I’ve reported in-depth on publicly-subsidized La Raza/The Race schools that abandon academics for Aztlan studies. The US Department of Education has forked over $8 million in public charter school grants to La Raza/The Race, which helps propagate such multi-culti claptrap as “Aztec math” in dozens of Mecha madrassas.
Now, John A. Ward, a former teacher at a Tucson High School magnet school that peddles a Raza/Race curriculum, gives an insider’s look at what’s being taught on your dime. Ward has been attacked as a “sellout” because of his Hispanic heritage. Here’s a key excerpt, but read the whole thing:
During the 2002-2003 school year, I taught a U.S. history course with a Mexican-American perspective. The course was part of the Raza/Chicano studies department.
Within one week of the course beginning, I was told that I was a “teacher of record,” meaning that I was expected only to assign grades. The Raza studies department staff would teach the class.
I was assigned to be a “teacher of record” because some members of the Raza studies staff lacked teaching certificates. It was a convenient way of circumventing the rules.
I stated that I expected to do more than assign grades. I expected to be involved in teaching the class. The department was less than enthusiastic but agreed.
Immediately it was clear that the class was not a U.S. history course, which the state of Arizona requires for graduation. The class was similar to a sociology course one expects to see at a university.
Where history was missing from the course, it was filled by controversial and biased curriculum.
The basic theme of the curriculum was that Mexican-Americans were and continue to be victims of a racist American society driven by the interests of middle and upper-class whites. In this narrative, whites are able to maintain their influence only if minorities are held down. Thus, social, political and economic events in America must be understood through this lens.
This biased and sole paradigm justified teaching that our community police officers are an extension of the white power structure and that they are the strongmen used “to keep minorities in their ghettos.”
It justified telling the class that there are fewer Mexican-Americans in Tucson Magnet High School’s advanced placement courses because their “white teachers” do not believe they are capable and do not want them to get ahead.
It justified teaching that the Southwestern United States was taken from Mexicans because of the insatiable greed of the Yankee who acquired his values from the corrupted ethos of Western civilization.
It was taught that the Southwest is “Atzlan,” the ancient homeland of the Aztecs, and still rightfully belongs to their descendants – to all people of indigenous Mexican heritage.
As an educator, I refused to be complicit in a curriculum that engendered racial hostility, irresponsibly demeaned America’s civil institutions, undermined our public servants, discounted any virtues in Western civilization and taught disdain for American sovereignty.
When I raised these concerns, I was told that I was a “racist,” despite being Hispanic. Acknowledging my heritage, the Raza studies staff also informed me that I was a vendido, the Spanish term for “sellout.”
The Tucson public school system is a favorite breeding ground for the Raza/Race ethnic nationalists.
You may recall that open-borders radical Dolores Huerta–Hillary Clinton’s campaign co-chair–was an invited speaker at a mandatory assembly at Tucson High Magnet School, where she inveighed that “Republicans hate Latinos.”
Flashback: Conservative high school student objects to Huerta’s hate-speak.
What does upcoming La Raza/The Race annual conference speaker John McCain have to say about this abuse of tax dollars for the spread of poisonous open-borders propaganda?