Arizona's Ethnic Studies Fight Is About Defining American History

May 17, 2010 RSS Feed Print
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By Scott Galupo, Thomas Jefferson Street blog

I’m arriving late to it, but the controversy over Arizona’s new law on ethnic studies seems to me to reenact a tired old pantomime of multiculturalism and its discontents.

Conservatives, it’s true, appeal conveniently to the rhetoric of Martin Luther King Jr. and insist that all individuals be judged by the “content of their character.” Liberals reply that the kind of ethnically-focused curricula they favor are necessary precisely because various groups in America’s past have not been judged by the content of their character--and so, to start talking like that now smacks of that Seinfeld episode where Kramer keeps violating his vow of silence.

Fine.

But I don’t think most conservatives are interested in whitewashing history--in excusing the country for its sins. By all means, don’t shrink from them; teach them.

It’s clear from this exchange between Arizona state school superintendent Tom Horne and Georgetown’s Michael Eric Dyson, though, that the question is not ultimately whether there shall be “African American Studies” or “Chicano Studies” or what have you--it’s whether or not American history is going to be taught fundamentally as a narrative of oppression.

That’s what the opposition to the state’s new guidelines is trying to protect, and Balkanizing historical studies is just a handy pedagogical device for teachers to do this without explicitly saying so.

Tags:
conservatives,
liberals,
Arizona,
Martin Luther King Jr.,
education,
history

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Without an understanding of the oppression that has happened, we have a complete lack of understanding for the state of the country today. African Americans and Latinos on the whole are doing much less well than whites. Without understanding the mechanisms that allowed this to occur, we're left to assume that it's because blacks and browns are just not as smart/capable/whathaveyou.

Ethnic studies can help to foster understanding and lead to real solutions.

ow of CA 10:21PM May 19, 2010

In a pluralistic society, noone can afford to have a chip on his/her shoulders. Playing the oppressed race/ethnic card almost always derails the real conversation. In this instance, isn't the real issue about school standards? What business is it of a school or a teacher to teach from a personal or political point of view? Isn't the job of a school to teach students how to think?

D Lusardi of CO 11:00AM May 18, 2010

Interesting perspective. Are you suggesting we not mention our roots in oppression? Is it possible to teach both what we have historically taught about our history AND also acknowledge our roots in oppression?

The people who inhabited the U.S. are now less than 1% of the population and are relegated to reservations if they are inclined to cluster. In some historical analyses this would be called genocide. Our most lethal war was among ourselves, and was at least in part linked to our agricultural dependence on slavery, which does look like oppression to most people. Are you suggesting we ignore these facts? If we elect to address them, are we insisting on a narrative of oppression?

We who populate the U.S. are almost all immigrants or descendants of immigrants. Are some immigrants better than others? Is the narrative of the historically dominant culture, European-American ethnics, the only narrative? Must we chose?

It seems obvious, but warrants comment, that the dominant group in a culture tends to control the narrative. How do you propose we introduce the "other" narratives and who will champion that effort?

Phyllis Kritek of CA 9:51AM May 18, 2010

Scott Galupo

Scott Galupo

Scott Galupo is a Washington-based freelance writer. He formerly worked for House Republican Leader John Boehner, and was a staff writer for The Washington Times.

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