DOCSLIB.ORG

Notes from the Ethnic Studies Home Front: Student Protests, Texting, and Subtexts of Oppression Lydia R

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Notes from the Ethnic Studies Home Front: Student Protests, Texting, and Subtexts of Oppression Lydia R This article was downloaded by: [University of Arizona] On: 26 September 2011, At: 09:25 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK International Journal of Qualitative Studies in Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/tqse20 Notes from the Ethnic Studies home front: student protests, texting, and subtexts of oppression Lydia R. Otero a & Julio Cammarota a a Mexican American Studies, University of Arizona, Tucson, AZ, USA Available online: 26 Sep 2011 To cite this article: Lydia R. Otero & Julio Cammarota (2011): Notes from the Ethnic Studies home front: student protests, texting, and subtexts of oppression, International Journal of Qualitative Studies in Education, 24:5, 639-648 To link to this article: http://dx.doi.org/10.1080/09518398.2011.600267 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/terms-and- conditions This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan, sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. International Journal of Qualitative Studies in EducationAquatic Insects Vol. 24, No. 5, September–October 2011, 639–648 Notes from the Ethnic Studies home front: student protests, texting, and subtexts of oppression Lydia R. Otero and Julio Cammarota* Mexican American Studies, University of Arizona, Tucson, AZ, USA (Received 24 September 2010; final version received 22 June 2011) The protest against Arizona House Bill 2281 designed to ban Ethnic Studies from K-12 public schools on 12 May 2010 in Tucson resulted in 15 arrests. Stu- dents walked out of their classrooms in large numbers to defend their Mexican American Studies curriculum and program. Based primarily on participant observation of the protest, the authors examine the pedagogies of transforma- tional resistance, interrogate HB 2281’s repressive aspects, and illuminate the role of social networking media as expressions of cultural citizenship in the twenty-first century. Keywords: youth activism; social justice; Ethnic Studies Introduction As professors in the Department of Mexican American Studies at the University of Arizona (UA), the authors participated in a protest against anti-Ethnic Studies legis- lation on 12 May 2010. Governor Jan Brewer had signed House Bill 2281 that banned Ethnic Studies from K-12 public schools the previous afternoon. During the ensuing protest, one author was arrested and charged with third-degree trespassing, but neither professor was involved in planning the protest events. Arizona, the focus of media attention in 2010 for its punitive anti-immigrant stance, moved to legislate ideological borders and zeroed in on a public school curriculum with a history of nurturing a critical consciousness and creating a politically enlightened citizenry (Cammarota 2009). Although we interrogate the ideologies that underpin HB 2281 to illuminate the context of oppression to which the protesters responded, this article is based primar- Downloaded by [University of Arizona] at 09:25 26 September 2011 ily on participant observation. Far from being a linear protest and confined to one location, it cuts across a number of spatial boundaries. We employ an interdisciplin- ary lens to fully relate the level of civic and student mobilization that transpired that spring day. Cognizant of our position, analytical gaze, and the shifting geographies, our main goal is to tell a story of transformation and resistance. Young people are central to our narrative so we conducted a few follow-up interviews after the protest to evaluate mobilization efforts that seemed to happen instantaneously as “fast organizing” (Yang 2007). In reality, however, students had been strategizing for months. We also examine a concept of educational resistance *Corresponding author. Email: [email protected] ISSN 0951-8398 print/ISSN 1366-5898 online Ó 2011 Taylor & Francis http://dx.doi.org/10.1080/09518398.2011.600267 http://www.tandfonline.com 640 L.R. Otero and J. Cammarota known as “transformational resistance” (Solorzano and Delgado Bernal 2001) as it relates to how resistance flows in and through youth organizing and activism. As we unravel the events of May 12, we also examine the role of social networking media, texting in particular, to form a complex web created and utilized by students to garner support for their education and associate these forms, and forums, as expressions of “cultural citizenship” in the twenty-first century (Flores and Benmay- or 1997). We conclude by illuminating youth organizing/activism