our community which do not serve the
people have no place in the community. The institutions
belong to the people.
5. SELF-DEFENSE of the community must rely on the
combined strength of the people. The front line defense
will come from the barrios, the campos, the pueblos, and
the ranchitos. Their involvement as protectors of their
people will be given respect and dignity. They in turn
offer their responsibility and their lives for their
people. Those who place themselves in the front ranks
for their people do so out of love and carnalismo. Those
institutions which are fattened by our brothers to
provide employment and political pork barrels for the
gringo will do so only as acts of liberation and for La
Causa. For the very young there will no longer be acts
of juvenile delinquency, but revolutionary acts.
6. CULTURAL values of our people strengthen our identity
and the moral backbone of the movement. Our culture
unites and educates the family of La Raza towards
liberation with one heart and one mind. We must insure
that our writers, poets, musicians, and artists produce
literature and art that is appealing to our people and
relates to our revolutionary culture. Our cultural
values of life, family, and home will serve as a
powerful weapon to defeat the gringo dollar value system
and encourage the process of love and brotherhood.
7. POLITICAL LIBERATION can only come through
independent action on our part since the two-party
system is the same animal with two heads that feed from
the same trough. Where we are a majority, we will
control; where we are a minority, we will represent a
pressure group; nationally, we will represent one party:
La Familia de La Raza!
Action
1. Awareness and distribution of El Plan Espiritual de
Aztlan. Presented at every meeting, demonstration,
confrontation, courthouse, institution, administration,
church, school, tree, building, car, and every place of
human existence.
2. September 16, on the birthdate of Mexican
Independence, a national walk-out by all Chicanos of all
colleges and schools to be sustained until the complete
revision of the educational system: its policy makers,
administration, its curriculum, and Its personnel to
meet the needs of our community.
3. Self-defense against the occupying forces of the
oppressors at every school, every available man, woman,
and child.
4. Community nationalization and organization of all
Chicanos: El Plan Espiritual de Aztlan.
5. Economic program to drive the exploiter out of our
community and a welding together of our people’s
combined resources to control their own production
through cooperative effort.
6. Creation of an independent local, regional, and
national political party. A nation autonomous and
free -culturally, socially, economically, and
politically-will make its own decisions on the usage of
our lands, the taxation of our goods, the utilization of
our bodies for war, the determination of justice (reward
and punishment), and the profit of our sweat. El Plan
de Aztlan is the plan of liberation!
http://www.umich.edu/~mechaum/ Aztlan.html
Below is taken from the M.E.CH.A Website, please read
carefully, and notice their Aztlan National belief! Can
you believe that our Government is permitting such a
Racist, and Anti-American organiztion to be on almost
every College in the Country!
Movimiento Estudiantil Chicano de Aztlán (MEChA)the
largest US Hispanic student organization, MECHA The
Philosophy of MEChA Movimiento Estudiantil Chicano de
Aztlán (MEChA) is a student organization that promotes
higher education, cultura, and historia. MEChA was
founded on the principles of self-determination for the
liberation of our people. We believe that political
involvement and education is the avenue for change in
our society…..In March of 1969, at Denver, Colorado
the Crusade for Justice organized the National Chicano
Youth Conference that drafted the basic premises for the
Chicana/Chicano Movement in El Plan de Aztlán (EPA). A
synopsis of El Plan stipulates:
1) We are Chicanas and Chicanos of Aztlán reclaiming the
land of our birth (Chicana/Chicano Nation);
2) Aztlán belongs to indigenous people, who are
sovereign and not subject to a foreign culture;
3) We are a union of free pueblos forming a bronze
(Chicana/Chicano) Nation;
4) Chicano nationalism, as the key to mobilization and
organization, is the common denominator to bring
consensus to the Chicana/Chicano Movement;
5) Cultural values strengthen our identity as La Familia
de La Raza; and
6) EPA, as a basic plan of Chicana/Chicano liberation,
sought the formation of an independent national
political party that would represent the sentiments of
the Chicana/Chicano community……National Pride
Recognizing that the majority of our Raza are members of
the working class, we avow an anti-imperialist analysis
that includes Chicana/Chicano self-determination.
