Ethnic Studies Curriculum

"A people without the knowledge of their past history, origin and culture is like a tree without roots." was said by Marcus Garvey. Some observers may criticize the fact that Mexican American History is taught at the greater academic level, however a more diverse curriculum is fundamental in developing an awareness for racism; the recognition of potential self-subjugation through lack of education; and the basic obligation to keep students cognizant of a world beyond themselves. Mexican American History as well as the histories of other cultures/countries should be taught in the classroom for the sake of cultivating a broader

Emergence into a new culture requires courage, toppled with humiliation. Despite the energy or the will, unfamiliar territory/language and events present unrelenting and unavoidable tensions. Hispanic students encounter teachers who fail to support them in maintaining aspects of their cultural identity. For some ELL students honoring and respecting another’s culture may diminish some of the struggles these students face.

History class is not the only issue among students; the nation’s standardized test also leaves Native students behind their peers. Many questions are “Eurocentric and culturally bias” resulting in many students who have grown in a traditional customs unable to answer the questions (Robertson). Many school curricula does not build on the students strength of the student, it is only if the strength and skill is of the dominate culture that it will get attention (Landsman and Lewis 182).

Chicano Studies has been taught in schools for many years now, however there has been recent issues on whether Chicano Studies should be banned or stay available in schools. Many believe that Chicano Studies has played a beneficial role in student’s success while others strongly disagree. I will be presenting both sides of the issue on whether there should be a Chicano studies curriculum or not. I propose having several regulations for Chicano Studies in a way that may not be too liberal and will essentially satisfy both parties.

In the reading, Culture and Power in the Classroom: A Critical Foundation for Bicultural Education, Antonia Darder argues that education is a critical tool and necessity for the advancement of people of color. She highlights that education is tied to status, which in turn, then gives you power in society. She helps us see many of the flaws in the school system that prevents students of color from excelling in the academic world. She points to us, that although there are many things within the school institution itself that fail students of color over and over again, the blame is always placed on the individual. She also highlights that there are many myths about students of color that say that their failure is tied to coming from cultures and backgrounds that do not value education. Finally, Darder argues that conservative educators hurt bicultural student’s education, and liberal educators, although may seem the better option, still fail to attack the institutions that help foster failure in the education setting. They also end up alluding to student failure to individual failure.

“America is woven of many strands. Our fate is to become one, and yet many” (Ralph Ellison qtd. in D 'Angelo). Although this quote may be over fifty years old, its meaning still stands; our country should be made of many different cultures and ethnicities that come together to make one United States. However, this cannot be accomplished if our nation does not allow for different cultures to learn about their own country and hold on to their heritage as well as gaining knowledge on the history of the United States. Thus, Mexican-American studies should not be banned in Arizona because contrary to the belief that learning about other cultural struggles is anti-American, actually focusing on the racial identities within the United States is an important step towards becoming a multicultural nation.

America is a melting pot with so many cultures, however I didn’t know my own culture to begin with. On my way to school I began to I wonder about my own culture, and what unknown knowledge lies under the tales of other minorities. With my hunger to satisfy my need to learn more about my culture, I took a Chicano Studies college course. This has to be one of my favorite academic subject because I was told many different facts and statistics of the Chicano population, from the pregnancy rates of young women to the social experiments done on Chicano students from grade school to high school. This passion to have the Chicano perspective be seen was what led me to try and get at least a Chicano based unit in English classes. However, it was denied

Another essential point of the ban of ethnic studies was the Arizona’s Anti-Ethnic Studies Bill, SB 1108 that happened in 2008 (Ochoa & Romero 5). The SB 1108 was related to the House Bill 2281 since they both wanted to prohibit classes that had a voice for people of color. The difference was that SB 1108 did not only wanted to ban classes of different ethnicities but also clubs and organizations such as latino fraternities. The bill did not only wanted to ban the courses and organizations from kinder through 12th grade but all the way to college and university. The only ethnicity who was accepted to have these resources were the Native Americans. The ethnicity they most target was the Mexican students since it is the largest culture and