as resistance and a key component to transformational pedagogies. The subtext of oppression On 23 April 2010, the Governor of Arizona, Jan Brewer signed Senate Bill 1070 (“the broadest and strictest anti-illegal immigration measure in recent US history”), tagged the “Support Our Law Enforcement and Safe Neighborhoods Act” by its proponents such as legislator Russell Pearce. As she signed the bill, Brewer acknowledged that “people across America are watching Arizona.” The global denouncements, outcries, and protests had not deterred her and her Republican allies from enacting legislation that openly targeted and sought to contain Mexican people. In fact, the glare of the global spotlight seemed to have emboldened them. On May 11, a little over two weeks after signing SB 1070, Jan Brewer signed House Bill 2281, designed to eliminate Ethnic Studies from the public schools. Arizona Superintendent of Public Instruction Tom Horne had devised this legisla- tion and ensured its passage in the state’s legislature. This sweeping bill has the potential to shut down Ethnic Studies programs throughout the state. Horne, how- ever, had designed HB 2281 to empower the Superintendent of Public Instruction to investigate and selectively declare programs “out of compliance.” School districts would then be given an ultimatum – dismantle Ethnic Studies programs or lose 10% of their total state funding each year. Thus, this legislation allowed Horne to target Tucson Unified School District’s (TUSD) Mexican American Studies (MAS) program. He had demonized this program for the last four years, claiming it fos- tered “ethnic chauvinism,” provided a breeding ground for “racial hatred,” and referred to students in this program as “rude” and “insolent.” Thus, HB 2281 included reactionary claims that Ethnic Studies “promotes the overthrow of the US government.” Analogous to SB 1070, the anti-Ethnic Studies bill sought to curtail border Downloaded by [University of Arizona] at 09:25 26 September 2011 crossing. In this case, it targeted pedagogies that have transformative possibilities and which provide students with unretractable insights into systems of power. HB 2281 opposes “border pedagogy,” which Giroux (1993, 28) asserts is an educational process that builds a “democratic public philosophy” to renew public life through the veneration of cultural differences. Ethnic Studies opponents such as Horne, Pearce, and Brewer, insist on disseminating simplistic narratives based on historical amnesia that mask hegemonic versions of power. They press color-blind narratives and claim that they legislate “without regard to skin color, accent, or social status.” Refined in the rhetoric of cultural imperialism, these high-profile politicians stead- fastly refuse to acknowledge that multiple experiences and oppressions exist, even as they exploit the anemic economy and scapegoat Mexican people. They have mastered the rhetoric that nimbly avoids engaging in any thoughtful conversations that imply unbalanced power relations and that could possibly implicate them as oppressors. International Journal of Qualitative Studies in Education 641 In recent years, and in many cases, particularly in heated statewide elections, Republicans have managed to control the mainstream political debates. For instance, Horne’s primary criticism of MAS is the use of Paulo Freire’s Pedagogy of the Oppressed as a core text. Horne claims that this work “falsely” teaches students they are oppressed. Indeed, Freire’sdefinition of oppression centers on ideological forces that derive from societal institutions that maintain dehumanization through actions that attempt to deny the individual’s right to self-determination. Ironically, by outlawing education programs where students learn ethnic history and culture, Tom Horne imposes obstacles to self-determination and thus oppresses students who seek more relevant pedagogical pathways. According to Horne, “We should be teaching the students that this is the land of opportunity; they can achieve their ambitions if they work hard. They should not be taught that this is the land of oppression” (MacEachern 2008). These types of statements actually testify to the effectiveness of MAS’s use of
Load more

Recommended publications
  • Downloaded by [University of Arizona] at 14:51 23 July 2013