Chicano self-determination must begin with the
recognition of what is implied in using the term MEChA
(Movimiento Estudiantil Chicano de Aztlán).
Essentially, we are a Chicana and Chicano student
movement directly linked to Aztlán. As Chicanas and
Chicanos of Aztlán, we are a nationalist movement of
Indigenous Gente that lay claim to the land that is ours
by birthright. As a nationalist movement we seek to free
our people from the exploitation of an oppressive
society that occupies our land. Thus, the principle of
nationalism serves to preserve the cultural traditions
of La Familia de La Raza and promotes our identity as a
Chicana/Chicano Gente……..Such leadership should be
principled and not liberal. For this reason, we cannot
believe in unity for unity’s sake since there are many
opportunistic organizations, groups, and/or individuals
who care only for themselves and not for our people.
Just as we would expel FBI or CIA agent provocateurs
from our organizations, such opportunistic
organizations, groups, and/or individuals must be
exposed and expelled to strengthen our Movement.
http://www.nationalmecha.org/ philosophy.html
Another Chicano author rights about Aztlan, and notice
how she says “El Plan Espiritual de Aztlán” is often
deemed a “manifesto of Chicanismo”, then notice where
she says “reclaiming the land of their birth,” or the
land annexed to the United States in the 1848 Treaty of
Guadalupe Hidalgo. Believe me, Mexicans are taught this
in their schools, in their churches, and in their
meetings, and MECHA is their Proselytizing, Evangelizing
mouth piece!
The Rhetoric of Aztlán: HB 2281, MEChA and Liberatory
EducationDora Ramirez-Dhoore, Boise State University
In March 1969 at the first national Chicano Liberation
Youth Conference hosted by the Crusade for Justice in
Denver, Colorado, a
young poet named Alurista read “El
Plan Espiritual de Aztlán” which forged the ideas of
“the bronze continent” and “Aztlán” (Anaya and Lomeli
1). This historical document, often deemed a manifesto
of Chicanismo, or a militant ethos1, advocated Chicano
nationalism and self-determination for Mexican
Americans. Today, it continues to be one of the founding
plans of the student organization, Movimiento
Estudiantil Chicano de Aztlán, or MEChA. MEChA, which
“has been one of the more important student
organizations to address the issue of education” (Vargas
378), focuses on the organizational goals laid out in
the plan, including: Unity, Economy, Education,
Institutions, Self Defense, and Cultural and Political
Liberation. Included in this plan is the idea of
“reclaiming the land of their birth,” or the land
annexed to the United States in the 1848 Treaty of
Guadalupe Hidalgo.
“Go back to Boston! Go back to Plymouth Rock, Pilgrims! Get out! We are the future. You are old and tired. Go on. We have beaten you. Leave like beaten rats. You old white people. It is your duty to die. Through love of having children, we are going to take over.” — Augustin Cebada, Brown Berets
“They’re afraid we’re going to take over the governmental institutions and other institutions. They’re right. We will take them over. We are here to stay.” — Richard Alatorre, Los Angeles City Councilman
“We have an aging white America. They are not making babies. They are dying. The explosion is in our population . . . I love it. They are shitting in their pants with fear. I love it!” — Professor Jose Angel Gutierrez, University of Texas
“Remember 187-proposition to deny taxpayer funds for services to non-citizens–was the last gasp of white America in California.” – Art Torres, Chairman of the California Democratic Party
“We are politicizing every single one of these new citizens that are becoming citizens of this country . . . I gotta tell you that a lot of people are saying, ‘I’m going to go out there and vote because I want to pay them back.'” — Gloria Molina, Los Angeles County Supervisor
“California is going to be a Hispanic state. Anyone who doesn’t like it should leave.” — Mario Obledo, California
Coalition of Hispanic Organizations and California State Secretary of Health, Education and Welfare under Governor Jerry Brown, also awarded the Presidential Medal of Freedom by President Bill Clinton
“We are practicing ‘La Reconquista’ in California.” — Jose Pescador Osuna, Mexican Consul General
“We need to avoid a white backlash by using codes understood by Latinos.” — Professor Fernando Guerra, Loyola Marymount University
“The American Southwest seems to be slowly returning to the jurisdiction of Mexico without firing a single shot.” — Excelsior, the national newspaper of Mexico
Note: There are Mexicans that don’t feel this way, but there is an overwhelming Majority who do believe this, and they will take our country if we don’t stop it now!
