`` Dangerous Minds ' Arizon Banning Of Mexican American Studies And Critical Thinking

In Tucson, Arizona ethnic studies classes caused controversy over what kinds of classes should be allowed in Tucson’s public schools. The Latino population of students was greatly being effected by only a 50% graduation rate. The ethnic studies curriculum was created to engage students with a history from a different cultural viewpoint than what was usually taught in public high school. From the outside of the classroom the opposing forces against ethnic studies believed that the hidden curriculum within the classes was detrimental to students. This was because it was teaching anti-American beliefs along with creating students who would act with rebellious beliefs and racism. From inside the classroom the teachers and students look to their curriculum and insist that their curriculum was more about having courage to examine history, create understanding and respect for one another and one’s self. They believed in looking at problems that the world was facing and not just accepting them but also trying to make a change for the better. The problematic readings were grounded in the courses use of the "Pedagogy of the Oppressed” with ideals that are based in teachings like Marxism.

Precious Knowledge, is an incredible documentary detailing the events that occurred in Tucson High School. To encourage Mexican American students to attend school and graduate, the High School implemented a Mexican-American studies program that allowed students to learn more about their culture and origin. The program turned out to be highly successful and did indeed increase the attendance and graduation rate of the students, with many of them rekindling their love of learning. Unfortunately however, many people opposed the ethnic studies program - concluding that it was “anti-American” that installed anti-American values into the students; for example, Benjamin Franklin not being shown in the most positive light. This reached Tom Horne, the Superintendent of Public Instruction, who was also against the ethnic studies program, and he proposed and succeeded in passing a bill that prohibited the program. The remainder of the documentary consists of the teachers and students protesting the bill and attempting to prevent the bill from being passed.

Critical pedagogy is a philosophy that aims to foster more than just dialogue between the educators and students. It encourages “exploration, to help students move through the process of discovery by talking with them, asking questions and generally keeping up the momentum of exploration” (Elmborg, 2002, p. 458). This then effectively resolves the issue of a stagnant pedagogy, one that does not keep up with the times and needs of the students. Additionally, critical pedagogy serves to place some, or perhaps a lot of autonomy on the students’ part, attributing the means to the realization potential to them as well as the educators. As such, the only way for the educator to come to a better understanding of their students’, as well as their own

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.

When I was in elementary, I was taught that Christopher Columbus discovered the Americas, and he was painted as a great explorer. It was not until my sophomore year of high school when I took Chicano Studies from Los Angeles City College, that I realised that the picture I had was not complete. The Chicano Studies class opened my eyes to see how sugar coated the history I learned growing up. Learning how marginalized group’s story is not told, made me want to get involved with those who do not have a voice. I had been involved in our local community clinic at the encouragement of my parents, but it was not until I took the class that I realized how important the work really was. Recently my immigration Health Care committee teamed up with other

The United States of America is a nation based on the idea of Life, Liberty and the Pursuit of happiness, the people from this country have an obligation to make sure that every American can experience these given rights. However by banning Mexican-American studies in Arizona, this right to express and learn about their culture is taken away. According to Kirk Semple of the New York Times, about 41 percent of all Mexicans between ages 16 and 19 [in the city] have dropped out of school. There could be a plethora of reasons why this statistic may be so high for Mexican-Americans, however, based on the statements made by students in the documentary Precious Knowledge, there

As previously mentioned, many of the opponents of Mexican-American Heritage were Democrats, and they argued that the textbook was a “threat to society.” Furthermore, it was considered highly insulting because it called Mexicans “lazy” compared to people from other nations; it stated how “it was traditional to skip work on Mondays, and [how] drinking on the job could be a problem” for Mexicans. These crude comments horrified and greatly offended Hispanics. This is significant for the Democrats because, as their current political standing in Texas requires them to be constantly trying to gain voters, they have the opportunity to defend the Latinos and gain their support. Therefore, the Democrats' critical backlash toward Mexican-American Heritage may be a result of their need to keep the Latino population on their side. This relationship between politics and education is clearly a significant and influential aspect of how the events in these articles played

A.  Hook “The most urgent problem for the American education system has a Latino face.” (Gándara)

This comparison lends a sense of deep and sincere respect and awe for the teacher’s ability to educate their students to their fullest potential. The infallibility of these teachers becomes quickly contrasted against the malevolent legislators who have been targeted throughout the review. Tom Horne, in particular, is attacked for his overbearing and unnecessarily personal barrage against the Ethnic Studies program. His extreme disrespect and willingness to either stretch the facts, or completely invent them, make him a formidable enemy in a war where perception and public rapport are paramount. Horne has “openly lied in the past about his history of bankruptcy and has the unique distinction of being banned forever from the Securities and Exchanges Commission” ultimately showing just how insincere and conniving he truly is (Biggers 2). The legislator's inclination toward personal attacks and deception makes them even more able to dismantle the Ethnic Studies program Acosta had worked so hard to put in place. In a battle where the enemy supremely overpowers the students, changes need to be made.

“…critical thinking is not a method to be learned, but rather a process, an orientation of

In today’s current school systems, the question of whether or not schools are correctly teaching students the right curriculum is coming up for debate. In the Article,"Teaching Critical Thinking by Marcia Clemmitt, she goes into extensive research of the U.S. Department of Education’s crisis of standardized testing. Most learning activities include standardized testing which lacks many students to express creative and critical thinking. Critical thinking is defined as the examination and evaluation of ideas, events and arguments in their contexts which introduces students to interrogate assumptions and identifying biases (Clemmitt)Pure critical thinking involves investigating a text more than just memorizing, but to apply theirself in other ways of techniques, meaning schools should stimulate more analytical methods of teaching. This would not only free students from a sheltered test culture,but will allow students to think in a deeper,more passionate way than before.

In 1998, courses in Mexican-American studies (MAS) were introduced into Arizona classrooms in hopes of reversing a troubling trend among Hispanic students in Tucson, Arizona. Since

There are many different definitions for critical pedagogy, when a person hears this approach it sparks different views and ways of teaching to each individual. According to Wikiversity (Wikiversity, 2013)“Critical pedagogy is a teaching approach inspired by Marxist critical theory and other radical philosophies, which attempts to help students question and challenge posited "domination," and to undermine the beliefs and practices that are alleged to dominate.”

In the education world, the topic of critical pedagogy will be introduced to many. Before one can discuss critical pedagogy, one must know the meaning of it. Critical pedagogy is known to many as the study of oppression in education. It includes how issues of sex, race, gender, culture, and other social factors shape education. Critical pedagogy is also known by many as how teaching and learning takes place. An example of critical pedagogy is when students are able to ask why and respond or challenge questions that are asked in a free manner. When thinking of critical pedagogy, one must think of going beyond the first level of the meaning of a word, topic, or issue.

Children these days do not understand the concept of critical thinking. When they are in elementary school they are spoon fed everything they need to know and are not expected to use critical thinking in their day to day lives. Even in high school, students today will just memorize the information they need for tests and once they have written it they forget it all. They are getting increasingly unprepared for the real world as they do not learn transferable skills such as critical thinking. From the moment these students step into the world of education to the second they leave high school, they are taught basic necessities including math and English, but are missing key elements such as how to think critically and handle taxes. Critical thinking allows students to be able to apply what they learn in their lives outside of school (Lau and Chan). By learning this, students can not only learn, but also expand on their knowledge and actively use it in their lives. After all, that is what critical thinking is: to be able to think critically and to use what they know in the real world. It allows people to be successful in a variety of ways in their life.