    1 ARIZONA REPRESENTATIVE’S RATIONALE FOR ATTACK ON MAS IN TUSD _____________________________________________________________________________ Rationalizing Racism: Arizona Representatives Employment of Euphemisms for an Assault on Mexican American Studies Maryam M. Shakir University of Arizona Summer Research Institute 2 ARIZONA REPRESENTATIVE’S RATIONALE FOR ATTACK ON MAS IN TUSD _____________________________________________________________________________ Abstract This study details the political climate and logic priming the termination of Mexican American Studies in elementary and high school programs within the state of Arizona. The author applies conceptual content analysis and intertextuality to decode euphemisms incorporated by opponents of the program. Primary sources by the state’s Attorney General Tom Horne and school board Superintendent of Public Instruction John Huppenthal are examined for rationales used in the elimination of a pedagogically empowering program for Latina/o students within Tucson Unified School District. Repetitive paradoxes in arguments against Mexican American Studies are found to have implicitly formed a threat to the majority. Reasoning in public statements by the aforementioned politicians and frames for discussion of the program are concluded to have appealed to mainstream audiences as a decoy from alternative motives of maintaining current power structures with Latina/os subjugated to lower socio-economic statuses compared to White counterparts. Keywords: Mexican American Studies, education policy,
    [Show full text]
  • Gonzalez V. Douglas Trial Transcript of Proceedings, Day 7
    Seattle University School of Law Seattle University School of Law Digital Commons Fred T. Korematsu Center for Law and Equality Centers, Programs, and Events 7-18-2017 Gonzalez v. Douglas Trial Transcript of Proceedings, Day 7 Steven A. Reiss Weil Gotshal & Manges LLP Luna N. Barrington Weil Gotshal & Manges LLP David Fitzmaurice Weil Gotshal & Manges LLP Richard M. Martinez Law Office of Richard M. Martinez Robert Chang Fred T. Korematsu Center for Law & Equality James W. Quinn JW Quinn ADR, LLC Follow this and additional works at: https://digitalcommons.law.seattleu.edu/korematsu_center Part of the Civil Rights and Discrimination Commons Recommended Citation Reiss, Steven A.; Barrington, Luna N.; Fitzmaurice, David; Martinez, Richard M.; Chang, Robert; and Quinn, James W., "Gonzalez v. Douglas Trial Transcript of Proceedings, Day 7" (2017). Fred T. Korematsu Center for Law and Equality. 72. https://digitalcommons.law.seattleu.edu/korematsu_center/72 This Report is brought to you for free and open access by the Centers, Programs, and Events at Seattle University School of Law Digital Commons. It has been accepted for inclusion in Fred T. Korematsu Center for Law and Equality by an authorized administrator of Seattle University School of Law Digital Commons. For more information, please contact [email protected]. 1 1 IN THE UNITED STATES DISTRICT COURT 2 FOR THE DISTRICT OF ARIZONA 3 NOAH GONZÁLEZ; JESÚS ) Case No. 4:10-cv-00623-AWT GONZÁLEZ, his father and ) 4 next friend, et al., ) ) 5 Plaintiffs, ) ) Tucson, Arizona 6 vs. ) July 18, 2017 ) 7 DIANE DOUGLAS, ) Superintendent of Public ) 8 Instruction, in her ) Official Capacity; et ) 9 al., ) ) 10 Defendants.
    [Show full text]
  • United States Supreme Court Justice Sandra Day O'connor (Ret.) and Ariz
    Arizona Foundation for Legal Services & Education NAPOLITANO TO SIGN CIVIC EDUCATION BILL AT THUNDERBIRD - United States Supreme Court Justice Sandra Day O'Connor (Ret.) and Ariz. Chief Justice Ruth McGregor to Attend Event October 20, 2006 Contact: Carol Sunnucks 602-978-7272 GLENDALE, ARIZ. — In a bill signing ceremony on the campus of Thunderbird, the Garvin School of International Management, Governor Janet Napolitano will sign House Bill 2788, creating a nine-member state commission on civic education and civic engagement. The bill signing will kick off a daylong event "Strengthening Civic Mission of Arizona Schools Through Partnership” bringing together local, state and national leaders to discuss strengthening civic education in Arizona schools. WHAT: Governor Janet Napolitano will sign the civics education and engagement commission bill; state and national leaders will report on their plans and efforts to promote Civic Education; participants including leaders in state and local education policy will provide input and explore opportunities for partnership to strengthen civic education in Arizona; remarks by Justice Sandra Day O’Connor. “We the People” students from Glendale’s Mountain Ridge High School and Mesa’s Dobson High School will engage leaders from Arizona’s three branches of government in a dialogue on the separation of powers; Justice O’Connor will also participate in the student dialogue. WHERE: Thunderbird: The Garvin School of International Management 15249 N. 59th Avenue Glendale, AZ 85306 WHEN: Tuesday, October 24, 2006 Bill Signing: 9:20 a.m. (Administration Building, Open to the media) Justice O’Connor & Policy Panel: 10 a.m. (Closed to Media) High school dialogue with Justice O’Connor: 12:30 p.m.