Here we have a Mexican American history teacher advocating revolution against White America at the Campus of UCLA!
The Infamous Ron Gochez
https://www.youtube.com/watch?v=dRu0wo3DYh0
In San Diego, the Mexican people have a park called Chicano Park, and they have all their Communist Friends Painted on the Walls, and then you see the Racist Group called the Brown Berets, then of course they raise their Mexican Flag on American Soil, and they salute it. That park they claim is now Mexican Soil, but I tell you it is the Property of the United States! This is Treason, and Mexicans are Committing Treason! America, Rise Up before we lose our Country!
Mexican (Aztlán) Flag Raised Over San Diego – Chicano Park Day 2013
https://www.youtube.com/watch?v=6BTikYxGLyA
Here is a documentary about the Mexican takeover of America, the Mexicans call this land Aztlan! https://www.youtube.com/watch?v=vd81LM3xsTI
My friends, Mexicans are taking over, and we better get serious and take it back! https://www.youtube.com/watch?v=UkhBmpHNo0s
“Go back to Boston! Go back to Plymouth Rock, Pilgrims! Get out! We are the future. You are old and tired. Go on. We have beaten you. Leave like beaten rats. You old white people. It is your duty to die. Through love of having children, we are going to take over.” — Augustin Cebada, Brown Berets
“They’re afraid we’re going to take over the governmental institutions and other institutions. They’re right. We will take them over. We are here to stay.” — Richard Alatorre, Los Angeles City Councilman
“We have an aging white America. They are not making babies. They are dying. The explosion is in our population . . . I love it. They are shitting in their pants with fear. I love it!” — Professor Jose Angel Gutierrez, University of Texas
“Remember 187-proposition to deny taxpayer funds for services to non-citizens–was the last gasp of white America in California.” – Art Torres, Chairman of the California Democratic Party
“We are politicizing every single one of these new citizens that are becoming citizens of this country . . . I gotta tell you that a lot of people are saying, ‘I’m going to go out there and vote because I want to pay them back.'” — Gloria Molina, Los Angeles County Supervisor
“California is going to be a Hispanic state. Anyone who doesn’t like it should leave.” — Mario Obledo, California
Coalition of Hispanic Organizations and California State Secretary of Health, Education and Welfare under Governor Jerry Brown, also awarded the Presidential Medal of Freedom by President Bill Clinton
“We are practicing ‘La Reconquista’ in California.” — Jose Pescador Osuna, Mexican Consul General
“We need to avoid a white backlash by using codes understood by Latinos.” — Professor Fernando Guerra, Loyola Marymount University
“The American Southwest seems to be slowly returning to the jurisdiction of Mexico without firing a single shot.” — Excelsior, the national newspaper of Mexico
Note: There are Mexicans that don’t feel this way, but there is an overwhelming Majority who do believe this, and they will take our country if we don’t stop it now!
Here we have a Mexican American history teacher advocating revolution against White America at the Campus of UCLA!
The Infamous Ron Gochez
https://www.youtube.com/watch?v=dRu0wo3DYh0
In San Diego, the Mexican people have a park called Chicano Park, and they have all their Communist Friends Painted on the Walls, and then you see the Racist Group called the Brown Berets, then of course they raise their Mexican Flag on American Soil, and they salute it. That park they claim is now Mexican Soil, but I tell you it is the Property of the United States! This is Treason, and Mexicans are Committing Treason! America, Rise Up before we lose our Country!
Mexican (Aztlán) Flag Raised Over San Diego – Chicano Park Day 2013
https://www.youtube.com/watch?v=6BTikYxGLyA
Here is a documentary about the Mexican takeover of America, the Mexicans call this land Aztlan! https://www.youtube.com/watch?v=vd81LM3xsTI
My friends, Mexicans are taking over, and we better get serious and take it back! https://www.youtube.com/watch?v=UkhBmpHNo0s
Bogus arguments for Tucson ethnic studies finally debunked
24 comments by Doug MacEachern, columnist – Mar. 6, 2011 12:00 AM
The Arizona Republic
The unsupportable claim that the ethnic-studies classes of Tucson Unified School District somehow improve the academic performance of its students has survived a slew of critics.
