Revive Mexican American Studies

[Curtis acosta]

Colleagues and Supporters,

I write you today with important news. Tucson Unified School District has been given a new federal order to desegregate after 30-plus years of discrimination, segregation and inequity. Within this new order that has been called the most comprehensive desegregation plans in the modern era, there is a clear path to reinstate our Mexican American Studies program. However, we were disappointed that the Special Master that wrote the plan did not end our state mandated 4 hour block segregation of English Language Learners. 

We are concerned that without public comment from not only our community, but throughout the nation, TUSD (the guilty party in this desegregation case) will continue to turn a deaf ear to our students and parents. It's important to note that this new plan not only paves the way for the return of culturally responsive pedagogy and curriculum through specific Ethnic Studies class, but also a multicultural program. This is something that we think is exciting since students will have educational opportunities that address the breadth and depth of the multiple voices and contributions made to this country. Through this public comment period we are able to impact the final draft of the plan, so it is of the highest importance that voices are heard. These comments will go to the Special Master, Dr. Willis Hawley, and not TUSD, so we are optimistic that we can have a tremendous impact. 

Here is the link to make a public comment to the Unitary Status Plan which includes the possibility of restoration of Mexican American Studies. The plan is available on this website for you all to do your own analysis, but if you do not have the time I have included the talking points we will be using for the public forums. All comments must be made by this Wednesday, November 28th.

http://168.174.252.75/usp/index.asp

The following is a link to a local blog where I explained how our community has the opportunity to move forward and heal the wounds created from the stripping of our classes.
http://www.blogforarizona.com/blog/2012/11/curtis-acostas-observations-about-the-new-tusd-deseg-plan.html

Talking Points for Unitary Status Plan

1.     Restitution of the Mexican American Studies Program: The Unitary Status Plan requires the establishment of courses that are culturally responsive to Latina/o students in every high school in TUSD. The MAS program provided qualitative and quantitative results that proved the effectiveness in terms of graduation rates, test scores and student engagement. With the time frame for implementation being August 2013, this program will be ready from day one due to their experience and success. We must bring back the team of teachers that built the program along with Sean Arce as the Director of Culturally Responsive Pedagogy and Instruction.

2.     End the Segregation for English Language Learners: The Unitary Status Plan must limit the segregation of ELLs to no more than two hours per day.  Interaction between ELLs and their English-speaking peers promotes the acquisition of English for ELLs, and fosters a shared sense of community among all students. Conversely, extended segregation creates social divisions and restricts the opportunities for ELLs to acquire English in real-world situations.

3.     Multiple Directors of Culturally Responsive Pedagogy and Instruction: The position of Coordinator of Culturally Responsive Pedagogy and Instruction needs to be changed to a director’s position. We advocate for the creation of multiple directors assigned to represent both Latino and African American Studies. The Directors must have teaching experience in the field of study he/she will be directing. These directors should also reflect the ethnic backgrounds for the communities they serve.

4.     Public Hiring of Directors

The hiring process of the Directors of Culturally Responsive Curriculum and Pedagogy must include representatives of the community, along who are former Ethnic Studies students and teachers because of their unique expertise and experience with culturally responsive curriculum and pedagogy. These community members must also have decision-making power in the hiring of the directors.

5.     Further Development and Expansion of Ethnic Studies:

With the expansion and implementation of the new Mexican American/Indigenous Studies and African American studies, we demand that Native American, Asian American, and Middle Eastern American Studies be included in the plan.  All Ethnic Studies course are to be considered as core English and core Social Studies classes as opposed to Elective credits, and every section of the Ethnic Studies curriculum will include an emphasis on the perspective of women and their contributions to society.

Thank you for your continued interest and support. We hope that you and your networks of support will take the time to make public comment in order to restore a program that was effective and unjustly terminated. 

In Lak Ech,

Curtis Acosta

Chican@ Literature Teacher

Save Ethnic Studies Plaintiff

Tucson, AZ

[eser...@ucr.edu]

Curtis, brothers and sisters,
We are pleased to hear the rumblings of possibility going on in Tucson. Just to keep folks updated, today El Plan de Los Angeles team meets in SM, still hammering away on LA document. Also groups like ARE-LA, Semillas, Oxnard (Francisco) and People's Ed Movement have been ACTIVELY promoting Raza/EThnic Studies in LA. In Santa Monica our team (AMAE SM/WLA, Johnny Ramirez, myself,Black and Brown parents in IDAC SMMUSD) works to implement a program by Fall 2013 at Samo HS, and a course at Olympic continuation HS. Although our communication fails at times, we are working constantly for the survival and strengthening of Raza/Ethnic Studies in Tucson and everywhere.
Looking forward to positive/constructive developments in Tucson, improving communication, y building bridges to North Califas, regionally and nationally!
Thanks for the talking points Curtis, they are put to work here in WestLA as well.

Elias

"Revolutionary liberty and justice ... (also) is a rhetorical journey, is initiated or enacted rhetorically, is struggled for on the terrain of language, involves tools, devices, appeals (like logic to overcome obstacles like Tom Horne's illogical poses), requires apparatuses (like pleito rhetoric and love)that are rhetorical."
- upon reading Chela Sandoval's Methodology of the Oppressed