The Fight for Mexican American Studies in Tucson

Cabrera, Nolan L.; Meza, Elisa; Rodriguez, Roberto Dr. Cintli

doi:10.1080/10714839.2011.11725562

Cited by 7 publications

(6 citation statements)

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“…But before any final court decision was made, on January 10, 2012, the TUSD school board voted to immediately cease MAS classes so that 10 % of funding was not withheld from the district (Acosta 2013;Casteel et al 2011). Torres (2012) described this top-down decision-making as, ''Extreme right-wing, xenophobic politicians becom[ing] the executors of education by exercising the law to censure educational materials-'legally mandating' administrators to enforce a racist law and enforcing sanctions on those who refuse to follow these mandates' ' (p. 240 (Cabrera et al 2011). The dominant narrative of this act was that ''student activism was reactionary and not connected to a critically conscious social movement'' (Cabrera et al 2013, p. 8), while the administration alleged that adults had planned these actions (Romero 2012).…”

Section: Top-down Decision-makingmentioning

confidence: 98%

Race, SES, and mathematics achievement conflicts: how policy and political climate affect academic achievement

Torres

Moran

2014

ZDM Mathematics Education

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Socioeconomic status (SES) has been widely used as a determining factor to explain educational processes and outcomes such as mathematics academic achievement. Research has documented the links between SES and mathematics academic achievement. However, further understanding the complex relationship between contextual factors, such as policy, and its implications for these processes within an ideologically patriarchal society is paramount. After decades of United States school policy and reform-with the most recent focus on Common Core Standards-there continue to be inconsistent notions of what the ''real'' issues are and how to address those issues. This paper sets out to explore one specific case-House Bill 2281 (HB 2281) and, in effect, the banning of the Mexican-American Studies program in one school district in the US-in understanding the implications of policy in the shaping of the public education system. Implications for mathematics education research are explored.

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Section: Top-down Decision-makingmentioning

confidence: 98%

Race, SES, and mathematics achievement conflicts: how policy and political climate affect academic achievement

Torres

Moran

2014

ZDM Mathematics Education

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“…HB 2281, and Horne's approval, abolished culturally relevant pedagogy and curriculum by declaring Mexican American Studies programs out of compliance with A.R.S. §15-112 (Cabrera et al, 2011(Cabrera et al, , 2013O'Leary et al, 2012;Prohibited Courses and Classes;Enforcement, 2010). This is despite the fact that culturally relevant pedagogy and curricula are widely discussed in the literature as appropriate approaches to increasing academic outcomes for minoritized students (Gay, 2000;Ladson-Billings, 2009).…”

Section: Arizona's Anti-latinx Legislationmentioning

confidence: 99%

Se Acabaron Las Palabras: A Post-Mortem Flores v. Arizona Disproportional Funding Analysis of Targeted English Learner Expenditures

Martinez

Spikes

2020

Educational Policy

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Arizona has played a large part in the development and implementation of policy that directly inhibits equity of opportunity for the English learner (EL) population, the largest and most damaging of which came out of legislation passed due to the Flores v. Arizona case which concluded in 2015. This research article seeks to critically challenge how Arizona-reified barriers to learning ELs continue to experience. This article serves as a post-mortem to Flores v. Arizona and measures the relationship between targeted EL expenditures as a function of the percentage of ELs within districts. The findings suggest that the scale of ELs within districts is inversely related to targeted EL expenditures. Furthermore, Arizona has reified laws that inhibit EL educational opportunities across the state.

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“…Even though the constitutionality of this law is being challenged, 3 the TUSD governing board on multiple occasions attempted to eliminate the highly effective MAS program (Cabrera et al 2012) after being found out of compliance with HB2281 (Cabrera et al 2011;O'Leary et al 2012).…”

Section: Hb2281 Tusd and The Dominant Narrativementioning

confidence: 99%

“…TUSD Superintendent John Pedicone negotiated with adults in a back room to postpone the board meeting and voting to a later date without arresting any youth protestors. 4 The students clearly understood there were going to be consequences for these actions, but they thought this act of civil disobedience was worth it if the actions preserved their classes (Cabrera et al 2011). Some of these costs included a YouTube TM video saying the way to deal with the protesters was to ''shoot them in the head'' (McHugh 2011, May 5).…”

Section: Hb2281 Tusd and The Dominant Narrativementioning

confidence: 99%

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“If There is No Struggle, There is No Progress”: Transformative Youth Activism and the School of Ethnic Studies

et al. 2013

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In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely ''ditching,'' and students were described as not really understanding why they were protesting. After these events, a group of student activists called UNIDOS organized and led the School of Ethnic Studies. This was a community school dedicated to teaching the forbidden MAS curriculum. In this article we present counternarratives from organizers, presenters, and participants in the School of Ethnic Studies. These narratives demonstrate the transformative resistance of students who created their own form of liberatory education. Our analysis highlights how student organizers led the creation of an autonomous, communitybased educational space to allowed young people to engage in political analysis, self-reflection, and strategic organizing. We conclude with the implications for Ethnic Studies, urban education, and counternarrative.

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The Fight for Mexican American Studies in Tucson

Cited by 7 publications

References 0 publications

Race, SES, and mathematics achievement conflicts: how policy and political climate affect academic achievement

Race, SES, and mathematics achievement conflicts: how policy and political climate affect academic achievement

Se Acabaron Las Palabras: A Post-Mortem Flores v. Arizona Disproportional Funding Analysis of Targeted English Learner Expenditures

“If There is No Struggle, There is No Progress”: Transformative Youth Activism and the School of Ethnic Studies

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