But now, the district’s own statisticians have – finally – examined the claims and found them lacking. Can the true believers ignore the district’s own findings, too?
In response to a request for information from newly elected TUSD board member Michael Hicks, the district’s statistician, David Scott, ran empirical data in February on some of the central tenets about academic performance by ethnic-studies students.
Sources in Tucson provided the results of Scott’s analysis to me. Among other conclusions, he found:
– Passing AIMS: Students who “take one or more Mexican American Studies (MAS) classes are far less likely than other students to pass the (Arizona Instrument to Measure Standards) the first time.” Scott found that, “after all five test opportunities,” MAS students “achieve roughly the same passing rate” as their peers who took no ethnic-studies courses. This is in profound contravention of the claims that ethnic-studies students are superior to their peers at passing AIMS.
– Claims of superior graduation rates: Considering the entire 2010 cohort of seniors, 83 percent of TUSD students graduated in four years. “This is true for students who did and did not take MAS classes.”
Scott did find that students from the lowest-income families who take MAS classes graduate at higher rates than poor students who did not take MAS classes. Scott calls the effect of taking MAS classes a “substantial boost” for those poorest students.
But even their graduation figure, 79 percent, is dramatically lower than the 97 percent graduation rate that ethnic-studies directors repeatedly claim. And it might also be the result of students replacing tough, traditional history and English courses with undemanding, virtually failure-free ethnic-studies classes.
– Going on to college: Based on the district’s survey of graduating seniors, Scott found “roughly the same proportion of MAS and non-MAS students intend to enroll in college after high-school graduation.”
Scott acknowledged that some of the data available to him was sketchy, but even that observation raises red flags about the district’s sensational claims about its ethnic-studies program. No one in the district ever cross-checked the data presented by program director Augustine Romero in the so-called “nine cohort studies” he produced several years ago because no one has ever seen the data!
Wrote Scott in a Feb. 23 e-mail report to the administrative aide of TUSD Superintendent John Pedicone:
“I have never seen the specific data used by the Mexican American Studies staff to make claims of superior graduation and higher education participation rates. You might want to check with them to see if they can provide the information themselves.”
Scott has a solid reputation in the small circle of school-district statisticians. But will advocates ignore his findings, too?
They are trying. Judy Burns, a member of the TUSD governing board, declined to comment to me about the Scott memo, other than to say that the director of the MAS program, Sean Arce, had not yet reviewed Scott’s findings.
At least Pedicone, the district’s newly appointed superintendent, told me on Friday that his office is “looking at this ourselves,” an indication the issue has caught the district’s attention at last. The superintendent said he has instructed his statisticians to work with the ethnic-studies directors to produce accurate data. That would be progress.
The program’s true believers, including many in the national media, have ignored for years findings that the central claims of TUSD’s ethnic-studies program are false. There’s no reason to presume they will stop now.
The state Department of Education has analyzed the claims and found them baseless. National education experts have poked myriad holes in the contentions. No peer-reviewed, academically valid research ever has found that politically inspired, race-based courses cause students to take their studies more seriously and go to college.
But clinging to the folklore is crucial. The claims are the only meaningful rationale for the controversial program’s existence. Minus the fantasy of stunningly improved standardized test scores, astonishing leaps in graduation rates and amazing improvement in traditional courses, the program collapses into its true self: a politically leftist recruitment program that subtracts from the academic value of students’ education.
And, so, its supporters keep drinking the program’s Kool-Aid. Late last year, the TUSD governing board issued a resolution declaring its devotion to the program, in part recognizing that: “The students that partake in its Ethnic Studies courses, as proven by test results, are more likely to pass the Arizona’s Instrument to Measure Standards (AIMS) exam than those students who do not partake in said courses; have a 97 percent graduation rate, and have a college matriculation rate 193 percent greater than the national average.”
Can those sorts of wild claims survive an admission by the school district itself that the courses change virtually nothing? Don’t bet against these guys.
Read more: http://www.azcentral.com/arizonarepublic/opinions/articles/2011/03/05/20110305maceachern-ethnic-studies-0306.html#ixzz1g05fLbdJ