Resolving Arizona's Ethnic Studies Conflict

The ongoing battle over ethnic studies around the country has brought a large spotlight to the State of Arizona. Since December 31, 2010, a new law banning certain ethnic studies in public schools for students in grades k-12 has been operational in Arizona. And the ripple effect is likely to be felt soon nationally.

Arizona state law addresses the large point of contention between those who see ethnic studies classes as an opportunity for radicals to promote anti federal government behaviors and those who see the same classes as legitimate settings for exposing minority students to their own history and culture.

Is it possible to turn this land mine on the road to resolving the immigration issue into an educational jackpot from which we all could learn and grow as a nation?

Stepping back from the present standoff and adopting a fresh approach to the education of all children that derives from the following simple principles might be worth consideration.

1. Each American has an ethnic heritage. There is no person in the U. S. today who does not share in some ethnic grouping. Hispanic, French, Portuguese, Chinese, we all claim heritage that to some degree divides us from some and unites us to others in our neighborhoods states and nation. Despite these differences we are justified in calling America a "melting pot" because here, over time, ethnic groups have blended together to make this nation the super power which it is today. It is precisely to the degree that we learn about and celebrate our marvelous diversity rather than discriminating willfully against "the other" that we can continue to grow and prosper as a nation.

2. All students have something important to learn about themselves and one another through ethnic studies classes. Teaching ethnic history and culture should include sharing examples of the positive contributions made to our nation and the world by ethnic groups. To provide truthful balance, it is essential for ethnic studies to also review the serious problems that various ethnic minorities face as they move to become part of the larger nation.

3. It is essential to teach children the importance of ethnic respect and harmony. It is not sufficient for children to simply discuss the contributions and the struggles of different ethnic groups. Highlighted should be the absolute need for a national and local coming together of all people regardless of ethnicity. If we discount or dismiss members of our society because of ethnicity we and they lose forever the wonderful results that might come of mutual cooperation. The entire nation suffers when any minority is not permitted to develop to its fullest capacity.

4. Curriculum planning should be based on ethnic reality and lead to compassionate and supportive learning activities. Course materials should acknowledge the unique potential and challenges of each student and the dire need for harmony among. all. Teaching curriculum should be filled with projects that lead to sharing positive ideas and building creative strategies aimed at reducing tensions and misunderstanding.

If teachers, parents and students could agree on these basic approaches to teaching ethnic reality, then schools might become the incubators of a new generation of Americans who decide to center on progress for all rather than on hatred for some.

Sources: http://www.pbs.org/newhour/extra/features/us/july-dec10/arizona_12-24.html

http://articles.cnn.com/2010-10-19/us/arizona.ethnic.studies.lawsuit