    [Show full text]
  • Community Dreams and Nightmares: Arizona, Ethnic Studies, and the Continued Relevance of Derrick Bell's Interest-Convergence Thesis
    \\jciprod01\productn\N\NYU\88-4\NYU409.txt unknown Seq: 1 26-SEP-13 15:47 COMMUNITY DREAMS AND NIGHTMARES: ARIZONA, ETHNIC STUDIES, AND THE CONTINUED RELEVANCE OF DERRICK BELL’S INTEREST-CONVERGENCE THESIS KEVIN TERRY* In 2010, the Arizona State Legislature drew national attention to issues of ethnicity, pedagogy, and censorship in public schools by passing House Bill 2281. As inter- preted by Arizona officials, this law made the curriculum of the Mexican American Studies Department in Tucson public schools illegal. The ongoing conflict between supporters and opponents of the Department in public discourse—and in state and federal courts—raises important questions about the ways that majority and minority cultures interact in United States educational institutions. This Note uses Arizona’s ethnic studies ban to suggest that Derrick Bell’s interest-convergence thesis and Lani Guinier’s related theory of interest-divergence continue to be useful tools in assessing the dynamics between powerful and marginalized groups. The Note sets the facts of the ethnic studies controversy against recent criticism of Professor Bell’s work and, in doing so, rebuts the assertion that the interest- convergence thesis has become less relevant to understanding contemporary inter- group conflict in the United States. INTRODUCTION ................................................. 1484 R I. THE POWERFUL, THE MARGINALIZED, AND INSTITUTIONAL PROTECTION: DERRICK BELL’S INTEREST-CONVERGENCE THESIS ....................... 1489 R A. Professor Bell’s Theory ............................. 1490 R B. New Frames and New Lenses in Constructing Interest-Convergence and Interest-Divergence ....... 1492 R 1. Contemporary Expanded Applications of the Interest-Convergence Thesis ..................... 1492 R 2. Interest-Divergence .............................. 1493 R C.
    [Show full text]
  • Critical Race Theory Counterstory As Allegory: a Rhetorical Trope to Raise Awareness About Arizona's Ban on Ethnic Studies Aja Y
    ANTI-RACIST ACTIVISM: TEACHING RHETORIC AND WRITING Critical Race Theory Counterstory as Allegory: A Rhetorical Trope to Raise Awareness About Arizona's Ban on Ethnic Studies Aja Y. Martinez, Binghamton University-SUNY Abstract: The critical race counterstory in this essay takes on the form of allegory to raise awareness about Arizona's anti-immigrant/Mexican climate, and pays particular attention to legislation targeted at Tucson Unified School District's Mexican American studies (also RAZA studies) program. Derrick Bell, Allegory, and Rhet/Comp Composing allegorically for publication has proven an effective writing style in fields, such as law and education. For over forty years, prominent critical race theory scholar, Derrick Bell has employed allegory as CRT counterstory. His allegories have been published countless times in law reviews and as two bestsellers. Bell (1987) contends allegory is the most effective style through which to convey his argument because his work seeks "to uncover enduring truths…[and] allegory employs stories that are not true to explore situations that are real enough but, in their many and contradictory dimensions, defy understanding" (p. 6-7). Bell asserts his use of allegory gets at the "truth" about racism and his purpose for writing allegorically coincides with my working definition of allegory. Copeland and Struck cite Jane K. Brown's definition of allegory as "a mode of representation which renders the supernatural visible" (2010, p. 5). Combining the rhetorical understanding of allegory as a trope, Bell's justification for use of allegory in his writing, and Brown's definition, I define allegory as a trope by which to render invisible forms of racism (structural or colorblind), visible.
