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Friday, June 17, 2011

La Raza’s Infiltration of the Tucson School District

“Mexican immigration poses challenges to our policies and to our identity in a way nothing else has in the past.” — Samuel P. Huntington

In my most recent Blog I discussed the history of the Statue of Liberty and the process and effects of legal immigration. In the closing segment I touched on the effects on our culture and laws legal and illegal Mexican and Central American immigrants are having in our schools and society in general. No case better illustrates that fact and is more egregious than what is happening in the Tucson Unified School District (TUSD). And this tearing down of our traditional values, mores and education is sponsored by the University of Arizona.

Organizations such as The National Council of La Raza (NCLR) and MEChA are pushing their Aztlán ideology down the throats of the people of Tucson, Arizona and the United States. They want the southwest returned to Mexico.

According to a report issued by the Tucsonans United for Sound School Districts (

“In 1978, TUSD was placed under an order to desegregate its schools because the district was found to be “perpetuating vestiges of discrimination.” While TUSD was not the only Arizona school district in such a circumstance, it was the largest and best known. Over the past 30 years, TUSD has received more than a billion dollars to help desegregate its schools. The district has been reluctant to give up this extra funding even though the Post Unitary Status Plan (PUSP) was adopted that removed the district from the original order.

On Dec. 18, 2009, the court approved the Post Unitary Status Plan as adopted by the Governing Board of TUSD on July 30, 2009. The court acknowledged that the district would operate for the advocacy and equal advantage of every child, much to the surprise of many community members dedicated to closing the vast achievement gaps that are ignored or swept under the proverbial rug by the district. Federal oversight of the operation of the Tucson Unified School District has ended.

One requirement of the PUSP was the inclusion of ethnic studies programs for four groups of students: African-Americans, Mexican-Americans, Native-Americans, and Asian Americans. Ethnic Studies is comprised of all four departments. Each group has a separate program and they are all different. The African American Studies, Native-Americans Studies, and Pan Asian Americans, offer comprehensive services to their target students, including mentoring, tutoring, and counseling services. Unlike the holistic services offered to other minority groups, the Mexican American/Raza Studies department only offers classes to their students. The classes in this program also have a specific social justice, critical race theory, focus that was not dictated by the PUSP. The fear of further legal action by ethnic advocacy groups has been a factor in the continuation of a program that has given rise to as many questions as the Raza Studies Program has.”

This program has been specifically designed for the Tucson Unified School District's Mexican-American Studies Problem by the University of Arizona's Mexican-American Studies Program:

Mike Shaw wrote for MikeShaw TV on May 2, 2011:

“America saw the results of teaching a racist curriculum to an impressionable group of kids and many may be wondering, "what is going on down there?" I spend nearly 8 minutes trying to answer that question, and honestly, it's not nearly enough time. Many thanx [sic] to the fine folks with Tucsonans United for Sound Districts ( for all of the information. Loretta Hunnicutt (who appeared on the Fox News Channel’s Glenn Beck Show), her husband John and long-time educator Richard Kronberg have decided to stand for what is right even though they are paying a high personal price.

Watch the video and please excuse my voice. I've been coughing all week and it's fading. Still, I hope the story gives you a better idea of what La Raza Studies is all about at TUSD.”

“As for the University of Arizona Professor that is apparently very much involved in the alleged indoctrination of students. There is a much larger story there. From what I know at this time, it sounds like Professor Roberto Rodriguez, professor of Mexican-American Studies at the University of Arizona, is hoping to export Tucson's version of Mexican-American Studies to the rest of the country. Hopefully, if time allows, I can do a story of how Social Justice is being taught overtly and covertly to America's future teachers and administrators at the U of A and across the country.

The Tucson Unified School District superintendent in the middle of a push to have a radical Mexican-American studies class changed to an elective, has now backed down from his position, even going as far as to issue an apology. The change follows two wild demonstrations at consecutive school board meetings, one in which students chained themselves to desks, and another in which the riot police were called in.

According to a May 19th report on The

“Superintendent John Pedicone told local station KOLD-TV that he sent a letter to UNIDOS — the radical student group opposing the change — and the Mexican American Studies Community Advisory Board saying he has now advised the TUSD governing board to “table and not consider the resolution to make Mexican American Studies an elective.” (Quote is not Pedicone’s, but rather KOLD’s.)

Also contained in at least one of the letters is a promise that he won’t recommend charges against those who were arrested during the rowdy protests.

“We simply have to kind of bring that level of anxiety down to where we can begin to talk reasonably about this program, which we, which I think the district has said from the very beginning it supports,” Pedicone told KOLD. He later added: “I can’t speak for individual board members or others, but from my perspective it’s more important to bring the tone to a level where we can have a conversation and begin to have levels of understanding for the sake of the district. That’s really my responsibility.”

This so called ethnic studies program is nothing but a racist piece of crap promoted by the NCLR and MEChA. In my opinion it borders on teaching treason against the United States of America in our public schools. Currently, a class that teaches history from a Mexican-American perspective is allowed to substitute for the required U.S. history class. But the school superintendent also wants to reevaluate the entire program (and possibly get rid of the class), “in part because it advocates the overthrow of the U.S. government.”

You can read the class curriculums by clicking here. If this is not advocating the overthrow of the United States Government I don’t know what is. Even the Communists of the 30s, 40s and 50s were not this brazen: In the findings of the State Superintendent of Public Instruction the Mexican-American ethnic studies program advocates:

  1. Promote the overthrow of the United States Government
  2. Promote resentment toward a race or class of people
  3. Are designed primarily for pupils of a particular ethnic group
  4. Advocate ethnic solidarity instead of the treatment of pupils as individuals.

