Arizona Governor Signs Additional Controversial Bill

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Steinhauer said:
And the video of a high schooler ..... did you notice the integration (or lack thereof?)
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perhaps it's a Spanish language class? I had same thing at my Spanish class. I'm sure you had same thing at your German class.
 
Jiro said:
perhaps it's a Spanish language class? I had same thing at my Spanish class. I'm sure you had same thing at your German class.
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Nope - not all of the students in class were German.
 
My high school does have ethnic studies as elective classes when I was student in last 4 years ago and it isn't limited to races but it is everyone whoever is interest about ethnic group and cultural. Nothing is about segregation.
 
Steinhauer said:
Nope - not all of the students in class were German.
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do you know for sure if this class (in the video) is not diversified (as in segregation by race)?

and let me clarify - in your German class, did it have bunch of German posters, German pictures, German writing, German etc.?
 
Jiro said:
do you know for sure if this class (in the video) is not diversified (as in segregation by race)?

and let me clarify - in your German class, did it have bunch of German posters, German pictures, German writing, German etc.?
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No, it did not. We had textbooks.

However, there was an American flag in the room.
 
Steinhauer said:
No, it did not. We had textbooks.

However, there was an American flag in the room.
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probably not a dedicated class for German language (meaning - that same class is used for other subject). Typical in college.

I do recall in my high school - we did have something like that in video. Same for French, German, Italian classes.
 
What Is Ethnic Studies? Ethnic Studies Department, UC Berkeley

What Is Ethnic Studies?
Ethnic Studies is an interdisciplinary enterprise that starts from the assumption that race and racism have been, and continue to be, profoundly powerful social and cultural forces in American society and in modernity at large. Our scholarship and teaching focus both on the specific experiences of African Americans, Asian Americans, Chicanas/os and Latinas/os, Native Americans, and other racialized peoples in the US, and on the lessons of comparative ethno-racial studies for generalizing about American society and history and about the contemporary global order (since race and racism are neither uniquely American nor ever merely a “domestic matter” in any modern nation-state). In addition to grounding our scholarly work in the concrete situations of people of color, we also use a methodological framing that emphasizes both the structural dimensions of race and racism (social, political, and economic inequality and struggles over that inequality, both within and among nation-states) and the associated cultural dimensions (literary, artistic, musical and other forms of humanistic expression, as well as the intense politics surrounding these cultural forms). We also aim to understand race and racism as “moving targets” that undergo mutations or otherwise evolve (including the birth of new racialized groups, such as the targets of Islamophobia), and to recognized the complexity of the intersections of race with gender, class, sexuality, and other systems of difference that have power-effects.

Mission Statement

The Department of Ethnic Studies (ES) encourages the comparative study of racialization in the Americas, with a focus on the histories, literatures, and politics of Asian Americans, Chicanos/Latinos, Native American Indians, and African Americans. ES seeks to situate these core groups within national and transnational contexts, and to understand how racial and ethnic formation articulate with other axes of stratification such as class, gender, and sexuality.

Our approach is interdisciplinary in nature. Studies interrogate the relationship of social structure to those of literary and cultural practices, and in so doing question traditional disciplinary boundaries and assumptions. Our scholarly concerns are explicitly linked to the development of a social practice. Inquiries into the nature of racial, ethnic, and gender inequality are informed by a commitment to social change and social justice.

The undergraduate programs in Asian American, Chicano/Latino, and Native American Studies (along with the Department of African American Studies) investigate the social, political, and cultural factors that shape the core groups' formation and transformation. Research on these specific core groups lays the foundations for the overall comparative project of ES.

As one of the oldest programs focusing on race and ethnicity, the Ethnic Studies Department is committed to understanding more deeply the multiple meanings of racial diversity in the Americas.
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Michigan Ethnic Directory -- What Is Ethnic Studies?

What Is Ethnic Studies?
Although there are many definitions of ethnic studies, it is generally agreed that it is the study of the people of America, their backgrounds (i.e., "roots"), various group experiences, shared values and goals -- in short, their lives. Perhaps we could be more precise in our definition by adding multi-ethnic studies, since the study involves all ethnic groups and their interrelationships. The field is broader in scope than minority studies which focuses on a particular "oppressed" group, such as African American, Chicano, or Native American, and more limited in scope than cultural studies which focuses mainly on people in other countries. Within the framework of ethnic studies, one can learn about several kinds of groups: "visible minorities," which may often be identified by sight, such as Asian Americans or African Americans; less "visible" nationality groups such as German Americans or Italian Americans; religious/cultural groups, such as Jewish or Amish; and, in some cases, occupations associated with ethnic groups like farmers, miners, etc. Surely, the study of ethnicity in our pluralistic society is endless and its implications far-reaching. Understandably, the desire to assimilate into a chosen society is great, but the danger of losing one's ethnic identity, with its unique characteristics and customs or "folkways," can only diminish us all. Ethnic studies can enlighten us with the knowledge of our similarities and differences, teach us to affirm those similarities and respect those differences, create an atmosphere of acceptance of the ethnic reality, and foster an environment of understanding and cooperation in our communities. Only then will the true expression of our rich "ethnic mosaic" flourish -- colorful, distinctive, each piece comprising a harmonious whole.