    [Show full text]
  • Voting Rights in Arizona: 1982–2006
    VOTING RIGHTS IN ARIZONA: 1982–2006 JAMES THOMAS TUCKER,* RODOLFO ESPINO,† TARA BRITE, SHANNON CONLEY, BEN HOROWITZ, ZAK WALTER AND SHON ZELMAN‡ I. INTRODUCTION TO THE VOTING RIGHTS ACT A. HISTORY OF DISCRIMINATION Before the passage of the Voting Rights Act of 1965 (VRA), Arizo- nans of Hispanic, American Indian, African-American and Asian heritage were the victims of discrimination in virtually every area of their social and political lives. The town of Winslow adopted a policy segregating public swimming pools that allowed only Anglos to use the pool on days it was cleaned, and Mexican Americans, American Indians and African-Americans on other days.1 Similarly, Arizona adopted an anti-miscegenation law banning mar- riages between persons of “Caucasian blood” and those of “Negro, Mongo- lian, Malay, or Hindu” blood.2 American Indians were included in an ear- lier version of the anti-miscegenation statute, but were removed as a result of a 1942 amendment.3 African-Americans were not removed from the * Adjunct Professor, Barrett Honors College, Arizona State University. † Assistant Professor, Political Science Department, Arizona State University. ‡ Student Researchers, Barrett Honors College, Arizona State University. 1 Complaint, Baca v. City of Winslow, No. Civ-394-Prct (D. Ariz. 1955). The policy ended as a result of a consent agreement between the parties. 2 ARIZ. REV. STAT. ANN. § 25-101(A) (1956). In 1959, an Arizona Superior Court judge de- clared the statute unconstitutional in Oyama v. O’Neill, No. 61269 (Ariz. Super. Ct. Dec. 23, 1959). TERRY GODDARD, ARIZ. ATTORNEY GEN., THE PROMISE OF BROWN V. BOARD OF EDUCATION: A MONOGRAPH 6–7 (Mar.
    [Show full text]
  • State-Sponsored Racism’
    A Victory Seen Over ‘State-Sponsored Racism’ The restoration of a Mexican-American studies program in Tucson, Arizona public schools is being hailed as an important step in telling the more complex history of the American West, reports Dennis J Bernstein. By Dennis J Bernstein Advocates of Mexican-American studies are celebrating a federal court ruling restoring one of the most successful programs in Arizona public schools as a victory against “state-sponsored racism.” Nolan Cabrera, associate professor at the Center for the Study of Higher Education at the University of Arizona, has been involved from the beginning in resisting the controversial removal of ethnic studies from the Tucson Unified School District. I spoke to Cabrera on Aug. 26, after a U.S. District Court judge’s decision in favor of the restoration of the program. Cabrera is a recipient of the prestigious education early-career award the National Academy of Education/Spencer Postdoctoral fellowship and is a fellow for the American Association for Hispanics in Higher Education. Dennis Bernstein: Nolan Cabrera, you created an ethnic studies program at the University of Arizona that provided the informational background for the students who fought the effort to shut down ethnic studies in Tucson. How did you get involved? Dr. Nolan Cabrera: I became involved in the struggle around Mexican American studies running statistical analyses on the efficacy of the program. Interestingly, I was doing this for the desegregation case, which was a separate issue from House Bill 2281, that banned ethnic studies. But then that became the basis for the other statistical analyses, which demonstrated the program’s remarkable achievements in terms of student development over the years.
