| | |  Editorials | Issues | August 2008 
Raza Studies Director Defends Controversial Program
 The Arizona Republic
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Augustine F. Romero is senior director of Tucson Unified School District's Mexican American/Raza Studies Department.
The $2.6 million program has recently come under attack from state school Superintendent Tom Horne, who believes it to be racially divisive and hypercritical of American history and culture. Horne wants the program halted.
Romero was the guest on aztalk Live Talk Wednesday last week, defending the program and its benefits for 1,700 students.
"The intent of ethnic studies is to provide an equitable educational experience for the students represented by the ethnic studies departments," said Romero, who is a product of TUSD and graduated from Tucson High in 1985.
Here are excerpts from the interview, which can be found in its entirety at aztalk.azcentral.com. (For more information, visit instech.tusd.k12.az.us/Raza)
1. Have the increased focus and criticism of your programs hampered or harmed the educational process itself?
The criticism has created opportunity for raza studies and ethnic studies. For years, we have known that we save lives and ensure greater access to the education process. The criticism has given us a forum wherein we have been able to demonstrate and articulate our effectiveness.
2. Are you surprised some people call raza studies "racist?"
For those who know the work of raza studies and for those who openly and impartially want to learn about our work, in the end these people fully understand that raza studies is an anti-racist project. In fact, we are the ones who are combating racism.
What is surprising is the shamelessness of racists who try and play the race card or play upon the ideals of Dr. Martin Luther King Jr.
I truly believe that if Dr. King were alive today, he would be standing on our side as we struggle to help our misguided and uneducated adversaries find a place within themselves wherein they can see the beautiful nature of our program, and at the same time come to terms with the malevolence.
3. Most historians agree the U.S. war against Mexico was a less-than-proud moment in American history, but that is not what's being taught in most U.S. classroom. Why the disconnect?
The stories that are selected for the history books, and the manner in which these stories are told, are all part of the American indoctrination process. Moreover, these stories and the beliefs they create become part of the "uncontestable" truth.
In essence, no other stories can be told nor can stories be told differently, and if they are, they do not carry the same weighted level of truth. Therefore, when we offer history that is indeed more complete and truthfully, we are labeled "anti-American" or "unpatriotic."
In reality, being patriotic and American means offering a more complete and truthful account of history. It is said that a true history does not prepare us for the next time, it makes us wise forever. A student with wisdom is our goal.
4. Are students taught that Marxism is good or that it is bad? Are revolution and communism celebrated, as some critics charge?
Our students get lessons in comparative politics. In these lessons they are ask to evaluate the strengths and weaknesses of different systems. Marxism and communism are a part of this evaluation process.
We work to help our students understand that they are agents of change. We take our belief from the teachings of Gandhi. We ask our students "to be the change they want to see in the world." In some minds, that might be considered revolutionary. However, I see it as a response to John F. Kennedy's declaration. In our situation this is a community-based response. This is a response to the needs of our students and the communities from which they come.
5. What is being taught in the classroom about such revolutionaries at Emiliano Zapata and Che Guevara?
During the Industrial Revolution section of the course, the Mexican Revolution is covered. Zapata's role in the Mexican Revolution is covered as well as his beliefs about equality and justice. Che Guevara is not taught within any official curriculum.
6. How much improvement are students in the program making overall? Is this the main benefit?
According to our students, we are saving lives on a daily basis. We have many accounts of students coming to us and saying, "If it was not for you guys, I would be dead."
Many more accounts of students tell us, "Because of this program, I am going to be first person in my family to go to college."
Even more accounts of students are saying, "These classes have helped me realize that I can make a difference in the world. I am going into education so that I can come back and help make our community a better place."
The academic record of the department is important; however, for me what is equally important is that we have helped many of our students transcend the nihilistic state of hopelessness. |
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