As the Tucson Independent Daily reported just weeks after writing an op-ed for their paper decrying the ethnic studies program and its curriculum and goals he reversed himself by writing a letter to the Mexican American Studies Committee that he would table any recommended changes in the program:

“Just weeks ago John Pedicone, Superintendent of Tucson Unified School District addressed his concerns regarding the adult manipulation of the young people who stormed the TUSD Boardroom and chained themselves to Board members’ chairs. In an opinion piece for the Arizona Daily Star, he wrote, “Some would have you believe this action was taken by a group of students who just made a plan to express their dissent. That is not accurate. It is clear adults both helped to plan and influence the outcome of that night.”

In a sudden and unilateral move, Pedicone wrote letters of apology for his “role in the situation in which we find ourselves,” to those students and some of the adults who are believed to have manipulated the students. In separate letters to the self-appointed and unofficial Mexican American Advisory Board and the group calling themselves UNIDOS, made up of many non-TUSD students, Pedicone misrepresented the Board’s position and appeared to make promises he is not in the position to make.

His claim in these letters that, “The State Superintendent of Public Instruction will be making a decision about whether the program is considered illegal under ARS 15-112 and any action related to this program should wait for that decision. This has been the Governing Board’s position from the beginning and it is with regret that any subsequent action resulted in the current situation,” are contrary to all evidence. In fact, it was a resolution to make the MAS classes electives that led to the manipulation of the protesting students in the first place. They acted to prevent a vote by the Board for the change of status.

Pedicone writes, "Further, TUSD has no intention of pressing charges against any of the individuals cited at either the April 26 or May 3 meetings." However, the Board has not voted on the issue to press charges or not.”

In his letter to the student group UNIDOS, he praises the students’ input as “valuable” and requests a meeting to establish “open dialogue.”

But as the Tucson Independent Daily points out, Pedicone’s sudden change-of-heart is curious, considering that just over two weeks ago he wrote an op-ed in the Arizona Star outraged over the protests and saying the students were being “exploited” and used as “pawns:”

“My immediate concern focuses on the events that led up to the decision on the part of a number of adults and students who engaged in an action that interfered with the operation of government.

The manner in which it occurred was, to many people inside and outside of the organization, shocking and abhorrent.

Some would have you believe this action was taken by a group of students who just made a plan to express their dissent. That is not accurate.

It is clear adults both helped to plan and influence the outcome of that night.

If you take a moment to examine the resolution by the student group, Unidos, you will see the demands include issues involving the Mexican-American Ethnic Studies program, the repeal of state laws, school closures and turnaround schools, United Nations human rights and the removal of state governmental officials.

In my opinion, students have been led to believe their basic rights to an honest discussion of their heritage are at risk. Students have been convinced the school district is attempting to eliminate a program that simply tells the truth and this action is associated with concerns about immigration and a broad range of issues at the state and federal levels.

Students have been exploited and are being used as pawns to serve a political agenda that threatens this district and our community. Just as high school and university students led the charge to the Governing Board dais on Tuesday, they are being used to lead the charge for those who wish to make this a civil rights issue.”

This issue is ripping the Tucson community apart. In typical Saul Alinsky and Cloward & Piven strategy it is creating chaos and distrust of the public education system. Just imagine had we had a German-American ethnic studies program in our schools during WWII. What would it have taught? Perhaps the curriculum would have included the superiority of the Aryan Race or the reestablishment of great Germany including the Rhineland, Sudeten Land and Austria. Another class topic might have been how to identify the Jew by the shape of the skull. As factious as this may sound it is really no different than the critical race theory being taught in the TUSD’s Mexican Studies program.

The Critical Race Theory (CRT) is an intellectual and politically committed movement in American legal scholarship that studies race, racism and power. Originating in American law schools, critical race theory has made its way into ethnic studies, political science and education. Its premise is that everything is predicated on race and not the individual. As far as I am concerned, after reading the arguments put forth by the proponents CRT it is just another way of expressing the Nazis racial policies against the Jews and so called “untermensch like the Poles, Slavs and Russians, which was based on the liberal, progressive theory of eugenics. In short it is crap!

Once you begin defining people by the racial or ethnic group they belong to you are leading them down to road to a victim mentality. Once this happens they are lost as they will always blame someone or something for their unhappy state of life. This is what is being taught in our government schools today.

The project mission statement for the TUSD Social Justice Education Project reads:

“What makes America great?. Is it education, culture, feeling of a home, suffering, struggling, fictitious manufactured plans by forefathers, immigrants, advantages to gringos, diversity, lying, wealth, activism, depression, disease, action, greed, is America great?” ~TUSD Social Justice Education Project, “Decolonize and Reclaim

The purpose of a nation allowing immigration is for those immigrants to become loyal, productive citizens of that nation. They should become part of the existing national culture not form separate enclaves retaining their ethnic culture while reaping the benefits of the society they have immigrated to. They should learn that nation’s history and language. How can a Mexican-American understand the Constitution, Bill of Rights and Declaration of Independence if they cannot read, write or speak English?

If this Arizona ethnic studies program was a local issue we might not be as concerned. But it is sweeping across the nation as other school districts are kowtowing to the bone-headed academics that are promoting this junk. The motto that appears our coins, currency and the Great Seal of the United States is; E Pluribus Unum (out of many one), not E Unum Pluribus.

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