Our two authors, Richard Rodriguez and Sherman Alexie, are very well respected for their respective works on minority education. Richard Rodriguez is the author of the novel The Hunger of Memory, his personal autobiography. In this deeply personal and emotional work, Rodriguez explains how his education brought him success, but created a large rift between his Mexican heritage and culture and himself. On the other hand, Sherman Alexie is Native American author who wrote the essay “Superman and Me.” In the essay, Alexie explains how his love of books began his education, the hardships that followed being an intelligent Indian, and how his education has brought meaning to his life. To both of these authors, the most important subject in these literary works is their education as minorities, and the success resulting from this education. In The Hunger of Memory, Rodriguez focuses on themes of how education can be beneficial, but at the same time cause separation from one’s original identity. “Superman and Me” visits themes of caring for others and how success is achievable by anyone. Each author sheds a different light on the education of minorities, but they share similar thoughts in theory. Education can bring an individual great success, but with this enlightenment comes the responsibility of understanding what the world truly contains.

Prior to this course, I had little to no knowledge on Asian Pacific Americans (APA). After weeks of discussing and analyzing material that dealt with the hardships that minorities such as APA individuals faced, I can conclude that this ethnic group underwent experiences that were not too uncommon from that of Latinos and African Americans. Since population in California today, consist of an average of 60% Asians and Latinos as stated in the book, “Learning English/Learning America” by Juana Mora, Gina Masequesmay, Eunai Shrake, and Ana S. Munoz, it is safe to say that students in classrooms nowadays are mainly those within these ethnic groups (Mora, Masequesmay, Shrake, and Munoz, ix). I will be focusing on three of the many stories APA and Latino students have to share in this book, that I felt related to me most as I also, am a second generation student.

In the article “Status of the Historiography of Chicano Education: A Preliminary Analysis” Guadalupe San Miguel Jr mentions Several factors that have altered and molded Chicanos throughout time. The cultural imbalance, geographical and society changes caused Chicanos to feel unfit for the Anglo-Society. This prevented Chicanos students from attending school and developing English literacy. For instance, the article mentions how schools located in California and Texas excluded Mexicans from attending primary and secondary school because Chicanos lacked an understanding of the language English. After the Bilingual Eduction of Act of 1968 was passed, school districts created special programs to encourage students of low-income to develop a better understanding of English. In reality, Chicanos felt welcomed and not motivated to continue to pursue a career and further their education. Overall, the article analyzes more reasons of as to why Chicanos are not pursuing an education.

Ethnicity, race, and other diverse characteristics play very important roles in today's society. James Bank believes that “social science specialists in ethnic relations have abundantly documented the fact that ethnicity and ethnic cultures are integral parts of our social system” (pg 5). What children learn in elementary school about social studies and the history of their country and heritages will help determine what kind of citizen they will be to society when they are

Today, America is a blend of hues where every society assembles. Valuable Knowledge is the means by which understudies have been confined to have Razas thinks about. Manor stop High is a school where there are blend races and backings the diverse societies. Tucson secondary school is truly prohibitive than stronghold park since understudies are not permitted to see both sides of their way of life. Both schools have the larger part of Mexican understudies and have crude notorieties. Tucson secondary school and Castle Park High have distinctive perspectives of how culture and training ought to be taught and for understudies having flexibility .

School systems that create classes that actively discuss racial and ethnic identity and history serve as an empowering dynamic. The documentary Precious Knowledge presented a battle over Ethnic Studies classes that were offered at Tucson Unified School District (TUSD) in Arizona during 2009. Divisive issues were not the product of these discussions, but a reluctance of white Americans who held the social, political, and economic privilege. The Ethnic Studies classes that were offered at TUSD empowered the Mexican-American students in the community by allowing them to learn more about their history, who they were, and how they fit into the social structure in the U.S. society. The classes taught the students about the systematic structures within the United States, providing students with a holistic understanding of the racial and ethnic issues relating to their personal social-political position, as well as others in the sociopolitical system. Courses similar to these are critical for students from underrepresented backgrounds and whites to engage in at the high school level because they push both whites and marginalized groups to understand a new perspective from a young

While Biggers focuses on the positive aspects of the teachers, students, and legislators, Wun points out possible improvements that the Ethnic Studies movement should have made to protect themselves and further their goals. Specifically, she discusses two distinct problems with both, how the film portrays the program, as well as the program itself: the complete