Germaine Strobel, Director
Michigan Ethnic Heritage Studies Center
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Foxrac said:
My high school does have ethnic studies as elective classes when I was student in last 4 years ago and it isn't limited to races but it is everyone whoever is interest about ethnic group and cultural. Nothing is about segregation.
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Not for my old high school, the ethnic studies aren't considered to be the elective classes by the board, only communication and parental classes were the elective classes.
 
Texan Guy said:
Not for my old high school, the ethnic studies aren't considered to be the elective classes by the board, only communication and parental classes were the elective classes.
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have you taken ethnic studies class?

if yes - did it preach about ethnic chauvinism and racial resentment toward whites? Was there segregation by race?
 
I have no idea Jiro.

I wish I knew too. In high school I learned both American History and World History.

Format Document

Provisions
· States that the Legislature finds and declares that public school pupils should be taught to treat and value each other as individuals and not be taught to resent or hate other races or classes of people.

· Prohibits a school district or charter school from including in its program of instruction any courses or classes that:

Ø Promote the overthrow of the United States government.

Ø Promote resentment toward a race or class of people.

Ø Are designed primarily for pupils of a particular ethnic group.

Ø Advocate ethnic solidarity instead of the treatment of pupils as individuals.

· States that if the SBE determines that a school district or charter school is offering a course that violates this act, the SBE must direct the Superintendent of Public Instruction (Superintendent) to notify the school district or charter school that it is in violation.

· Stipulates that if the SBE determines that the school district or charter school has failed to comply within 60 days after a notice has been issued by the Superintendent, the SBE may direct the ADE to withhold up to 10% of the monthly apportionment of state aid that would otherwise be due to the school district or charter school and requires ADE to adjust the school district or charter school’s apportionment accordingly.

· Specifies when the SBE determines that the school district or charter school is in compliance with not offering a prohibited course, ADE must restore the full amount of state aid payments to the school district or charter school.

· Stipulates that actions taken under this act are subject to appeal pursuant to laws relating to uniform administrative hearing procedures.

· States that this act cannot be construed to restrict or prohibit:

Ø Courses or classes for Native American pupils that are required to comply with federal law.

Ø The grouping of pupils according to academic performance, including capability in the English language, that may result in a disparate impact by ethnicity.

Ø Courses or classes that include the history of any ethnic group and that are open to all students, unless the course or class violates this act.

· Prohibits rules pertaining to the discipline, suspension, and expulsion of pupils from being based on race, color, religion, sex, national origin, or ancestry.

· States that if the ADE, the Auditor General, or the Attorney General determines that a school district is substantially and deliberately not in compliance with pupil disciplinary actions and if the school district has failed to correct the deficiency within 90 days after receiving notice from the ADE, the Superintendent may withhold the monies the school district would otherwise be entitled to receive from the date of the determination of noncompliance until the ADE determines that the school district is in compliance.

· Makes technical and conforming changes.
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DGirl101 said:
I have no idea Jiro.

I wish I knew too. In high school I learned both American History and World History.

Format Document
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yea. the wording is quite broad and loosely-defined. That means MLK History is banned. any discussion about any resentment, violence, etc. toward a certain race is banned. the discussion of terrorism is banned.
 
Jiro said:
yea. the wording is quite broad and loosely-defined. That means MLK History is banned. any discussion about any resentment, violence, etc. toward a certain race is banned. the discussion of terrorism is banned.
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To me it is all about how MLK and other subjects are taught.

A few years ago my friend's 1st grade daughter brought home a coloring book that the teacher had made. The title was "MLK was a good man because he..." And each page started with those words and then added something that MLK did with a picture to color. That's indoctrination.....very wrong. If they want to teach the facts......what MLK did.....that's fine. But to repeat over and over that MLK is good, or anyone for that matter, is not right.
 