    [Show full text]
  • AMAE Invited Special Issue Association of Mexican American
    Association of Mexican American Educators Journal A peer-reviewed, open access journal Volume 13 Issue 3 2019 AMAE Invited Special Issue Education, Law and the Courts: Communities in the Struggle for Equality and Equity in Public Education Guest Editors E. Diane Torres-Velásquez David G. Hinojosa The University of New Mexico Lawyers’ Committee for Civil Rights Under Law Cristóbal Rodríguez Marissa Bono Howard University VIA Metropolitan Transit, Formerly with Mexican American Legal Defense and Educational Fund Editors Patricia Sánchez The University of Texas at San Antonio Antonio J. Camacho AMAE, Inc. Associate Editors Julie L. Figueroa Sacramento State Lucila D. Ek The University of Texas at San Antonio http://amaejournal.utsa.edu ISSN: 2377-9187 Cabrera & Chang Stats, Social Justice, and the Limits of Interest Convergence: The Story of Tucson Unified’s Mexican American Studies Litigation1 Nolan L. Cabrera, PhD Center for the Study of Higher Education University of Arizona Robert S. Chang, JD Korematsu Center Seattle University Abstract In 2011, the state of Arizona banned the highly successful Tucson Unified School District Mexican American Studies program through the law ARS § 15-112. This article is a Critical Race Theory counternarrative regarding the role of statistics in the constitutional challenge to this state law. Through firsthand accounts of this process, we demonstrate how multivariate empirical analyses served as an important component for the overturning of the law ARS § 15-112 in the highest- profile Ethnic Studies legal case in the country’s history (Arce v. Douglas, 2015). We also use this article to explore the limitations of interest convergence (Bell, 1980) using this litigation as a case study.
    [Show full text]
  • Maricopa Community Colleges Sued Over In-State Tuition for Migrants
    7/1/13 Maricopa community colleges sued over in-state tuition for migrants Jul 1, 2013 1:07 PM A GANNETT COMPANY Shopping Jobs Cars Real Estate Rentals Buy & Sell LaVozArizona.com 106° Phoenix SUBSCRIBE NOW and get SUBSCRIBE search: All azcentral.com 3 months for the price of 1 Log in My account Register e-Newspaper Help News Sports Money Things to do Politics Opinion Watchdog Travel Food & Home Health Traffic Weather Ahwatukee | Chandler | Gilbert | Glendale | Mesa | Peoria | Phoenix | Pinal | Queen Creek | Scottsdale | Southwest Valley | Surprise | Tempe Community » Scottsdale » Article 15 Comments Maricopa community colleges sued over in-state tuition for migrants SHARE URL EMAIL FONT: A A A Recommend 325 Tw eet 0 For Full Access: or By Mary Beth Faller The Republic | azcentral.com RELATED INFO Wed Jun 26, 2013 6:23 PM By the numbers Arizona Attorney General Tom Horne is suing the Maricopa County Total spring-semester 2013 Community College District over its policy of charging in-state tuition to enrollment of the Maricopa undocumented immigrants who receive work permits through the County Community Colleges: federal deferred-action program. 127,303 Horne filed a lawsuit in Superior Court on Tuesday, saying the policy violates state law because it gives public benefits to undocumented Estimated number of immigrants. students who are The suit asks for a judge to rule on the issue, which could affect undocumented immigrants several hundred students in the 10-college system. who have received On Wednesday, Tom Gariepy, spokesman for the community-college deferred-action status: district, said the colleges will continue the policy until such a ruling.
    [Show full text]
  • Arpaio Set to Stand Trial
    Forum To Highlight Attacks on public schools Launch of Prison Reform Campaign are attacks on civil liberties By Victoria Lopez, Program Director Truth in sentencing, mandatory minimums, the crack/cocaine sentencing disparity, and prison privatization have exacerbated inhumane and dangerous conditions in prisons nationwide. The Over the past year, Arizona has once ACLU of Arizona receives hundreds of complaints every year from people in jails and prisons again been propelled into a national across the state, as well as their family members, documenting a systemic denial of basic debate about discriminatory laws medical care and mental health services. intended to target Latinos. This time, however, instead of the police The need to reform Arizona’s bloated, inefficient and unjust prison system is checking “papers,” we are seeing an Volume 41 long overdue. The ACLU of Arizona works regularly in the courts and at the unprecedented attack on academic Standing Up for Freedom legislature to protect everyone’s civil rights and liberties. This year, we Issue 1 Forum Details: freedom by banning public school are ramping up our efforts to ensure humane treatment for people teachers from teaching ethnic March 22, 2012 incarcerated in Arizona and promoting laws and policies that 6:30 p.m. to 8:00 p.m. studies and, more specifically, provide fairness in our criminal justice system. We’re developing Mexican-American studies (MAS). Maryvale Community a campaign for the public that will include an interactive website Center Auditorium highlighting the experiences of those held in Arizona prisons with The ACLU of Arizona is very concerned about the 4420 N.