H.B. 2281
- 1 -
1 Be it enacted by the Legislature of the State of Arizona:
2 Section 1. Title 15, chapter 1, article 1, Arizona Revised Statutes,
3 is amended by adding sections 15-111 and 15-112, to read:
4 15-111. Declaration of policy
5 THE LEGISLATURE FINDS AND DECLARES THAT PUBLIC SCHOOL PUPILS SHOULD BE
6 TAUGHT TO TREAT AND VALUE EACH OTHER AS INDIVIDUALS AND NOT BE TAUGHT TO
7 RESENT OR HATE OTHER RACES OR CLASSES OF PEOPLE.
8 15-112. Prohibited courses and classes; enforcement
9 A. A SCHOOL DISTRICT OR CHARTER SCHOOL IN THIS STATE SHALL NOT INCLUDE
10 IN ITS PROGRAM OF INSTRUCTION ANY COURSES OR CLASSES THAT INCLUDE ANY OF THE
11 FOLLOWING:
12 1. PROMOTE THE OVERTHROW OF THE UNITED STATES GOVERNMENT.
13 2. PROMOTE RESENTMENT TOWARD A RACE OR CLASS OF PEOPLE.
14 3. ARE DESIGNED PRIMARILY FOR PUPILS OF A PARTICULAR ETHNIC GROUP.
15 4. ADVOCATE ETHNIC SOLIDARITY INSTEAD OF THE TREATMENT OF PUPILS AS
16 INDIVIDUALS.17 B. IF THE STATE BOARD OF EDUCATION OR THE SUPERINTENDENT OF PUBLIC
18 INSTRUCTION DETERMINES THAT A SCHOOL DISTRICT OR CHARTER SCHOOL IS IN
19 VIOLATION OF SUBSECTION A, THE STATE BOARD OF EDUCATION OR THE SUPERINTENDENT
20 OF PUBLIC INSTRUCTION SHALL NOTIFY THE SCHOOL DISTRICT OR CHARTER SCHOOL THAT
21 IT IS IN VIOLATION OF SUBSECTION A. IF THE STATE BOARD OF EDUCATION OR THE
22 SUPERINTENDENT OF PUBLIC INSTRUCTION DETERMINES THAT THE SCHOOL DISTRICT OR
23 CHARTER SCHOOL HAS FAILED TO COMPLY WITH SUBSECTION A WITHIN SIXTY DAYS AFTER
24 A NOTICE HAS BEEN ISSUED PURSUANT TO THIS SUBSECTION, THE STATE BOARD OF
25 EDUCATION OR THE SUPERINTENDENT OF PUBLIC INSTRUCTION MAY DIRECT THE
26 DEPARTMENT OF EDUCATION TO WITHHOLD UP TO TEN PER CENT OF THE MONTHLY
27 APPORTIONMENT OF STATE AID THAT WOULD OTHERWISE BE DUE THE SCHOOL DISTRICT OR
28 CHARTER SCHOOL. THE DEPARTMENT OF EDUCATION SHALL ADJUST THE SCHOOL DISTRICT
29 OR CHARTER SCHOOL'S APPORTIONMENT ACCORDINGLY. WHEN THE STATE BOARD OF
30 EDUCATION OR THE SUPERINTENDENT OF PUBLIC INSTRUCTION DETERMINES THAT THE
31 SCHOOL DISTRICT OR CHARTER SCHOOL IS IN COMPLIANCE WITH SUBSECTION A, THE
32 DEPARTMENT OF EDUCATION SHALL RESTORE THE FULL AMOUNT OF STATE AID PAYMENTS
33 TO THE SCHOOL DISTRICT OR CHARTER SCHOOL.
34 C. THE DEPARTMENT OF EDUCATION SHALL PAY FOR ALL EXPENSES OF A HEARING
35 CONDUCTED PURSUANT TO THIS SECTION.
36 D. ACTIONS TAKEN UNDER THIS SECTION ARE SUBJECT TO APPEAL PURSUANT TO
37 TITLE 41, CHAPTER 6, ARTICLE 10.
38 E. THIS SECTION SHALL NOT BE CONSTRUED TO RESTRICT OR PROHIBIT:
39 1. COURSES OR CLASSES FOR NATIVE AMERICAN PUPILS THAT ARE REQUIRED TO
40 COMPLY WITH FEDERAL LAW.
41 2. THE GROUPING OF PUPILS ACCORDING TO ACADEMIC PERFORMANCE, INCLUDING
42 CAPABILITY IN THE ENGLISH LANGUAGE, THAT MAY RESULT IN A DISPARATE IMPACT BY
43 ETHNICITY.H.B. 2281
- 2 -
1 3. COURSES OR CLASSES THAT INCLUDE THE HISTORY OF ANY ETHNIC GROUP AND
2 THAT ARE OPEN TO ALL STUDENTS, UNLESS THE COURSE OR CLASS VIOLATES
3 SUBSECTION A.
4 4. COURSES OR CLASSES THAT INCLUDE THE DISCUSSION OF CONTROVERSIAL
5 ASPECTS OF HISTORY.
6 F. NOTHING IN THIS SECTION SHALL BE CONSTRUED TO RESTRICT OR PROHIBIT
7 THE INSTRUCTION OF THE HOLOCAUST, ANY OTHER INSTANCE OF GENOCIDE, OR THE
8 HISTORICAL OPPRESSION OF A PARTICULAR GROUP OF PEOPLE BASED ON ETHNICITY,
9 RACE, OR CLASS.
 
souggy said:
As if no one has escaped from indoctrination while they went to school.
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Sure they do......I just happen to be a believer that schools are to teach students how to think.......not what to think.
 
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