    [Show full text]
  • State of Outrage: Immigrant-Related Legislation and Education in Arizona State of Outrage: Immigrant-Related Legislation and Education in Arizona
    State of Outrage: Immigrant-Related Legislation and Education in Arizona State of Outrage: Immigrant-Related Legislation and Education in Arizona Jeanne M. Powers Tiffany R. Williams Arizona State University Abstract In April 2010, Arizona made national headlines when Governor Jan Brewer signed SB 1070, the “Support Our Law Enforcement and Safe Neighborhoods Act” which was aimed at deterring illegal immigration to Arizona. SB 1070 is the most prominent of a series of laws and other state policies targeting immigrants in Arizona that date back to the late 1990s. This period of active legislating coincides with a dramatic increase in the state’s Hispanic population. In this paper, we provide an analysis of the state laws that have infl uenced the educational experiences of immigrants in Arizona passed during this period: Proposition 203 and HB 2064 (Bilingual Education), HB 2281 (Ethnic Studies Courses), and Proposition 300 (Higher Education and Adult Education). Introduction In April 2010, Arizona made national headlines when Governor Jan Brewer signed SB 1070, the “Support Our Law Enforcement and Safe Neighborhoods Act” which was aimed at deterring illegal immigration to Arizona. As enacted, the bill’s most controversial provisions: a) require immigrants to carry documentation of their legal status; b) criminalizes the work activities of illegal immigrants; and c) empowers law enforcement offi cials to detain anyone they suspect is an illegal immigrant (Archibold, 2010; Order, 2010). In July 2010, these provisions were enjoined by a federal court and have not taken effect.1 Yet SB 1070 is best understood as the latest, and arguably the most prominent of a series of laws and other state policies targeting immigrants in Arizona that date back to the late 1990s.2 This period coincides with a dramatic increase in the state’s Hispanic population.
    [Show full text]
  • Arizona Public Opinion Pulse (AZPOP) Power Rankings
    Arizona Public Opinion Pulse (AZPOP) Power Rankings Arizona Registered Voters Survey conducted on January 11th - 18th, 2021 n=1022 with a MoE +/- 3.07% Online survey via online opt-in survey platform *Totals may not add up to 100% due to rounding Sample Summary Generated on February 6, 2021 *Percentages may not total 100%, due to rounding Gender Party Total Total Sample Size 1,022 Sample Size 1,022 F DEM Count 521 Count 327 Column % 51% Column % 32% M IND Count 500 Count 337 Column % 49% Column % 33% REP ge Count 358 A Total Column % 35% Sample Size 1,022 Ethnicity Combined 18 to 34 Total Count 254 Column % 25% Sample Size 1,022 35 to 44 White Count 153 Count 664 Column % 15% Column % 65% 45 to 54 Hisp/Latino Count 153 Count 225 Column % 15% Column % 22% 55 to 64 Other Count 174 Count 133 Column % 17% Column % 13% 65 or older Count 288 Education Column % 28% Total Sample Size 1,022 HS or LESS Region Total Count 276 Column % 27% Sample Size 1,022 Some College Maricopa Count 409 Count 613 Column % 40% Column % 60% College Graduate Pima Count 204 Count 164 Column % 20% Column % 16% Postgraduate Rural Count 133 Count 245 Column % 13% Column % 24% Weight Variable = Arizona Registered Voters 3 Table of contents Survey Here are the names of some people and organizations in the news‚ we know there are quite a few, so please take some time to consider each one. Using the grid below, please indicate your impression of each. If you have no opinion or have never heard of the person, you can indicate that too.
    [Show full text]